Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.39.0-wmf.23 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk Gadget Gadget talk Gadget definition Gadget definition talk 0 1675 2413823 2392828 2022-08-11T15:40:48Z Margob28 2943256 Punctuation, sentence variation, font formatting/adjustment. wikitext text/x-wiki Part of a series of guides at [[Wikiversity:Career services]] If you are unfamiliar with the term [[w:job hunting|job hunting]] then read the article on Wikipedia to enlighten yourself. ==Overview== Here is the basic process to find a job. If you find a full time job, then, you can expect to work for about 40 hours a week, at least. Know what type of job(s) you might be interested in or qualified for. The basic process is as follows. # Make <u>finding a job</u> your priority. Expect to devote a considerable amount of time to this. # Know your preferences'''.''' Knowing what type of employment you're willing to accept (e.g. working at [[w:McDonalds|McDonalds]] or working as a software engineer at [[w:Google#Employees|Google]]) is key to job search. # Create a [[w:resume|resume]] and [[w:cover letter|cover letter]]. # Explore the internet. Try to fill out a [[w:job application|job application]] through search engines and job links online. # Fill out job applications and/or send in resumes and cover letters # Get [[w:interview|interviews]] # Go to interviews # Accept employment Remember, '''don't give up'''. Make <u>finding a job</u> your '''Job'''. == Resume writing == There are a number of guides that go into the mechanics of resume writing so it is unnecessary to go through them here. However, very few of them go into the psychology of resume writing, and why it is sometimes so difficult to write the resume. One key trick is this.... '''The resume is a 30 second commercial about you.''' It is not an autobiography. If you think of the resume as an autobiography, then writing it becomes difficult because adding and removing things means making a commentary about your life. If it is a 30 second commercial, then it becomes much easier. You are coming up with a jingle, and the resume is a piece of promotional literature. When you write your resume, think about it as your marketing tool and not only your personal document. Below are some tips and suggestions on how to write an attractive resume. Some of the main tips for writing a good resume are: * Use Titles/Headings that match the jobs you are applying for * Use an attractive design * Mention your skills, knowledge, and experience * Make a list of your training and education * Describe your accomplishment * Quantify and use power words * Analyze the job description to Identify key words * Tweak and target your resumes [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Occupations]] 4saihvwrkj06tawooerewlzipiivg4p 2413824 2413823 2022-08-11T15:47:56Z Margob28 2943256 Punctuation, sentence adjustment wikitext text/x-wiki Part of a series of guides at [[Wikiversity:Career services]] If you are unfamiliar with the term [[w:job hunting|job hunting]] then read the article on Wikipedia to enlighten yourself. ==Overview== Here is the basic process to find a job. If you find a full time job, then, you can expect to work for about 40 hours a week, at least. Know what type of job(s) you might be interested in or qualified for. The basic process is as follows. # Make <u>finding a job</u> your priority. Expect to devote a considerable amount of time to this. # Know your preferences'''.''' Knowing what type of employment you're willing to accept (e.g. working at [[w:McDonalds|McDonalds]] or working as a software engineer at [[w:Google#Employees|Google]]) is key to job search. # Create a [[w:resume|resume]] and [[w:cover letter|cover letter]]. # Explore the internet. Try to fill out a [[w:job application|job application]] through search engines and job links online. # Fill out job applications and/or send in resumes and cover letters # Get [[w:interview|interviews]] # Go to interviews # Accept employment Remember, '''don't give up'''. Make <u>finding a job</u> your '''Job'''. == Resume writing == There are a number of guides that go into the mechanics of resume writing. So, it is unnecessary to go through them here. However, very few of them go into the psychology of resume writing, which is why it is sometimes difficult to write a resume. One key trick is this.... '''The resume is a 30 second commercial about you.''' It is not an autobiography. If you think of the resume as an autobiography, then writing it becomes difficult because adding and removing things means making a commentary about your life. If it is a 30 second commercial, then it becomes much easier. You are coming up with a jingle, and the resume is a piece of promotional literature. When you write your resume, think about it as your marketing tool and not only your personal document. Below are some tips and suggestions on how to write an attractive resume. Some of the main tips for writing a good resume are: * Use Titles/Headings that match the jobs you are applying for * Use an attractive design * Mention your skills, knowledge, and experience * Make a list of your training and education * Describe your accomplishment * Quantify and use power words * Analyze the job description to Identify key words * Tweak and target your resumes [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Occupations]] 1lh9nrl2dfx7f5bala4peu710xc57ud 0 72633 2413834 2044894 2022-08-11T17:26:25Z 197.49.211.85 wikitext text/x-wiki 2413839 2413834 2022-08-11T17:52:08Z Antandrus 111168 Reverted edits by [[Special:Contributions/197.49.211.85|197.49.211.85]] ([[User_talk:197.49.211.85|talk]]) to last version by [[User:XXBlackburnXx|XXBlackburnXx]] using [[Wikiversity:Rollback|rollback]] wikitext text/x-wiki {{merge|President of the United States/George Washington}} {{center top}} {| border=2 cellspacing=5 cellpadding=10 | Revolution | 1st President | 2nd President |- | Revolution | [[File:Gilbert_Stuart_Williamstown_Portrait_of_George_Washington.jpg|125px]] <big>'''George Washington'''</big> 1789–1797 | [[Image:Johnadamsvp.flipped.jpg|110px]] [[../John Adams/]] 1797–1801 |} {{center bottom}} For an in depth look at the '''1st US President''', follow this link: [[w:George Washington|George Washington]]. '''Elected:''' 1st Term in 1789 (only US election to occur in an odd-numbered year) '''Elected:''' 2nd Term in 1792 '''Presidency:''' 1789 to 1797 == Major US Laws == The following is a list of major laws in US History signed by George Washington during his presidency: * [[w:Residence Act|Residence Act of 1790]], allowing the President to select a location for the future capital of the country. * The first 10 Amendments were added to the Constitution as the [[w:United_States_Bill_of_Rights|Bill of Rights]] in 1791. *He also gave his famous [[w:Washington's Farewell Address|Farewell Address]] in 1796 before retiring from the Presidency == Major US Events == The following is a list of major events in US History during the presidency of George Washington: * US governmental operations started under the new [[w:American_Constitution|US Constitution]] on March 4, 1789. * The first session of the [[w:Supreme_Court_of_the_United_States|Supreme Court]] convened on February 2, 1790. * The [[w:Whiskey Rebellion|Whiskey Rebellion]] was quelled by state militia in 1794, proving the strength of the new Constitution. *Vermont (1791), Kentucky (1792), and Tennessee (1796) joined the Union. == Foreign Affairs == The following is a list of events in US Foriegn Affairs during the presidency of George Washington: * [[w:Jay Treaty]] == Major World Events == The following is a list of major events in World History during the presidency of George Washington: * The French Revolution began, establishing the First French Republic. * George Washington had nothing to with it the first 3 years. == Interesting Facts == *George Washington was the only US president ever to have been elected unanimously by the Electoral College, which he was during both terms. *Washington refused to run for a third term once his second term was done, setting a precedent for future presidents, a tradition which held until Franklin Delano Roosevelt's third election in 1940. [[Category:Presidents of the United States|{{SUBPAGENAME}}]] tu1mr7yrg0k6f19pfpvdfcdwwve9mlt 1 73092 2413814 2413726 2022-08-11T14:14:55Z Antandrus 111168 Reverted edits by [[Special:Contributions/89.144.204.149|89.144.204.149]] ([[User_talk:89.144.204.149|talk]]) to last version by [[User:Hasley|Hasley]] using [[Wikiversity:Rollback|rollback]] wikitext text/x-wiki How is this intended to be different from an encyclopedia article? [[user:Jade Knight|The Jade Knight]] ^{[[User talk:Jade Knight|(d'viser)]]} 06:24, 21 November 2008 (UTC) :Instead of providing a lot of information about the man, as an encyclopedia article would do, these lessons are intended to focus on the term of presidency and place them in context of US and World events. At present, I'm simply trying to flesh out the pages enough to provide summary information. The overall objective is to provide an introductory course to US History that will use the Presidents as a mnuemonic device, versus mundane memorization of lists and dates. Long term, the personalities and policies of the individual's should be added to show how they shaped history. [[User:Sri-ganesh|Sri-ganesh]] 18:22, 21 November 2008 (UTC) ::Sounds like a good idea. Try to make a particular effort while you're at it to focus on participation, instead of simply information—without participatory elements, this may as well be a Wikibook. [[user:Jade Knight|The Jade Knight]] ^{[[User talk:Jade Knight|(d'viser)]]} 07:40, 22 November 2008 (UTC) 348pkk5nntfqjzf3k1uf12b23m4kaeq 0 77525 2413813 2413725 2022-08-11T14:14:53Z Antandrus 111168 Reverted edits by [[Special:Contributions/179.6.82.149|179.6.82.149]] ([[User_talk:179.6.82.149|talk]]) to last version by [[User:Antandrus|Antandrus]] using [[Wikiversity:Rollback|rollback]] wikitext text/x-wiki [[Image: Allah.svg|thumb|Name of Allah.]] * This Course is based mainly on Professor Chaiwat Satha-Anand's (Thammasat University) paper ''Ants, Birds, Infants, and Humans: Notes on Islam and Nonkilling Politics'' prepared for the First Global Nonkilling Leadership Forum, Mu Ryang Sa Buddhist Temple, Honolulu, Hawai‛i, November 1-4, 2007. The Course is part of the [[School:Nonkilling_studies#Program_on_Nonkilling_Spiritual_Traditions|Program on Nonkilling Spiritual Traditions]] at the [[School:Nonkilling_studies|School of Nonkilling Studies]]. Violence in Southern Thailand has hitherto claimed more than 3,000 lives of Buddhists and Muslims, ordinary people and government officials since early 2004. General Cha-valit Yongchaiyuth, a former Deputy Prime Minister of Thailand, who was in charge of security affairs during the previous Thaksin government that governed Thailand in the early part of this decade, remarked on this violence that: “Our Muslim brothers (sisters) always greet one another with ‘peace be with you’, but at the same time killings have occurred among themselves which is evidence of deviant (Islamic) teachings.” In 2003, the PEW Research Center in Washington, DC reported its attitude survey of Muslim respondents in Turkey, Pakistan, Morocco, and Jordan about suicide bombings. It was found that 74 and 86 per cent of respondents in Morocco and Jordan supported the use of suicide bombings by Palestinians against Israelis. But does this mean that most Muslims would support killings? What do Muslims think about killings? Though these are difficult questions in the absence of a Muslim worldwide survey, if one chooses to believe in survey results despite all kinds of shortcomings, perhaps an answer could be found indirectly by raising the question of the Muslims’ attitude to-wards the place of war in dealing with conflict. In conducting such a survey with more than 6,300 Muslim respondents in 7 countries: Egypt, Iran, Turkey, Pakistan, Indonesia, Malaysia and Kazakhstan, Riaz Hassan found that while figures for those in support of war have been high in the three Middle Eastern countries and Pakistan (from 58-66 %), they are much lower in three other countries: Malaysia 37%, Indonesia 33% and Ka-zakhstan 11%. Could it mean that in these Muslim countries, at least some 60% dis-agree with the use of killing as a way to deal with conflicts in the world? Based on Has-san’s empirical study of more than a decade using massive cross-cultural, cross-national surveys and interviews, I would argue that Muslim attitudes towards killing as a vehicle for solving international conflicts vary significantly in Muslim countries, and that only a small fraction of Muslims actively support killing and killing organizations. Why such is indeed the case is of profound importance for any attempt to under-stand the Muslims and their proclivity towards nonkilling politics. If religious belief is to be analyzed as conviction politics and not merely as expediency, then there is a need to understand why most Muslims do not support killings by looking at conventional Is-lamic teachings on the value of lives, animals and human, and the ways in which killing is delimited or prohibited through those teachings. For the purpose of this brief paper, I would call attention to how conventional Islamic texts, the Qur’an and the Hadith (Prophetic Traditions) deal with lives of ants, birds, infants, and all human beings. ''Ants'' {{quotation| “Allah's Apostle said, Once while a prophet amongst the prophets was taking a rest un-derneath a tree, an ant bit him. He, therefore, ordered that his luggage be taken away from underneath that tree and then ordered that the dwelling place of the ants should be set on fire. Allah sent him a revelation: Wouldn't it have been sufficient to burn a single ant (that bit you)?” Hadith Bukhari, 4536: Abu Huraira narrated }} ''Birds'' {{quotation| “We were with the Apostle of Allah (peace be upon him) during a journey. He went to ease himself. We saw a bird with her two young ones and we captured her young ones. The bird came and began to spread its wings. The Apostle of Allah (peace be upon him) came and said: Who grieved this for its young ones? Return its young ones to it. He also saw an ant village that we had burnt. He asked: Who has burnt this? We re-plied: We. He said: It is not proper to punish with fire except the Lord of fire.” Hadith Abu Dawood, 2669: Abdullah ibn Mas’ud narrated }} ''Infants'' {{quotation| “Kill not your children for fear of want: We shall provide sustenance for them as well as for you: verily the killing of them is a great sin.” Al-Qur’an 17:31 }} ''Humans'' {{quotation| “On that account: We ordained for the Children of Israel that if anyone slew a person unless it be for murder or for spreading mischief in the land it would be as if he slew the whole people: and if anyone saved a life it would be as if he saved the life of the whole people. Then although there came to them Our apostles with clear Signs yet even after that many of them continued to commit excesses in the land.” Al-Qur’an 5: 32 }} Beyond the obvious theme of linking the humans with the animals in the world where all creatures are created by God, I would argue that there are four other issues raised by these teachings which are conducive to the value of nonkilling, and therefore make it pos-sible to understand why killing in general is viewed negatively by most Muslims. First, the story of the ants while giving permission to kill, especially when the hu-man was attacked first, importantly prohibited the notion of overkill. This is of utmost importance in an age when advanced weapon technology has obliterated the idea of proportionality in the use of violence. Overkill can be made to feel comfortable due to the technologized ability to shield the perpetrators, or societies that support them, from its devastating effects on the victims. Second, the story of the birds explicitly prohibits the Muslims from killing the young ones. If the notion of young ones is seen from a temporal perspective, then it is clear that they should not be killed because the future(s) should not be killed, but needs to be protected. Third, the injunction against female infanticide in the first Qur’anic verse cited here, is a clear indication of an Islamic critique of cultural violence which had legiti-mized such practice in Arab cultures for so long. Killing infants in the name of culture is not acceptable, not only in terms of protecting the future(s) stated above, but also because the infants are God’s gifts to the humanity and the world. At their weakest ex-istence, they are the strongest link between parents and children, and more importantly mirroring God’s miracle of creation seen through a child’s birth. In this profound sense, such a culture cannot be tolerated by Muslims since it was the legacy of the age of ignorance and therefore an anathema to the belief in God’s Mercy, perhaps the most important Islamic belief. Fourth, though the famous Qur’anic verse prohibiting killing because taking even one’s life is equal to killing the whole humanity does have an exceptional clause and therefore is not categorical, it is extremely important to understand that by equating one life to the whole of humanity, this teaching denies killing its most common ground of justification in terms of numbers, understood as collateral damage or “peace dividend” as promoted by General “El Gaucho” Cisneros, a former Peruvian minister and a coup maker who once said that “if it were necessary to kill twenty civilians in order to eliminate two or three ter-rorists, then that action was justified.” This Qur’anic verse has made it impossible to justify the means of killing with ends through numbers, whether in terms of destroying the few for the good of the many or taking the lives of the many for the sake of a greater good. But then in what ways have these four issues discussed above contributed to nonk-illing politics? In her study of the politics of jihad by the “Islamists” Roxanne Euben underlines the importance of those who see death and killing as a legitimate and necessary part of the remaking of politics. They believe that violence is a legitimate expression of political action and an end in itself when guided and justified by a divinely authorized plan. She points out that this is in sharp contrast to Hannah Arendt’s idea expounded in her On Violence, that the phenomenon of killing must transpire outside the public realm be-cause such violence is antithetical to the preconditions for political actions. She then suggests that while many political theorists may be skeptical of Arendt’s understanding of politics, quite a few share her conclusion regarding killing, namely “politics is said to end where violence begins because killing for politics entails, in essence, killing politics itself.” Following the Islamic teachings on the ants, birds, infants, and human life discussed above, the emerging politics underscores the significance of protecting the future(s), dele-gitimizing cultural violence, strengthening the human-Divine relationship, prohibiting kill-ings by refusing to accept the morbid justification of turning human life into a number game, while the existence of killing, if any, is delimited with the notion of proportionality. In this sense, nonkilling politics, legitimized by Islamic teachings, could be seen as the al-ternative remaking of politics for Muslims in the fast changing public sphere. Notes 1. Matichon (June 3, 2004), p. 1, 15 (In Thai). 2. Cited in Riaz Hassan, Inside Muslim Minds (Carlton, Melbourne: Melbourne University Press, 2008), pp. 122-3. 3. Ibid., p. 124 and Table 3.2 on p. 125. 4. Ibid., pp. 126-7. In Hassan’s words: “only a very small fraction of Muslims actively support jihadi organizations and their activities” (p. 126). 5. See a discussion along this line in Chaiwat Satha-Anand, “The Jahiliyya Factor: Fighting Muslims’ Cultural Resistance to Nonviolence,” in Ralph Summy and Senthil Ram (eds.) Nonviolence: An Al-ternative for Defeating Global Terror(ism) (New York: Nova Science Publishers, 2008). 6. Cited in “Interview with Salomon Lerner,” International Review of the Red Cross, Vol. 88 No.862 (June 2006), pp. 229-230. Roxanne L. Euben, “Killing (for) Politics: Jihad, Martyrdom and Political Action,” Political Theory, Vol.30 No. 1 (February 2002), pp. 4-35. 7. Ibid., p. 26. (my italics). [[Category:Nonkilling studies]] el1xz5ho9lh5qd67g72mhi480xe9lc1 0 112036 2413841 2385164 2022-08-11T19:25:55Z Rhythmicblueberry 2948078 Added detail to Act - a failure in performance. And added definition of Trump Card. wikitext text/x-wiki Many terms are used in Landmark Worldwide in special ways, and sometimes they are distinct from how people use these terms colloquially nowadays. For example, the term "enrollment" is used to mean "enrolling" others in a possibility, so that they are "moved, touched, and inspired," and does ''not'' refer to enrolling people in courses. "Registration" is as described below, and, in context, often refers to actually signing up for a course (the generic meaning in the training is the ''acceptance of an offered choice,'' but it is also used with the ordinary meaning, i.e, action to formally place one's name in a list of "registrants."). Every discipline has its own language, borrowing general terms and providing specific meanings. For example, in physics the words "force", "work", "power" are given specific meanings for the mathematical modeling to work consistently, so while "work" means force through a distance in physics, "work" means applying effort, either mental or physical, to everyone else. To a physicist, pressing as hard as you can against a wall and not moving it = no work; but to everyone else, it is a lot of possibly useless work, having exerted a lot of effort to no affect, other than to give your muscles some isometric exercise. So it is with Landmark, it borrows words from common language and gives them specific meanings, creating its own sublanguage, in order to communicate specific ideas in unusual ways. The idea is born out of the educational principle "you don't learn something until you have discovered it for yourself." The unusual usage forces fresh use of the mind to elicit the discovery of whatever is being presented. Please use this page to express definitions of these terms as used by Landmark. Discussion of these definitions should take place on the attached Talk page (the "Discuss" tab, usually above). If there are disagreements, we should attempt to find consensus on the Talk page. This resource is intended to explain how these words are actually used by leaders of seminars in Landmark, and by Landmark Forum graduates in the Landmark community, not to propose these definitions as the "correct" meanings of the words. Feel free to write definitions, and sign them with <nowiki><small>~~~</small></nowiki>. Feel free, as well, to write brief comments or alternative definitions. '''These definitions have not been approved by Landmark Worldwide.''' *{{anchor|Act}}'''Act.''' A command, a bold statement given by brain when one is held accountable for a failure (or perceived failure) in performance. It is often not said verbally but it is very loud inside the brain. It is what one says to people when they confront him and hold one accountable for something not done well or well enough. For example : DON'T TEACH ME!!, I KNOW IT ALL, GET LOST, I WILL SHOW YOU WHO I AM, etc. Now this way of being has impact of self and even though our ACT is not expressed verbally but it does show up in our way of being. It results in lack of power, well being and self expression. The experience of the one being his/her ACT and the people around both have experience which lacks JOY, Self Expression and happiness and there is no access to possibility or fruitful activity until it is acknowledged, resolved or dismissed. *{{anchor|Agreement/Alignment}}'''Agreement/Alignment''' For agreement is merely a condition of content in which everyone is going to same place. Alignment, on the other hand, is a context in which everyone is coming from the same source" <small>[[User:sercotec-lf|sercotec-lf]]</small> *{{anchor|Already/Always Listening}}'''Already always listening.'''™ Undistinguished pre-existing interpretations that shape, color and influence the way people experience their relationships with people, circumstances, and even themselves. Examples may include: rolling your eyes as you see a number or person you recognize calling your phone as you, before they have even spoken to you, decide you already know something about how that call will go.<small>[[User:grantlam|grantlam]]</small> :* That little voice in your head, the voice of your imagination, and the interpretations it is constantly making. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Advanced Course}}'''Advanced Course.''' The second course in the "Curriculum for Living." *{{anchor|At Aliveness}}'''Aliveness.''' Occurrance when you get yourself in the game instead of spectate it and you are aware what you are doing at that moment <small>[[User:sercotec-lf|sercotec-lf]]</small> *{{anchor|At effect}}'''At effect.''' Usage is "at the effect of [some circumstance]"; to be a victim of circumstances or dependent upon them for success. See also ''At cause.'' <small>[[User:Abd|Abd]]</small> *{{anchor|Authenticity}}'''Authenticity.'''When one is being consistent with how they portray themselves to be with others and themselves. <small>[[User: grantlam|grantlam]]</small> *{{anchor|Breakthrough}}'''Breakthrough.'''Freeing yourself from some limitation that allows you to achieve immediate and permanent quantum leaps in performance and quality of life. <small>[[User: grantlam|grantlam]]</small> :* When "the light bulb clicks on in your head" and you "get it" and it causes a discrete change in behavior. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Breakdown}}'''Breakdown.''' A breakdown happens when some possibility, intention or commitment is frustrated, stopped or thwarted <small>[[User: grantlam|grantlam]]</small> :* When things don't go as expected or intended, or when you don't do as you said you would -- "not keeping your word" -- , also known as a loss of integrity, a loss of workability. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Complete}}'''Complete.''' When one is complete with any aspect of the past and therefore the past has no constraint on who one is being or how they are acting in the present. In communication, being complete is one being left with no lingering resentments, regrets or "unfinished business. <small>[[User: grantlam|grantlam]]</small> *{{anchor|Cost}}'''Cost.''' (as used in Rackets™). The impact of one’s reactive ways of being and acting. See also ''Payoff.'' <small>[[User:Abd|Abd]]</small> edited by <small>[[User: grantlam|grantlam]]</small> :*The costs of ''rackets™'' are love/affinity, vitality/well-being, self-expression, and satisfaction/fulfillment, all of which fall under aliveness. <small>[[User:Shinigami Realm|Shinigami Realm]]</small> *{{anchor|Change}}'''Change.''' (versus transformation). Change begins with a something that is made different in distance (from here to there), time (from now to then) or form (for example, from a square to a circle). An aspect of the nature of change is that change causes the persistence of the something being changed. <small>[[User: grantlam|grantlam]]</small> :* Change is a gradual continual shift. Transformation is a discrete jump. A caterpillar transforms into a moth or butterfly, but the metamorphosis that happens in the cocoon is change. Improvement and evolution are in the world of change. Transformation is about something new, different, a creation. Change = a+1 , Transformaton = before was A, now is B. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Choosing vs. Deciding}}'''Choosing vs. Deciding''' Deciding is related to other "*cide" words (suicide, insecticide, genocide), and is the result of applying reason to eliminate alternatives, effectively killing them. Usually a single thing is left and that becomes the decision. Choosing is about making a choice purely for the sake of choosing, not applying reason, not applying logic, not removing or disqualifying the other choices. I have purposefully not quoted the Landmark definition of decision and choice as that is copywrited material by them. Everyone likes to use reason, but ultimately, at the bottom of every decision or even proofs, is either fundamental choice or reason: "I choose to believe ..." or "I choose to trust ..." adding "because" makes it a reason. By using reason, one then absolves oneself from responsibility for the choice, it becomes the fault of the reason or the reasoning process if it fails. Choice demands responsibility for making the choice. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{Anchor|Clearing}}'''Clearing''' The most common analogy is of a field, and removing the stones and stumps and whatever obstacles are there in the field, that interfere with the functioning of the field: whether to grow something, or to play a game, or something else. The abstraction in this case is a mental construct in which possibilities can be placed, created. The clearing is like a vacuum, and can draw things towards it. If the thing in the clearing is "I'm no good" then it draws things that supports that attitude. You are then a clearing for "I'm no good". If you want the possibility of contribution to the world to be in your clearing, to draw those flavors of possibilities and opportunities, then you would need to remove the "I'm no good" thing from your clearing. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Context}}'''Context.''' Context is your occurring world; the total of how the world around you, and the people and things in it (either in totality, or in a given situation), show up for you. Nearly all context in which humans live is created. As a "meaning-making machine", it forms the setting and the background of your ''story'' and you tend to take actions based upon it in response. And you take it for granted and don't realize it: the one thing your occurring world ''doesn't'' automatically occur for you as is context. For example, for a fish, water is a major part of his context. A fish has no appreciation of water, it's just there, life consists of dealing with it all the time, he 'swims in it'. No other fish has ever been out of water for any length of time and come back to tell him what it's like, so the fish doesn't know anything but water, and nothing else is possible to him. (The difference is, the fish's context of water is beneficial to him, and he can't overcome it and survive. You, however, might "swim in" a context that ''isn't'' altogether beneficial to you, and that you ''can'' overcome. By contrast, ''responsibility'' is an ''empowering'' context.) When your life sucks, when you're in a negative or disempowering context; the way to break out of it, to overcome the negative or disempowering context, is to distinguish something (see ''Distinguish'', ''Distinction''). Then you can see your disempowering ''story'' as a story, and take new action in alignment with reality; or take on one or more new ways of being that might work better for you. <small>[[User:makeitrain27028|MakeItRain]]</small> *{{anchor|Curriculum for Living}}'''Curriculum for Living™''' The basic Landmark curriculum, which includes The Landmark Forum®, The Advanced Course®, The Self Expression and Leadership Program, and The Landmark Forum In Action Series. *{{anchor|Disappear}}'''Disappear''' To "disappear something" is to eliminate it, such as to disappear a complaint. <small>[[User:JF|JF]], edited by [[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]])</small> *{{anchor|Distinction}}'''Distinction.''' A distinction is a linguistic phenomenon that brings something into being as a presence, for which previously there was no presence. <small>[[User: grantlam|grantlam]]</small> :* The idea of a distinction comes from Taoism, when you name something as beautiful, not beautiful comes into existence as well. It also comes from sublanguages created to facilitate an area of thought or information -- the example of physics used above. A distinction is simply a term, a word, used to name something to facilitate the abstraction, discussion and/or use of that thing. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Distinguish}}'''Distinguish.''' To take something from an undifferentiated background and bring it to the foreground. <small>[[User:Shinigami Realm|Shinigami Realm]]</small> *{{anchor|Effect}}'''Effect.''' See ''At effect.'' *{{anchor|Empty}}'''Empty.''' Not real, made up, no substance. Generally used in conjunction with "meaningless" as in "empty and meaningless" see "meaningless" below. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Enrollment}}'''Enrollment.''' A kind of sharing that causes a new possibility to be present for another such that they are touched moved and inspired by that new possibility. This is not to be confused with Registration. <small>[[User: grantlam|grantlam]]</small> *{{anchor|Force}}'''Force.''' (versus power. Force is not a distinction recognized by Landmark. Personally, I feel that 'force' should be a distinction -- force as distinct from 'power', since within the Landmark technology, the two terms are so often used together, and so often contrasted against one another -- so I'll attempt to generate one for you here that will work for you.) Access to the distinction between force vs. power, lies in the outcome, the result. Power produces outcomes that will fall into place without a whole lot of resistance, and that once in place will stay in place indefinitely. Force can produce outcomes, but force nearly always meets with resistance. Force frequently produces outcomes other than what the person applying the force wants, or had in mind. Force produces unintended consequences. No one likes being forced, after all, and most anyone will seek ways to thwart whatever or whoever is trying to force something on them. And when force produces an outcome at all, that outcome will stay in place only for as long as the force can continue to be applied effectively. Once the force goes away, or is removed, or is met with an opposing force; once someone who is unhappy with the outcome produced by force comes up with a way to get around the force, or force back, or to evade the punishment that it threatens, the outcome produced by force is going to unravel. Power is, by its nature, successful. Force, by its nature, isn't successful, and certainly isn't powerful. Access to power lies in force-free communication. <small>[[User:makeitrain27028|MakeItRain]]</small> *{{anchor|Forum}}'''The Landmark Forum.''' An accelerated learning experience, set up as a guided dialog between the instructor and participants designed to bring about a transformational shift in the participants' effectiveness and quality of life in three days. The first course in the "Curriculum for Living," The Landmark Forum® is the entry point for all Landmark programs. <small>[[User: grantlam|grantlam]]</small> *{{anchor|Graduate}}'''Graduate.''' A person who has completed The Landmark Forum. edited by <small>[[User: grantlam|grantlam]]</small> *'''I.''' What people tend to think of, in its capacity as an ''identity,'' as being a collection of characteristics, attributes, and experiences from the past. <small>[[User:Shinigami Realm|Shinigami Realm]]</small> :*A pattern of patterns of neurons firing, see ''Identity.'' <small>[[User:Abd|Abd]]</small> *{{anchor|Identity}}'''Identity.''' A story that we invented about ourselves. The process of inventing an identity began in childhood, as we gradually adopted ways of being and acting to deal successfully with things that didn't quite go the way we thought they should. <small>[[User:Abd|Abd]]</small> *{{anchor|Informative learning}}'''Informative learning.''' Learning that increases what people know and adds to their skills by bringing new knowledge to an existing worldview and frame of reference. Compare to ''transformative learning.'' <small>[[User:Shinigami Realm|Shinigami Realm]]</small> *{{anchor|Integrity}}'''Integrity.''' Integrity is a state or condition of being whole, perfect, complete and unimpaired, in perfect condition. For a person, integrity is a matter of a person’s word. The extent to which who you are reflects the person you intend to be. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:02, 23 September 2016 (UTC) :* Integrity is well defined in a dictionary and covers all usage in Landmark. It is presented, though, from a perspective of workability. The more workable, the more integrity, the less workable, there is a loss of integrity. Keeping ones word is associated with integrity -- agreeing with common usage -- but in Landmark, it is a progression. Not keeping your word, means you were inauthentic about your word. Inauthenticity leads to unreliability, which reduces workability, and thus a loss of integrity. If you say you will be at a meeting at 5pm and show up at 5:10pm, there is inauthenticity, and there is the loss of 10 minutes of time, reducing the workability of the meeting, which may have to still end on time, so there is less time for discussion, information sharing, etc. which can lead to incompleteness, which reduces workability. Thus a lack of integrity, a loss of integrity, or simply, no integrity. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Life}}'''Life,''' as in "yourself and your life." Our entire set of relationships with people. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:04, 23 September 2016 (UTC) *{{Anchor|Listening}}'''Listening''' In Landmark Education, "Listening" does include the action of actually listening to another person in the common sense, but also includes a state of being. In this regard, the qualifying statements are similar to "... in your listening". This state of being is recognized as providing a coloration to your listening to what others are saying, and to what is happening around you, even if no sound is hitting your ears. It is the application of interpretation, and the recognition that we are always applying some sort of interpretation to our sensory input. By recognizing that we are applying color, and the color that is being applied, we can then choose that coloration. The state of being is referred to as "your clearing", and that clearing provides the coloration, the interpretation, and the responses produced. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Meaningless}}'''Meaningless.''' The absence of inherent meaning. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:04, 23 September 2016 (UTC) :* Used in conjunction with "empty" as in "empty and meaningless". This sentiment comes from Ecclesiastes. Meaning is the association of things with other things. This is an action of interpretation, of creating "story". Since it is made up, it is not real, and therefore empty. People tend to use "meaning" to ascribe substance and value to something. But since the meaning is made up, empty, it is really meaningless, without substance, and thus subject to change, alteration, transformation, or disappearance. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Occur}}'''Occur''' Used in the plural form, as in "how it occurs ...", in an active form "occurring" and in the past tense "how it occurred ..." . The interpretation of something. Occurring applies story, reason, to what happened, or to how you think about something. Occurring is a subconscious summarization and associative process that hits the conscious mind as real, as truth. It is difficult to recognize this without training. Someone yelling at you could occur as they being angry; or you thinking they think you are deaf, or stupid; or as an urgent notification of something you need to pay attention to; or something else. Thus when trying to describe what happened, you may include that interpretation unknowingly, when it is really how it occurred to you. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Payoff}}'''Payoff.''' A payoff is something one gets out of certain ways of being and acting that is not immediately obvious. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:04, 23 September 2016 (UTC) *{{anchor|Possibility}}'''Possibility.''' A phenomenon in language that creates a new future now. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:04, 23 September 2016 (UTC) *{{anchor|Power}}'''Power.''' The rate at which an intention is turned into a result [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Racket}}'''Racket.'''™ A persistent complaint combined with a fixed way of being. Rackets are maintained because of payoffs (see ''payoff'') and persist until dropping the racket (and thus its associated cost) is chosen. <small>[[User:Abd|Abd]]</small> *{{anchor|Reality}}'''Reality.''' That which is real either independently of language (e.g., a car) and that which is real only in language (e.g., a concept). [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Reason}}'''Reason.''' An excuse we invent to justify choices we make. That would be [[w:Ambrose Bierce]]'s definition. When choices are made according to "reasons," they are distinguished as the "machine" operating, based on assumptions about truth and reality. Genuine choice operates on another level. Reasoning is not denied, but ''distinguished'' as rooted in our ''stories'' about reality. NOTE: This is not a Landmark term. Just the generic meaning of the word is used in Landmark programs.[[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Reasonable}}'''Reasonable.''' To justify acting or not acting based on reasons and justifications. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Registration}}'''Registration.''' See also ''Enrollment.'' Some action that registers a commitment to the future, for example registering for a gym membership. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Resentment}}'''Resentment.''' A poison people swallow hoping it will kill the other person. NOTE: This is not a Landmark term. Just the generic meaning of the word is used in Landmark programs. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Responsibility}}'''Responsibility.''' ''“Responsibility begins with the willingness to take the stand that one is cause in the matter of one’s life. It is a declaration not an assertion, that is, it is a context from which one chooses to live. Responsibility is not burden, fault, praise, blame, credit, shame or guilt. In responsibility, there is no evaluation of good or bad, right or wrong. There is simply what’s so, and the stand you choose to take on what’s so. Being responsible starts with the willingness to deal with a situation from the view of life that you are the generator of what you do, what you have and what you are. That is not the truth. It is a place to stand. No one can make you responsible, nor can you impose responsibility on another. It is a grace you give yourself – an empowering context that leaves you with a say in the matter of life.”'' (Werner Erhard) <small>[[User:makeitrain27028|MakeItRain]]</small> *{{anchor|Self-Expression and Leadership Program}}'''Self-Expression and Leadership Program.''' The final course in the Curriculum for Living®., this program expands one’s natural capacity for providing leadership and making a difference as a natural self-expression. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Speaking into the listening}}'''Speaking into the listening.''' Effectively communicating to another such that the communication is heard in the way in which the speaker intended. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Stinginess}}'''Stinginess.''' Deliberately holding oneself and one’s contribution ‘close to the vest’ and without generosity. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Story}}'''Story.''' A "story" is an account or interpretation of past events often mistakenly taken for what actually happened. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Strong suit}}'''Strong suit.''' A way of being and acting one relies on to produce results and make it in life. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) Also called a "winning formula" or "winning way." --[[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]]) 22:10, 17 October 2017 (UTC) *{{anchor|Superstition}}'''Superstition.''' The system of ideas, beliefs, social and cultural assumptions, and taken-for-granted conclusions, etc., through which an individual interprets and interacts with the world, other people, and himself or herself. <small>[[User:Shinigami Realm|Shinigami Realm]]</small> NOTE: This is not a Landmark term. Just the generic meaning of the word is used in Landmark programs. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Transformation}}'''Transformation.''' The invention of a new realm of possibility for yourself and your life. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) :* The invention of the realm is a necessary condition, but not sufficient for transformation. Without resultant new actions in alignment with the possibilities populating the realm, the invention is just a mental exercise. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Transformative learning}}'''Transformative learning.''' Transformative learning, gives people an awareness of the basic structures in which one knows, thinks, and acts in the world. From that awareness comes a fundamental shift that leaves people more fully in accord with their own possibilities and those of others. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) :* Transformative learning is contrasted with Informational Learning. Informational learning increases knowledge and ability. Transformative learning results in new perspectives and new abilities (and sometimes disabilities). The common example is of learning to ride a bicycle. Very little information is provided, like "pedal". Suddenly the learner gets balance and is able to ride the bike without help. They have discovered it for themselves, and may never lose the ability to ride a bike. The experience, the learning, transforms the person, their perspective and their abilities. Before they couldn't, now they can. And, a whole new world or realm of possibilities is opened up. <small>[[User:AnyTDorH|AnyTDorH]]</small> * {{Anchor}}'''Trump Card.''' The card you pull out to deflect a challenge to your Act. It appears as an unspoken taunt, challenge or gesture such as "Get lost!" or "Why should I? You're a loser anyway". It is so consistant it is extremely predicable when someone is being their Act and don't realise it, they will simply act out this way every time. *{{anchor|Unreasonable}}'''Unreasonable.''' Not to be mistaken for irrational, going beyond one’s reasons, justifications and considerations to act on something one is committed to. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Unreasonable Request}}'''Unreasonable Request.''' A request that requires one to go beyond one’s reasons, justifications and considerations to act on something one is committed to. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Vicious circle}}'''Vicious circle.'''™ The human tendency to collapse what happened with the story we tell about what happened. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) :* The story creates a clearing, a listening, for that which supports the story, resulting in more occurrences of things that further support the story, forming a self supporting vicious circle. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|What happened}}'''What happened.''' Consensual reality, "objective," aside from judgment, blame, right/wrong, good/bad, and other forms of "meaning." What happens occurs to us as it is analyzed by the Already Always Listening to be good/bad, etc. If my ex-wife told me she had a problem with what I've done, that's what happened. If I say that she was unreasonable, that's my story about it, not what happened. See also ''Story.'' <small>--[[User:Abd|Abd]]</small> NOTE: This is not a Landmark term. Just the generic meaning of the word is used in Landmark programs. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) Terms with "™" are known to be trademarked by Landmark Education. ==Definitions to be added== *Alacrity *At choice (vs. at effect) *At stake *Being *Being Present is to be truly listening with a quiet mind. You are not thinking of what you need to do next or what you are going to say next. Instead, you are fully present in the conversation. You are hearing every word. *Choice *Commitment *Communication *Competencies *Complaint *Complete *Conspiracy *Dimensions *Fixed way of being *Generate is to choose to create thoughts of possibility and making it happen. Also, making a list of effective actions to move it forward. *Gossip *Got it means you understand what the other person is saying. *Ideals *Incomplete *Language *Levels of Self *Looking good *No agreement *More, better, different *On the court (or in the stands)- playing the game of life by taking actions and being in the game, not watching from the bleachers. *Principles *Presence of a person *Realm of survival/Realm of enrollment *Sharing *Significance *Source *Stand *Standards *Technology *Throwing your hat over the wall (committing to an outcome without knowing how it can be accomplished) *Touch, move, or inspire (define the whole phrase as an indicator of enrollment + define each term) *Transform (versus change) *Upset *Values *Velocity *Vitality *What's so *Winning Formula ==External Links== *[http://landmarkforum.tribe.net/thread/897acaa1-f09d-412d-aee0-2ff019c2dbd7 landmarkforum.tribe.net] post on "The language of Landmark." *[http://www.whatsthedealaboutlandmark.com/forum_05.htm whatsthedealaboutLandmark.com] post on "What is Landmark jargon?" *[https://www.academia.edu/3789932/Religiosity_Rejected_Exploring_the_Religio-Spiritual_Dimensions_of_Landmark_Education International Journal For the Study of New Religions] "Religiosity Rejected:Exploring the Religio-Spiritual Dimensions of Landmark Education," Renee Lockwood, 2011, pp. 225–254, see page 226-227 for a mention of the language of Landmark. [[Category:Landmark Forum|{{SUBPAGENAME}}]] 3hymg80fykuf9ibcm11rwumsq4inh45 2413843 2413841 2022-08-11T20:48:55Z Rhythmicblueberry 2948078 wikitext text/x-wiki Many terms are used in Landmark Worldwide in special ways, and sometimes they are distinct from how people use these terms colloquially nowadays. For example, the term "enrollment" is used to mean "enrolling" others in a possibility, so that they are "moved, touched, and inspired," and does ''not'' refer to enrolling people in courses. "Registration" is as described below, and, in context, often refers to actually signing up for a course (the generic meaning in the training is the ''acceptance of an offered choice,'' but it is also used with the ordinary meaning, i.e, action to formally place one's name in a list of "registrants."). Every discipline has its own language, borrowing general terms and providing specific meanings. For example, in physics the words "force", "work", "power" are given specific meanings for the mathematical modeling to work consistently, so while "work" means force through a distance in physics, "work" means applying effort, either mental or physical, to everyone else. To a physicist, pressing as hard as you can against a wall and not moving it = no work; but to everyone else, it is a lot of possibly useless work, having exerted a lot of effort to no affect, other than to give your muscles some isometric exercise. So it is with Landmark, it borrows words from common language and gives them specific meanings, creating its own sublanguage, in order to communicate specific ideas in unusual ways. The idea is born out of the educational principle "you don't learn something until you have discovered it for yourself." The unusual usage forces fresh use of the mind to elicit the discovery of whatever is being presented. Please use this page to express definitions of these terms as used by Landmark. Discussion of these definitions should take place on the attached Talk page (the "Discuss" tab, usually above). If there are disagreements, we should attempt to find consensus on the Talk page. This resource is intended to explain how these words are actually used by leaders of seminars in Landmark, and by Landmark Forum graduates in the Landmark community, not to propose these definitions as the "correct" meanings of the words. Feel free to write definitions, and sign them with <nowiki><small>~~~</small></nowiki>. Feel free, as well, to write brief comments or alternative definitions. '''These definitions have not been approved by Landmark Worldwide.''' *{{anchor|Act}}'''Act.''' A command, a bold statement given by brain when one is held accountable for a failure (or perceived failure) in performance. It is often not said verbally but it is very loud inside the brain. It is what one says to people when they confront him and hold one accountable for something not done well or well enough. For example : DON'T TEACH ME!!, I KNOW IT ALL, GET LOST, I WILL SHOW YOU WHO I AM, etc. Now this way of being has impact of self and even though our ACT is not expressed verbally but it does show up in our way of being. It results in lack of power, well being and self expression. The experience of the one being his/her ACT and the people around both have experience which lacks JOY, Self Expression and happiness and there is no access to possibility or fruitful activity until it is acknowledged, resolved or dismissed. *{{anchor|Agreement/Alignment}}'''Agreement/Alignment''' For agreement is merely a condition of content in which everyone is going to same place. Alignment, on the other hand, is a context in which everyone is coming from the same source" <small>[[User:sercotec-lf|sercotec-lf]]</small> *{{anchor|Already/Always Listening}}'''Already always listening.'''™ Undistinguished pre-existing interpretations that shape, color and influence the way people experience their relationships with people, circumstances, and even themselves. Examples may include: rolling your eyes as you see a number or person you recognize calling your phone as you, before they have even spoken to you, decide you already know something about how that call will go.<small>[[User:grantlam|grantlam]]</small> :* That little voice in your head, the voice of your imagination, and the interpretations it is constantly making. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Advanced Course}}'''Advanced Course.''' The second course in the "Curriculum for Living." Whereas the Landmark Forum Deals with personal reality the Advanced Course deals with collective reality. *{{anchor|At Aliveness}}'''Aliveness.''' Occurrance when you get yourself in the game instead of spectate it and you are aware what you are doing at that moment <small>[[User:sercotec-lf|sercotec-lf]]</small> *{{anchor|At effect}}'''At effect.''' Usage is "at the effect of [some circumstance]"; to be a victim of circumstances or dependent upon them for success. See also ''At cause.'' <small>[[User:Abd|Abd]]</small> *{{anchor|Authenticity}}'''Authenticity.''' When one is being consistent with how one portrays oneself with others and with oneself. When one is authoring one's life from a point of view of Self rather than reacting to the outside world or another's expectations or one's own familiar patterns. <small>[[User: grantlam|grantlam]]</small> *{{anchor|Breakthrough}}'''Breakthrough.''' Freeing yourself from some limitation that allows you to achieve immediate and permanent quantum leaps in performance and quality of life. Achieving unprecidented success in line with a stated aim that you had previously had trouble acheiving. <small>[[User: grantlam|grantlam]]</small> :* When "the light bulb clicks on in your head" and you "get it" and it causes a discrete change in behavior. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Breakdown}}'''Breakdown.''' A breakdown happens when some action in line with a stated possibility, intention or commitment is frustrated, stopped or thwarted. <small>[[User: grantlam|grantlam]]</small> :* When things don't go as expected or intended, or when you don't do as you said you would -- "not keeping your word" -- , also known as a loss of integrity, a loss of workability. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Complete}}'''Complete.''' When one is complete with any aspect of the past and therefore the past has no constraint on who one is being or how they are acting in the present. In communication, being complete is the experience of one being left with no lingering resentments, regrets or "unfinished business". One can declare something complete even when an aim has not been achieved if one wishes to move on. This is termed "being complete with being incomplete". <small>[[User: grantlam|grantlam]]</small> *{{anchor|Cost}}'''Cost.''' (as used in Rackets™). The undesirable impact of one’s reactive, self-serving, nasty ways of being and acting. See also ''Payoff.'' <small>[[User:Abd|Abd]]</small> edited by <small>[[User: grantlam|grantlam]]</small> :*The costs of ''rackets™'' are love/affinity, vitality/well-being, self-expression, and satisfaction/fulfillment, all of which fall under aliveness. <small>[[User:Shinigami Realm|Shinigami Realm]]</small> *{{anchor|Change}}'''Change.''' (versus transformation). Change begins with a something that is made different in distance (from here to there), time (from now to then) or form (for example, from a square to a circle). An aspect of the nature of change is that change causes the persistence of the something being changed. <small>[[User: grantlam|grantlam]]</small> :* Change is a gradual continual shift. Transformation is a discrete jump. A caterpillar transforms into a moth or butterfly, but the metamorphosis that happens in the cocoon is change. Improvement and evolution are in the world of change. It is a case of more, better, different. Transformation is about accepting something as it is - "no change" - such that it is fully appreciated for what it is, which causes disappearance. From this space of nothing, something new, unique and immediately relevant arises or can be created. Change = a+1 , Transformaton = a+0. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Choosing vs. Deciding}}'''Choosing vs. Deciding''' When presented with choices, an automatic reaction is to pick something over another thing - deciding. Deciding is related to other "*cide" words (suicide, insecticide, genocide), and is the result of applying reason to eliminate alternatives, effectively killing them off. Usually a single thing is left and that becomes the decision. Choosing is about making a choice purely for the sake of choosing, not applying reason, not applying logic, not removing or disqualifying the other choices. I have purposefully not quoted the Landmark definition of decision and choice as that is copywrited material by them. Everyone likes to use reason, but ultimately, at the bottom of every decision or even proofs, is either fundamental choice or reason: "I choose to believe ..." or "I choose to trust ..." adding "because" makes it a reason. By using reason, one then absolves oneself from responsibility for the choice, it becomes the fault of the reason or the reasoning process if it fails. Choice demands responsibility for making the choice. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{Anchor|Clearing}}'''Clearing''' The most common analogy is of a field, and removing the stones and stumps and whatever obstacles are there in the field, that interfere with the functioning of the field: whether to grow something, or to play a game, or something else. The abstraction in this case is a mental construct in which possibilities can be placed, created. The clearing is like a vacuum, and can draw things towards it. If the thing in the clearing is "I'm no good" then it draws things that supports that attitude. You are then a clearing for "I'm no good". If you want the possibility of contribution to the world to be in your clearing, to draw those flavors of possibilities and opportunities, then you would need to remove the "I'm no good" thing from your clearing. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Context}}'''Context.''' Context is your occurring world; the total of how the world around you, and the people and things in it (either in totality, or in a given situation), show up for you. Nearly all context in which humans live is created. As a "meaning-making machine", it forms the setting and the background of your ''story'' and you tend to take actions based upon it in response. And you take it for granted and don't realize it: the one thing your occurring world ''doesn't'' automatically occur for you as, is context. For example, for a fish, water is a major part of his context. A fish has no appreciation of water, it's just there, life consists of dealing with it all the time, he 'swims in it'. No other fish has ever been out of water for any length of time and come back to tell him what it's like, so the fish doesn't know anything but water, and nothing else is possible to him. (The difference is, the fish's context of water is beneficial to him, and he can't overcome it and survive. You, however, might "swim in" a context that ''isn't'' altogether beneficial to you, and that you ''can'' overcome. By contrast, ''responsibility'' is an ''empowering'' context.) When your life sucks, when you're in a negative or disempowering context; the way to break out of it, to overcome the negative or disempowering context, is to distinguish something (see ''Distinguish'', ''Distinction''). Then you can see your disempowering ''story'' as a story, and take new action in alignment with reality; or take on one or more new ways of being that might work better for you. <small>[[User:makeitrain27028|MakeItRain]]</small> *{{anchor|Curriculum for Living}}'''Curriculum for Living™''' The basic Landmark curriculum, which includes The Landmark Forum®, The Advanced Course®, The Self Expression and Leadership Program, and The Landmark Forum In Action Series. Since the courses have gone online in 2020, the Curriculum has the Introduction Leader's Programme instead of the Self Expression and Leadership Programme and there is no mention of the Landmark in Action Seminar Series. *{{anchor|Disappear}}'''Disappear''' To "disappear something" is to eliminate or evaporate it, such as to disappear a complaint. This is done by fully acknowledging it for what it is and what it isn't such that it no longer has any hold over you, and no longer "sits in your space" or clearing. See Change vs Transformation. <small>[[User:JF|JF]], edited by [[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]])</small> *{{anchor|Distinction}}'''Distinction.''' A distinction is a linguistic phenomenon that brings something into being as a presence, for which previously there was no presence. It brings something into contrast so it stands out where previously it did not show up as a thing. <small>[[User: grantlam|grantlam]]</small> :* The idea of a distinction comes from Taoism, when you name something as beautiful, not beautiful comes into existence as well. It also comes from sublanguages created to facilitate an area of thought or information -- the example of physics used above. A distinction is simply a term, a word, used to name something to facilitate the abstraction, discussion and/or use of that thing. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Distinguish}}'''Distinguish.''' To take something from an undifferentiated background and bring it to the foreground. <small>[[User:Shinigami Realm|Shinigami Realm]]</small> *{{anchor|Effect}}'''Effect.''' See ''At effect.'' *{{anchor|Empty}}'''Empty.''' No content, not real, made up, no substance. Generally used in conjunction with "meaningless" as in "empty and meaningless" see "meaningless" below. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Enrollment}}'''Enrollment.''' A kind of sharing that causes a new realm of possibility to be present for another such that they are touched moved and inspired by that new possibility. This is not to be confused with Registration. <small>[[User: grantlam|grantlam]]</small> *{{anchor|Force}}'''Force.''' (versus power. Force is not a distinction recognized by Landmark. Personally, I feel that 'force' should be a distinction -- force as distinct from 'power', since within the Landmark technology, the two terms are so often used together, and so often contrasted against one another -- so I'll attempt to generate one for you here that will work for you.) Access to the distinction between force vs. power, lies in the outcome, the result. Power produces outcomes that will fall into place without a whole lot of resistance, and that once in place will stay in place indefinitely. Force can produce outcomes, but force nearly always meets with resistance. Force frequently produces outcomes other than what the person applying the force wants, or had in mind. Force produces unintended consequences. No one likes being forced, after all, and most anyone will seek ways to thwart whatever or whoever is trying to force something on them. And when force produces an outcome at all, that outcome will stay in place only for as long as the force can continue to be applied effectively. Once the force goes away, or is removed, or is met with an opposing force; once someone who is unhappy with the outcome produced by force comes up with a way to get around the force, or force back, or to evade the punishment that it threatens, the outcome produced by force is going to unravel. Power is, by its nature, successful. Force, by its nature, isn't successful, and certainly isn't powerful. Access to power lies in force-free communication. <small>[[User:makeitrain27028|MakeItRain]]</small> *{{anchor|Forum}}'''The Landmark Forum.''' An accelerated learning experience, set up as a guided dialog between the instructor and participants designed to bring about a transformational shift in the participants' effectiveness and quality of life in three and a half days. The first course in the "Curriculum for Living," The Landmark Forum® is the entry point for all Landmark programs. <small>[[User: grantlam|grantlam]]</small> *{{anchor|Graduate}}'''Graduate.''' A person who has completed The Landmark Forum. edited by <small>[[User: grantlam|grantlam]]</small> *'''I.''' The distinction of the structure and patterns people tend to identify with, and form identity from, as being a collection of fixed characteristics, attributes, hijacked survival responses and experiences from the past. <small>[[User:Shinigami Realm|Shinigami Realm]]</small> :*A pattern of patterns of neurons firing, see ''Identity.'' <small>[[User:Abd|Abd]]</small> *{{anchor|Identity}}'''Identity.''' A story that we invented about ourselves. The process of inventing an identity began in childhood, as we gradually adopted ways of being and acting to deal successfully with things that didn't quite go the way we thought they should. <small>[[User:Abd|Abd]]</small> *{{anchor|Informative learning}}'''Informative learning.''' Learning that increases what people know and adds to their skills by bringing new knowledge to an existing worldview and frame of reference. Compare to ''transformative learning.'' <small>[[User:Shinigami Realm|Shinigami Realm]]</small> *{{anchor|Integrity}}'''Integrity.''' Integrity is a state or condition of being whole, perfect, complete and unimpaired, in perfect condition. For a person, integrity is a matter of a person’s word. The extent to which who you are reflects the person you intend to be. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:02, 23 September 2016 (UTC) :* Integrity is well defined in a dictionary and covers all usage in Landmark. It is presented, though, from a perspective of workability. The more workable, the more integrity, the less workable, there is a loss of integrity. Keeping ones word is associated with integrity -- agreeing with common usage -- but in Landmark, it is a progression. Not keeping your word, means you were inauthentic about your word. Inauthenticity leads to unreliability, which reduces workability, and thus a loss of integrity. If you say you will be at a meeting at 5pm and show up at 5:10pm, there is inauthenticity, and there is the loss of 10 minutes of time, reducing the workability of the meeting, which may have to still end on time, so there is less time for discussion, information sharing, etc. which can lead to incompleteness, which reduces workability. Thus a lack of integrity, a loss of integrity, or simply, no integrity. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Life}}'''Life,''' as in "yourself and your life." Our entire set of relationships with people. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:04, 23 September 2016 (UTC) *{{Anchor|Listening}}'''Listening''' In Landmark Education, "Listening" does include the action of actually listening to another person in the common sense, but also includes a state of being. In this regard, the qualifying statements are similar to "... in your listening". This state of being is recognized as providing a coloration to your listening to what others are saying, and to what is happening around you, even if no sound is hitting your ears. It is the application of interpretation, and the recognition that we are always applying some sort of interpretation to our sensory input. By recognizing that we are applying color, and the color that is being applied, we can then choose that coloration. The state of being is referred to as "your clearing", and that clearing provides the coloration, the interpretation, and the responses produced. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Meaningless}}'''Meaningless.''' The absence of inherent meaning. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:04, 23 September 2016 (UTC) :* Used in conjunction with "empty" as in "empty and meaningless". This sentiment comes from Ecclesiastes. Meaning is the association of things with other things. This is an action of interpretation, of creating "story". Since it is made up, it is not real, and therefore empty. People tend to use "meaning" to ascribe substance and value to something. But since the meaning is made up, empty, it is really meaningless, without substance, and thus subject to change, alteration, transformation, or disappearance. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Occur}}'''Occur''' Used in the plural form, as in "how it occurs ...", in an active form "occurring" and in the past tense "how it occurred ..." . The interpretation of something. Occurring applies story, reason, to what happened, or to how you think about something. Occurring is a subconscious summarization and associative process that hits the conscious mind as real, as truth. It is difficult to recognize this without training. Someone yelling at you could occur as they being angry; or you thinking they think you are deaf, or stupid; or as an urgent notification of something you need to pay attention to; or something else. Thus when trying to describe what happened, you may include that interpretation unknowingly, when it is really how it occurred to you. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Payoff}}'''Payoff.''' A payoff is something one gets out of certain ways of being and acting that is not immediately obvious. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:04, 23 September 2016 (UTC) *{{anchor|Possibility}}'''Possibility.''' A phenomenon in language that creates a new future now. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:04, 23 September 2016 (UTC) *{{anchor|Power}}'''Power.''' The rate at which an intention is turned into a result [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Racket}}'''Racket.'''™ A persistent complaint combined with a fixed way of being. Rackets are maintained because of payoffs (see ''payoff'') and persist until dropping the racket (and thus its associated cost) is chosen. <small>[[User:Abd|Abd]]</small> *{{anchor|Reality}}'''Reality.''' That which is real either independently of language (e.g., a car) and that which is real only in language (e.g., a concept). [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Reason}}'''Reason.''' An excuse we invent to justify choices we make. That would be [[w:Ambrose Bierce]]'s definition. When choices are made according to "reasons," they are distinguished as the "machine" operating, based on assumptions about truth and reality. Genuine choice operates on another level. Reasoning is not denied, but ''distinguished'' as rooted in our ''stories'' about reality. NOTE: This is not a Landmark term. Just the generic meaning of the word is used in Landmark programs.[[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Reasonable}}'''Reasonable.''' To justify acting or not acting based on reasons and justifications. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Registration}}'''Registration.''' See also ''Enrollment.'' Some action that registers a commitment to the future, for example registering for a gym membership. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Resentment}}'''Resentment.''' A poison people swallow hoping it will kill the other person. NOTE: This is not a Landmark term. Just the generic meaning of the word is used in Landmark programs. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Responsibility}}'''Responsibility.''' ''“Responsibility begins with the willingness to take the stand that one is cause in the matter of one’s life. It is a declaration not an assertion, that is, it is a context from which one chooses to live. Responsibility is not burden, fault, praise, blame, credit, shame or guilt. In responsibility, there is no evaluation of good or bad, right or wrong. There is simply what’s so, and the stand you choose to take on what’s so. Being responsible starts with the willingness to deal with a situation from the view of life that you are the generator of what you do, what you have and what you are. That is not the truth. It is a place to stand. No one can make you responsible, nor can you impose responsibility on another. It is a grace you give yourself – an empowering context that leaves you with a say in the matter of life.”'' (Werner Erhard) <small>[[User:makeitrain27028|MakeItRain]]</small> *{{anchor|Self-Expression and Leadership Program}}'''Self-Expression and Leadership Program.''' The final course in the Curriculum for Living®., this program expands one’s natural capacity for providing leadership and making a difference as a natural self-expression. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Speaking into the listening}}'''Speaking into the listening.''' Effectively communicating to another such that the communication is heard in the way in which the speaker intended. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Stinginess}}'''Stinginess.''' Deliberately holding oneself and one’s contribution ‘close to the vest’ and without generosity. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Story}}'''Story.''' A "story" is an account or interpretation of past events often mistakenly taken for what actually happened. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Strong suit}}'''Strong suit.''' A way of being and acting one relies on to produce results and make it in life. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) Also called a "winning formula" or "winning way." --[[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]]) 22:10, 17 October 2017 (UTC) *{{anchor|Superstition}}'''Superstition.''' The system of ideas, beliefs, social and cultural assumptions, and taken-for-granted conclusions, etc., through which an individual interprets and interacts with the world, other people, and himself or herself. <small>[[User:Shinigami Realm|Shinigami Realm]]</small> NOTE: This is not a Landmark term. Just the generic meaning of the word is used in Landmark programs. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Transformation}}'''Transformation.''' The invention of a new realm of possibility for yourself and your life. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) :* The invention of the realm is a necessary condition, but not sufficient for transformation. Without resultant new actions in alignment with the possibilities populating the realm, the invention is just a mental exercise. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|Transformative learning}}'''Transformative learning.''' Transformative learning, gives people an awareness of the basic structures in which one knows, thinks, and acts in the world. From that awareness comes a fundamental shift that leaves people more fully in accord with their own possibilities and those of others. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) :* Transformative learning is contrasted with Informational Learning. Informational learning increases knowledge and ability. Transformative learning results in new perspectives and new abilities (and sometimes disabilities). The common example is of learning to ride a bicycle. Very little information is provided, like "pedal". Suddenly the learner gets balance and is able to ride the bike without help. They have discovered it for themselves, and may never lose the ability to ride a bike. The experience, the learning, transforms the person, their perspective and their abilities. Before they couldn't, now they can. And, a whole new world or realm of possibilities is opened up. <small>[[User:AnyTDorH|AnyTDorH]]</small> * {{Anchor}}'''Trump Card.''' The card you pull out to deflect a challenge to your Act. It appears as an unspoken taunt, challenge or gesture such as "Get lost!" or "Why should I? You're a loser anyway". It is so consistant it is extremely predicable when someone is being their Act and don't realise it, they will simply act out this way every time. *{{anchor|Unreasonable}}'''Unreasonable.''' Not to be mistaken for irrational, going beyond one’s reasons, justifications and considerations to act on something one is committed to. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Unreasonable Request}}'''Unreasonable Request.''' A request that requires one to go beyond one’s reasons, justifications and considerations to act on something one is committed to. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) *{{anchor|Vicious circle}}'''Vicious circle.'''™ The human tendency to collapse what happened with the story we tell about what happened. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) :* The story creates a clearing, a listening, for that which supports the story, resulting in more occurrences of things that further support the story, forming a self supporting vicious circle. <small>[[User:AnyTDorH|AnyTDorH]]</small> *{{anchor|What happened}}'''What happened.''' Consensual reality, "objective," aside from judgment, blame, right/wrong, good/bad, and other forms of "meaning." What happens occurs to us as it is analyzed by the Already Always Listening to be good/bad, etc. If my ex-wife told me she had a problem with what I've done, that's what happened. If I say that she was unreasonable, that's my story about it, not what happened. See also ''Story.'' <small>--[[User:Abd|Abd]]</small> NOTE: This is not a Landmark term. Just the generic meaning of the word is used in Landmark programs. [[User:Grantlam|Grantlam]] ([[User talk:Grantlam|discuss]] • [[Special:Contributions/Grantlam|contribs]]) 01:32, 23 September 2016 (UTC) Terms with "™" are known to be trademarked by Landmark Education. ==Definitions to be added== *Alacrity *At choice (vs. at effect) *At stake *Being *Being Present is to be truly listening with a quiet mind. You are not thinking of what you need to do next or what you are going to say next. Instead, you are fully present in the conversation. You are hearing every word. *Choice *Commitment *Communication *Competencies *Complaint *Complete *Conspiracy *Dimensions *Fixed way of being *Generate is to choose to create thoughts of possibility and making it happen. Also, making a list of effective actions to move it forward. *Gossip *Got it means you understand what the other person is saying. *Ideals *Incomplete *Language *Levels of Self *Looking good *No agreement *More, better, different *On the court (or in the stands)- playing the game of life by taking actions and being in the game, not watching from the bleachers. *Principles *Presence of a person *Realm of survival/Realm of enrollment *Sharing *Significance *Source *Stand *Standards *Technology *Throwing your hat over the wall (committing to an outcome without knowing how it can be accomplished) *Touch, move, or inspire (define the whole phrase as an indicator of enrollment + define each term) *Transform (versus change) *Upset *Values *Velocity *Vitality *What's so *Winning Formula ==External Links== *[http://landmarkforum.tribe.net/thread/897acaa1-f09d-412d-aee0-2ff019c2dbd7 landmarkforum.tribe.net] post on "The language of Landmark." *[http://www.whatsthedealaboutlandmark.com/forum_05.htm whatsthedealaboutLandmark.com] post on "What is Landmark jargon?" *[https://www.academia.edu/3789932/Religiosity_Rejected_Exploring_the_Religio-Spiritual_Dimensions_of_Landmark_Education International Journal For the Study of New Religions] "Religiosity Rejected:Exploring the Religio-Spiritual Dimensions of Landmark Education," Renee Lockwood, 2011, pp. 225–254, see page 226-227 for a mention of the language of Landmark. [[Category:Landmark Forum|{{SUBPAGENAME}}]] 8gfz5pd7hi9dvhflfuvd59ki7ufp1r5 0 113637 2413945 2232366 2022-08-12T10:39:09Z 103.117.12.126 https://www.pw.live/physics-formula wikitext text/x-wiki This aim of this article is to provide links to external articles on tabulations of fundamental physics formulae, laws, principles, definitions of important quantities, and their application to useful results which are frequently encountered in physical problems. As physics is such a large subject, each branch of physics requires its own article for tabuluations of equations. The scope is that of advanced school/ introductory degree level Physics, and beyond. For generality the language of calculus (including multiple integrals and partial differentials), vector algebra and calculus and matrices is neccersary. Tensors are also sometimes required for generality, but kept to a minimum. Only SI units and their corresponding dimensions are used (i.e. no natural/characteristic units or non-dimensional equations). =='''Fundamental, General Quantities'''== The quantities below recur throughout all fields of physics, characteristic to the foundational SI units. The articles which follow use this nomenclature unless otherwise stated. {| class="wikitable" |- ! '''Quantity (Common Name/s)''' !! '''(Common) Symbol/s''' !! '''SI Units''' !! '''Dimension''' |- | Length, width, height, depth || <math> a,b,c,d,h,l \,\!</math> <math>r,w,x,y,z \,\!</math> || m || [L] |- | (Spatial) Position Vector || <math> \mathbf{r}, \mathbf{R}, \mathbf{a}, \mathbf{d} \,\!</math> || m || [L] |- | Area || <math> A,S \,\!</math> || m² || [L]² |- | Area Vector || <math> \mathbf{A} = A\mathbf{\hat{n}},\mathbf{S}= S\mathbf{\hat{n}} \,\!</math> || m² || [L]² |- | Volume || <math> V \,\!</math> || m³ || [L]³ |- | Plane Angle || <math> \alpha, \beta, \gamma, \theta, \phi, \chi \,\!</math> || rad || dimensionless |- | Solid Angle || <math> \omega, \Omega \,\!</math> || sr|| dimensionless |- | Angular Position, Angle (of Rotation) || <math> \theta \,\!</math> || rad || dimensionless |- | Time || <math> t \,\!</math> || s || [T] |- | Mass || <math> m \,\!</math> || kg || [M] |- | Temperature || <math> \theta \,\!</math> || K || [Te] |- |} =='''Derived General Quantities'''== Many quantities in the classical physics section, such as mass, momentum, force, energy are are also continuously used throughout all fields of physics, with appropriate modifications. They are not fundamental as they can be derived. =='''Main Articles'''== ''' ''General Physics'' ''' [[/Conservation and Continuity Equations/]] ''' ''Classical Physics'' ''' [[/Classical Mechanics Formulae/]] [[/Equations for Properties of Matter/]] [[/Thermodynamics Formulae/]] [[/Waves Formulae/]] [[/Gravitation Formulae/]] ''' ''Foundational Modern Physics'' ''' [[/Electromagnetism Formulae/]] [[/Electric Circuits Formulae/]] [[/Equations of Light/]] ''' ''Advanced Modern Physics'' ''' [[/Quantum Mechanics Formulae/]] [[/Special Relativity Formulae/]] [[/General Relativity Formulae/]] [[/Astronomy and Cosmology Formulae/]] [[/Particle Physics Formulae/]] ==References== {{Reflist}} * {{cite book|author1=David Halliday|author2=Robert Resnick|author3=Jearl Walker|title=Fundamentals of Physics|url=http://books.google.com/books?id=y7lYHi4OZB0C|accessdate=31 March 2011|date=15 March 2010|publisher=John Wiley and Sons|isbn=9780470469118}} * {{cite book|author=Nouredine Zettili|title=Quantum mechanics: concepts and applications|url=http://books.google.com/books?id=6jXlpJCSz98C|accessdate=31 March 2011|year=2009|publisher=John Wiley and Sons|isbn=9780470026786}} ==External links== *[http://www.xs4all.nl/~johanw/contents.html Physics formulae] at xs4all.nl *[http://https://www.pw.live/physics-formula Physics formulas] at Physics Wallah {{DEFAULTSORT:List Of Elementary Physics Formulae}} [[Category:Physics]] [[fr:Formules de physique]] [[fa:فهرست فرمولهای مقدماتی فیزیک]] [[hi:भौतिकी के सूत्र]] q6gnqosyjmjhc5l9ib95feudfox6l5e 2413947 2413945 2022-08-12T10:40:14Z 103.117.12.126 /* External links */ wikitext text/x-wiki This aim of this article is to provide links to external articles on tabulations of fundamental physics formulae, laws, principles, definitions of important quantities, and their application to useful results which are frequently encountered in physical problems. As physics is such a large subject, each branch of physics requires its own article for tabuluations of equations. The scope is that of advanced school/ introductory degree level Physics, and beyond. For generality the language of calculus (including multiple integrals and partial differentials), vector algebra and calculus and matrices is neccersary. Tensors are also sometimes required for generality, but kept to a minimum. Only SI units and their corresponding dimensions are used (i.e. no natural/characteristic units or non-dimensional equations). =='''Fundamental, General Quantities'''== The quantities below recur throughout all fields of physics, characteristic to the foundational SI units. The articles which follow use this nomenclature unless otherwise stated. {| class="wikitable" |- ! '''Quantity (Common Name/s)''' !! '''(Common) Symbol/s''' !! '''SI Units''' !! '''Dimension''' |- | Length, width, height, depth || <math> a,b,c,d,h,l \,\!</math> <math>r,w,x,y,z \,\!</math> || m || [L] |- | (Spatial) Position Vector || <math> \mathbf{r}, \mathbf{R}, \mathbf{a}, \mathbf{d} \,\!</math> || m || [L] |- | Area || <math> A,S \,\!</math> || m² || [L]² |- | Area Vector || <math> \mathbf{A} = A\mathbf{\hat{n}},\mathbf{S}= S\mathbf{\hat{n}} \,\!</math> || m² || [L]² |- | Volume || <math> V \,\!</math> || m³ || [L]³ |- | Plane Angle || <math> \alpha, \beta, \gamma, \theta, \phi, \chi \,\!</math> || rad || dimensionless |- | Solid Angle || <math> \omega, \Omega \,\!</math> || sr|| dimensionless |- | Angular Position, Angle (of Rotation) || <math> \theta \,\!</math> || rad || dimensionless |- | Time || <math> t \,\!</math> || s || [T] |- | Mass || <math> m \,\!</math> || kg || [M] |- | Temperature || <math> \theta \,\!</math> || K || [Te] |- |} =='''Derived General Quantities'''== Many quantities in the classical physics section, such as mass, momentum, force, energy are are also continuously used throughout all fields of physics, with appropriate modifications. They are not fundamental as they can be derived. =='''Main Articles'''== ''' ''General Physics'' ''' [[/Conservation and Continuity Equations/]] ''' ''Classical Physics'' ''' [[/Classical Mechanics Formulae/]] [[/Equations for Properties of Matter/]] [[/Thermodynamics Formulae/]] [[/Waves Formulae/]] [[/Gravitation Formulae/]] ''' ''Foundational Modern Physics'' ''' [[/Electromagnetism Formulae/]] [[/Electric Circuits Formulae/]] [[/Equations of Light/]] ''' ''Advanced Modern Physics'' ''' [[/Quantum Mechanics Formulae/]] [[/Special Relativity Formulae/]] [[/General Relativity Formulae/]] [[/Astronomy and Cosmology Formulae/]] [[/Particle Physics Formulae/]] ==References== {{Reflist}} * {{cite book|author1=David Halliday|author2=Robert Resnick|author3=Jearl Walker|title=Fundamentals of Physics|url=http://books.google.com/books?id=y7lYHi4OZB0C|accessdate=31 March 2011|date=15 March 2010|publisher=John Wiley and Sons|isbn=9780470469118}} * {{cite book|author=Nouredine Zettili|title=Quantum mechanics: concepts and applications|url=http://books.google.com/books?id=6jXlpJCSz98C|accessdate=31 March 2011|year=2009|publisher=John Wiley and Sons|isbn=9780470026786}} ==External links== *[http://www.xs4all.nl/~johanw/contents.html Physics formulae] at xs4all.nl *[https://www.pw.live/physics-formula Physics formulas] at Physics Wallah {{DEFAULTSORT:List Of Elementary Physics Formulae}} [[Category:Physics]] [[fr:Formules de physique]] [[fa:فهرست فرمولهای مقدماتی فیزیک]] [[hi:भौतिकी के सूत्र]] g4dsk84rwrzewot6fz0efwcwiqmdptd 0 149334 2413840 2120975 2022-08-11T17:54:28Z Marshallsumter 311529 wikitext text/x-wiki [[Image:Standard Candle in the Wind.jpg|thumb|right|250px|The images show a standard candle. Credit: NASA/JPL-Caltech/M. Marengo (Iowa State).{{tlx|free media}}]] '''[[Radiation astronomy/Standard candles|Standard candles]]''' is a lecture about an [[optical astronomy]] technique for estimating distances beyond the capability of trigonometric parallax. It is also a mini-lecture for a quiz section as part of the department of [[Portal:Radiation astronomy|radiation astronomy]] course on the [[principles of radiation astronomy]]. You are free to take this quiz based on [[Radiation astronomy/Standard candles|standard candles]] at any time. To improve your score, read and study the lecture, the links contained within, listed under [[Radiation astronomy/Standard candles/Quiz#See also|'''See also''']], [[Radiation astronomy/Standard candles/Quiz#External links|'''External links''']], and in the {{tlx|principles of radiation astronomy}} template. This should give you adequate background to get 100 %. As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score. '''Suggestion:''' Have the lecture available in a separate window. To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association. Enjoy learning by doing! {{clear}} ==Quiz== <quiz> {Which of the following are associated with planetary nebula as a standard candle? |type="[]"} + observations made through a narrow band 5007 filter - internal extinction - star forming regions + relatively dust-free environments + found in galaxies of all Hubble types + almost as luminous as the brightest red supergiants {Supernovae of Type Ia lack hydrogen lines and helium lines in their optical spectra; during the first month after maximum light they do have a strong absorption feature produced by the red doublet (λ6347, λ6371 Å) of singly ionized? |type="{}"} { silicon (i) }. {Which of the following are associated with surface brightness fluctuations as a standard candle? |type="[]"} + characteristic mottling + discreteness of the stars + measurable bumpiness in surface brightness + incipient resolution - MMRDs - easy to recognize {True or False, The global HI 21-cm line-width corrected for projection is used as a measure of a galaxy's rotational velocity. |type="()"} + TRUE - FALSE {Which of the following are associated with red clump stars as a standard candle? |type="[]"} + many examples within reach of parallax measurements - internal extinction - star forming regions + sufficiently bright + local group galaxies - almost as luminous as the brightest red supergiants {True or False, The most frequently preferred standard candle for distances to galaxies is the Type-II supernova. |type="()"} - TRUE + FALSE {Which of the following are associated with Type-Ia supernovae as a standard candle? |type="[]"} - lack silicon lines + lack hydrogen lines + lack helium lines - lack lithium lines + expanding photosphere method - almost as luminous as the brightest red supergiants {True or False, Delta Cephei is a standard candle that is expanding. |type="()"} - TRUE + FALSE {AGNs may be used as standard candles because? |type="[]"} + they are extremely luminous + can be observed at very large distances + they emit their own light signature - GeV gamma rays + reverberation mapping + tight relationship between the luminosity of an AGN and the radius of its broad line region {True or False, Messier 31 is a planetary nebula. |type="()"} - TRUE + FALSE {Which of the following are associated with globular clusters as a standard candle? |type="[]"} - characteristic mottling + luminosity functions + turnover point - incipient resolution + dispersion of the distribution - easy to recognize + log-normal function {True or False, Betelgeuse is a standard candle. |type="()"} + TRUE - FALSE {Which of the following are associated with standard candles? |type="[]"} + Cepheid variables + Type Ia supernovae + the Sun + stellar spectral type + absolute magnitude + Tully-Fisher relation {Yes or No, Stars whose distances have been accurately determined with trigonometric parallax can be used as standard candles. |type="()"} + Yes - No {Which of the following are associated with classical Cepheids as a standard candle? |type="[]"} - characteristic mottling + young, disk objects + recent star formation - incipient resolution + pulsation phenomenon - easy to recognize + correction for absorption {Complete the text: |type="{}"} The empirical relationship between the luminosity of a spiral/irregular galaxy and its { rotational velocity (i) }, known as the luminosity-line-width or { Tully-Fisher relation (i) }, has become one of the most widely used { extragalactic (i) } distance indicators. {Which of the following are associated with elliptical galaxies as a standard candle? |type="[]"} - observations made through a narrow band 5007 filter + luminous galaxies - star forming regions + the Faber-Jackson relation + relationship between luminosity and central velocity dispersion + quantitative techniques based on Fourier or cross correlation methods + strongly clustered - single dominant young stellar population {Complete the text: |type="{}"} Match up the standard candle with a representative image: Tully-Fisher relation - A surface brightness fluctuations - B absolute magnitude - C globular clusters - D active galactic nuclei - E Type Ia supernova - F classical Cepheid variable - G novae - H planetary nebula - I [[Image:65Cyb-LB3-apmag.jpg|thumb|left|100px]] { C (i) } [[Image:Maximum magnitude-rate of decline for novae.gif|thumb|left|100px]] { H (i) }. [[Image:B-, R-, I-, and H-band Tully-Fisher relations.gif|thumb|left|100px]] { A (i) }. [[Image:Blackbody spectral density.gif|thumb|left|100px]] { G (i) }. [[Image:SN2005ke labels.jpg|thumb|left|100px]] { F (i) }. [[Image:A further away schematic galaxy.gif|thumb|left|100px]] { B (i) }. [[Image:1-agnsasanewst.jpg|thumb|left|100px]] { E (i) }. [[Image:Planetary nebulae H-R.gif|thumb|left|100px]] { I (i) } [[Image:Luminosity function for globular clusters.gif|thumb|left|100px]] { D (i) }. {{clear}} {Which of the following are associated with novae as a standard candle? |type="[]"} + luminous + old stellar population - amount of Cherenkov light + relatively dust-free environments + MMRDs + easy to recognize </quiz> ==Hypotheses== {{main|Hypotheses}} # A size independent standard candle is a better type of standard candle. ==See also== {{div col|colwidth=20em}} * [[Radiation astronomy/Astronomy/Quiz|Astronomy/Quiz]] * [[Green astronomy/Quiz]] * [[Radiation chemistry/Quiz|Radiation astrochemistry quiz]] * [[Radiation geography/Quiz|Radiation astrogeography quiz]] * [[Radiation history/Quiz|Radiation astrohistory quiz]] * [[Radiation astronomy/Quiz]] * [[Theoretical radiation astronomy/Quiz]] {{Div col end}} ==External links== * [http://www.iau.org/ International Astronomical Union] * [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED] * [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center] * [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System] * [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer] * [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database] * [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate] * [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA] * [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter] <!-- footer templates --> {{Principles of radiation astronomy}}{{tlx|Radiation astronomy resources}}{{Sisterlinks|Standard candles}} <!-- categories --> [[Category:Distances quizzes]] [[Category:Radiation astronomy quizzes]] [[Category:Radiation quizzes]] lmkxl40grh1mjnlis5lnqpguioeje3t 0 149791 2413838 1962754 2022-08-11T17:49:03Z Marshallsumter 311529 wikitext text/x-wiki [[Image:Circinus X-1.jpg|thumb|right|250px|Circinus X-1 is imaged with the [[w:Chandra X-ray Observatory|Chandra X-ray Observatory]]. Credit: X-ray: NASA/CXC/Univ. of Wisconsin-Madison/S.Heintz ''et al''.{{tlx|free media}}]] This laboratory is an activity for you to analyze an astronomical situation. While it is part of the astronomy course [[Radiation astronomy/Courses/Principles|principles of radiation astronomy]], it is also independent. Astronomical analysis is the detailed examination of the elements or structure of some astronomical thing (an entity, source, or object), typically as a basis for discussion or interpretation. Once an astronomical situation has been selected, it must be separated into its constituent elements, for example, the identification and measurement of the chemical constituents of a substance or specimen. You may choose an astronomical situation to dissect. I will provide one example of this process. Provide any questions you may have on the discussion page. ==Control groups== A control group for astronomical analysis may be found in any astronomy article. It is likely to consist of # an aim, or objective, of an investigation of an astronomical situation or event. # a method, or approach, to hopefully solve or resolve the situation, or understand the event. # a comparison with various astronomical models, usually two. # drawing one or more, or some conclusions. # choosing which model seems to work best. ==Analytical X-ray astronomy== Analytical [[Radiation astronomy/X-rays|X-ray astronomy]] is applied to an [[astronomy]] puzzle in an attempt to provide an acceptable solution. Consider the following puzzle.<ref name=Marshallsumter>{{ cite book |author=[[User:Marshallsumter|Marshallsumter]] |title=X-ray astronomy |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=April 15, 2013 |url=http://en.wikipedia.org/wiki/X-ray_astronomy |accessdate=2013-05-11 }}</ref> "[[w:High-mass X-ray binaries|High-mass X-ray binaries]] (HMXBs) are composed of OB supergiant companion stars and compact objects, usually [[w:neutron stars|neutron stars]] (NS) or [[w:black holes|black holes]] (BH). Supergiant X-ray binaries (SGXBs) are HMXBs in which the compact objects orbit massive companions with orbital periods of a few days (3–15 d), and in circular (or slightly eccentric) orbits. SGXBs show typical the hard X-ray spectra of accreting [[w:pulsar|pulsar]]s and most show strong absorption as obscured HMXBs. X-ray luminosity (''L''_x) increases up to 10³⁶ erg·s⁻¹ (10²⁹ watts)."<ref name=Marshallsumter/> The mechanism triggering the different temporal behavior observed between the classical SGXBs and the recently discovered [[w:X-ray transient#Supergiant Fast X-ray Transients (SFXTs)|supergiant fast X-ray transients]] (SFXT)s is still debated.<ref name=ZuritaHeras>{{ cite journal |author=Zurita Heras JA, Chaty S |title=Discovery of an eccentric 30 day period in the supergiant X-ray binary SAX J1818.6–1703 with INTEGRAL |journal=Astronomy and Astrophysics |year=2009 |volume=493 |issue=1 |page=L1 |doi=10.1051/0004-6361:200811179 |bibcode=2009A&A...493L...1Z|arxiv = 0811.2941 }}</ref> "'''Aim''': use the discovery of long orbits (>15 d) to help discriminate between emission models and perhaps bring constraints on the models."<ref name=Marshallsumter/> "'''Method''': analyze archival data on various SGXBs such as has been obtained by [[w:INTEGRAL|INTEGRAL]] for candidates exhibiting long orbits. Build short- and long-term light curves. Perform a timing analysis in order to study the temporal behavior of each candidate on different time scales."<ref name=Marshallsumter/> "'''Compare various astronomical models''': * direct spherical accretion * Roche-Lobe overflow via an accretion disk on the compact object."<ref name=Marshallsumter/> '''Draw some conclusions''': for example, the SGXB SAX J1818.6-1703 was discovered by [[w:BeppoSAX|BeppoSAX]] in 1998, identified as a SGXB of spectral type between O9I−B1I, which also displayed short and bright flares and an unusually very low quiescent level leading to its classification as a SFXT.<ref name=ZuritaHeras/> The analysis indicated an unusually long orbital period: 30.0 ± 0.2 d and an elapsed accretion phase of ~6 d implying an elliptical orbit and possible supergiant spectral type between B0.5-1I with eccentricities e ~ 0.3–0.4.<ref name=ZuritaHeras/> The large variations in the X-ray flux can be explained through accretion of macro-clumps formed within the stellar wind.<ref name=ZuritaHeras/> '''Choose which model seems to work best''': for SAX J1818.6-1703 the analysis best fits the model that predicts SFXTs behave as SGXBs with different orbital parameters; hence, different temporal behavior.<ref name=ZuritaHeras/> ==Now it's your turn== The external links below will help you to find an article of interest. Read the article to look for where and how the authors resolved a situation using observational experiments. Outline their approach and method per the control group above or compose your own. ==Hypotheses== {{main|Hypotheses}} # A successful way to teach analysis in astronomy is through learning by doing. ==See also== {{div col|colwidth=0em}} * [[Radiation/Analysis|Analytical astronomy]] * [[Cosmogony laboratory|Cosmogony]] * [[Cratering laboratory|Cratering]] * [[Electric orbits]] * [[Electron beam heating/Laboratory|Electron beam heating]] * [[Galaxies/Laboratory|Galaxies]] * [[Intergalactic medium/Laboratory|Intergalactic medium]] * [[Locating the Sun]] * [[Magnetic field reversals/Laboratory|Magnetic field reversal]] * [[Meteorites/Laboratory|Meteorites]] * [[Neutrinos from the Sun]] * [[Spectrum of Vega]] * [[Standard candles/Laboratory|Standard candles]] * [[Vertical precession]] * [[X-ray classification of a star]] * [[X-ray trigonometric parallax/Laboratory|X-ray trigonometric parallax]] {{Div col end}} ==References== {{reflist|2}} ==External links== * [http://www.bing.com/search?q=&go=&qs=n&sk=&sc=8-15&qb=1&FORM=AXRE Bing Advanced search] * [http://books.google.com/ Google Books] * [http://scholar.google.com/advanced_scholar_search?hl=en&lr= Google scholar Advanced Scholar Search] * [http://www.iau.org/ International Astronomical Union] * [http://www.jstor.org/ JSTOR] * [http://www.lycos.com/ Lycos search] * [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED] * [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center] * [http://www.ncbi.nlm.nih.gov/sites/gquery NCBI All Databases Search] * [http://www.osti.gov/ Office of Scientific & Technical Information] * [http://www.ncbi.nlm.nih.gov/pccompound PubChem Public Chemical Database] * [http://www.questia.com/ Questia - The Online Library of Books and Journals] * [http://online.sagepub.com/ SAGE journals online] * [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System] * [http://www.scirus.com/srsapp/advanced/index.jsp?q1= Scirus for scientific information only advanced search] * [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer] * [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database] * [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate] * [http://www.springerlink.com/ SpringerLink] * [http://www.tandfonline.com/ Taylor & Francis Online] * [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter] * [http://www.wikidoc.org/index.php/Main_Page WikiDoc The Living Textbook of Medicine] * [http://onlinelibrary.wiley.com/advanced/search Wiley Online Library Advanced Search] * [http://search.yahoo.com/web/advanced Yahoo Advanced Web Search] <!-- footer templates --> {{Radiation astronomy resources}}{{tlx|Chemistry resources}}{{tlx|Charge ontology}}{{tlx|Geology resources}}{{tlx|Principles of radiation astronomy}}{{tlx|Reasoning resources}}{{Sisterlinks|Analytical astronomy}}{{Sisterlinks|Laboratory}} <!-- categories --> [[Category:Astrophysics/Laboratories]] 7xx6phaabe294ayu7bm2vnzyvf92x3t 1 170731 2413795 2413564 2022-08-11T13:15:02Z 5.198.83.94 /* Editorial board application of Athikhun Suwannakhan */ approval added wikitext text/x-wiki <noinclude> {{WikiJournal editorial application top |archive box = {{Archive box|[[/Archive 2015-2017]] <br>[[/Archive 2018]] <br>[[/Archive 2019]] <br>[[/Archive 2020]] <br>[[/Archive 2021]] <br>[[/Archive 2022]] }} }} </noinclude> ==Associate editor application of James Bibey== {{WikiJournal editor application submitted | position =Associate editor | name =James Bibey | qualifications =2nd Year Medical Student | link =N/A | areas_of_expertise =General medicine (basic anatomy, physiology, biochemistry, statistics, ethics) | professional_experience =Maths lecturing, anatomical prosection preparation. | publishing_experience =N/A | open_experience =Significant editing history on English Wikipedia (primarily medicine and anatomy), Wikimedia Commons, and Wikidata under username "Bibeyjj". | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Bibeyjj|Bibeyjj]] ([[User talk:Bibeyjj|discuss]] • [[Special:Contributions/Bibeyjj|contribs]]) 19:23, 24 September 2021 (UTC) }} *{{Support}}. The applicant is [https://en.wikipedia.org/wiki/Special:Contributions/Bibeyjj active in related topics in Wikipedia], and I think we can really need the help for our journal too. [[User:Bibeyjj|Bibeyjj]], I hope you are still interested in this position. I'm sorry for the late response to your application, as you see we are quite busy with the everyday matters of the project. If elected, would you be willing to help out for instance in [[WikiJournal_of_Medicine/Editorial_guidelines#Arranging_peer_review|finding peer reviewers]] for article submissions to the journal? [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 19:10, 22 May 2022 (UTC) *{{Support}}. Mikael summarises the reasons well above and I agree [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 06:56, 23 May 2022 (UTC) *They seem a good candidate for assoc editor status, and it would be useful experience for them as well as helpful skills for us. We've been a bit stalled on applications over the last year, so it will be good to get organised again. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 11:59, 11 June 2022 (UTC) :I agree. I made [https://en.wikipedia.org/wiki/User_talk:Bibeyjj#Associate_editor_application an entry on the user's talk page] whether he's still interested. If so, I think we can go ahead and approve this application. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 15:52, 16 June 2022 (UTC) ::I haven't heard back from the wiki talk page, so I sent an email through the wiki system as well. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 03:13, 2 August 2022 (UTC) ==Editorial board application of Daniel Barton Oerther== {{WikiJournal editor application submitted | position =Editorial board | Q = Q18001544 | name =Daniel Barton Oerther | qualifications =PHD | link =https://people.mst.edu/faculty/oertherd/ | areas_of_expertise =environmental health | professional_experience =Professor of environmental health engineering; Certified environmental health specialist and leader of a number of national and international organizations specializing in environmental health | publishing_experience =Editorial boards of Perspectives in Public Health, Water Environment Research, and Journal of Environmental Engineering ASCE | open_experience =Wikipedia and regular reviewer for open access Nursing Open | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Oertherdb|Oertherdb]] ([[User talk:Oertherdb|discuss]] • [[Special:Contributions/Oertherdb|contribs]]) 15:23, 25 February 2022 (UTC) }} *{{Support}}. The applicant has substantial credentials including health and leadership. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 19:16, 22 May 2022 (UTC) *{{Support}}. I was the person who approached this candidate on the basis of his interesting background, enthusiasm for nursing and health and his Wikipedia experience [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 06:57, 23 May 2022 (UTC) *{{Support}}. [[User:Editor WikiJMed|Editor WikiJMed]] ([[User talk:Editor WikiJMed|discuss]] • [[Special:Contributions/Editor WikiJMed|contribs]]) 21:07, 23 May 2022 (UTC) *{{support}} - I also suppoprt this application (apologies for not noting earlier). I particular, they have a usefully interdisciplinary knowledgebase connecting medicine to engineering and environmental research. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 11:56, 11 June 2022 (UTC) '''Result: Accepted into the editorial board.''' :[[WikiJournal_User_Group/Editorial_guidelines#Adding_editorial_board_members|Next steps]] (add <code>DONE</code> or <code><nowiki>{{Done}}</nowiki></code> after someone has performed the task): # {{Done}} [[{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Send a welcome message and confirm their preferred email address]] (usually in their provided website link, else via [[Special:EmailUser]]) # {{Done}} {{clickable button 2 | url=https://en.wikiversity.org/wiki/{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Onboarding email template}} # {{Done}} Copy their information over to [[{{ROOTPAGENAME}}/Editorial board|editorial board page]] using the {{tlx|WikiJournal editor summary}} template # __ Add their name and start data to the [[d:{{WJQboard|default=Q75674277}}|relevant editorial board]] on wikidata # {{Done}} Direct-add them to the {{WJX}}board mailing list ([https://groups.google.com/forum/?utm_medium=email&utm_source=footer#!managemembers/{{WJX}}board/add via this link]) which will grant them access to the private page only visible to board members # {{Done}} Welcome them at the {{WJX}}board mailing list so that they are informed # __ Finally, move the application to [[Talk:{{ROOTPAGENAME}}/Editors/Archive_{{CURRENTYEAR}}|this year's archive page]] ([[{{ROOTPAGENAME}}/Editorial guidelines/Message_templates#Onboarding_a_new_board_member|Suggested email template]])<br> [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:36, 13 June 2022 (UTC) ==Editorial board application of Luis Rafael Moscote-Salazar== {{WikiJournal editor application submitted | journal =WikiJournal of Medicine | position =Editorial board member | name =Luis Rafael Moscote-Salazar | qualifications =MD | link =https://neuroclani.org/ | areas_of_expertise =Neurosurgery, Neurotrauma, Stroke, Neurointervention, Neurocritical Care, Neurointervention, Evidence Based Medicine | professional_experience =Neurosurgeon graduated from the University of Cartagena, Founder of the Colombian Clinical Research Group in Neurocritical Care and Co-founder of the Latinamerican Council of Neurocritical Care (CLaNi). Research communication, research leadership, mentorship. | publishing_experience = Experience with publishing in peer-reviewed journals (see Google Scholar profile. Peer-reviewer for several international journals in Neurosurgery and Medicine (see Publons profile). | open_experience = | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:NeuroQuimbaya|NeuroQuimbaya]] ([[User talk:NeuroQuimbaya|discuss]]) 2022-07-12 }} :No details were provided, so I have contacted the applicant to request that they add more information. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 01:27, 7 July 2022 (UTC) ::I've updated the application above with the new replacement information that they sent through. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 03:55, 13 July 2022 (UTC) :::'''Pending more specific presentation'''. I'm tending towards support, as the applicant seems active in research and publishing according to orcid ([https://orcid.org/0000-0002-4180-6962]). I think it is appropriate to let him join us. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 03:12, 2 August 2022 (UTC) ::::[[User:NeuroQuimbaya|Dr. Moscote-Salazar]], some questions that have been raised are: ::::*Would you be able to provide a webpage or other presentation about yourself? The link provided (https://neuroclani.org/) directs to a more general website. ::::*Could you provide one or two sentences of what motivates you to join WikiJMed? ::::*Would you be willing to begin contributing as an associate editor? The tasks can be described here: [[WikiJournal_of_Medicine/Associate_editors]]. We feel we can really need some help with peer review coordination, and you'll have the opportunity to later become promoted to editorial board membership. ::::[[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 02:11, 11 August 2022 (UTC) == Editorial board application of Athikhun Suwannakhan == {{WikiJournal editor application submitted | position =Editorial board | Q =Q87737627 | name =Athikhun Suwannakhan | qualifications =PhD | link =https://science.mahidol.ac.th/expertise/search.php?q=Athikhun%20Suwannakhan | areas_of_expertise =Clinical anatomy, medical imaging, medical education, systematic reviews and meta-analyses | professional_experience =Lecturer in Anatomy at Faculty of Science, Mahidol University, Bangkok | publishing_experience =As of August 2022, I have published [https://orcid.org/0000-0001-9910-0244 18 research articles] and peer-reviewed [https://publons.com/wos-op/researcher/1159692/athikhun-suwannakhan/ 48 times] for 12 journals. | open_experience =I am an advocate of the Wikimedia Movement and I have represented Wikimedia Thailand in various international Wikimedia events. | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. -[[User:Athikhun.suw|Athikhun.suw]] ([[User talk:Athikhun.suw|discuss]] • [[Special:Contributions/Athikhun.suw|contribs]]) 00:23, 8 August 2022 (UTC) }} :'''Support'''. Athikhun Suwannakhan has extensive experience both in medicine-related fields, as well as wiki contributions. He has helped out with peer reviews, such as for the [[WikiJournal of Medicine/The Cerebellum|Cerebellum]] article back in 2016, so I feel he's already shown enough helpfulness for editorial board membership. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 01:49, 11 August 2022 (UTC) *{{Support}}. I agree with Mikael's assessment [[Special:Contributions/5.198.83.94|5.198.83.94]] ([[User talk:5.198.83.94|discuss]]) 13:14, 11 August 2022 (UTC) qzy71xij95modj3zrdhdrkohvq4o9rq 2413796 2413795 2022-08-11T13:15:47Z Rwatson1955 2831054 /* Editorial board application of Athikhun Suwannakhan */ added approval wikitext text/x-wiki <noinclude> {{WikiJournal editorial application top |archive box = {{Archive box|[[/Archive 2015-2017]] <br>[[/Archive 2018]] <br>[[/Archive 2019]] <br>[[/Archive 2020]] <br>[[/Archive 2021]] <br>[[/Archive 2022]] }} }} </noinclude> ==Associate editor application of James Bibey== {{WikiJournal editor application submitted | position =Associate editor | name =James Bibey | qualifications =2nd Year Medical Student | link =N/A | areas_of_expertise =General medicine (basic anatomy, physiology, biochemistry, statistics, ethics) | professional_experience =Maths lecturing, anatomical prosection preparation. | publishing_experience =N/A | open_experience =Significant editing history on English Wikipedia (primarily medicine and anatomy), Wikimedia Commons, and Wikidata under username "Bibeyjj". | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Bibeyjj|Bibeyjj]] ([[User talk:Bibeyjj|discuss]] • [[Special:Contributions/Bibeyjj|contribs]]) 19:23, 24 September 2021 (UTC) }} *{{Support}}. The applicant is [https://en.wikipedia.org/wiki/Special:Contributions/Bibeyjj active in related topics in Wikipedia], and I think we can really need the help for our journal too. [[User:Bibeyjj|Bibeyjj]], I hope you are still interested in this position. I'm sorry for the late response to your application, as you see we are quite busy with the everyday matters of the project. If elected, would you be willing to help out for instance in [[WikiJournal_of_Medicine/Editorial_guidelines#Arranging_peer_review|finding peer reviewers]] for article submissions to the journal? [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 19:10, 22 May 2022 (UTC) *{{Support}}. Mikael summarises the reasons well above and I agree [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 06:56, 23 May 2022 (UTC) *They seem a good candidate for assoc editor status, and it would be useful experience for them as well as helpful skills for us. We've been a bit stalled on applications over the last year, so it will be good to get organised again. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 11:59, 11 June 2022 (UTC) :I agree. I made [https://en.wikipedia.org/wiki/User_talk:Bibeyjj#Associate_editor_application an entry on the user's talk page] whether he's still interested. If so, I think we can go ahead and approve this application. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 15:52, 16 June 2022 (UTC) ::I haven't heard back from the wiki talk page, so I sent an email through the wiki system as well. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 03:13, 2 August 2022 (UTC) ==Editorial board application of Daniel Barton Oerther== {{WikiJournal editor application submitted | position =Editorial board | Q = Q18001544 | name =Daniel Barton Oerther | qualifications =PHD | link =https://people.mst.edu/faculty/oertherd/ | areas_of_expertise =environmental health | professional_experience =Professor of environmental health engineering; Certified environmental health specialist and leader of a number of national and international organizations specializing in environmental health | publishing_experience =Editorial boards of Perspectives in Public Health, Water Environment Research, and Journal of Environmental Engineering ASCE | open_experience =Wikipedia and regular reviewer for open access Nursing Open | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Oertherdb|Oertherdb]] ([[User talk:Oertherdb|discuss]] • [[Special:Contributions/Oertherdb|contribs]]) 15:23, 25 February 2022 (UTC) }} *{{Support}}. The applicant has substantial credentials including health and leadership. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 19:16, 22 May 2022 (UTC) *{{Support}}. I was the person who approached this candidate on the basis of his interesting background, enthusiasm for nursing and health and his Wikipedia experience [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 06:57, 23 May 2022 (UTC) *{{Support}}. [[User:Editor WikiJMed|Editor WikiJMed]] ([[User talk:Editor WikiJMed|discuss]] • [[Special:Contributions/Editor WikiJMed|contribs]]) 21:07, 23 May 2022 (UTC) *{{support}} - I also suppoprt this application (apologies for not noting earlier). I particular, they have a usefully interdisciplinary knowledgebase connecting medicine to engineering and environmental research. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 11:56, 11 June 2022 (UTC) '''Result: Accepted into the editorial board.''' :[[WikiJournal_User_Group/Editorial_guidelines#Adding_editorial_board_members|Next steps]] (add <code>DONE</code> or <code><nowiki>{{Done}}</nowiki></code> after someone has performed the task): # {{Done}} [[{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Send a welcome message and confirm their preferred email address]] (usually in their provided website link, else via [[Special:EmailUser]]) # {{Done}} {{clickable button 2 | url=https://en.wikiversity.org/wiki/{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Onboarding email template}} # {{Done}} Copy their information over to [[{{ROOTPAGENAME}}/Editorial board|editorial board page]] using the {{tlx|WikiJournal editor summary}} template # __ Add their name and start data to the [[d:{{WJQboard|default=Q75674277}}|relevant editorial board]] on wikidata # {{Done}} Direct-add them to the {{WJX}}board mailing list ([https://groups.google.com/forum/?utm_medium=email&utm_source=footer#!managemembers/{{WJX}}board/add via this link]) which will grant them access to the private page only visible to board members # {{Done}} Welcome them at the {{WJX}}board mailing list so that they are informed # __ Finally, move the application to [[Talk:{{ROOTPAGENAME}}/Editors/Archive_{{CURRENTYEAR}}|this year's archive page]] ([[{{ROOTPAGENAME}}/Editorial guidelines/Message_templates#Onboarding_a_new_board_member|Suggested email template]])<br> [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:36, 13 June 2022 (UTC) ==Editorial board application of Luis Rafael Moscote-Salazar== {{WikiJournal editor application submitted | journal =WikiJournal of Medicine | position =Editorial board member | name =Luis Rafael Moscote-Salazar | qualifications =MD | link =https://neuroclani.org/ | areas_of_expertise =Neurosurgery, Neurotrauma, Stroke, Neurointervention, Neurocritical Care, Neurointervention, Evidence Based Medicine | professional_experience =Neurosurgeon graduated from the University of Cartagena, Founder of the Colombian Clinical Research Group in Neurocritical Care and Co-founder of the Latinamerican Council of Neurocritical Care (CLaNi). Research communication, research leadership, mentorship. | publishing_experience = Experience with publishing in peer-reviewed journals (see Google Scholar profile. Peer-reviewer for several international journals in Neurosurgery and Medicine (see Publons profile). | open_experience = | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:NeuroQuimbaya|NeuroQuimbaya]] ([[User talk:NeuroQuimbaya|discuss]]) 2022-07-12 }} :No details were provided, so I have contacted the applicant to request that they add more information. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 01:27, 7 July 2022 (UTC) ::I've updated the application above with the new replacement information that they sent through. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 03:55, 13 July 2022 (UTC) :::'''Pending more specific presentation'''. I'm tending towards support, as the applicant seems active in research and publishing according to orcid ([https://orcid.org/0000-0002-4180-6962]). I think it is appropriate to let him join us. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 03:12, 2 August 2022 (UTC) ::::[[User:NeuroQuimbaya|Dr. Moscote-Salazar]], some questions that have been raised are: ::::*Would you be able to provide a webpage or other presentation about yourself? The link provided (https://neuroclani.org/) directs to a more general website. ::::*Could you provide one or two sentences of what motivates you to join WikiJMed? ::::*Would you be willing to begin contributing as an associate editor? The tasks can be described here: [[WikiJournal_of_Medicine/Associate_editors]]. We feel we can really need some help with peer review coordination, and you'll have the opportunity to later become promoted to editorial board membership. ::::[[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 02:11, 11 August 2022 (UTC) == Editorial board application of Athikhun Suwannakhan == {{WikiJournal editor application submitted | position =Editorial board | Q =Q87737627 | name =Athikhun Suwannakhan | qualifications =PhD | link =https://science.mahidol.ac.th/expertise/search.php?q=Athikhun%20Suwannakhan | areas_of_expertise =Clinical anatomy, medical imaging, medical education, systematic reviews and meta-analyses | professional_experience =Lecturer in Anatomy at Faculty of Science, Mahidol University, Bangkok | publishing_experience =As of August 2022, I have published [https://orcid.org/0000-0001-9910-0244 18 research articles] and peer-reviewed [https://publons.com/wos-op/researcher/1159692/athikhun-suwannakhan/ 48 times] for 12 journals. | open_experience =I am an advocate of the Wikimedia Movement and I have represented Wikimedia Thailand in various international Wikimedia events. | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. -[[User:Athikhun.suw|Athikhun.suw]] ([[User talk:Athikhun.suw|discuss]] • [[Special:Contributions/Athikhun.suw|contribs]]) 00:23, 8 August 2022 (UTC) }} :'''Support'''. Athikhun Suwannakhan has extensive experience both in medicine-related fields, as well as wiki contributions. He has helped out with peer reviews, such as for the [[WikiJournal of Medicine/The Cerebellum|Cerebellum]] article back in 2016, so I feel he's already shown enough helpfulness for editorial board membership. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 01:49, 11 August 2022 (UTC) *{{Support}}. I agree with Mikael's assessment [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 13:15, 11 August 2022 (UTC) 8ypy0twsc8n6bd1z3a2iy42b54m1vt3 102 206488 2413831 2403612 2022-08-11T16:47:43Z 41.35.76.36 wikitext text/x-wiki <!-- Add your name to the list using * ~~~~ --> Adopt this portal by adding your name [[{{titleparts|2}}/Participants|here]]: * Since 20 September 2012‎ with adding content to [[Draft:Medicine|Medicine]] --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 22:15, 9 May 2018 (UTC) * Homzy Chaputula - 23 April 2020 * Mwanja Moses-since 29 April 2022 * Jakobina Kapweya - 26 May 2022 * Evaristo Mateyo - 29 June 2022 * Osama mohamed - 11 August 2022 al6eest47p2vs5so5nizifdbvw9y7va 2413832 2413831 2022-08-11T16:50:41Z 41.35.76.36 wikitext text/x-wiki <!-- Add your name to the list using * ~~~~ --> Adopt this portal by adding your name [[{{titleparts|2}}/Participants|here]]: * Since 20 September 2012‎ with adding content to [[Draft:Medicine|Medicine]] --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 22:15, 9 May 2018 (UTC) * Homzy Chaputula - 23 April 2020 * Mwanja Moses-since 29 April 2022 * Jakobina Kapweya - 26 May 2022 * Evaristo Mateyo - 29 June 2022 * Osama mohamed - 11 August 2022 * Adham wael - 11 August 2022 e9kz5v4a6gs75mfse5jozhcg41dasup 0 207100 2413855 2410084 2022-08-11T22:25:23Z JBondareva3x7 2927239 /* Diagnostic instruments specific for adolescent depression */ added a link to an instrument wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== For background information on what assessment portfolios are, click the link in the heading above. Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]]. ==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]== ===Diagnostic criteria for depression in youth === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' *Depressive Disorders **Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder. *Single Episode Depressive Disorder **Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here]. *Recurrent Depressive Disorder **Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here]. *Dysthymic Disorder **Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes. *Mixed Depressive and Anxiety Disorder **Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. # ==== Changes in DSM-5 ==== * The diagnostic criteria for depressive disorders changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]]. {{blockquotebottom}} ===Base rates of adolescent depression in different clinical settings=== This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices. * '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]] {| class="wikitable" |- ! Demography ! Setting !! Base Rate !! Diagnostic Method |- | French general practitioner network | Children and adolescents attending primary care<ref name="MathetEtAl2002">{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}</ref> (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) ^y |- | All of U.S.A. | National Comorbidity Survey-Adolescent (ages 13-18)<ref name="MerikangasEtAl2010">{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}</ref> (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule ^{p, y} |- | North Carolina | Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)<ref name="CostelloEtAl1997">{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}</ref>|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment<ref>{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}</ref> |- | All of U.S.A. | Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader & Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses |- | Northwestern U.S.A. high school | High school students (1993)<ref name="LewinsohnEtAl1993">{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}</ref>|| 9.6% || KSADS |- | All of U.S.A. | Gender differences, males and females, respectively (2010)<ref name="MerikangasEtAl2010" />|| 7.5%-15% || NCS-A Interview Schedule ^{p, y} |- | Varied | Meta-analysis, adolescents 13 to 18 years (2006)<ref name="CostelloEtAl2006">{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}</ref>|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA |- | All of U.S.A. | National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)<ref name="AvenevoliEtAl2015">{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}</ref>|| 11.0% || CIDI |- | American middle school | Ethnically diverse sample of middle school (Grades 6-8) students (1997)<ref name="RobertsEtAl1997">{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}</ref>|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC |- |American public school |High school freshman in public school (2009)<ref>{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}</ref> |18.4% |GHQ-12 and BDI |- |Cross-sectional sample of socioeconomic groups |Adolescents 12-17 (2016)<ref>{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}</ref> |increased from 8.7% in 2005 to 11.3% in 2014 |NCS-Replication |- |Epidemiological (CDC) | |2.1%<ref name=":02">{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}</ref> | |} ^p:Parent interviewed as component of diagnostic assessment; ^y:youth interviewed as part of diagnostic assessment. ==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]== === Psychometric properties of screening instruments for adolescent depression === The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. * '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Common_screening_instruments click here.]''''' {| class="wikitable sortable" border="1" ! colspan="5" |Screening instruments for adolescent depression |- ! Measure ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Where to Access |- |[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) | Self-report | 6-17 | 5-10 minutes<ref>{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}</ref> | * [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version] * [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version] * [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version] * [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version] |- |Revised Children’s Anxiety and Depression Scale (RCADS) <ref>{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}</ref> |Questionnaire (Child) |6-18 |12 minutes | *[https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-rcads/ RCADS homepage] '''PDFs for RCADS''' *[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)] *[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported] *[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid] *[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid] '''Subscales''' *[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported] *[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported] '''Translations''' '''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]''' |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. === Likelihood ratios and AUCs of screening measures for adolescent depression === {| class="wikitable sortable" |- ! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability !Download |- |WHO-5 Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]<ref name="BechEtAl2003">{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}</ref><ref name="ChristensenEtAl2015">{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}</ref>|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to free download: [https://osf.io/5wdrx/?view_only=8cbe7a43150d45dab590717e1e0313fb WHO-5] |- |Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)<ref name="HaavetEtAl2007">{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}</ref> <ref name="HaavetEtAl2011">{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}</ref>|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to site to contact: [https://hprt-cambridge.org/screening/hopkins-symptom-checklist/ HSCL-10] |- |6-item Kutcher Adolescent Depression Scale (KADS)<ref name="LeBlancEtAl2002">{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}</ref> || .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) || |Link to free download: [https://osf.io/872ky/?view_only=90c7b0a0dabd4a75b8ac4e88a240d4c8 KADS] |- |} === Interpreting depression screening measure scores === For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] ==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]== ===Gold standard diagnostic interviews=== * For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews click here.] ===Diagnostic instruments specific for adolescent depression === {| class="wikitable" ! colspan="5" |Diagnostic instruments for adolescent depression |- !Measure !Format (Reporter) !Age Range !Administration Time !Where to Access |- |Child and Adolescent Psychiatric Assessment (CAPA)<ref>{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}</ref> |Structured with the option for additional semi-structured inquires |9-18 |1 to 2 hours |Information available through the Developmental Epidemiology Center at Duke University [https://devepi.duhs.duke.edu/measures/the-child-and-adolescent-psychiatric-assessment-capa/ here] |- |Children’s Interview for Psychiatric Syndromes (ChIPS)<ref>{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}</ref> |Structured with the option for additional semi-structured inquires |6-18 |20-50 minutes |Approximately $90; Available through various retailers such as APA [https://www.appi.org/Products/Interviewing/ChIPS-Childrens-Interview-for-Psychiatric-Syndrome here] |- |Diagnostic Individual Schedule for Children IV (DISC-IV)<ref>{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}</ref> |Structured |Parent Age: 6-17 Youth Age: 9-17 |1.5 to 2 hours |Interviewer manual download found [https://osf.io/3qmzw/?view_only=4958fe554c5a4baf83f1d7dc65cd3b25 here] |- |Mini-International Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS) |Structured |Parent Age: 6-17 Youth Age: 13-17 |15-50 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/3x8ew/?view_only=d7ac65e1ee0548cd88f6d3e612df240d here] |- |[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]] |Self Report |18+ |3-5 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/ztdr8/?view_only=9f0a8a39b776442694209f31e065364e here] |} ===Severity scales for adolescent depression=== {| class="wikitable sortable" border="1" ! colspan="6" |Diagnostic instruments for adolescent d'''epression''' |- ! Measure !Informant ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Free and Accessible Measures |- | Children's Depression Rating Scale - Revised (CDRS-R) |Parent | Structured Interview<ref name=":4">{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}</ref> | 6-12 | 15-20 minutes | * Link to purchase [https://www.wpspublish.com/store/p/2703/cdrs-r-children-s-depression-rating-scale-revised#purchase-product CDRS-R] *[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt) |- |Reynolds Adolescent Depression Scale 2 (RADS-2) |Youth |Questionnaire |13-17 |5-10 minutes | * Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] |- |Revised Children's Anxiety and Depression Scale (RCADS) |Youth |Questionnaire |6-18 |12 minutes | * Link to download [https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS] |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. ==[[Evidence based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === {{blockquotetop}} '''A. Mood and Energy Thermometer''' &nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood & Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood & Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present < 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.<ref name=":3">{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}</ref> *[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]<ref name=":3" /> '''B. Life Charts''' * To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here] * [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar] {{blockquotebottom}} === Outcome and severity measures === * This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="8" |'''Clinically significant change benchmarks with common instruments for adolescent depression''' |- | rowspan="1&quot;" style="text-align:center;font-size:130%;" | <b> Measure</b> | style="text-align:center;font-size:130%;" | <b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" | <b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" | <b> Critical Change <br> (unstandardized scores)</b> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms </b> |- | colspan="2" | | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | <b>Beck Depression Inventory-II</b> | style="text-align:center;"| | style="text-align:center;"| 4 | style="text-align:center;"| 22 | style="text-align:center;"| 15 | style="text-align:center;"| 9 | style="text-align:center;"| 8 | style="text-align:center;"| 4.8 |- | rowspan="1" style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Total</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 5 | style="text-align:center;"| 4 | style="text-align:center;"| 2.4 |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Mood Samples </b> |- | colspan="8" span style="font-size:100%; text-align:center;" | <b>[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf Gracious et al., 2002]<ref>{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf|accessdate=10 February 2014}}</ref></b> |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Full)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 5.2 | style="text-align:center;"| 22.1 | style="text-align:center;"| 14.4 | style="text-align:center;"| 4.3 | style="text-align:center;"| 3.6 | style="text-align:center;"| 2 |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Brief)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 6.8 | style="text-align:center;"| 27.4 | style="text-align:center;"| 17.5 | style="text-align:center;"| 5 | style="text-align:center;"| 4.2 | style="text-align:center;"| 2.5 |} '''4.1.b – Beck Depression Inventory- II, ages 13 and up'''<ref>'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.</ref> '''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)''' '''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)''' '''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)''' === Treatment === For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both. One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.<ref>{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}</ref> Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.<ref>{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}</ref> One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.<ref>{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}</ref> * Please refer to the page on adolescent [https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression. =='''External Resources'''== # [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria] # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider) # [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression) # [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more) # OMIM (Online Mendelian Inheritance in Man) ## [https://www.omim.org/entry/608516 608516] ## [https://www.omim.org/entry/608520 608520] ## [https://www.omim.org/entry/608691 608691] # [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression] #[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] ##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. == '''References''' == {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} dmkvrm8l4ashff4p61jwbsb018tm2ux 2413859 2413855 2022-08-11T22:39:38Z JBondareva3x7 2927239 /* Severity scales for adolescent depression */ added an osf link wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== For background information on what assessment portfolios are, click the link in the heading above. Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]]. ==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]== ===Diagnostic criteria for depression in youth === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' *Depressive Disorders **Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder. *Single Episode Depressive Disorder **Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here]. *Recurrent Depressive Disorder **Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here]. *Dysthymic Disorder **Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes. *Mixed Depressive and Anxiety Disorder **Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. # ==== Changes in DSM-5 ==== * The diagnostic criteria for depressive disorders changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]]. {{blockquotebottom}} ===Base rates of adolescent depression in different clinical settings=== This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices. * '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]] {| class="wikitable" |- ! Demography ! Setting !! Base Rate !! Diagnostic Method |- | French general practitioner network | Children and adolescents attending primary care<ref name="MathetEtAl2002">{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}</ref> (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) ^y |- | All of U.S.A. | National Comorbidity Survey-Adolescent (ages 13-18)<ref name="MerikangasEtAl2010">{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}</ref> (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule ^{p, y} |- | North Carolina | Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)<ref name="CostelloEtAl1997">{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}</ref>|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment<ref>{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}</ref> |- | All of U.S.A. | Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader & Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses |- | Northwestern U.S.A. high school | High school students (1993)<ref name="LewinsohnEtAl1993">{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}</ref>|| 9.6% || KSADS |- | All of U.S.A. | Gender differences, males and females, respectively (2010)<ref name="MerikangasEtAl2010" />|| 7.5%-15% || NCS-A Interview Schedule ^{p, y} |- | Varied | Meta-analysis, adolescents 13 to 18 years (2006)<ref name="CostelloEtAl2006">{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}</ref>|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA |- | All of U.S.A. | National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)<ref name="AvenevoliEtAl2015">{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}</ref>|| 11.0% || CIDI |- | American middle school | Ethnically diverse sample of middle school (Grades 6-8) students (1997)<ref name="RobertsEtAl1997">{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}</ref>|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC |- |American public school |High school freshman in public school (2009)<ref>{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}</ref> |18.4% |GHQ-12 and BDI |- |Cross-sectional sample of socioeconomic groups |Adolescents 12-17 (2016)<ref>{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}</ref> |increased from 8.7% in 2005 to 11.3% in 2014 |NCS-Replication |- |Epidemiological (CDC) | |2.1%<ref name=":02">{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}</ref> | |} ^p:Parent interviewed as component of diagnostic assessment; ^y:youth interviewed as part of diagnostic assessment. ==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]== === Psychometric properties of screening instruments for adolescent depression === The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. * '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Common_screening_instruments click here.]''''' {| class="wikitable sortable" border="1" ! colspan="5" |Screening instruments for adolescent depression |- ! Measure ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Where to Access |- |[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) | Self-report | 6-17 | 5-10 minutes<ref>{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}</ref> | * [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version] * [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version] * [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version] * [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version] |- |Revised Children’s Anxiety and Depression Scale (RCADS) <ref>{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}</ref> |Questionnaire (Child) |6-18 |12 minutes | *[https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-rcads/ RCADS homepage] '''PDFs for RCADS''' *[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)] *[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported] *[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid] *[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid] '''Subscales''' *[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported] *[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported] '''Translations''' '''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]''' |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. === Likelihood ratios and AUCs of screening measures for adolescent depression === {| class="wikitable sortable" |- ! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability !Download |- |WHO-5 Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]<ref name="BechEtAl2003">{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}</ref><ref name="ChristensenEtAl2015">{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}</ref>|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to free download: [https://osf.io/5wdrx/?view_only=8cbe7a43150d45dab590717e1e0313fb WHO-5] |- |Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)<ref name="HaavetEtAl2007">{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}</ref> <ref name="HaavetEtAl2011">{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}</ref>|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to site to contact: [https://hprt-cambridge.org/screening/hopkins-symptom-checklist/ HSCL-10] |- |6-item Kutcher Adolescent Depression Scale (KADS)<ref name="LeBlancEtAl2002">{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}</ref> || .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) || |Link to free download: [https://osf.io/872ky/?view_only=90c7b0a0dabd4a75b8ac4e88a240d4c8 KADS] |- |} === Interpreting depression screening measure scores === For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] ==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]== ===Gold standard diagnostic interviews=== * For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews click here.] ===Diagnostic instruments specific for adolescent depression === {| class="wikitable" ! colspan="5" |Diagnostic instruments for adolescent depression |- !Measure !Format (Reporter) !Age Range !Administration Time !Where to Access |- |Child and Adolescent Psychiatric Assessment (CAPA)<ref>{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}</ref> |Structured with the option for additional semi-structured inquires |9-18 |1 to 2 hours |Information available through the Developmental Epidemiology Center at Duke University [https://devepi.duhs.duke.edu/measures/the-child-and-adolescent-psychiatric-assessment-capa/ here] |- |Children’s Interview for Psychiatric Syndromes (ChIPS)<ref>{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}</ref> |Structured with the option for additional semi-structured inquires |6-18 |20-50 minutes |Approximately $90; Available through various retailers such as APA [https://www.appi.org/Products/Interviewing/ChIPS-Childrens-Interview-for-Psychiatric-Syndrome here] |- |Diagnostic Individual Schedule for Children IV (DISC-IV)<ref>{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}</ref> |Structured |Parent Age: 6-17 Youth Age: 9-17 |1.5 to 2 hours |Interviewer manual download found [https://osf.io/3qmzw/?view_only=4958fe554c5a4baf83f1d7dc65cd3b25 here] |- |Mini-International Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS) |Structured |Parent Age: 6-17 Youth Age: 13-17 |15-50 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/3x8ew/?view_only=d7ac65e1ee0548cd88f6d3e612df240d here] |- |[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]] |Self Report |18+ |3-5 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/ztdr8/?view_only=9f0a8a39b776442694209f31e065364e here] |} ===Severity scales for adolescent depression=== {| class="wikitable sortable" border="1" ! colspan="6" |Diagnostic instruments for adolescent d'''epression''' |- ! Measure !Informant ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Free and Accessible Measures |- | Children's Depression Rating Scale - Revised (CDRS-R) |Parent | Structured Interview<ref name=":4">{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}</ref> | 6-12 | 15-20 minutes | * Link to purchase [https://www.wpspublish.com/cdrs-r-childrens-depression-rating-scale-revised CDRS-R] |- |Reynolds Adolescent Depression Scale 2 (RADS-2) |Youth |Questionnaire |13-17 |5-10 minutes | * Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] |- |Revised Children's Anxiety and Depression Scale (RCADS) |Youth |Questionnaire |6-18 |12 minutes | * Link to download [https://osf.io/dkz6x/ RCADS] |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. ==[[Evidence based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === {{blockquotetop}} '''A. Mood and Energy Thermometer''' &nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood & Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood & Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present < 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.<ref name=":3">{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}</ref> *[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]<ref name=":3" /> '''B. Life Charts''' * To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here] * [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar] {{blockquotebottom}} === Outcome and severity measures === * This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="8" |'''Clinically significant change benchmarks with common instruments for adolescent depression''' |- | rowspan="1&quot;" style="text-align:center;font-size:130%;" | <b> Measure</b> | style="text-align:center;font-size:130%;" | <b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" | <b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" | <b> Critical Change <br> (unstandardized scores)</b> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms </b> |- | colspan="2" | | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | <b>Beck Depression Inventory-II</b> | style="text-align:center;"| | style="text-align:center;"| 4 | style="text-align:center;"| 22 | style="text-align:center;"| 15 | style="text-align:center;"| 9 | style="text-align:center;"| 8 | style="text-align:center;"| 4.8 |- | rowspan="1" style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Total</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 5 | style="text-align:center;"| 4 | style="text-align:center;"| 2.4 |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Mood Samples </b> |- | colspan="8" span style="font-size:100%; text-align:center;" | <b>[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf Gracious et al., 2002]<ref>{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf|accessdate=10 February 2014}}</ref></b> |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Full)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 5.2 | style="text-align:center;"| 22.1 | style="text-align:center;"| 14.4 | style="text-align:center;"| 4.3 | style="text-align:center;"| 3.6 | style="text-align:center;"| 2 |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Brief)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 6.8 | style="text-align:center;"| 27.4 | style="text-align:center;"| 17.5 | style="text-align:center;"| 5 | style="text-align:center;"| 4.2 | style="text-align:center;"| 2.5 |} '''4.1.b – Beck Depression Inventory- II, ages 13 and up'''<ref>'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.</ref> '''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)''' '''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)''' '''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)''' === Treatment === For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both. One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.<ref>{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}</ref> Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.<ref>{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}</ref> One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.<ref>{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}</ref> * Please refer to the page on adolescent [https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression. =='''External Resources'''== # [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria] # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider) # [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression) # [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more) # OMIM (Online Mendelian Inheritance in Man) ## [https://www.omim.org/entry/608516 608516] ## [https://www.omim.org/entry/608520 608520] ## [https://www.omim.org/entry/608691 608691] # [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression] #[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] ##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. == '''References''' == {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} ilgw606ypemiv3n1nlk2pf826z2sdrp 2413862 2413859 2022-08-11T22:42:52Z JBondareva3x7 2927239 /* Treatment */ fixed a link wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== For background information on what assessment portfolios are, click the link in the heading above. Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]]. ==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]== ===Diagnostic criteria for depression in youth === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' *Depressive Disorders **Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder. *Single Episode Depressive Disorder **Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here]. *Recurrent Depressive Disorder **Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here]. *Dysthymic Disorder **Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes. *Mixed Depressive and Anxiety Disorder **Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. # ==== Changes in DSM-5 ==== * The diagnostic criteria for depressive disorders changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]]. {{blockquotebottom}} ===Base rates of adolescent depression in different clinical settings=== This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices. * '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]] {| class="wikitable" |- ! Demography ! Setting !! Base Rate !! Diagnostic Method |- | French general practitioner network | Children and adolescents attending primary care<ref name="MathetEtAl2002">{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}</ref> (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) ^y |- | All of U.S.A. | National Comorbidity Survey-Adolescent (ages 13-18)<ref name="MerikangasEtAl2010">{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}</ref> (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule ^{p, y} |- | North Carolina | Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)<ref name="CostelloEtAl1997">{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}</ref>|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment<ref>{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}</ref> |- | All of U.S.A. | Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader & Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses |- | Northwestern U.S.A. high school | High school students (1993)<ref name="LewinsohnEtAl1993">{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}</ref>|| 9.6% || KSADS |- | All of U.S.A. | Gender differences, males and females, respectively (2010)<ref name="MerikangasEtAl2010" />|| 7.5%-15% || NCS-A Interview Schedule ^{p, y} |- | Varied | Meta-analysis, adolescents 13 to 18 years (2006)<ref name="CostelloEtAl2006">{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}</ref>|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA |- | All of U.S.A. | National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)<ref name="AvenevoliEtAl2015">{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}</ref>|| 11.0% || CIDI |- | American middle school | Ethnically diverse sample of middle school (Grades 6-8) students (1997)<ref name="RobertsEtAl1997">{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}</ref>|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC |- |American public school |High school freshman in public school (2009)<ref>{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}</ref> |18.4% |GHQ-12 and BDI |- |Cross-sectional sample of socioeconomic groups |Adolescents 12-17 (2016)<ref>{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}</ref> |increased from 8.7% in 2005 to 11.3% in 2014 |NCS-Replication |- |Epidemiological (CDC) | |2.1%<ref name=":02">{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}</ref> | |} ^p:Parent interviewed as component of diagnostic assessment; ^y:youth interviewed as part of diagnostic assessment. ==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]== === Psychometric properties of screening instruments for adolescent depression === The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. * '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Common_screening_instruments click here.]''''' {| class="wikitable sortable" border="1" ! colspan="5" |Screening instruments for adolescent depression |- ! Measure ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Where to Access |- |[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) | Self-report | 6-17 | 5-10 minutes<ref>{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}</ref> | * [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version] * [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version] * [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version] * [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version] |- |Revised Children’s Anxiety and Depression Scale (RCADS) <ref>{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}</ref> |Questionnaire (Child) |6-18 |12 minutes | *[https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-rcads/ RCADS homepage] '''PDFs for RCADS''' *[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)] *[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported] *[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid] *[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid] '''Subscales''' *[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported] *[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported] '''Translations''' '''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]''' |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. === Likelihood ratios and AUCs of screening measures for adolescent depression === {| class="wikitable sortable" |- ! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability !Download |- |WHO-5 Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]<ref name="BechEtAl2003">{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}</ref><ref name="ChristensenEtAl2015">{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}</ref>|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to free download: [https://osf.io/5wdrx/?view_only=8cbe7a43150d45dab590717e1e0313fb WHO-5] |- |Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)<ref name="HaavetEtAl2007">{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}</ref> <ref name="HaavetEtAl2011">{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}</ref>|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to site to contact: [https://hprt-cambridge.org/screening/hopkins-symptom-checklist/ HSCL-10] |- |6-item Kutcher Adolescent Depression Scale (KADS)<ref name="LeBlancEtAl2002">{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}</ref> || .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) || |Link to free download: [https://osf.io/872ky/?view_only=90c7b0a0dabd4a75b8ac4e88a240d4c8 KADS] |- |} === Interpreting depression screening measure scores === For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] ==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]== ===Gold standard diagnostic interviews=== * For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews click here.] ===Diagnostic instruments specific for adolescent depression === {| class="wikitable" ! colspan="5" |Diagnostic instruments for adolescent depression |- !Measure !Format (Reporter) !Age Range !Administration Time !Where to Access |- |Child and Adolescent Psychiatric Assessment (CAPA)<ref>{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}</ref> |Structured with the option for additional semi-structured inquires |9-18 |1 to 2 hours |Information available through the Developmental Epidemiology Center at Duke University [https://devepi.duhs.duke.edu/measures/the-child-and-adolescent-psychiatric-assessment-capa/ here] |- |Children’s Interview for Psychiatric Syndromes (ChIPS)<ref>{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}</ref> |Structured with the option for additional semi-structured inquires |6-18 |20-50 minutes |Approximately $90; Available through various retailers such as APA [https://www.appi.org/Products/Interviewing/ChIPS-Childrens-Interview-for-Psychiatric-Syndrome here] |- |Diagnostic Individual Schedule for Children IV (DISC-IV)<ref>{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}</ref> |Structured |Parent Age: 6-17 Youth Age: 9-17 |1.5 to 2 hours |Interviewer manual download found [https://osf.io/3qmzw/?view_only=4958fe554c5a4baf83f1d7dc65cd3b25 here] |- |Mini-International Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS) |Structured |Parent Age: 6-17 Youth Age: 13-17 |15-50 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/3x8ew/?view_only=d7ac65e1ee0548cd88f6d3e612df240d here] |- |[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]] |Self Report |18+ |3-5 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/ztdr8/?view_only=9f0a8a39b776442694209f31e065364e here] |} ===Severity scales for adolescent depression=== {| class="wikitable sortable" border="1" ! colspan="6" |Diagnostic instruments for adolescent d'''epression''' |- ! Measure !Informant ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Free and Accessible Measures |- | Children's Depression Rating Scale - Revised (CDRS-R) |Parent | Structured Interview<ref name=":4">{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}</ref> | 6-12 | 15-20 minutes | * Link to purchase [https://www.wpspublish.com/cdrs-r-childrens-depression-rating-scale-revised CDRS-R] |- |Reynolds Adolescent Depression Scale 2 (RADS-2) |Youth |Questionnaire |13-17 |5-10 minutes | * Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] |- |Revised Children's Anxiety and Depression Scale (RCADS) |Youth |Questionnaire |6-18 |12 minutes | * Link to download [https://osf.io/dkz6x/ RCADS] |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. ==[[Evidence based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === {{blockquotetop}} '''A. Mood and Energy Thermometer''' &nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood & Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood & Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present < 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.<ref name=":3">{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}</ref> *[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]<ref name=":3" /> '''B. Life Charts''' * To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here] * [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar] {{blockquotebottom}} === Outcome and severity measures === * This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="8" |'''Clinically significant change benchmarks with common instruments for adolescent depression''' |- | rowspan="1&quot;" style="text-align:center;font-size:130%;" | <b> Measure</b> | style="text-align:center;font-size:130%;" | <b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" | <b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" | <b> Critical Change <br> (unstandardized scores)</b> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms </b> |- | colspan="2" | | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | <b>Beck Depression Inventory-II</b> | style="text-align:center;"| | style="text-align:center;"| 4 | style="text-align:center;"| 22 | style="text-align:center;"| 15 | style="text-align:center;"| 9 | style="text-align:center;"| 8 | style="text-align:center;"| 4.8 |- | rowspan="1" style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Total</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 5 | style="text-align:center;"| 4 | style="text-align:center;"| 2.4 |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Mood Samples </b> |- | colspan="8" span style="font-size:100%; text-align:center;" | <b>[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf Gracious et al., 2002]<ref>{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf|accessdate=10 February 2014}}</ref></b> |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Full)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 5.2 | style="text-align:center;"| 22.1 | style="text-align:center;"| 14.4 | style="text-align:center;"| 4.3 | style="text-align:center;"| 3.6 | style="text-align:center;"| 2 |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Brief)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 6.8 | style="text-align:center;"| 27.4 | style="text-align:center;"| 17.5 | style="text-align:center;"| 5 | style="text-align:center;"| 4.2 | style="text-align:center;"| 2.5 |} '''4.1.b – Beck Depression Inventory- II, ages 13 and up'''<ref>'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.</ref> '''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)''' '''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)''' '''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)''' === Treatment === For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both. One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.<ref>{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}</ref> Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.<ref>{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}</ref> One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.<ref>{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}</ref> * Please refer to the page on adolescent [https://www.aacap.org/AACAP/Families_Youth/Resource_Centers/AACAP/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Depression_Resource_Center.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression. =='''External Resources'''== # [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria] # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider) # [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression) # [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more) # OMIM (Online Mendelian Inheritance in Man) ## [https://www.omim.org/entry/608516 608516] ## [https://www.omim.org/entry/608520 608520] ## [https://www.omim.org/entry/608691 608691] # [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression] #[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] ##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. == '''References''' == {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} q5y1w2r3gtfg5ts0weuky5cqvyt02wf 2413866 2413862 2022-08-11T22:50:45Z JBondareva3x7 2927239 /* Base rates of adolescent depression in different clinical settings */ moved citations to the first column in the base rates table wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== For background information on what assessment portfolios are, click the link in the heading above. Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]]. ==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]== ===Diagnostic criteria for depression in youth === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' *Depressive Disorders **Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder. *Single Episode Depressive Disorder **Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here]. *Recurrent Depressive Disorder **Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here]. *Dysthymic Disorder **Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes. *Mixed Depressive and Anxiety Disorder **Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. # ==== Changes in DSM-5 ==== * The diagnostic criteria for depressive disorders changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]]. {{blockquotebottom}} ===Base rates of adolescent depression in different clinical settings=== This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices. * '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]] {| class="wikitable" |- ! Demography ! Setting !! Base Rate !! Diagnostic Method |- | French general practitioner network<ref>{{Cite journal|last=Mathet|first=F.|last2=Martin-Guehl|first2=C.|last3=Maurice-Tison|first3=S.|last4=Bouvard|first4=M.-P.|date=2003-09|title=[Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network]|url=https://pubmed.ncbi.nlm.nih.gov/14615688|journal=L'Encephale|volume=29|issue=5|pages=391–400|issn=0013-7006|pmid=14615688}}</ref> | Children and adolescents attending primary care (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) ^y |- | All of U.S.A.<ref name=":0">{{Cite journal|last=Merikangas|first=Kathleen Ries|last2=He|first2=Jian-Ping|last3=Burstein|first3=Marcy|last4=Swanson|first4=Sonja A.|last5=Avenevoli|first5=Shelli|last6=Cui|first6=Lihong|last7=Benjet|first7=Corina|last8=Georgiades|first8=Katholiki|last9=Swendsen|first9=Joel|date=2010-10|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A)|url=https://pubmed.ncbi.nlm.nih.gov/20855043|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980–989|doi=10.1016/j.jaac.2010.05.017|issn=1527-5418|pmc=2946114|pmid=20855043}}</ref> | National Comorbidity Survey-Adolescent (ages 13-18) (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule ^{p, y} |- | North Carolina<ref>{{Cite journal|last=Costello|first=E. J.|last2=Farmer|first2=E. M.|last3=Angold|first3=A.|last4=Burns|first4=B. J.|last5=Erkanli|first5=A.|date=1997-05|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study|url=https://pubmed.ncbi.nlm.nih.gov/9184514|journal=American Journal of Public Health|volume=87|issue=5|pages=827–832|doi=10.2105/ajph.87.5.827|issn=0090-0036|pmc=1381058|pmid=9184514}}</ref><ref>{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-01|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://pubmed.ncbi.nlm.nih.gov/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}</ref> | Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment |- | All of U.S.A. | Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader & Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses |- | Northwestern U.S.A. high school<ref name="LewinsohnEtAl1993">{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}</ref> | High school students (1993)|| 9.6% || KSADS |- | All of U.S.A.<ref name=":0" /> | Gender differences, males and females, respectively (2010)|| 7.5%-15% || NCS-A Interview Schedule ^{p, y} |- | Varied<ref name="CostelloEtAl2006">{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}</ref> | Meta-analysis, adolescents 13 to 18 years (2006)|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA |- | All of U.S.A.<ref name="AvenevoliEtAl2015">{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}</ref> | National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)|| 11.0% || CIDI |- | American middle school<ref name="RobertsEtAl1997">{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}</ref> | Ethnically diverse sample of middle school (Grades 6-8) students (1997)|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC |- |American public school<ref>{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}</ref> |High school freshman in public school (2009) |18.4% |GHQ-12 and BDI |- |Cross-sectional sample of socioeconomic groups<ref>{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}</ref> |Adolescents 12-17 (2016) |increased from 8.7% in 2005 to 11.3% in 2014 |NCS-Replication |- |Epidemiological (CDC)<ref name=":02">{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}</ref> | |2.1% | |} ^p:Parent interviewed as component of diagnostic assessment; ^y:youth interviewed as part of diagnostic assessment. ==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]== === Psychometric properties of screening instruments for adolescent depression === The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. * '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Common_screening_instruments click here.]''''' {| class="wikitable sortable" border="1" ! colspan="5" |Screening instruments for adolescent depression |- ! Measure ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Where to Access |- |[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) | Self-report | 6-17 | 5-10 minutes<ref>{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}</ref> | * [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version] * [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version] * [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version] * [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version] |- |Revised Children’s Anxiety and Depression Scale (RCADS) <ref>{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}</ref> |Questionnaire (Child) |6-18 |12 minutes | *[https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-rcads/ RCADS homepage] '''PDFs for RCADS''' *[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)] *[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported] *[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid] *[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid] '''Subscales''' *[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported] *[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported] '''Translations''' '''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]''' |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. === Likelihood ratios and AUCs of screening measures for adolescent depression === {| class="wikitable sortable" |- ! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability !Download |- |WHO-5 Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]<ref name="BechEtAl2003">{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}</ref><ref name="ChristensenEtAl2015">{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}</ref>|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to free download: [https://osf.io/5wdrx/?view_only=8cbe7a43150d45dab590717e1e0313fb WHO-5] |- |Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)<ref name="HaavetEtAl2007">{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}</ref> <ref name="HaavetEtAl2011">{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}</ref>|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to site to contact: [https://hprt-cambridge.org/screening/hopkins-symptom-checklist/ HSCL-10] |- |6-item Kutcher Adolescent Depression Scale (KADS)<ref name="LeBlancEtAl2002">{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}</ref> || .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) || |Link to free download: [https://osf.io/872ky/?view_only=90c7b0a0dabd4a75b8ac4e88a240d4c8 KADS] |- |} === Interpreting depression screening measure scores === For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] ==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]== ===Gold standard diagnostic interviews=== * For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews click here.] ===Diagnostic instruments specific for adolescent depression === {| class="wikitable" ! colspan="5" |Diagnostic instruments for adolescent depression |- !Measure !Format (Reporter) !Age Range !Administration Time !Where to Access |- |Child and Adolescent Psychiatric Assessment (CAPA)<ref>{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}</ref> |Structured with the option for additional semi-structured inquires |9-18 |1 to 2 hours |Information available through the Developmental Epidemiology Center at Duke University [https://devepi.duhs.duke.edu/measures/the-child-and-adolescent-psychiatric-assessment-capa/ here] |- |Children’s Interview for Psychiatric Syndromes (ChIPS)<ref>{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}</ref> |Structured with the option for additional semi-structured inquires |6-18 |20-50 minutes |Approximately $90; Available through various retailers such as APA [https://www.appi.org/Products/Interviewing/ChIPS-Childrens-Interview-for-Psychiatric-Syndrome here] |- |Diagnostic Individual Schedule for Children IV (DISC-IV)<ref>{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}</ref> |Structured |Parent Age: 6-17 Youth Age: 9-17 |1.5 to 2 hours |Interviewer manual download found [https://osf.io/3qmzw/?view_only=4958fe554c5a4baf83f1d7dc65cd3b25 here] |- |Mini-International Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS) |Structured |Parent Age: 6-17 Youth Age: 13-17 |15-50 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/3x8ew/?view_only=d7ac65e1ee0548cd88f6d3e612df240d here] |- |[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]] |Self Report |18+ |3-5 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/ztdr8/?view_only=9f0a8a39b776442694209f31e065364e here] |} ===Severity scales for adolescent depression=== {| class="wikitable sortable" border="1" ! colspan="6" |Diagnostic instruments for adolescent d'''epression''' |- ! Measure !Informant ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Free and Accessible Measures |- | Children's Depression Rating Scale - Revised (CDRS-R) |Parent | Structured Interview<ref name=":4">{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}</ref> | 6-12 | 15-20 minutes | * Link to purchase [https://www.wpspublish.com/cdrs-r-childrens-depression-rating-scale-revised CDRS-R] |- |Reynolds Adolescent Depression Scale 2 (RADS-2) |Youth |Questionnaire |13-17 |5-10 minutes | * Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] |- |Revised Children's Anxiety and Depression Scale (RCADS) |Youth |Questionnaire |6-18 |12 minutes | * Link to download [https://osf.io/dkz6x/ RCADS] |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. ==[[Evidence based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === {{blockquotetop}} '''A. Mood and Energy Thermometer''' &nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood & Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood & Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present < 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.<ref name=":3">{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}</ref> *[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]<ref name=":3" /> '''B. Life Charts''' * To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here] * [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar] {{blockquotebottom}} === Outcome and severity measures === * This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="8" |'''Clinically significant change benchmarks with common instruments for adolescent depression''' |- | rowspan="1&quot;" style="text-align:center;font-size:130%;" | <b> Measure</b> | style="text-align:center;font-size:130%;" | <b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" | <b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" | <b> Critical Change <br> (unstandardized scores)</b> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms </b> |- | colspan="2" | | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | <b>Beck Depression Inventory-II</b> | style="text-align:center;"| | style="text-align:center;"| 4 | style="text-align:center;"| 22 | style="text-align:center;"| 15 | style="text-align:center;"| 9 | style="text-align:center;"| 8 | style="text-align:center;"| 4.8 |- | rowspan="1" style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Total</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 5 | style="text-align:center;"| 4 | style="text-align:center;"| 2.4 |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Mood Samples </b> |- | colspan="8" span style="font-size:100%; text-align:center;" | <b>[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf Gracious et al., 2002]<ref>{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf|accessdate=10 February 2014}}</ref></b> |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Full)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 5.2 | style="text-align:center;"| 22.1 | style="text-align:center;"| 14.4 | style="text-align:center;"| 4.3 | style="text-align:center;"| 3.6 | style="text-align:center;"| 2 |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Brief)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 6.8 | style="text-align:center;"| 27.4 | style="text-align:center;"| 17.5 | style="text-align:center;"| 5 | style="text-align:center;"| 4.2 | style="text-align:center;"| 2.5 |} '''4.1.b – Beck Depression Inventory- II, ages 13 and up'''<ref>'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.</ref> '''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)''' '''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)''' '''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)''' === Treatment === For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both. One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.<ref>{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}</ref> Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.<ref>{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}</ref> One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.<ref>{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}</ref> * Please refer to the page on adolescent [https://www.aacap.org/AACAP/Families_Youth/Resource_Centers/AACAP/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Depression_Resource_Center.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression. =='''External Resources'''== # [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria] # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider) # [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression) # [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more) # OMIM (Online Mendelian Inheritance in Man) ## [https://www.omim.org/entry/608516 608516] ## [https://www.omim.org/entry/608520 608520] ## [https://www.omim.org/entry/608691 608691] # [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression] #[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] ##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. == '''References''' == {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} 0mvqjtc30qo9b42jog109elxz9aub8t 2413867 2413866 2022-08-11T22:51:57Z JBondareva3x7 2927239 /* Psychometric properties of screening instruments for adolescent depression */ moved citation to first column wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== For background information on what assessment portfolios are, click the link in the heading above. Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]]. ==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]== ===Diagnostic criteria for depression in youth === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' *Depressive Disorders **Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder. *Single Episode Depressive Disorder **Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here]. *Recurrent Depressive Disorder **Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here]. *Dysthymic Disorder **Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes. *Mixed Depressive and Anxiety Disorder **Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. # ==== Changes in DSM-5 ==== * The diagnostic criteria for depressive disorders changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]]. {{blockquotebottom}} ===Base rates of adolescent depression in different clinical settings=== This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices. * '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]] {| class="wikitable" |- ! Demography ! Setting !! Base Rate !! Diagnostic Method |- | French general practitioner network<ref>{{Cite journal|last=Mathet|first=F.|last2=Martin-Guehl|first2=C.|last3=Maurice-Tison|first3=S.|last4=Bouvard|first4=M.-P.|date=2003-09|title=[Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network]|url=https://pubmed.ncbi.nlm.nih.gov/14615688|journal=L'Encephale|volume=29|issue=5|pages=391–400|issn=0013-7006|pmid=14615688}}</ref> | Children and adolescents attending primary care (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) ^y |- | All of U.S.A.<ref name=":0">{{Cite journal|last=Merikangas|first=Kathleen Ries|last2=He|first2=Jian-Ping|last3=Burstein|first3=Marcy|last4=Swanson|first4=Sonja A.|last5=Avenevoli|first5=Shelli|last6=Cui|first6=Lihong|last7=Benjet|first7=Corina|last8=Georgiades|first8=Katholiki|last9=Swendsen|first9=Joel|date=2010-10|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A)|url=https://pubmed.ncbi.nlm.nih.gov/20855043|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980–989|doi=10.1016/j.jaac.2010.05.017|issn=1527-5418|pmc=2946114|pmid=20855043}}</ref> | National Comorbidity Survey-Adolescent (ages 13-18) (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule ^{p, y} |- | North Carolina<ref>{{Cite journal|last=Costello|first=E. J.|last2=Farmer|first2=E. M.|last3=Angold|first3=A.|last4=Burns|first4=B. J.|last5=Erkanli|first5=A.|date=1997-05|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study|url=https://pubmed.ncbi.nlm.nih.gov/9184514|journal=American Journal of Public Health|volume=87|issue=5|pages=827–832|doi=10.2105/ajph.87.5.827|issn=0090-0036|pmc=1381058|pmid=9184514}}</ref><ref>{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-01|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://pubmed.ncbi.nlm.nih.gov/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}</ref> | Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment |- | All of U.S.A. | Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader & Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses |- | Northwestern U.S.A. high school<ref name="LewinsohnEtAl1993">{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}</ref> | High school students (1993)|| 9.6% || KSADS |- | All of U.S.A.<ref name=":0" /> | Gender differences, males and females, respectively (2010)|| 7.5%-15% || NCS-A Interview Schedule ^{p, y} |- | Varied<ref name="CostelloEtAl2006">{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}</ref> | Meta-analysis, adolescents 13 to 18 years (2006)|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA |- | All of U.S.A.<ref name="AvenevoliEtAl2015">{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}</ref> | National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)|| 11.0% || CIDI |- | American middle school<ref name="RobertsEtAl1997">{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}</ref> | Ethnically diverse sample of middle school (Grades 6-8) students (1997)|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC |- |American public school<ref>{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}</ref> |High school freshman in public school (2009) |18.4% |GHQ-12 and BDI |- |Cross-sectional sample of socioeconomic groups<ref>{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}</ref> |Adolescents 12-17 (2016) |increased from 8.7% in 2005 to 11.3% in 2014 |NCS-Replication |- |Epidemiological (CDC)<ref name=":02">{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}</ref> | |2.1% | |} ^p:Parent interviewed as component of diagnostic assessment; ^y:youth interviewed as part of diagnostic assessment. ==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]== === Psychometric properties of screening instruments for adolescent depression === The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. * '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Common_screening_instruments click here.]''''' {| class="wikitable sortable" border="1" ! colspan="5" |Screening instruments for adolescent depression |- ! Measure ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Where to Access |- |[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ)<ref>{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}</ref> | Self-report | 6-17 | 5-10 minutes | * [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version] * [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version] * [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version] * [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version] |- |Revised Children’s Anxiety and Depression Scale (RCADS) <ref>{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}</ref> |Questionnaire (Child) |6-18 |12 minutes | *[https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-rcads/ RCADS homepage] '''PDFs for RCADS''' *[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)] *[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported] *[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid] *[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid] '''Subscales''' *[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported] *[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported] '''Translations''' '''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]''' |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. === Likelihood ratios and AUCs of screening measures for adolescent depression === {| class="wikitable sortable" |- ! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability !Download |- |WHO-5 Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]<ref name="BechEtAl2003">{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}</ref><ref name="ChristensenEtAl2015">{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}</ref>|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to free download: [https://osf.io/5wdrx/?view_only=8cbe7a43150d45dab590717e1e0313fb WHO-5] |- |Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)<ref name="HaavetEtAl2007">{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}</ref> <ref name="HaavetEtAl2011">{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}</ref>|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to site to contact: [https://hprt-cambridge.org/screening/hopkins-symptom-checklist/ HSCL-10] |- |6-item Kutcher Adolescent Depression Scale (KADS)<ref name="LeBlancEtAl2002">{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}</ref> || .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) || |Link to free download: [https://osf.io/872ky/?view_only=90c7b0a0dabd4a75b8ac4e88a240d4c8 KADS] |- |} === Interpreting depression screening measure scores === For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] ==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]== ===Gold standard diagnostic interviews=== * For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews click here.] ===Diagnostic instruments specific for adolescent depression === {| class="wikitable" ! colspan="5" |Diagnostic instruments for adolescent depression |- !Measure !Format (Reporter) !Age Range !Administration Time !Where to Access |- |Child and Adolescent Psychiatric Assessment (CAPA)<ref>{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}</ref> |Structured with the option for additional semi-structured inquires |9-18 |1 to 2 hours |Information available through the Developmental Epidemiology Center at Duke University [https://devepi.duhs.duke.edu/measures/the-child-and-adolescent-psychiatric-assessment-capa/ here] |- |Children’s Interview for Psychiatric Syndromes (ChIPS)<ref>{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}</ref> |Structured with the option for additional semi-structured inquires |6-18 |20-50 minutes |Approximately $90; Available through various retailers such as APA [https://www.appi.org/Products/Interviewing/ChIPS-Childrens-Interview-for-Psychiatric-Syndrome here] |- |Diagnostic Individual Schedule for Children IV (DISC-IV)<ref>{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}</ref> |Structured |Parent Age: 6-17 Youth Age: 9-17 |1.5 to 2 hours |Interviewer manual download found [https://osf.io/3qmzw/?view_only=4958fe554c5a4baf83f1d7dc65cd3b25 here] |- |Mini-International Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS) |Structured |Parent Age: 6-17 Youth Age: 13-17 |15-50 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/3x8ew/?view_only=d7ac65e1ee0548cd88f6d3e612df240d here] |- |[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]] |Self Report |18+ |3-5 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/ztdr8/?view_only=9f0a8a39b776442694209f31e065364e here] |} ===Severity scales for adolescent depression=== {| class="wikitable sortable" border="1" ! colspan="6" |Diagnostic instruments for adolescent d'''epression''' |- ! Measure !Informant ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Free and Accessible Measures |- | Children's Depression Rating Scale - Revised (CDRS-R) |Parent | Structured Interview<ref name=":4">{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}</ref> | 6-12 | 15-20 minutes | * Link to purchase [https://www.wpspublish.com/cdrs-r-childrens-depression-rating-scale-revised CDRS-R] |- |Reynolds Adolescent Depression Scale 2 (RADS-2) |Youth |Questionnaire |13-17 |5-10 minutes | * Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] |- |Revised Children's Anxiety and Depression Scale (RCADS) |Youth |Questionnaire |6-18 |12 minutes | * Link to download [https://osf.io/dkz6x/ RCADS] |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. ==[[Evidence based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === {{blockquotetop}} '''A. Mood and Energy Thermometer''' &nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood & Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood & Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present < 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.<ref name=":3">{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}</ref> *[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]<ref name=":3" /> '''B. Life Charts''' * To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here] * [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar] {{blockquotebottom}} === Outcome and severity measures === * This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="8" |'''Clinically significant change benchmarks with common instruments for adolescent depression''' |- | rowspan="1&quot;" style="text-align:center;font-size:130%;" | <b> Measure</b> | style="text-align:center;font-size:130%;" | <b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" | <b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" | <b> Critical Change <br> (unstandardized scores)</b> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms </b> |- | colspan="2" | | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | <b>Beck Depression Inventory-II</b> | style="text-align:center;"| | style="text-align:center;"| 4 | style="text-align:center;"| 22 | style="text-align:center;"| 15 | style="text-align:center;"| 9 | style="text-align:center;"| 8 | style="text-align:center;"| 4.8 |- | rowspan="1" style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Total</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 5 | style="text-align:center;"| 4 | style="text-align:center;"| 2.4 |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Mood Samples </b> |- | colspan="8" span style="font-size:100%; text-align:center;" | <b>[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf Gracious et al., 2002]<ref>{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf|accessdate=10 February 2014}}</ref></b> |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Full)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 5.2 | style="text-align:center;"| 22.1 | style="text-align:center;"| 14.4 | style="text-align:center;"| 4.3 | style="text-align:center;"| 3.6 | style="text-align:center;"| 2 |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Brief)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 6.8 | style="text-align:center;"| 27.4 | style="text-align:center;"| 17.5 | style="text-align:center;"| 5 | style="text-align:center;"| 4.2 | style="text-align:center;"| 2.5 |} '''4.1.b – Beck Depression Inventory- II, ages 13 and up'''<ref>'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.</ref> '''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)''' '''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)''' '''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)''' === Treatment === For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both. One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.<ref>{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}</ref> Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.<ref>{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}</ref> One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.<ref>{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}</ref> * Please refer to the page on adolescent [https://www.aacap.org/AACAP/Families_Youth/Resource_Centers/AACAP/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Depression_Resource_Center.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression. =='''External Resources'''== # [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria] # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider) # [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression) # [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more) # OMIM (Online Mendelian Inheritance in Man) ## [https://www.omim.org/entry/608516 608516] ## [https://www.omim.org/entry/608520 608520] ## [https://www.omim.org/entry/608691 608691] # [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression] #[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] ##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. == '''References''' == {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} 5ftgnokpidnyypxv3zrzkbffsc2a32z 2413868 2413867 2022-08-11T22:52:56Z JBondareva3x7 2927239 /* Severity scales for adolescent depression */ moved citation to the first column wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== For background information on what assessment portfolios are, click the link in the heading above. Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]]. ==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]== ===Diagnostic criteria for depression in youth === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' *Depressive Disorders **Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder. *Single Episode Depressive Disorder **Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here]. *Recurrent Depressive Disorder **Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder. ***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here]. *Dysthymic Disorder **Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes. *Mixed Depressive and Anxiety Disorder **Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder. # ==== Changes in DSM-5 ==== * The diagnostic criteria for depressive disorders changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]]. {{blockquotebottom}} ===Base rates of adolescent depression in different clinical settings=== This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices. * '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]] {| class="wikitable" |- ! Demography ! Setting !! Base Rate !! Diagnostic Method |- | French general practitioner network<ref>{{Cite journal|last=Mathet|first=F.|last2=Martin-Guehl|first2=C.|last3=Maurice-Tison|first3=S.|last4=Bouvard|first4=M.-P.|date=2003-09|title=[Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network]|url=https://pubmed.ncbi.nlm.nih.gov/14615688|journal=L'Encephale|volume=29|issue=5|pages=391–400|issn=0013-7006|pmid=14615688}}</ref> | Children and adolescents attending primary care (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) ^y |- | All of U.S.A.<ref name=":0">{{Cite journal|last=Merikangas|first=Kathleen Ries|last2=He|first2=Jian-Ping|last3=Burstein|first3=Marcy|last4=Swanson|first4=Sonja A.|last5=Avenevoli|first5=Shelli|last6=Cui|first6=Lihong|last7=Benjet|first7=Corina|last8=Georgiades|first8=Katholiki|last9=Swendsen|first9=Joel|date=2010-10|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A)|url=https://pubmed.ncbi.nlm.nih.gov/20855043|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980–989|doi=10.1016/j.jaac.2010.05.017|issn=1527-5418|pmc=2946114|pmid=20855043}}</ref> | National Comorbidity Survey-Adolescent (ages 13-18) (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule ^{p, y} |- | North Carolina<ref>{{Cite journal|last=Costello|first=E. J.|last2=Farmer|first2=E. M.|last3=Angold|first3=A.|last4=Burns|first4=B. J.|last5=Erkanli|first5=A.|date=1997-05|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study|url=https://pubmed.ncbi.nlm.nih.gov/9184514|journal=American Journal of Public Health|volume=87|issue=5|pages=827–832|doi=10.2105/ajph.87.5.827|issn=0090-0036|pmc=1381058|pmid=9184514}}</ref><ref>{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-01|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://pubmed.ncbi.nlm.nih.gov/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}</ref> | Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment |- | All of U.S.A. | Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader & Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses |- | Northwestern U.S.A. high school<ref name="LewinsohnEtAl1993">{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}</ref> | High school students (1993)|| 9.6% || KSADS |- | All of U.S.A.<ref name=":0" /> | Gender differences, males and females, respectively (2010)|| 7.5%-15% || NCS-A Interview Schedule ^{p, y} |- | Varied<ref name="CostelloEtAl2006">{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}</ref> | Meta-analysis, adolescents 13 to 18 years (2006)|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA |- | All of U.S.A.<ref name="AvenevoliEtAl2015">{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}</ref> | National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)|| 11.0% || CIDI |- | American middle school<ref name="RobertsEtAl1997">{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}</ref> | Ethnically diverse sample of middle school (Grades 6-8) students (1997)|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC |- |American public school<ref>{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}</ref> |High school freshman in public school (2009) |18.4% |GHQ-12 and BDI |- |Cross-sectional sample of socioeconomic groups<ref>{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}</ref> |Adolescents 12-17 (2016) |increased from 8.7% in 2005 to 11.3% in 2014 |NCS-Replication |- |Epidemiological (CDC)<ref name=":02">{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}</ref> | |2.1% | |} ^p:Parent interviewed as component of diagnostic assessment; ^y:youth interviewed as part of diagnostic assessment. ==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]== === Psychometric properties of screening instruments for adolescent depression === The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. * '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Common_screening_instruments click here.]''''' {| class="wikitable sortable" border="1" ! colspan="5" |Screening instruments for adolescent depression |- ! Measure ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Where to Access |- |[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ)<ref>{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}</ref> | Self-report | 6-17 | 5-10 minutes | * [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version] * [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version] * [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version] * [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version] * [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version] |- |Revised Children’s Anxiety and Depression Scale (RCADS) <ref>{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}</ref> |Questionnaire (Child) |6-18 |12 minutes | *[https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-rcads/ RCADS homepage] '''PDFs for RCADS''' *[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)] *[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported] *[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid] *[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid] '''Subscales''' *[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported] *[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported] '''Translations''' '''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]''' |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. === Likelihood ratios and AUCs of screening measures for adolescent depression === {| class="wikitable sortable" |- ! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability !Download |- |WHO-5 Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]<ref name="BechEtAl2003">{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}</ref><ref name="ChristensenEtAl2015">{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}</ref>|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to free download: [https://osf.io/5wdrx/?view_only=8cbe7a43150d45dab590717e1e0313fb WHO-5] |- |Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)<ref name="HaavetEtAl2007">{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}</ref> <ref name="HaavetEtAl2011">{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}</ref>|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark |Link to site to contact: [https://hprt-cambridge.org/screening/hopkins-symptom-checklist/ HSCL-10] |- |6-item Kutcher Adolescent Depression Scale (KADS)<ref name="LeBlancEtAl2002">{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}</ref> || .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) || |Link to free download: [https://osf.io/872ky/?view_only=90c7b0a0dabd4a75b8ac4e88a240d4c8 KADS] |- |} === Interpreting depression screening measure scores === For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] ==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]== ===Gold standard diagnostic interviews=== * For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews click here.] ===Diagnostic instruments specific for adolescent depression === {| class="wikitable" ! colspan="5" |Diagnostic instruments for adolescent depression |- !Measure !Format (Reporter) !Age Range !Administration Time !Where to Access |- |Child and Adolescent Psychiatric Assessment (CAPA)<ref>{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}</ref> |Structured with the option for additional semi-structured inquires |9-18 |1 to 2 hours |Information available through the Developmental Epidemiology Center at Duke University [https://devepi.duhs.duke.edu/measures/the-child-and-adolescent-psychiatric-assessment-capa/ here] |- |Children’s Interview for Psychiatric Syndromes (ChIPS)<ref>{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}</ref> |Structured with the option for additional semi-structured inquires |6-18 |20-50 minutes |Approximately $90; Available through various retailers such as APA [https://www.appi.org/Products/Interviewing/ChIPS-Childrens-Interview-for-Psychiatric-Syndrome here] |- |Diagnostic Individual Schedule for Children IV (DISC-IV)<ref>{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child & Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}</ref> |Structured |Parent Age: 6-17 Youth Age: 9-17 |1.5 to 2 hours |Interviewer manual download found [https://osf.io/3qmzw/?view_only=4958fe554c5a4baf83f1d7dc65cd3b25 here] |- |Mini-International Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS) |Structured |Parent Age: 6-17 Youth Age: 13-17 |15-50 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/3x8ew/?view_only=d7ac65e1ee0548cd88f6d3e612df240d here] |- |[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]] |Self Report |18+ |3-5 minutes |Free for download and use if specific criteria met. Can be downloaded [https://osf.io/ztdr8/?view_only=9f0a8a39b776442694209f31e065364e here] |} ===Severity scales for adolescent depression=== {| class="wikitable sortable" border="1" ! colspan="6" |Diagnostic instruments for adolescent d'''epression''' |- ! Measure !Informant ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Free and Accessible Measures |- | Children's Depression Rating Scale - Revised (CDRS-R)<ref name=":4">{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}</ref> |Parent | Structured Interview | 6-12 | 15-20 minutes | * Link to purchase [https://www.wpspublish.com/cdrs-r-childrens-depression-rating-scale-revised CDRS-R] |- |Reynolds Adolescent Depression Scale 2 (RADS-2) |Youth |Questionnaire |13-17 |5-10 minutes | * Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] |- |Revised Children's Anxiety and Depression Scale (RCADS) |Youth |Questionnaire |6-18 |12 minutes | * Link to download [https://osf.io/dkz6x/ RCADS] |} '''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings. ==[[Evidence based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === {{blockquotetop}} '''A. Mood and Energy Thermometer''' &nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood & Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood & Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present < 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.<ref name=":3">{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}</ref> *[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]<ref name=":3" /> *[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]<ref name=":3" /> '''B. Life Charts''' * To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here] * [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar] {{blockquotebottom}} === Outcome and severity measures === * This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="8" |'''Clinically significant change benchmarks with common instruments for adolescent depression''' |- | rowspan="1&quot;" style="text-align:center;font-size:130%;" | <b> Measure</b> | style="text-align:center;font-size:130%;" | <b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" | <b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" | <b> Critical Change <br> (unstandardized scores)</b> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms </b> |- | colspan="2" | | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | <b>Beck Depression Inventory-II</b> | style="text-align:center;"| | style="text-align:center;"| 4 | style="text-align:center;"| 22 | style="text-align:center;"| 15 | style="text-align:center;"| 9 | style="text-align:center;"| 8 | style="text-align:center;"| 4.8 |- | rowspan="1" style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Total</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 5 | style="text-align:center;"| 4 | style="text-align:center;"| 2.4 |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Mood Samples </b> |- | colspan="8" span style="font-size:100%; text-align:center;" | <b>[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf Gracious et al., 2002]<ref>{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&rep=rep1&type=pdf|accessdate=10 February 2014}}</ref></b> |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Full)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 5.2 | style="text-align:center;"| 22.1 | style="text-align:center;"| 14.4 | style="text-align:center;"| 4.3 | style="text-align:center;"| 3.6 | style="text-align:center;"| 2 |- | rowspan="1" style="text-align:center;" | <b> Young Mania Rating Scale - Parent <br> (Brief)</b> | style="text-align:center;"| n/a | style="text-align:center;"| 6.8 | style="text-align:center;"| 27.4 | style="text-align:center;"| 17.5 | style="text-align:center;"| 5 | style="text-align:center;"| 4.2 | style="text-align:center;"| 2.5 |} '''4.1.b – Beck Depression Inventory- II, ages 13 and up'''<ref>'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.</ref> '''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)''' '''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)''' '''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)''' === Treatment === For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both. One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.<ref>{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}</ref> Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.<ref>{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}</ref> One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.<ref>{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}</ref> * Please refer to the page on adolescent [https://www.aacap.org/AACAP/Families_Youth/Resource_Centers/AACAP/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Depression_Resource_Center.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression. =='''External Resources'''== # [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria] # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider) # [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression) # [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more) # OMIM (Online Mendelian Inheritance in Man) ## [https://www.omim.org/entry/608516 608516] ## [https://www.omim.org/entry/608520 608520] ## [https://www.omim.org/entry/608691 608691] # [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression] #[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] ##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. == '''References''' == {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} keda7idgdvuml0lve0kxmkmhh1y47rt 0 207101 2413860 2408501 2022-08-11T22:41:47Z Ardenguo 2944162 /* Psychometric properties of screening instruments for autism spectrum disorder */ deleted a row wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== For background information on what assessment portfolios are, click the link in the heading above. Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Autism spectrum disorder (assessment portfolio)/extended version|here]]. == [[Evidence based assessment/Preparation phase|'''Preparation phase''']] == === Diagnostic criteria for autism spectrum disorder=== {{blockquotetop}} <big>'''ICD-11 Diagnostic Criteria''':</big> Autism spectrum disorder is characterized by persistent deficits in the ability to initiate and to sustain reciprocal social interaction and social communication, and by a range of restricted, repetitive, and inflexible patterns of behaviour and interests. The onset of the disorder occurs during the developmental period, typically in early childhood, but symptoms may not become fully manifest until later, when social demands exceed limited capacities. Deficits are sufficiently severe to cause impairment in personal, family, social, educational, occupational or other important areas of functioning and are usually a pervasive feature of the individual’s functioning observable in all settings, although they may vary according to social, educational, or other context. Individuals along the spectrum exhibit a full range of intellectual functioning and language abilities. Note: The ICD-11 contains seven subcategories of ASD that can be found in the ICD-11, [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f120443468 here]. <big>'''ASD encompasses these previous DSM-IV diagnoses''':</big> *Autistic disorder (autism) *Asperger’s disorder *Childhood disintegrative disorder *Pervasive developmental disorder not otherwise specified '''<big>ASD is characterized by:</big>''' # deficits in social communication and social interaction and # restricted repetitive behaviors, interests, and activities (RRBs). Because both components are required for diagnosis of ASD, social communication disorder is diagnosed if no RRBs are present. '''<big>Changes in DSM-5 Criteria</big>''' * The diagnostic criteria for ASD changed from [[DSM-IV]] to [[wikipedia:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here] and [[wikipedia:DSM-5|here]]. {{blockquotebottom}} ===Base rates of ASD in children and adolescents in different populations and clinical settings=== {| class="wikitable sortable" border="1" |- ! Demography ! Setting (Reference) ! Base Rate ! Diagnostic Method |- | 11 ADDM sites | Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) - 8 year olds *** | 1.5% (1 per 68) | Diagnosis by doctor based on DSM-IV-TR criteria |- | Epidemiological: 43,283 household surveys | National Health Statistics Report (NHIS; 2014), 3-17 year olds<ref>{{cite journal|last1=Zablotsky|first1=B|last2=Black|first2=LI|last3=Maenner|first3=MJ|last4=Schieve|first4=LA|last5=Blumberg|first5=SJ|title=Estimated Prevalence of Autism and Other Developmental Disabilities Following Questionnaire Changes in the 2014 National Health Interview Survey.|journal=National health statistics reports|date=13 November 2015|issue=87|pages=1-20|pmid=26632847}}</ref> | 2.2% (1 per 45) | DSM-IV-TR |- | 11 ADDM sites: Male/Female Ratio | The Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) – 8 year olds | 1 in 42 boys (2.4%), 1 in 189 girls (.05%) | DSM-IV-TR |- | Came from family registry for those who had children under 18 years old in United States | Interactive Autism Network (IAN): Individual Sibling Recurrence<ref>{{cite journal|last1=Constantino|first1=JN|last2=Zhang|first2=Y|last3=Frazier|first3=T|last4=Abbacchi|first4=AM|last5=Law|first5=P|title=Sibling recurrence and the genetic epidemiology of autism.|journal=The American journal of psychiatry|date=November 2010|volume=167|issue=11|pages=1349-56|pmid=20889652}}</ref> | ASD status occurred in an additional child in 10.9% of families | DSM-IV-TR |- | 11 ADDM sites (Race/ethnicity study) | The Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) – 8 year olds Race/Ethnicity: * Non-Hispanic White * Non-Hispanic Black * Hispanic * Asian | * '''Non-Hispanic White:''' 1 in 63 (1.6%) * '''Non-Hispanic Black:''' 1 in 81 (1.2%) * '''Hispanic:''' 1 in 91 (1.1%) * '''Asian:''' 1 in 81 (1.2%) | DSM-IV-TR |- | | style="text-align:left" | The Autism and Developmental Disabilities Monitoring (ADDM) Network (2010) – 8 year olds <br> :Race/Ethnicity<br> ::- Non-Hispanic White<br> - Non-Hispanic Black<br> - Hispanic<br> - Asian<br> - Other | style="text-align:left" | <br><br> <br>60.3%<br>15.7%<br>17.2%<br>3.3%<br>3.5% | DSM-IV-TR |- | Male/Female Ratio | Epidemiological study: Review of 43 studies<ref>{{Cite journal|last=Kogan|first=M. D.|last2=Blumberg|first2=S. J.|last3=Schieve|first3=L. A.|last4=Boyle|first4=C. A.|last5=Perrin|first5=J. M.|last6=Ghandour|first6=R. M.|last7=Singh|first7=G. K.|last8=Strickland|first8=B. B.|last9=Trevathan|first9=E.|date=2009-11-01|title=Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US, 2007|url=http://pediatrics.aappublications.org/cgi/doi/10.1542/peds.2009-1522|journal=PEDIATRICS|language=en|volume=124|issue=5|pages=1395–1403|doi=10.1542/peds.2009-1522|issn=0031-4005}}</ref> | 4.2% (4.2 male:1 female) | DSM-IV/Rating Scales/Clinical |} ==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]== === Psychometric properties of screening instruments for autism spectrum disorder === The following section contains a list of screening and diagnostic instruments for autism. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]] * '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Common_screening_instruments click here.]''''' {| class="wikitable sortable" |- ! Measure (Wikipedia Link) !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |[[Evidence based assessment/Instruments/Modified checklist for autism in toddlers|Modified Checklist for Autism in Toddlers (M-CHAT)]] |Questionnaire (Parent report) |18-30 months |5-10 minutes | * [https://mfr.osf.io/render?url=https://osf.io/utmxg/?action=download%26mode=render Free printable PDF MCHAT] *[https://www.autismspeaks.org/screen-your-child Free Online MCHAT] |- |[[wikipedia:Autism-spectrum_quotient|Autism Spectrum Quotient (AQ)]] |Questionnaire |16 years and up |10-15 minutes | * [https://psychology-tools.com/autism-spectrum-quotient/ Online version with scoring] * [https://mfr.osf.io/render?url=https://osf.io/4xu3y/?action=download%26mode=render AQ free printable PDF] * [https://mfr.osf.io/render?url=https://osf.io/fqsxm/?action=download%26mode=render Printable scoring guide] |- |[[wikipedia:Autism_Diagnostic_Observation_Schedule|Autism Diagnostic Observation Schedule (ADOS)]] |Direct Testing |2 years-adult |30-50 minutes |Not free |- |[[wikipedia:Childhood_Autism_Rating_Scale|Childhood Autism Rating Scale (CARS)]] |Observation |2 years-adult |5-10 minutes |Not free |- |} === Likelihood ratios and AUCs of screening measures for ASD === * For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments '''click here.'''] {| class="wikitable sortable" !Screening Measure (Primary Reference) !AUC (sample size) !DLR+ (score) !DLR- (score) !Clinical Generalizability !Where to Access |- |Modified Checklist for Autism in Toddlers (M-CHAT) | | | | | |- |[[wikipedia:Autism-spectrum_quotient|Autism Spectrum Quotient (AQ)]] | | | | | |- |[[wikipedia:Autism_Diagnostic_Observation_Schedule|Autism Diagnostic Observation Schedule (ADOS)]] | | | | | |- |[[wikipedia:Autism_Diagnostic_Interview|Autism Diagnostic Interview-Revised (ADI-R)]] | | | | | |- |[[wikipedia:Childhood_Autism_Rating_Scale|Childhood Autism Rating Scale (CARS)]] | | | | | |} === Interpreting autism screening measure scores === * For information on interpreting screening measure scores, [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|'''click here.''']] ==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]== ===Gold standard diagnostic interviews=== * For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews '''click here.'''] ===Recommended diagnostic interviews for autism spectrum disorder=== {| class="wikitable sortable" border="1" ! colspan="4" |Diagnostic instruments for ASD |- Format (Reporter) !Measure !Age Range !Administration/ Completion Time !Where to Access |- |Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) | | | |- |Autism Diagnostic Interview, Revised (ADI-R) |18 months-adult | 90-150 minutes | |- |Vineland Adaptive Behavior Scales-Second edition (VABS-II) |Birth-18 years |20-60 minutes | |- |Adaptive Behavior Assessment System, Second Edition (ABAS-II) | | | |}'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; <b>G</b> = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable {{collapse top|Click here for more information on the above interviews}} '''A. Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)''' -- &nbsp;The ADOS-2 is a semi-structured, play-based assessment of social and communicative behaviors indicative of autism. There are several different modules that can be used based off of the individual’s speech/communication level. Training is necessary to conduct the ADOS-2. '''B. Autism Diagnostic Interview, Revised (ADI-R) --'''&nbsp;The ADI-R is a caregiver interview that helps to provide a developmental history (ages 4-5) and current functioning level of restricted and repetitive behaviors and social impairment. Training is necessary to conduct the ADI-R. Due to the homogeneity of the population, there are many other process measures that can be used in autism assessments. Clinical judgment is recommended when deciding what additional measures should be included (e.g. executive functioning, sensory processing, cognitive flexibility, motor functioning, comorbidity). The two measures provided below are commonly used to assess adaptive behaviors (including communication and socialization, core deficits in ASD) and may provide important information regarding levels of daily functioning of individuals with ASD.'''.''' '''C. Vineland Adaptive Behavior Scales-Second edition (VABS-II)'''&nbsp;– Parent report recommended with careful attention paid to the Daily Living domain. More commonly used with children. '''D. Adaptive Behavior Assessment System, Second Edition (ABAS-II)'''&nbsp;– Parent report recommended with special attention to the Global Adaptive Composite (GAC). More commonly used with adults. {{collapse bottom}} ===[[Evidence based assessment/Process phase|'''Process phase''']]=== The following section contains a brief overview of treatment options for autism and list of process and outcome measures for autism. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === The following section contains a list of process and outcome measures for autism. The section includes benchmarks based on published norms and on those on the spectrum samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. {{blockquotetop}} There are many processes that may be considered important when evaluating a child or an adolescent with ASD; however, due to the diversity of the population and symptom expression, there are too many to narrow down. Clinical judgment is recommended when deciding what additional measures should be included (e.g. executive functioning, sensory processing, cognitive flexibility). The two measures provided below are commonly used to assess adaptive behaviors (including communication and socialization, core deficits in ASD) and may provide important information regarding levels of daily functioning of individuals with ASD. {{blockquotebottom}} === Outcome and severity measures === This table includes clinically significant benchmarks for autism specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" ! colspan="8" |'''<u><big>Clinically significant change benchmarks for ASD outcome measures</big></u>''' |- | colspan="8" style="font-size:110%; text-align:center;" span | <b> <small>Benchmarks Based on Published Norms</small> </b> |- | rowspan="2" style="text-align:center;font-size:130%;" | <b> Measure</b> | rowspan="2" style="text-align:center;font-size:130%;" |<b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" |<b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" |<b> Critical Change <br> (unstandardized scores)</b> |- | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | '''CBCL T-scores <br> (2001 Norms)''' | style="text-align:right;" | <i> Total</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 5 | style="text-align:center;"| 4 | style="text-align:center;"| 2.4 |- | rowspan="6" style="text-align:center;" | '''Autism Diagnostic Observation Schedule <br> - Generic (ADOS-G)^6,12''' |style="text-align:right;"|''Module 1 Social Affect Total'' |style="text-align:center;"|8.1 |style="text-align:center;"|12.5 |style="text-align:center;"|10.2 |style="text-align:center;"|2.3 |style="text-align:center;"|1.9 |style="text-align:center;"|1.1 |- |style="text-align:right;"|''Module 1 RR Total'' |style="text-align:center;"|0.4 |style="text-align:center;"|4.4 |style="text-align:center;"|2.7 |style="text-align:center;"|1.1 |style="text-align:center;"|0.9 |style="text-align:center;"|0.5 |- |style="text-align:right;"|''Module 2 Social Affect Total'' |style="text-align:center;"|7.7 |style="text-align:center;"|10.4 |style="text-align:center;"|9.1 |style="text-align:center;"|2.0 |style="text-align:center;"|1.7 |style="text-align:center;"|1.0 |- |style="text-align:right;"|''Module 2 RR Total'' |style="text-align:center;"|1.2 |style="text-align:center;"|4.9 |style="text-align:center;"|3.2 |style="text-align:center;"|1.1 |style="text-align:center;"|0.9 |style="text-align:center;"|0.6 |- |style="text-align:right;"|''Module 3 Social Affect Total'' |style="text-align:center;"|3.7 |style="text-align:center;"|9.8 |style="text-align:center;"|7.1 |style="text-align:center;"|2.1 |style="text-align:center;"|1.8 |style="text-align:center;"|1.1 |- |style="text-align:right;"|''Module 3 RR Total'' |style="text-align:center;"|<nowiki>-0.4*</nowiki> |style="text-align:center;"|3.3 |style="text-align:center;"|1.9 |style="text-align:center;"|0.9 |style="text-align:center;"|0.8 |style="text-align:center;"|0.5 |- |style="text-align:center;"|'''Childhood Autism Rating Scale (CARS)<ref>{{cite journal|last1=Coplan|first1=J|last2=Jawad|first2=AF|date=July 2005|title=Modeling clinical outcome of children with autistic spectrum disorders.|journal=Pediatrics|volume=116|issue=1|pages=117-22|pmid=15995041}}</ref><ref name=":0">{{cite journal|last1=Chlebowski|first1=C|last2=Green|first2=JA|last3=Barton|first3=ML|last4=Fein|first4=D|date=July 2010|title=Using the childhood autism rating scale to diagnose autism spectrum disorders.|journal=Journal of autism and developmental disorders|volume=40|issue=7|pages=787-99|pmid=20054630}}</ref>''' |style="text-align:right;"|''Parent Total'' |style="text-align:center;"|23.0 |style="text-align:center;"|18.0 |style="text-align:center;"|18.6 |style="text-align:center;"|1.6 |style="text-align:center;"|1.4 |style="text-align:center;"|0.8 |- |style="text-align:center;"|'''Social Responsiveness Scale (SRS)'''<ref name=":0" />'''<br>Caregiver Report (Appendix B)''' |style="text-align:right;"|''Total'' |style="text-align:center;"|72.7 |style="text-align:center;"|62.8 |style="text-align:center;"|66.8 |style="text-align:center;"|11.3 |style="text-align:center;"|9.5 |style="text-align:center;"|5.8 |} === Treatment === * Please refer to the page on [[wikipedia:Autism_spectrum|Autism Spectrum Disorder]] for more information on available treatment or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/autism/ Effective Child Therapy] for a curated resource on effective treatments for ASD. {{collapse top| Click here for more information on '''''ASD treatment'''''}} '''Behavior and Communication Approaches''' # ''Applied Behavior Analysis (ABA)²⁰'' #*Method of teaching appropriate behaviors by breaking tasks down into small discrete steps and training in a systematic and precise way called discrete trial training (DTT). #*Based on the context that children with ASD have significant difficulties with learning, learning through imitation and listening as typical peer # ''Early Intensive Behavioral Intervention (EIBI)²⁰'' #*Focuses on remediation of deficient language, imitation, pre-academics, self-help and social interaction skills broken down into discrete components, taught on a one-to-one basis in school and/or at home. #*Typically using discrete trial teaching, reinforcement, backward chaining, shaping, extinction, prompting and prompt fading. Parent involvement is essential.<ref name="Peters-Scheffer">{{cite journal|last1=Peters-Scheffer|first1=N|last2=Didden|first2=R|last3=Korzilius|first3=H|last4=Sturmey|first4=P|date=2011|title=A meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders|journal=Research in Autism Spectrum Disorders|volume=5|issue=1|page=60-69}}</ref> # ''Pivotal Response Training (PRT)²³'' #*Derived from ABA, an approach that teaches the learner to seek out and respond to naturally occurring learning opportunities. #*Goals include the development of communication, language and positive social behaviors and relief from disruptive self-stimulatory behavior.<ref>{{cite journal|last1=Odom|first1=Samuel L.|last2=Collet-Klingenberg|first2=Lana|last3=Rogers|first3=Sally J.|last4=Hatton|first4=Deborah D.|title=Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders|journal=Preventing School Failure: Alternative Education for Children and Youth|date=19 May 2010|volume=54|issue=4|pages=275–282|doi=10.1080/10459881003785506}}</ref> # ''Early start Denver Model (ESDM)²¹'' #* A comprehensive early behavioral intervention for infants (as young as 12 months) to preschool- aged children with ASD, integrating applied behavior analysis (ABA) approaches with developmental and relationship-based approaches.<ref name="Dawson">{{cite journal|last1=Dawson|first1=G|last2=Rogers|first2=S|last3=Munson|first3=J|last4=Smith|first4=M|last5=Winter|first5=J|last6=Greenson|first6=J|last7=Donaldson|first7=A|last8=Varley|first8=J|title=Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model.|journal=Pediatrics|date=January 2010|volume=125|issue=1|pages=e17-23|pmid=19948568}}</ref> # ''Developmental, Individual Differences, Relationship-Based Approach (DIR or “Floortime”)²²'' #*Objectives are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors. # ''Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH)²⁴'' #*Statewide, community based intervention program that emphasizes environmental organization and visual supports, individualization of goals, and the teaching of independence and developmental skills. #*Teaching strategies are taught within the natural environment and within context. Includes early intervention services through adulthood.<ref>{{cite journal|last1=Dawson|first1=G|last2=Osterling|first2=J|title=Early Intervention in Autism|journal=The Effectiveness of Early Intervention|date=1997|pages=307-326}}</ref> # ''Others (Treatments tackling symptoms not exclusive to ASD)'' #* Cognitive Behavioral Therapy (CBT)<ref name="Kasari">{{cite journal|last1=Kasari|first1=C|last2=Lawton|first2=K|title=New directions in behavioral treatment of autism spectrum disorders.|journal=Current opinion in neurology|date=April 2010|volume=23|issue=2|pages=137-43|pmid=20160648}}</ref> #*Occupational Therapy #*Sensory Integration Therapy #*Speech Therapy #*Picture Exchange Communication System (PECS).<ref>{{cite book|last1=al.]|first1=Lynn Cannon ... [et|title=Unstuck and on target! : an executive function curriculum to improve flexibility for children with autism spectrum disorders|date=2011|publisher=Paul H. Brookes Pub. Co.|location=Baltimore|isbn=9781598572032|edition=Research}}</ref> '''Medication''' * The data on other relevant diagnoses indicate that children and youth are frequently treated with medication under an ASD diagnosis, despite the fact that the target symptoms may be commonly associated with other mental disorders (ADHD, Anxiety, Depression, etc.). * Approximately 70% of children with ASD ages 8 and up receive some form of psychoactive medication. Before recommending medication as a form of treatment, consult a supervisor and a medical doctor.^26,27<ref>{{cite journal|last1=Mandell|first1=DS|last2=Morales|first2=KH|last3=Marcus|first3=SC|last4=Stahmer|first4=AC|last5=Doshi|first5=J|last6=Polsky|first6=DE|date=March 2008|title=Psychotropic medication use among Medicaid-enrolled children with autism spectrum disorders.|journal=Pediatrics|volume=121|issue=3|pages=e441-8|pmid=18310165}}</ref><ref>{{cite journal|last1=Oswald|first1=DP|last2=Sonenklar|first2=NA|date=June 2007|title=Medication use among children with autism spectrum disorders.|journal=Journal of child and adolescent psychopharmacology|volume=17|issue=3|pages=348-55|pmid=17630868}}</ref> {{collapse bottom}} =='''External Resources'''== #[http://apps.who.int/classifications/icd10/browse/2016/en#/F84.0 ICD-10 diagnostic criteria] # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider) #[https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml NIMH] (information about schizophrenia) #https://www.autismspeaks.org/what-autism/diagnosis/mchat Free online autism screen for toddlers # OMIM (Online Mendelian Inheritance in Man) ##[https://www.omim.org/entry/209850?search=autism&highlight=autism%20autistic 209850] #[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/autism/ Effective Child Therapy information on Autism Spectrum Disorder] ##Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. =='''References'''== {{collapse top|Click here for references}} {{Reflist|30em}} # Centers for Disease Control and Prevention. (2012). Prevalence of autism spectrum disorders—Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States, 2008. Morbidity and Mortality Weekly Report, 61 (3), 1–19. # Pedersen, A., Pettygrove, S., Meaney, F. J., Mancilla, K., Gotschall, K., Kessler, D. B., ... & Cunniff, C. (2012). Prevalence of autism spectrum disorders in Hispanic and non-Hispanic white children. Pediatrics, 129(3), e629-e635. # Charman, T., Baird, G., Simonoff, E., Loucas, T., Chandler, S., Meldrum, D., & Pickles, A. (2007). Efficacy of three screening instruments in the identification of autistic-spectrum disorders. The British Journal of Psychiatry, 191(6), 554-559. # Constantino, J.N., Davis, S.A., Todd, R.D., Schindler, M.K., Gross, M.M., Brophy, S.L., et al. Validation of a brief quantitative measure of autistic traits: comparison of the social responsiveness scale with the autism diagnostic interview-revised. J Autism Dev Disord. 2003 Aug;33(4):427-33. # Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of autism and developmental disorders, 39(5), 693-705. # Robins, D. L., Fein, D., Barton, M. L., & Green, J. A. (2001). The Modified Checklist for Autism in Toddlers: an initial study investigating the early detection of autism and pervasive developmental disorders. Journal of autism and developmental disorders, 31(2), 131-144. # Fombonne, E. (2009). Epidemiology of pervasive developmental disorders.Pediatric research, 65(6), 591-598. # Constantino, J. N., Zhang, Y., Frazier, T., Abbacchi, A. M., & Law, P. (2010). Sibling recurrence and the genetic epidemiology of autism. The American journal of psychiatry, 167(11), 1349. # Durkin, M. S., Maenner, M. J., Meaney, F. J., Levy, S. E., DiGuiseppi, C., Nicholas, J. S., ... & Schieve, L. A. (2010). Socioeconomic inequality in the prevalence of autism spectrum disorder: evidence from a US cross-sectional study. PLoS One, 5(7), e11551. # Humphreys, B. P. (2010). Infants and Toddlers with Autism Spectrum Disorders: Early Identification and Early Intervention. Journal of Early Intervention, 32(75), 75-98. # Bastiaansen, J. A., Meffert, H. Hein, S. Huizinga, P. Ketelaars, C. Pijnenborg, M. ,... de Bildt, A. 2011). Diagnosing autism spectrum disorders in adults: The use of Autism Diagnostic Observation Schedule (ADOS) Module 4 Journal of Autism and Developmental Disorders, 41, 1256–1266 # Kamp-Becker, I., Ghahreman, M., Heinzel-Gutenbrunner, M., Peters, M., Remschmidt, H., & Becker, K. (2013). Evaluation of the revised algorithm of Autism Diagnostic Observation Schedule (ADOS) in the diagnostic investigation of high-functioning children and adolescents with autism spectrum disorders. Autism, 17(1), 87-102. # Hus, V., & Lord, C. (2013). Effects of child characteristics on the Autism Diagnostic Interview-Revised: Implications for use of scores as a measure of ASD severity. Journal of autism and developmental disorders, 43(2), 371-381. # Coplan, J., & Jawad, A. F. (2005). Modeling clinical outcome of children with autistic spectrum disorders. Pediatrics, 116(1), 117-122. # Chlebowski, C., Green, J. A., Barton, M. L., & Fein, D. (2010). Using the childhood autism rating scale to diagnose autism spectrum disorders. Journal of autism and developmental disorders, 40(7), 787-799. # Saulnier, C. A., & Klin, A. (2007). Brief report: social and communication abilities and disabilities in higher functioning individuals with autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 37(4), 788-793 # Fenton, G., D’ardia, C., Valente, D., Del Vecchio, I., Fabrizi, A., & Bernabei, P. (2003). Vineland adaptive behavior profiles in children with autism and moderate to severe developmental delay. Autism, 7(3), 269-287. # Oakland, T., & Harrison, P. L. (Eds.). (2011). Adaptive behavior assessment system-ii: clinical use and interpretation. Academic Press. # Peters-Scheffer, N., Didden, R., Korzilius, H., & Sturmey, P. (2011). A meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 5(1), 60-69. # Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., ... & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125(1), e17-e23. # Wieder, S., & Greenspan, S. I. (2003). Climbing the symbolic ladder in the DIR model through floor time/interactive play. Autism, 7(4), 425-435. # Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative education for children and youth, 54(4), 275-282 # Dawson, G., & Osterling, J. (1997). Early intervention in autism. The effectiveness of early intervention, 307-326. # Kasari, C., & Lawton, K. (2010). New directions in behavioral treatment of autism spectrum disorders. Current Opinion in Neurology, 23(2), 137-143. # Mandell, D. S., Morales, K. H., Marcus, S. C., Stahmer, A. C., Doshi, J., & Polsky, D. E. (2008). Psychotropic medication use among Medicaid-enrolled children with autism spectrum disorders. Pediatrics, 121(3), e441-e448. # Oswald, D. P., & Sonenklar, N. A. (2007). Medication use among children with autism spectrum disorders. Journal of child and adolescent psychopharmacology, 17(3), 348-355. [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] ovv8408rivnyc5rp9l4g9yb0ascj66s 2413861 2413860 2022-08-11T22:42:21Z Ardenguo 2944162 /* Psychometric properties of screening instruments for autism spectrum disorder */ deleted a row wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== For background information on what assessment portfolios are, click the link in the heading above. Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Autism spectrum disorder (assessment portfolio)/extended version|here]]. == [[Evidence based assessment/Preparation phase|'''Preparation phase''']] == === Diagnostic criteria for autism spectrum disorder=== {{blockquotetop}} <big>'''ICD-11 Diagnostic Criteria''':</big> Autism spectrum disorder is characterized by persistent deficits in the ability to initiate and to sustain reciprocal social interaction and social communication, and by a range of restricted, repetitive, and inflexible patterns of behaviour and interests. The onset of the disorder occurs during the developmental period, typically in early childhood, but symptoms may not become fully manifest until later, when social demands exceed limited capacities. Deficits are sufficiently severe to cause impairment in personal, family, social, educational, occupational or other important areas of functioning and are usually a pervasive feature of the individual’s functioning observable in all settings, although they may vary according to social, educational, or other context. Individuals along the spectrum exhibit a full range of intellectual functioning and language abilities. Note: The ICD-11 contains seven subcategories of ASD that can be found in the ICD-11, [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f120443468 here]. <big>'''ASD encompasses these previous DSM-IV diagnoses''':</big> *Autistic disorder (autism) *Asperger’s disorder *Childhood disintegrative disorder *Pervasive developmental disorder not otherwise specified '''<big>ASD is characterized by:</big>''' # deficits in social communication and social interaction and # restricted repetitive behaviors, interests, and activities (RRBs). Because both components are required for diagnosis of ASD, social communication disorder is diagnosed if no RRBs are present. '''<big>Changes in DSM-5 Criteria</big>''' * The diagnostic criteria for ASD changed from [[DSM-IV]] to [[wikipedia:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here] and [[wikipedia:DSM-5|here]]. {{blockquotebottom}} ===Base rates of ASD in children and adolescents in different populations and clinical settings=== {| class="wikitable sortable" border="1" |- ! Demography ! Setting (Reference) ! Base Rate ! Diagnostic Method |- | 11 ADDM sites | Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) - 8 year olds *** | 1.5% (1 per 68) | Diagnosis by doctor based on DSM-IV-TR criteria |- | Epidemiological: 43,283 household surveys | National Health Statistics Report (NHIS; 2014), 3-17 year olds<ref>{{cite journal|last1=Zablotsky|first1=B|last2=Black|first2=LI|last3=Maenner|first3=MJ|last4=Schieve|first4=LA|last5=Blumberg|first5=SJ|title=Estimated Prevalence of Autism and Other Developmental Disabilities Following Questionnaire Changes in the 2014 National Health Interview Survey.|journal=National health statistics reports|date=13 November 2015|issue=87|pages=1-20|pmid=26632847}}</ref> | 2.2% (1 per 45) | DSM-IV-TR |- | 11 ADDM sites: Male/Female Ratio | The Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) – 8 year olds | 1 in 42 boys (2.4%), 1 in 189 girls (.05%) | DSM-IV-TR |- | Came from family registry for those who had children under 18 years old in United States | Interactive Autism Network (IAN): Individual Sibling Recurrence<ref>{{cite journal|last1=Constantino|first1=JN|last2=Zhang|first2=Y|last3=Frazier|first3=T|last4=Abbacchi|first4=AM|last5=Law|first5=P|title=Sibling recurrence and the genetic epidemiology of autism.|journal=The American journal of psychiatry|date=November 2010|volume=167|issue=11|pages=1349-56|pmid=20889652}}</ref> | ASD status occurred in an additional child in 10.9% of families | DSM-IV-TR |- | 11 ADDM sites (Race/ethnicity study) | The Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) – 8 year olds Race/Ethnicity: * Non-Hispanic White * Non-Hispanic Black * Hispanic * Asian | * '''Non-Hispanic White:''' 1 in 63 (1.6%) * '''Non-Hispanic Black:''' 1 in 81 (1.2%) * '''Hispanic:''' 1 in 91 (1.1%) * '''Asian:''' 1 in 81 (1.2%) | DSM-IV-TR |- | | style="text-align:left" | The Autism and Developmental Disabilities Monitoring (ADDM) Network (2010) – 8 year olds <br> :Race/Ethnicity<br> ::- Non-Hispanic White<br> - Non-Hispanic Black<br> - Hispanic<br> - Asian<br> - Other | style="text-align:left" | <br><br> <br>60.3%<br>15.7%<br>17.2%<br>3.3%<br>3.5% | DSM-IV-TR |- | Male/Female Ratio | Epidemiological study: Review of 43 studies<ref>{{Cite journal|last=Kogan|first=M. D.|last2=Blumberg|first2=S. J.|last3=Schieve|first3=L. A.|last4=Boyle|first4=C. A.|last5=Perrin|first5=J. M.|last6=Ghandour|first6=R. M.|last7=Singh|first7=G. K.|last8=Strickland|first8=B. B.|last9=Trevathan|first9=E.|date=2009-11-01|title=Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US, 2007|url=http://pediatrics.aappublications.org/cgi/doi/10.1542/peds.2009-1522|journal=PEDIATRICS|language=en|volume=124|issue=5|pages=1395–1403|doi=10.1542/peds.2009-1522|issn=0031-4005}}</ref> | 4.2% (4.2 male:1 female) | DSM-IV/Rating Scales/Clinical |} ==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]== === Psychometric properties of screening instruments for autism spectrum disorder === The following section contains a list of screening and diagnostic instruments for autism. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]] * '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Common_screening_instruments click here.]''''' {| class="wikitable sortable" |- ! Measure (Wikipedia Link) !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |[[Evidence based assessment/Instruments/Modified checklist for autism in toddlers|Modified Checklist for Autism in Toddlers (M-CHAT)]] |Questionnaire (Parent report) |18-30 months |5-10 minutes | * [https://mfr.osf.io/render?url=https://osf.io/utmxg/?action=download%26mode=render Free printable PDF MCHAT] *[https://www.autismspeaks.org/screen-your-child Free Online MCHAT] |- |[[wikipedia:Autism-spectrum_quotient|Autism Spectrum Quotient (AQ)]] |Questionnaire |16 years and up |10-15 minutes | * [https://psychology-tools.com/autism-spectrum-quotient/ Online version with scoring] * [https://mfr.osf.io/render?url=https://osf.io/4xu3y/?action=download%26mode=render AQ free printable PDF] * [https://mfr.osf.io/render?url=https://osf.io/fqsxm/?action=download%26mode=render Printable scoring guide] |- |[[wikipedia:Childhood_Autism_Rating_Scale|Childhood Autism Rating Scale (CARS)]] |Observation |2 years-adult |5-10 minutes |Not free |- |} === Likelihood ratios and AUCs of screening measures for ASD === * For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments '''click here.'''] {| class="wikitable sortable" !Screening Measure (Primary Reference) !AUC (sample size) !DLR+ (score) !DLR- (score) !Clinical Generalizability !Where to Access |- |Modified Checklist for Autism in Toddlers (M-CHAT) | | | | | |- |[[wikipedia:Autism-spectrum_quotient|Autism Spectrum Quotient (AQ)]] | | | | | |- |[[wikipedia:Autism_Diagnostic_Observation_Schedule|Autism Diagnostic Observation Schedule (ADOS)]] | | | | | |- |[[wikipedia:Autism_Diagnostic_Interview|Autism Diagnostic Interview-Revised (ADI-R)]] | | | | | |- |[[wikipedia:Childhood_Autism_Rating_Scale|Childhood Autism Rating Scale (CARS)]] | | | | | |} === Interpreting autism screening measure scores === * For information on interpreting screening measure scores, [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|'''click here.''']] ==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]== ===Gold standard diagnostic interviews=== * For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews '''click here.'''] ===Recommended diagnostic interviews for autism spectrum disorder=== {| class="wikitable sortable" border="1" ! colspan="4" |Diagnostic instruments for ASD |- Format (Reporter) !Measure !Age Range !Administration/ Completion Time !Where to Access |- |Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) | | | |- |Autism Diagnostic Interview, Revised (ADI-R) |18 months-adult | 90-150 minutes | |- |Vineland Adaptive Behavior Scales-Second edition (VABS-II) |Birth-18 years |20-60 minutes | |- |Adaptive Behavior Assessment System, Second Edition (ABAS-II) | | | |}'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; <b>G</b> = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable {{collapse top|Click here for more information on the above interviews}} '''A. Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)''' -- &nbsp;The ADOS-2 is a semi-structured, play-based assessment of social and communicative behaviors indicative of autism. There are several different modules that can be used based off of the individual’s speech/communication level. Training is necessary to conduct the ADOS-2. '''B. Autism Diagnostic Interview, Revised (ADI-R) --'''&nbsp;The ADI-R is a caregiver interview that helps to provide a developmental history (ages 4-5) and current functioning level of restricted and repetitive behaviors and social impairment. Training is necessary to conduct the ADI-R. Due to the homogeneity of the population, there are many other process measures that can be used in autism assessments. Clinical judgment is recommended when deciding what additional measures should be included (e.g. executive functioning, sensory processing, cognitive flexibility, motor functioning, comorbidity). The two measures provided below are commonly used to assess adaptive behaviors (including communication and socialization, core deficits in ASD) and may provide important information regarding levels of daily functioning of individuals with ASD.'''.''' '''C. Vineland Adaptive Behavior Scales-Second edition (VABS-II)'''&nbsp;– Parent report recommended with careful attention paid to the Daily Living domain. More commonly used with children. '''D. Adaptive Behavior Assessment System, Second Edition (ABAS-II)'''&nbsp;– Parent report recommended with special attention to the Global Adaptive Composite (GAC). More commonly used with adults. {{collapse bottom}} ===[[Evidence based assessment/Process phase|'''Process phase''']]=== The following section contains a brief overview of treatment options for autism and list of process and outcome measures for autism. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === The following section contains a list of process and outcome measures for autism. The section includes benchmarks based on published norms and on those on the spectrum samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. {{blockquotetop}} There are many processes that may be considered important when evaluating a child or an adolescent with ASD; however, due to the diversity of the population and symptom expression, there are too many to narrow down. Clinical judgment is recommended when deciding what additional measures should be included (e.g. executive functioning, sensory processing, cognitive flexibility). The two measures provided below are commonly used to assess adaptive behaviors (including communication and socialization, core deficits in ASD) and may provide important information regarding levels of daily functioning of individuals with ASD. {{blockquotebottom}} === Outcome and severity measures === This table includes clinically significant benchmarks for autism specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" ! colspan="8" |'''<u><big>Clinically significant change benchmarks for ASD outcome measures</big></u>''' |- | colspan="8" style="font-size:110%; text-align:center;" span | <b> <small>Benchmarks Based on Published Norms</small> </b> |- | rowspan="2" style="text-align:center;font-size:130%;" | <b> Measure</b> | rowspan="2" style="text-align:center;font-size:130%;" |<b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" |<b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" |<b> Critical Change <br> (unstandardized scores)</b> |- | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | '''CBCL T-scores <br> (2001 Norms)''' | style="text-align:right;" | <i> Total</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 5 | style="text-align:center;"| 4 | style="text-align:center;"| 2.4 |- | rowspan="6" style="text-align:center;" | '''Autism Diagnostic Observation Schedule <br> - Generic (ADOS-G)^6,12''' |style="text-align:right;"|''Module 1 Social Affect Total'' |style="text-align:center;"|8.1 |style="text-align:center;"|12.5 |style="text-align:center;"|10.2 |style="text-align:center;"|2.3 |style="text-align:center;"|1.9 |style="text-align:center;"|1.1 |- |style="text-align:right;"|''Module 1 RR Total'' |style="text-align:center;"|0.4 |style="text-align:center;"|4.4 |style="text-align:center;"|2.7 |style="text-align:center;"|1.1 |style="text-align:center;"|0.9 |style="text-align:center;"|0.5 |- |style="text-align:right;"|''Module 2 Social Affect Total'' |style="text-align:center;"|7.7 |style="text-align:center;"|10.4 |style="text-align:center;"|9.1 |style="text-align:center;"|2.0 |style="text-align:center;"|1.7 |style="text-align:center;"|1.0 |- |style="text-align:right;"|''Module 2 RR Total'' |style="text-align:center;"|1.2 |style="text-align:center;"|4.9 |style="text-align:center;"|3.2 |style="text-align:center;"|1.1 |style="text-align:center;"|0.9 |style="text-align:center;"|0.6 |- |style="text-align:right;"|''Module 3 Social Affect Total'' |style="text-align:center;"|3.7 |style="text-align:center;"|9.8 |style="text-align:center;"|7.1 |style="text-align:center;"|2.1 |style="text-align:center;"|1.8 |style="text-align:center;"|1.1 |- |style="text-align:right;"|''Module 3 RR Total'' |style="text-align:center;"|<nowiki>-0.4*</nowiki> |style="text-align:center;"|3.3 |style="text-align:center;"|1.9 |style="text-align:center;"|0.9 |style="text-align:center;"|0.8 |style="text-align:center;"|0.5 |- |style="text-align:center;"|'''Childhood Autism Rating Scale (CARS)<ref>{{cite journal|last1=Coplan|first1=J|last2=Jawad|first2=AF|date=July 2005|title=Modeling clinical outcome of children with autistic spectrum disorders.|journal=Pediatrics|volume=116|issue=1|pages=117-22|pmid=15995041}}</ref><ref name=":0">{{cite journal|last1=Chlebowski|first1=C|last2=Green|first2=JA|last3=Barton|first3=ML|last4=Fein|first4=D|date=July 2010|title=Using the childhood autism rating scale to diagnose autism spectrum disorders.|journal=Journal of autism and developmental disorders|volume=40|issue=7|pages=787-99|pmid=20054630}}</ref>''' |style="text-align:right;"|''Parent Total'' |style="text-align:center;"|23.0 |style="text-align:center;"|18.0 |style="text-align:center;"|18.6 |style="text-align:center;"|1.6 |style="text-align:center;"|1.4 |style="text-align:center;"|0.8 |- |style="text-align:center;"|'''Social Responsiveness Scale (SRS)'''<ref name=":0" />'''<br>Caregiver Report (Appendix B)''' |style="text-align:right;"|''Total'' |style="text-align:center;"|72.7 |style="text-align:center;"|62.8 |style="text-align:center;"|66.8 |style="text-align:center;"|11.3 |style="text-align:center;"|9.5 |style="text-align:center;"|5.8 |} === Treatment === * Please refer to the page on [[wikipedia:Autism_spectrum|Autism Spectrum Disorder]] for more information on available treatment or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/autism/ Effective Child Therapy] for a curated resource on effective treatments for ASD. {{collapse top| Click here for more information on '''''ASD treatment'''''}} '''Behavior and Communication Approaches''' # ''Applied Behavior Analysis (ABA)²⁰'' #*Method of teaching appropriate behaviors by breaking tasks down into small discrete steps and training in a systematic and precise way called discrete trial training (DTT). #*Based on the context that children with ASD have significant difficulties with learning, learning through imitation and listening as typical peer # ''Early Intensive Behavioral Intervention (EIBI)²⁰'' #*Focuses on remediation of deficient language, imitation, pre-academics, self-help and social interaction skills broken down into discrete components, taught on a one-to-one basis in school and/or at home. #*Typically using discrete trial teaching, reinforcement, backward chaining, shaping, extinction, prompting and prompt fading. Parent involvement is essential.<ref name="Peters-Scheffer">{{cite journal|last1=Peters-Scheffer|first1=N|last2=Didden|first2=R|last3=Korzilius|first3=H|last4=Sturmey|first4=P|date=2011|title=A meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders|journal=Research in Autism Spectrum Disorders|volume=5|issue=1|page=60-69}}</ref> # ''Pivotal Response Training (PRT)²³'' #*Derived from ABA, an approach that teaches the learner to seek out and respond to naturally occurring learning opportunities. #*Goals include the development of communication, language and positive social behaviors and relief from disruptive self-stimulatory behavior.<ref>{{cite journal|last1=Odom|first1=Samuel L.|last2=Collet-Klingenberg|first2=Lana|last3=Rogers|first3=Sally J.|last4=Hatton|first4=Deborah D.|title=Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders|journal=Preventing School Failure: Alternative Education for Children and Youth|date=19 May 2010|volume=54|issue=4|pages=275–282|doi=10.1080/10459881003785506}}</ref> # ''Early start Denver Model (ESDM)²¹'' #* A comprehensive early behavioral intervention for infants (as young as 12 months) to preschool- aged children with ASD, integrating applied behavior analysis (ABA) approaches with developmental and relationship-based approaches.<ref name="Dawson">{{cite journal|last1=Dawson|first1=G|last2=Rogers|first2=S|last3=Munson|first3=J|last4=Smith|first4=M|last5=Winter|first5=J|last6=Greenson|first6=J|last7=Donaldson|first7=A|last8=Varley|first8=J|title=Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model.|journal=Pediatrics|date=January 2010|volume=125|issue=1|pages=e17-23|pmid=19948568}}</ref> # ''Developmental, Individual Differences, Relationship-Based Approach (DIR or “Floortime”)²²'' #*Objectives are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors. # ''Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH)²⁴'' #*Statewide, community based intervention program that emphasizes environmental organization and visual supports, individualization of goals, and the teaching of independence and developmental skills. #*Teaching strategies are taught within the natural environment and within context. Includes early intervention services through adulthood.<ref>{{cite journal|last1=Dawson|first1=G|last2=Osterling|first2=J|title=Early Intervention in Autism|journal=The Effectiveness of Early Intervention|date=1997|pages=307-326}}</ref> # ''Others (Treatments tackling symptoms not exclusive to ASD)'' #* Cognitive Behavioral Therapy (CBT)<ref name="Kasari">{{cite journal|last1=Kasari|first1=C|last2=Lawton|first2=K|title=New directions in behavioral treatment of autism spectrum disorders.|journal=Current opinion in neurology|date=April 2010|volume=23|issue=2|pages=137-43|pmid=20160648}}</ref> #*Occupational Therapy #*Sensory Integration Therapy #*Speech Therapy #*Picture Exchange Communication System (PECS).<ref>{{cite book|last1=al.]|first1=Lynn Cannon ... [et|title=Unstuck and on target! : an executive function curriculum to improve flexibility for children with autism spectrum disorders|date=2011|publisher=Paul H. Brookes Pub. Co.|location=Baltimore|isbn=9781598572032|edition=Research}}</ref> '''Medication''' * The data on other relevant diagnoses indicate that children and youth are frequently treated with medication under an ASD diagnosis, despite the fact that the target symptoms may be commonly associated with other mental disorders (ADHD, Anxiety, Depression, etc.). * Approximately 70% of children with ASD ages 8 and up receive some form of psychoactive medication. Before recommending medication as a form of treatment, consult a supervisor and a medical doctor.^26,27<ref>{{cite journal|last1=Mandell|first1=DS|last2=Morales|first2=KH|last3=Marcus|first3=SC|last4=Stahmer|first4=AC|last5=Doshi|first5=J|last6=Polsky|first6=DE|date=March 2008|title=Psychotropic medication use among Medicaid-enrolled children with autism spectrum disorders.|journal=Pediatrics|volume=121|issue=3|pages=e441-8|pmid=18310165}}</ref><ref>{{cite journal|last1=Oswald|first1=DP|last2=Sonenklar|first2=NA|date=June 2007|title=Medication use among children with autism spectrum disorders.|journal=Journal of child and adolescent psychopharmacology|volume=17|issue=3|pages=348-55|pmid=17630868}}</ref> {{collapse bottom}} =='''External Resources'''== #[http://apps.who.int/classifications/icd10/browse/2016/en#/F84.0 ICD-10 diagnostic criteria] # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider) #[https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml NIMH] (information about schizophrenia) #https://www.autismspeaks.org/what-autism/diagnosis/mchat Free online autism screen for toddlers # OMIM (Online Mendelian Inheritance in Man) ##[https://www.omim.org/entry/209850?search=autism&highlight=autism%20autistic 209850] #[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/autism/ Effective Child Therapy information on Autism Spectrum Disorder] ##Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. =='''References'''== {{collapse top|Click here for references}} {{Reflist|30em}} # Centers for Disease Control and Prevention. (2012). Prevalence of autism spectrum disorders—Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States, 2008. Morbidity and Mortality Weekly Report, 61 (3), 1–19. # Pedersen, A., Pettygrove, S., Meaney, F. J., Mancilla, K., Gotschall, K., Kessler, D. B., ... & Cunniff, C. (2012). Prevalence of autism spectrum disorders in Hispanic and non-Hispanic white children. Pediatrics, 129(3), e629-e635. # Charman, T., Baird, G., Simonoff, E., Loucas, T., Chandler, S., Meldrum, D., & Pickles, A. (2007). Efficacy of three screening instruments in the identification of autistic-spectrum disorders. The British Journal of Psychiatry, 191(6), 554-559. # Constantino, J.N., Davis, S.A., Todd, R.D., Schindler, M.K., Gross, M.M., Brophy, S.L., et al. Validation of a brief quantitative measure of autistic traits: comparison of the social responsiveness scale with the autism diagnostic interview-revised. J Autism Dev Disord. 2003 Aug;33(4):427-33. # Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of autism and developmental disorders, 39(5), 693-705. # Robins, D. L., Fein, D., Barton, M. L., & Green, J. A. (2001). The Modified Checklist for Autism in Toddlers: an initial study investigating the early detection of autism and pervasive developmental disorders. Journal of autism and developmental disorders, 31(2), 131-144. # Fombonne, E. (2009). Epidemiology of pervasive developmental disorders.Pediatric research, 65(6), 591-598. # Constantino, J. N., Zhang, Y., Frazier, T., Abbacchi, A. M., & Law, P. (2010). Sibling recurrence and the genetic epidemiology of autism. The American journal of psychiatry, 167(11), 1349. # Durkin, M. S., Maenner, M. J., Meaney, F. J., Levy, S. E., DiGuiseppi, C., Nicholas, J. S., ... & Schieve, L. A. (2010). Socioeconomic inequality in the prevalence of autism spectrum disorder: evidence from a US cross-sectional study. PLoS One, 5(7), e11551. # Humphreys, B. P. (2010). Infants and Toddlers with Autism Spectrum Disorders: Early Identification and Early Intervention. Journal of Early Intervention, 32(75), 75-98. # Bastiaansen, J. A., Meffert, H. Hein, S. Huizinga, P. Ketelaars, C. Pijnenborg, M. ,... de Bildt, A. 2011). Diagnosing autism spectrum disorders in adults: The use of Autism Diagnostic Observation Schedule (ADOS) Module 4 Journal of Autism and Developmental Disorders, 41, 1256–1266 # Kamp-Becker, I., Ghahreman, M., Heinzel-Gutenbrunner, M., Peters, M., Remschmidt, H., & Becker, K. (2013). Evaluation of the revised algorithm of Autism Diagnostic Observation Schedule (ADOS) in the diagnostic investigation of high-functioning children and adolescents with autism spectrum disorders. Autism, 17(1), 87-102. # Hus, V., & Lord, C. (2013). Effects of child characteristics on the Autism Diagnostic Interview-Revised: Implications for use of scores as a measure of ASD severity. Journal of autism and developmental disorders, 43(2), 371-381. # Coplan, J., & Jawad, A. F. (2005). Modeling clinical outcome of children with autistic spectrum disorders. Pediatrics, 116(1), 117-122. # Chlebowski, C., Green, J. A., Barton, M. L., & Fein, D. (2010). Using the childhood autism rating scale to diagnose autism spectrum disorders. Journal of autism and developmental disorders, 40(7), 787-799. # Saulnier, C. A., & Klin, A. (2007). Brief report: social and communication abilities and disabilities in higher functioning individuals with autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 37(4), 788-793 # Fenton, G., D’ardia, C., Valente, D., Del Vecchio, I., Fabrizi, A., & Bernabei, P. (2003). Vineland adaptive behavior profiles in children with autism and moderate to severe developmental delay. Autism, 7(3), 269-287. # Oakland, T., & Harrison, P. L. (Eds.). (2011). Adaptive behavior assessment system-ii: clinical use and interpretation. Academic Press. # Peters-Scheffer, N., Didden, R., Korzilius, H., & Sturmey, P. (2011). A meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 5(1), 60-69. # Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., ... & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125(1), e17-e23. # Wieder, S., & Greenspan, S. I. (2003). Climbing the symbolic ladder in the DIR model through floor time/interactive play. Autism, 7(4), 425-435. # Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative education for children and youth, 54(4), 275-282 # Dawson, G., & Osterling, J. (1997). Early intervention in autism. The effectiveness of early intervention, 307-326. # Kasari, C., & Lawton, K. (2010). New directions in behavioral treatment of autism spectrum disorders. Current Opinion in Neurology, 23(2), 137-143. # Mandell, D. S., Morales, K. H., Marcus, S. C., Stahmer, A. C., Doshi, J., & Polsky, D. E. (2008). Psychotropic medication use among Medicaid-enrolled children with autism spectrum disorders. Pediatrics, 121(3), e441-e448. # Oswald, D. P., & Sonenklar, N. A. (2007). Medication use among children with autism spectrum disorders. Journal of child and adolescent psychopharmacology, 17(3), 348-355. [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] igtpnyynsy0jn24vw7biesfht6pjpps 2413863 2413861 2022-08-11T22:44:56Z Ardenguo 2944162 /* Likelihood ratios and AUCs of screening measures for ASD */ deleted this section because it was empty wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== For background information on what assessment portfolios are, click the link in the heading above. Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Autism spectrum disorder (assessment portfolio)/extended version|here]]. == [[Evidence based assessment/Preparation phase|'''Preparation phase''']] == === Diagnostic criteria for autism spectrum disorder=== {{blockquotetop}} <big>'''ICD-11 Diagnostic Criteria''':</big> Autism spectrum disorder is characterized by persistent deficits in the ability to initiate and to sustain reciprocal social interaction and social communication, and by a range of restricted, repetitive, and inflexible patterns of behaviour and interests. The onset of the disorder occurs during the developmental period, typically in early childhood, but symptoms may not become fully manifest until later, when social demands exceed limited capacities. Deficits are sufficiently severe to cause impairment in personal, family, social, educational, occupational or other important areas of functioning and are usually a pervasive feature of the individual’s functioning observable in all settings, although they may vary according to social, educational, or other context. Individuals along the spectrum exhibit a full range of intellectual functioning and language abilities. Note: The ICD-11 contains seven subcategories of ASD that can be found in the ICD-11, [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f120443468 here]. <big>'''ASD encompasses these previous DSM-IV diagnoses''':</big> *Autistic disorder (autism) *Asperger’s disorder *Childhood disintegrative disorder *Pervasive developmental disorder not otherwise specified '''<big>ASD is characterized by:</big>''' # deficits in social communication and social interaction and # restricted repetitive behaviors, interests, and activities (RRBs). Because both components are required for diagnosis of ASD, social communication disorder is diagnosed if no RRBs are present. '''<big>Changes in DSM-5 Criteria</big>''' * The diagnostic criteria for ASD changed from [[DSM-IV]] to [[wikipedia:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here] and [[wikipedia:DSM-5|here]]. {{blockquotebottom}} ===Base rates of ASD in children and adolescents in different populations and clinical settings=== {| class="wikitable sortable" border="1" |- ! Demography ! Setting (Reference) ! Base Rate ! Diagnostic Method |- | 11 ADDM sites | Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) - 8 year olds *** | 1.5% (1 per 68) | Diagnosis by doctor based on DSM-IV-TR criteria |- | Epidemiological: 43,283 household surveys | National Health Statistics Report (NHIS; 2014), 3-17 year olds<ref>{{cite journal|last1=Zablotsky|first1=B|last2=Black|first2=LI|last3=Maenner|first3=MJ|last4=Schieve|first4=LA|last5=Blumberg|first5=SJ|title=Estimated Prevalence of Autism and Other Developmental Disabilities Following Questionnaire Changes in the 2014 National Health Interview Survey.|journal=National health statistics reports|date=13 November 2015|issue=87|pages=1-20|pmid=26632847}}</ref> | 2.2% (1 per 45) | DSM-IV-TR |- | 11 ADDM sites: Male/Female Ratio | The Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) – 8 year olds | 1 in 42 boys (2.4%), 1 in 189 girls (.05%) | DSM-IV-TR |- | Came from family registry for those who had children under 18 years old in United States | Interactive Autism Network (IAN): Individual Sibling Recurrence<ref>{{cite journal|last1=Constantino|first1=JN|last2=Zhang|first2=Y|last3=Frazier|first3=T|last4=Abbacchi|first4=AM|last5=Law|first5=P|title=Sibling recurrence and the genetic epidemiology of autism.|journal=The American journal of psychiatry|date=November 2010|volume=167|issue=11|pages=1349-56|pmid=20889652}}</ref> | ASD status occurred in an additional child in 10.9% of families | DSM-IV-TR |- | 11 ADDM sites (Race/ethnicity study) | The Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) – 8 year olds Race/Ethnicity: * Non-Hispanic White * Non-Hispanic Black * Hispanic * Asian | * '''Non-Hispanic White:''' 1 in 63 (1.6%) * '''Non-Hispanic Black:''' 1 in 81 (1.2%) * '''Hispanic:''' 1 in 91 (1.1%) * '''Asian:''' 1 in 81 (1.2%) | DSM-IV-TR |- | | style="text-align:left" | The Autism and Developmental Disabilities Monitoring (ADDM) Network (2010) – 8 year olds <br> :Race/Ethnicity<br> ::- Non-Hispanic White<br> - Non-Hispanic Black<br> - Hispanic<br> - Asian<br> - Other | style="text-align:left" | <br><br> <br>60.3%<br>15.7%<br>17.2%<br>3.3%<br>3.5% | DSM-IV-TR |- | Male/Female Ratio | Epidemiological study: Review of 43 studies<ref>{{Cite journal|last=Kogan|first=M. D.|last2=Blumberg|first2=S. J.|last3=Schieve|first3=L. A.|last4=Boyle|first4=C. A.|last5=Perrin|first5=J. M.|last6=Ghandour|first6=R. M.|last7=Singh|first7=G. K.|last8=Strickland|first8=B. B.|last9=Trevathan|first9=E.|date=2009-11-01|title=Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US, 2007|url=http://pediatrics.aappublications.org/cgi/doi/10.1542/peds.2009-1522|journal=PEDIATRICS|language=en|volume=124|issue=5|pages=1395–1403|doi=10.1542/peds.2009-1522|issn=0031-4005}}</ref> | 4.2% (4.2 male:1 female) | DSM-IV/Rating Scales/Clinical |} ==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]== === Psychometric properties of screening instruments for autism spectrum disorder === The following section contains a list of screening and diagnostic instruments for autism. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]] * '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Common_screening_instruments click here.]''''' {| class="wikitable sortable" |- ! Measure (Wikipedia Link) !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |[[Evidence based assessment/Instruments/Modified checklist for autism in toddlers|Modified Checklist for Autism in Toddlers (M-CHAT)]] |Questionnaire (Parent report) |18-30 months |5-10 minutes | * [https://mfr.osf.io/render?url=https://osf.io/utmxg/?action=download%26mode=render Free printable PDF MCHAT] *[https://www.autismspeaks.org/screen-your-child Free Online MCHAT] |- |[[wikipedia:Autism-spectrum_quotient|Autism Spectrum Quotient (AQ)]] |Questionnaire |16 years and up |10-15 minutes | * [https://psychology-tools.com/autism-spectrum-quotient/ Online version with scoring] * [https://mfr.osf.io/render?url=https://osf.io/4xu3y/?action=download%26mode=render AQ free printable PDF] * [https://mfr.osf.io/render?url=https://osf.io/fqsxm/?action=download%26mode=render Printable scoring guide] |- |[[wikipedia:Childhood_Autism_Rating_Scale|Childhood Autism Rating Scale (CARS)]] |Observation |2 years-adult |5-10 minutes |Not free |- |} === Interpreting autism screening measure scores === * For information on interpreting screening measure scores, [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|'''click here.''']] ==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]== ===Gold standard diagnostic interviews=== * For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews '''click here.'''] ===Recommended diagnostic interviews for autism spectrum disorder=== {| class="wikitable sortable" border="1" ! colspan="4" |Diagnostic instruments for ASD |- Format (Reporter) !Measure !Age Range !Administration/ Completion Time !Where to Access |- |Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) | | | |- |Autism Diagnostic Interview, Revised (ADI-R) |18 months-adult | 90-150 minutes | |- |Vineland Adaptive Behavior Scales-Second edition (VABS-II) |Birth-18 years |20-60 minutes | |- |Adaptive Behavior Assessment System, Second Edition (ABAS-II) | | | |}'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; <b>G</b> = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable {{collapse top|Click here for more information on the above interviews}} '''A. Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)''' -- &nbsp;The ADOS-2 is a semi-structured, play-based assessment of social and communicative behaviors indicative of autism. There are several different modules that can be used based off of the individual’s speech/communication level. Training is necessary to conduct the ADOS-2. '''B. Autism Diagnostic Interview, Revised (ADI-R) --'''&nbsp;The ADI-R is a caregiver interview that helps to provide a developmental history (ages 4-5) and current functioning level of restricted and repetitive behaviors and social impairment. Training is necessary to conduct the ADI-R. Due to the homogeneity of the population, there are many other process measures that can be used in autism assessments. Clinical judgment is recommended when deciding what additional measures should be included (e.g. executive functioning, sensory processing, cognitive flexibility, motor functioning, comorbidity). The two measures provided below are commonly used to assess adaptive behaviors (including communication and socialization, core deficits in ASD) and may provide important information regarding levels of daily functioning of individuals with ASD.'''.''' '''C. Vineland Adaptive Behavior Scales-Second edition (VABS-II)'''&nbsp;– Parent report recommended with careful attention paid to the Daily Living domain. More commonly used with children. '''D. Adaptive Behavior Assessment System, Second Edition (ABAS-II)'''&nbsp;– Parent report recommended with special attention to the Global Adaptive Composite (GAC). More commonly used with adults. {{collapse bottom}} ===[[Evidence based assessment/Process phase|'''Process phase''']]=== The following section contains a brief overview of treatment options for autism and list of process and outcome measures for autism. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === The following section contains a list of process and outcome measures for autism. The section includes benchmarks based on published norms and on those on the spectrum samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. {{blockquotetop}} There are many processes that may be considered important when evaluating a child or an adolescent with ASD; however, due to the diversity of the population and symptom expression, there are too many to narrow down. Clinical judgment is recommended when deciding what additional measures should be included (e.g. executive functioning, sensory processing, cognitive flexibility). The two measures provided below are commonly used to assess adaptive behaviors (including communication and socialization, core deficits in ASD) and may provide important information regarding levels of daily functioning of individuals with ASD. {{blockquotebottom}} === Outcome and severity measures === This table includes clinically significant benchmarks for autism specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" ! colspan="8" |'''<u><big>Clinically significant change benchmarks for ASD outcome measures</big></u>''' |- | colspan="8" style="font-size:110%; text-align:center;" span | <b> <small>Benchmarks Based on Published Norms</small> </b> |- | rowspan="2" style="text-align:center;font-size:130%;" | <b> Measure</b> | rowspan="2" style="text-align:center;font-size:130%;" |<b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" |<b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" |<b> Critical Change <br> (unstandardized scores)</b> |- | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | '''CBCL T-scores <br> (2001 Norms)''' | style="text-align:right;" | <i> Total</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 5 | style="text-align:center;"| 4 | style="text-align:center;"| 2.4 |- | rowspan="6" style="text-align:center;" | '''Autism Diagnostic Observation Schedule <br> - Generic (ADOS-G)^6,12''' |style="text-align:right;"|''Module 1 Social Affect Total'' |style="text-align:center;"|8.1 |style="text-align:center;"|12.5 |style="text-align:center;"|10.2 |style="text-align:center;"|2.3 |style="text-align:center;"|1.9 |style="text-align:center;"|1.1 |- |style="text-align:right;"|''Module 1 RR Total'' |style="text-align:center;"|0.4 |style="text-align:center;"|4.4 |style="text-align:center;"|2.7 |style="text-align:center;"|1.1 |style="text-align:center;"|0.9 |style="text-align:center;"|0.5 |- |style="text-align:right;"|''Module 2 Social Affect Total'' |style="text-align:center;"|7.7 |style="text-align:center;"|10.4 |style="text-align:center;"|9.1 |style="text-align:center;"|2.0 |style="text-align:center;"|1.7 |style="text-align:center;"|1.0 |- |style="text-align:right;"|''Module 2 RR Total'' |style="text-align:center;"|1.2 |style="text-align:center;"|4.9 |style="text-align:center;"|3.2 |style="text-align:center;"|1.1 |style="text-align:center;"|0.9 |style="text-align:center;"|0.6 |- |style="text-align:right;"|''Module 3 Social Affect Total'' |style="text-align:center;"|3.7 |style="text-align:center;"|9.8 |style="text-align:center;"|7.1 |style="text-align:center;"|2.1 |style="text-align:center;"|1.8 |style="text-align:center;"|1.1 |- |style="text-align:right;"|''Module 3 RR Total'' |style="text-align:center;"|<nowiki>-0.4*</nowiki> |style="text-align:center;"|3.3 |style="text-align:center;"|1.9 |style="text-align:center;"|0.9 |style="text-align:center;"|0.8 |style="text-align:center;"|0.5 |- |style="text-align:center;"|'''Childhood Autism Rating Scale (CARS)<ref>{{cite journal|last1=Coplan|first1=J|last2=Jawad|first2=AF|date=July 2005|title=Modeling clinical outcome of children with autistic spectrum disorders.|journal=Pediatrics|volume=116|issue=1|pages=117-22|pmid=15995041}}</ref><ref name=":0">{{cite journal|last1=Chlebowski|first1=C|last2=Green|first2=JA|last3=Barton|first3=ML|last4=Fein|first4=D|date=July 2010|title=Using the childhood autism rating scale to diagnose autism spectrum disorders.|journal=Journal of autism and developmental disorders|volume=40|issue=7|pages=787-99|pmid=20054630}}</ref>''' |style="text-align:right;"|''Parent Total'' |style="text-align:center;"|23.0 |style="text-align:center;"|18.0 |style="text-align:center;"|18.6 |style="text-align:center;"|1.6 |style="text-align:center;"|1.4 |style="text-align:center;"|0.8 |- |style="text-align:center;"|'''Social Responsiveness Scale (SRS)'''<ref name=":0" />'''<br>Caregiver Report (Appendix B)''' |style="text-align:right;"|''Total'' |style="text-align:center;"|72.7 |style="text-align:center;"|62.8 |style="text-align:center;"|66.8 |style="text-align:center;"|11.3 |style="text-align:center;"|9.5 |style="text-align:center;"|5.8 |} === Treatment === * Please refer to the page on [[wikipedia:Autism_spectrum|Autism Spectrum Disorder]] for more information on available treatment or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/autism/ Effective Child Therapy] for a curated resource on effective treatments for ASD. {{collapse top| Click here for more information on '''''ASD treatment'''''}} '''Behavior and Communication Approaches''' # ''Applied Behavior Analysis (ABA)²⁰'' #*Method of teaching appropriate behaviors by breaking tasks down into small discrete steps and training in a systematic and precise way called discrete trial training (DTT). #*Based on the context that children with ASD have significant difficulties with learning, learning through imitation and listening as typical peer # ''Early Intensive Behavioral Intervention (EIBI)²⁰'' #*Focuses on remediation of deficient language, imitation, pre-academics, self-help and social interaction skills broken down into discrete components, taught on a one-to-one basis in school and/or at home. #*Typically using discrete trial teaching, reinforcement, backward chaining, shaping, extinction, prompting and prompt fading. Parent involvement is essential.<ref name="Peters-Scheffer">{{cite journal|last1=Peters-Scheffer|first1=N|last2=Didden|first2=R|last3=Korzilius|first3=H|last4=Sturmey|first4=P|date=2011|title=A meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders|journal=Research in Autism Spectrum Disorders|volume=5|issue=1|page=60-69}}</ref> # ''Pivotal Response Training (PRT)²³'' #*Derived from ABA, an approach that teaches the learner to seek out and respond to naturally occurring learning opportunities. #*Goals include the development of communication, language and positive social behaviors and relief from disruptive self-stimulatory behavior.<ref>{{cite journal|last1=Odom|first1=Samuel L.|last2=Collet-Klingenberg|first2=Lana|last3=Rogers|first3=Sally J.|last4=Hatton|first4=Deborah D.|title=Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders|journal=Preventing School Failure: Alternative Education for Children and Youth|date=19 May 2010|volume=54|issue=4|pages=275–282|doi=10.1080/10459881003785506}}</ref> # ''Early start Denver Model (ESDM)²¹'' #* A comprehensive early behavioral intervention for infants (as young as 12 months) to preschool- aged children with ASD, integrating applied behavior analysis (ABA) approaches with developmental and relationship-based approaches.<ref name="Dawson">{{cite journal|last1=Dawson|first1=G|last2=Rogers|first2=S|last3=Munson|first3=J|last4=Smith|first4=M|last5=Winter|first5=J|last6=Greenson|first6=J|last7=Donaldson|first7=A|last8=Varley|first8=J|title=Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model.|journal=Pediatrics|date=January 2010|volume=125|issue=1|pages=e17-23|pmid=19948568}}</ref> # ''Developmental, Individual Differences, Relationship-Based Approach (DIR or “Floortime”)²²'' #*Objectives are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors. # ''Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH)²⁴'' #*Statewide, community based intervention program that emphasizes environmental organization and visual supports, individualization of goals, and the teaching of independence and developmental skills. #*Teaching strategies are taught within the natural environment and within context. Includes early intervention services through adulthood.<ref>{{cite journal|last1=Dawson|first1=G|last2=Osterling|first2=J|title=Early Intervention in Autism|journal=The Effectiveness of Early Intervention|date=1997|pages=307-326}}</ref> # ''Others (Treatments tackling symptoms not exclusive to ASD)'' #* Cognitive Behavioral Therapy (CBT)<ref name="Kasari">{{cite journal|last1=Kasari|first1=C|last2=Lawton|first2=K|title=New directions in behavioral treatment of autism spectrum disorders.|journal=Current opinion in neurology|date=April 2010|volume=23|issue=2|pages=137-43|pmid=20160648}}</ref> #*Occupational Therapy #*Sensory Integration Therapy #*Speech Therapy #*Picture Exchange Communication System (PECS).<ref>{{cite book|last1=al.]|first1=Lynn Cannon ... [et|title=Unstuck and on target! : an executive function curriculum to improve flexibility for children with autism spectrum disorders|date=2011|publisher=Paul H. Brookes Pub. Co.|location=Baltimore|isbn=9781598572032|edition=Research}}</ref> '''Medication''' * The data on other relevant diagnoses indicate that children and youth are frequently treated with medication under an ASD diagnosis, despite the fact that the target symptoms may be commonly associated with other mental disorders (ADHD, Anxiety, Depression, etc.). * Approximately 70% of children with ASD ages 8 and up receive some form of psychoactive medication. Before recommending medication as a form of treatment, consult a supervisor and a medical doctor.^26,27<ref>{{cite journal|last1=Mandell|first1=DS|last2=Morales|first2=KH|last3=Marcus|first3=SC|last4=Stahmer|first4=AC|last5=Doshi|first5=J|last6=Polsky|first6=DE|date=March 2008|title=Psychotropic medication use among Medicaid-enrolled children with autism spectrum disorders.|journal=Pediatrics|volume=121|issue=3|pages=e441-8|pmid=18310165}}</ref><ref>{{cite journal|last1=Oswald|first1=DP|last2=Sonenklar|first2=NA|date=June 2007|title=Medication use among children with autism spectrum disorders.|journal=Journal of child and adolescent psychopharmacology|volume=17|issue=3|pages=348-55|pmid=17630868}}</ref> {{collapse bottom}} =='''External Resources'''== #[http://apps.who.int/classifications/icd10/browse/2016/en#/F84.0 ICD-10 diagnostic criteria] # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider) #[https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml NIMH] (information about schizophrenia) #https://www.autismspeaks.org/what-autism/diagnosis/mchat Free online autism screen for toddlers # OMIM (Online Mendelian Inheritance in Man) ##[https://www.omim.org/entry/209850?search=autism&highlight=autism%20autistic 209850] #[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/autism/ Effective Child Therapy information on Autism Spectrum Disorder] ##Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. =='''References'''== {{collapse top|Click here for references}} {{Reflist|30em}} # Centers for Disease Control and Prevention. (2012). Prevalence of autism spectrum disorders—Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States, 2008. Morbidity and Mortality Weekly Report, 61 (3), 1–19. # Pedersen, A., Pettygrove, S., Meaney, F. J., Mancilla, K., Gotschall, K., Kessler, D. B., ... & Cunniff, C. (2012). Prevalence of autism spectrum disorders in Hispanic and non-Hispanic white children. Pediatrics, 129(3), e629-e635. # Charman, T., Baird, G., Simonoff, E., Loucas, T., Chandler, S., Meldrum, D., & Pickles, A. (2007). Efficacy of three screening instruments in the identification of autistic-spectrum disorders. The British Journal of Psychiatry, 191(6), 554-559. # Constantino, J.N., Davis, S.A., Todd, R.D., Schindler, M.K., Gross, M.M., Brophy, S.L., et al. Validation of a brief quantitative measure of autistic traits: comparison of the social responsiveness scale with the autism diagnostic interview-revised. J Autism Dev Disord. 2003 Aug;33(4):427-33. # Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of autism and developmental disorders, 39(5), 693-705. # Robins, D. L., Fein, D., Barton, M. L., & Green, J. A. (2001). The Modified Checklist for Autism in Toddlers: an initial study investigating the early detection of autism and pervasive developmental disorders. Journal of autism and developmental disorders, 31(2), 131-144. # Fombonne, E. (2009). Epidemiology of pervasive developmental disorders.Pediatric research, 65(6), 591-598. # Constantino, J. N., Zhang, Y., Frazier, T., Abbacchi, A. M., & Law, P. (2010). Sibling recurrence and the genetic epidemiology of autism. The American journal of psychiatry, 167(11), 1349. # Durkin, M. S., Maenner, M. J., Meaney, F. J., Levy, S. E., DiGuiseppi, C., Nicholas, J. S., ... & Schieve, L. A. (2010). Socioeconomic inequality in the prevalence of autism spectrum disorder: evidence from a US cross-sectional study. PLoS One, 5(7), e11551. # Humphreys, B. P. (2010). Infants and Toddlers with Autism Spectrum Disorders: Early Identification and Early Intervention. Journal of Early Intervention, 32(75), 75-98. # Bastiaansen, J. A., Meffert, H. Hein, S. Huizinga, P. Ketelaars, C. Pijnenborg, M. ,... de Bildt, A. 2011). Diagnosing autism spectrum disorders in adults: The use of Autism Diagnostic Observation Schedule (ADOS) Module 4 Journal of Autism and Developmental Disorders, 41, 1256–1266 # Kamp-Becker, I., Ghahreman, M., Heinzel-Gutenbrunner, M., Peters, M., Remschmidt, H., & Becker, K. (2013). Evaluation of the revised algorithm of Autism Diagnostic Observation Schedule (ADOS) in the diagnostic investigation of high-functioning children and adolescents with autism spectrum disorders. Autism, 17(1), 87-102. # Hus, V., & Lord, C. (2013). Effects of child characteristics on the Autism Diagnostic Interview-Revised: Implications for use of scores as a measure of ASD severity. Journal of autism and developmental disorders, 43(2), 371-381. # Coplan, J., & Jawad, A. F. (2005). Modeling clinical outcome of children with autistic spectrum disorders. Pediatrics, 116(1), 117-122. # Chlebowski, C., Green, J. A., Barton, M. L., & Fein, D. (2010). Using the childhood autism rating scale to diagnose autism spectrum disorders. Journal of autism and developmental disorders, 40(7), 787-799. # Saulnier, C. A., & Klin, A. (2007). Brief report: social and communication abilities and disabilities in higher functioning individuals with autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 37(4), 788-793 # Fenton, G., D’ardia, C., Valente, D., Del Vecchio, I., Fabrizi, A., & Bernabei, P. (2003). Vineland adaptive behavior profiles in children with autism and moderate to severe developmental delay. Autism, 7(3), 269-287. # Oakland, T., & Harrison, P. L. (Eds.). (2011). Adaptive behavior assessment system-ii: clinical use and interpretation. Academic Press. # Peters-Scheffer, N., Didden, R., Korzilius, H., & Sturmey, P. (2011). A meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 5(1), 60-69. # Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., ... & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125(1), e17-e23. # Wieder, S., & Greenspan, S. I. (2003). Climbing the symbolic ladder in the DIR model through floor time/interactive play. Autism, 7(4), 425-435. # Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative education for children and youth, 54(4), 275-282 # Dawson, G., & Osterling, J. (1997). Early intervention in autism. The effectiveness of early intervention, 307-326. # Kasari, C., & Lawton, K. (2010). New directions in behavioral treatment of autism spectrum disorders. Current Opinion in Neurology, 23(2), 137-143. # Mandell, D. S., Morales, K. H., Marcus, S. C., Stahmer, A. C., Doshi, J., & Polsky, D. E. (2008). Psychotropic medication use among Medicaid-enrolled children with autism spectrum disorders. Pediatrics, 121(3), e441-e448. # Oswald, D. P., & Sonenklar, N. A. (2007). Medication use among children with autism spectrum disorders. Journal of child and adolescent psychopharmacology, 17(3), 348-355. [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] i4jqh8cr774ota3f8lyjm45b927yj4p 0 207104 2413870 2287910 2022-08-11T23:05:51Z JBondareva3x7 2927239 /* What is a "portfolio"? */ added a link to the extended version wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== * For background information on what assessment portfolios are, click the link in the heading above. * Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Self harm (assessment portfolio)/extended version|here]]. ==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]== It is important to recognize that measures of suicide-related thoughts and behaviors (i.e., suicidal ideation) and non-suicidal self injury (NSSI) are measure distinct constructs. NSSI items often specify a behavior with clarification that the behavior was not undertaken with intent of suicide. This distinction is important when identifying which measure to use to evaluate a client. === Suicidal Ideation === Self-Injurious Thoughts and Behaviors Interview<ref>{{Cite journal|last=Nock|first=Matthew K.|last2=Holmberg|first2=Elizabeth B.|last3=Photos|first3=Valerie I.|last4=Michel|first4=Bethany D.|date=2007|title=Self-Injurious Thoughts and Behaviors Interview: Development, reliability, and validity in an adolescent sample.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/1040-3590.19.3.309|journal=Psychological Assessment|language=en|volume=19|issue=3|pages=309–317|doi=10.1037/1040-3590.19.3.309|issn=1939-134X}}</ref>. [[w:Suicide|Suicide]] has an article on Wikipedia. === Suicidal Behavior === <br /> === Diagnostic criteria for NSSI === {{blockquotetop}} '''DSM-5 Criteria for NSSI''' * Nonsuicidal self-injury is currently a proposed disorder in need of further research in the ''Diagnostic and Statistical Manual of Mental Disorders'' (DSM-5)<ref name="DSM5" />. * The criteria for NSSI can be found under Conditions for Further Study in DSM-5. '''ICD-11 Criteria for NSSI''' Intentional self-inflicted injury to the body, most commonly cutting, scraping, burning, biting, or hitting, with the expectation that the injury will lead to only minor physical harm. * For ICD-11, self-injury or self-harm is cited as a symptom or sign that is not classified elsewhere {{blockquotebottom}} === Base rates of NSSI in different populations and clinical settings === This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of the non-suicidal self injuries (NSSI) that they are likely to see in their clinical practice. * '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] {| class="wikitable sortable" border="1" |- ! Demography !Setting ! Base Rate ! Diagnostic Method ! Reference !Best Recommended For |- | International | Young adult non-clinical sample | 13.4% | Meta-analysis, controlling for methodological differences across studies | Lifetime frequency; Swannell et al., 2014<ref name="SwannellEtAl2014" /> | |- | All of U.S.A. | Adult community sample | 23% | Self-report measure (questions based on proposed DSM-V criteria for NSSI Disorder; FASM) | Lifetime frequency; Andover, 2015<ref name=Andover2014/> | |- | North East | Adolescent inpatient sample | 50% | Self-report measure (ISAS), based on DSM-V criteria for NSSI Disorder | Lifetime frequency; Glenn & Klonsky, 2013<ref name="GlennKlonsky2013"/> | |- | Sweden | Adolescent community sample | 43.4% | Combined self-report measure (FASM) and interview (SITBI) | Lifetime frequency; Zetterqvist et al., 2013<ref name="ZetterqvistetAl2013"/> | |- | U.S.A. | Adult outpatient sample | 11.4% | Chart review, not based on DSM-V criteria | Lifetime frequency; Selby et al., 2012<ref name="SelbyEtAl2012"/> | |- | All of U.S.A. | Adolescent epidemiological | 13.0%-23.2% | Variable assessment methods | Lifetime frequency; Jacobson & Gould, 2007<ref name="Jacobson2007"/> | |- | North East | Adolescent non-clinical sample | 7.5% | Self-report measure | within the last year; Hilt et al., 2008<ref name="HiltEtAl2008"/> | |- | North East | Adolescent inpatient sample | 60% | Self-report measure (FASM) | lifetime frequency; Nock et al., 2006<ref name="NockEtAl2006"/> | |- | United Kingdom | Incarcerated sample | 52% | Self-report measure (FASM) | Gray et al., 2003 | |- |International |Adults from sexual minorities (LGBT) samples |36.53% |Various self-report questionnaires |Liu et al., 2019 | |} '''Search terms:''' [Non-suicidal self-injury or NSSI or Self harm] AND [children OR adolescents] AND [prevalence OR incidence OR epidemiological] in PsychInfo and Google Schola == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == === Comparison of screening measures === {{collapse top|Descriptions of types of NSSI screenings}} '''Differences between types of NSSI measures''' #''Omnibus Measures'' #* Assess several NSSI domains #* These tests are the most comprehensive compared to other measures #''Functional Measures'' #* Helpful for understanding why people self-injure #* These tests assess motives for, or functions of, NSSI #''Behavioral Measures'' #* Primarily assess one's history of NSSI behaviors #* These measures are useful for assessment methods used and NSSI frequency #''Brief Measures'' #* Include a single item or a few items to assess NSSI #* These may be best when conducting a brief assessment '''Recommendations''' * Omnibus measures are highly recommended over all other types of measures. **''The SITBI'' is the best clinical interview for assessing adolescent NSSI **''The SASII'' was designed to assess NSSI among adults. {{collapse bottom}} === Scope of screening instruments for NSSI === {{collapse top| Click here for cross-screening component analysis}} {| class="wikitable sortable" border="1" |- !Category of Screening ! Instrument ! No. Items ! History ! Methods ! Frequency ! Lethality ! Intent of Functions ! History of Suicidality |- | '''''Omnibus''''' | Suicidal Behaviors Questionnaire (SBQ) | 90 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |[[File:Green check.png]] |- | '''''Omnibus''''' | Self-Harm Behavior Questionnaire (SHBQ) | 32 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] |- |<b>''Functional''</b> | Functional Assessment of Self-Mutilation (FASM) | 22 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |- |<b>''Functional''</b> | Inventory of Statements About Self-Harm (ISAS) | 39 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] | |- |<b>''Functional''</b> | Self-Injury Questionnaire (SIQ) | 30 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |- |<b>''Functional''</b> | Self-Injury Motivation Scale (SIMS) | 35 | | | | |[[File:Green check.png]] | |- |<b>''Functional''</b> | Self-Harm Reasons Questionnaire (SHRQ) - Revised | 21 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] | |- |<b>''Behavioral''</b> | Deliberate Self-Harm Inventory (DSHI) | 17 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |- |<b>''Behavioral''</b> | Self-Harm Inventory (SHI) | 22 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |- |<b> ''Brief''</b> | Schedule for Nonadaptive and Adaptive Personality (SNAP) Items | 2 |[[File:Green check.png]] | | | | |[[File:Green check.png]] |- |<b> ''Brief''</b> | Trauma Symptom Inventory (TSI) Item | 1 |[[File:Green check.png]] | |[[File:Green check.png]] | | | |- |} * '''Note:''' SNAP has 375 items in the total measure; TSI has 100 items in the total measure. * '''Search terms:''' [Non-suicidal self-injury or NSSI or Self harm] AND [children OR adolescents] AND [assessment] in PsychINFO and Google ScholarTreatment * '''Sources consulted:''' Klonsky, E. D., & Lewis, S. P. (2014). Assessment of nonsuicidal self-injury. In M. K. Nock, M. K. Nock (Eds.), The Oxford handbook of suicide and self-injury (pp. 337-351). New York, NY, US: Oxford University Press.; Nock (Eds.), Understanding non-suicidal self-injury: Origins, assessment, and treatment. Washington, DC: Am. Psychol. Assoc. {{collapse bottom}} === Psychometric properties of screening instruments of NSSI === The following section contains a list of screening and diagnostic instruments for non-suicidal self-injury. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]] * ''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Psychometric_properties_of_common_screening_instruments '''click here.''']'' {| class="wikitable sortable" border="1" |- ! Instrument (Reference) !Type of screeening !Format (Reporter) !Age Range !Administration Time ! Internal Consistency ! Interrater Reliability ! Test-Retest Reliability ! Construct Validity ! Highly Recommended !Free and Accessible Measures |- | Suicidal Behaviors Questionnaire (SBQ) <ref name="Linehan1981" /> |<b>Omnibus</b> | | | | G | NA | A | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | * [https://mfr.osf.io/render?url=https://osf.io/vg2sn/?action=download%26mode=render Printable PDF of SBQ] |- | Self-Harm Behavior Questionnaire (SHBQ) <ref name="GutierrezEtAl2001" /> |<b>Omnibus</b> | | | | G | NA | A | G | |Not free |- | Functional Assessment of Self-Mutilation (FASM)<ref name="LloydRichardsonEtAl1997" /> |<b> Functional</b> | | | | A | NA | U | A | | * [https://mfr.osf.io/render?url=https://osf.io/qps3v/?action=download%26mode=render Printable PDF of the FASM] |- |Inventory of Statements About Self-Harm (ISAS) <ref>http://www2.psych.ubc.ca/~klonsky/publications/ISASmeasure.pdf</ref> |<b> Functional</b> | | | | G | NA | G | G | | * [https://mfr.osf.io/render?url=https://osf.io/ntwkr/?action=download%26mode=render Printable PDF of ISAS] |- | Self-Injury Questionnaire (SIQ) <ref name="SantaMinaEtAl2006" /> ''*Not Free*'' |<b> Functional</b> | | | | G | NA | U | A | |Not free |- | Self-Injury Motivation Scale (SIMS)<ref name="OsuchEtAl1999" /> |<b> Functional</b> | | | | G | NA | U | A | | |- | Self-Harm Reasons Questionnaire (SHRQ) <ref name="LewisEtAl2008" /> |<b> Functional</b> | | | | G | NA | U | A | | |- | Deliberate Self-Harm Inventory (DSHI) <ref name="Gratz2001" /> |<b>Behavioral</b> | | | | G | NA | G | G | | |- | Self-Harm Inventory (SHI) |<b>Behavioral</b> | | | | A | NA | U | A | | |- | SNAP Items<ref name="Clark1996" /> |<b>Brief</b> | | | | NA | NA | U | A | | |- | Trauma Symptom Inventory (TSI) <ref name="Briere1995" /> |<b>Brief</b> | | | | NA | NA | U | A | | |- | Scale for Suicide Ideation (SSI) |<b>Other</b> | | | | G | U | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Behaviors Interview (SBI) |<b>Other</b> | | | | E | E | U | A | | |- | Child Suicide Potential Scales (CSPS) |<b>Other</b> | | | | A | E | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Beck Scale for Suicide Ideation (BSI) |<b>Other</b> | | | | E | NA | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Behaviors Questionnaire for Children (SBQ-C) |<b>Other</b> | | | | G | NA | A | A | | |- | Suicide Ideation Questionnaire for Children (SIQ-JR) |<b>Other</b> | | | | G | NA | A | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Probability Scale (SPS) |<b>Other</b> | | | | E | NA | U | A | | |- | Columbia Suicide Screen (CSS) |<b>Other</b> | | | | G | NA | L | A | | |- | Harkavy Asnis Suicide Scale (HASS) |<b>Other</b> | | | | E | NA | U | G | | |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable *<u>Sources consulted:</u> Klonsky, E. D., & Lewis, S. P. (2014). Assessment of nonsuicidal self-injury. In M. K. Nock, M. K. Nock (Eds.) , The Oxford handbook of suicide and self-injury (pp. 337-351). New York, NY, US: Oxford University Press.<ref name="KlonskyLewis2014" />; Nock (Eds.), Understanding non-suicidal self-injury: Origins, assessment, and treatment. Washington, DC: Am. Psychol. Assoc. === Likelihood ratios and AUCs of screening measures for NSSI === *''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments '''click here.''']'' {| class="wikitable sortable" |- ! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability !Download |- |Child Behavior Checklist (CBCL) Anxious/Depressed Scale T-score<ref name="Achenbach1991">{{cite book|last1=Achenbach|first1=Thomas M.|title=Child behavior checklist for ages 4-18|date=1991|publisher=T.M. Achenbach|location=Burlington, VT|isbn=0938565087|edition=[11th print.]}}</ref>|| .70 (N=470) || 3.78 (60+) || .39 (<60) || High. Large diverse sample with mixed depression sample compared to samples without depression. |Not free |- |} === Interpreting NSSI screening measure scores === * For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] == [[Evidence based assessment/Prescription phase|'''Prescription phase''']] == ===Gold standard diagnostic interviews=== * For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews '''click here.'''] === Coverage of interviews for NSSI === {{collapse top| Scope of diagnostic interviews for NSSI}} {| class="wikitable sortable" border="1" |- ! Instrument ! No. Items ! History ! Methods ! Frequency ! Lethality ! Intent of Functions ! History of Suicidality |- | colspan="8" style="font-size:110%; text-align:center;" span |<b> Omnibus Measures </b> |- | Suicide Attempt Self-Injury Interview (SASII) | 31 | X | X | X | X | X | X |- | Self-Injurious Thoughts and Behaviors Interview (SITBI) | 169 | X | X | X | X | X | X |} {{collapse bottom}} === Recommended diagnostic instruments for NSSI === {| class="wikitable sortable" ! colspan="11" |Diagnostic instruments for '''NSSI''' ! |- !Instrument (Reference) !Type of screeening !Format (Reporter) !Age Range !Administration Time !Internal Consistency !Interrater Reliability !Test-Retest Reliability !Construct Validity !Content Validity !Highly Recommended !Free and Accessible Measures |- |Beck Scale for Suicidal Ideation (BSI) | |Self-report questionnaire |17+ |5-10 mins | |E | |A |G | |No * Link to purchase [https://www.pearsonclinical.com/psychology/products/100000157/beck-scale-for-suicide-ideation-bss.html] |- |Suicidal Behaviors Questionnaire-Revised (SBQ-R) | |Self-report |18+ |5-10 mins | | | |.87 E |E |Yes |[https://www.integration.samhsa.gov/images/res/SBQ.pdf SBQ-R] |- |Self-Harm Behavior Questionnaire (SHBQ) | |Self-report questionnaire |adolescents |Not Reported | |E | |G |G | | |- |Suicide Attempt Self-Injury Interview (SASII) <ref name="LinehanEtAl2006" /> |<b>Omnibus</b> | | | |G |E |E |G | |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png]] |[https://mfr.osf.io/render?url=https://osf.io/zstnj/?action=download%26mode=render SASII] |- |Self Injurious Thoughts and Behaviors Interview (SITBI) <ref name="NockEtAl2007" /> |<b>Omnibus</b> | | | |NA |E |A |G | |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png]] |[https://mfr.osf.io/render?url=https://osf.io/hw46c/?action=download%26mode=render SITBI] |- |Suicidal Ideation Questionnaire (SIQ) | |Self-report questionnaire |12-18 years old |10 minutes |NA | | | | | |[https://www.semel.ucla.edu/sites/default/files/pdf/SuicidalIdeationQuestionnaire%28SIQ%29%28Child%29.PDF SIQ] |- |Suicidal Ideation Questionnaire (SIQ-JR) | |Self-report Questionnaire |Middle School aged children |10 minutes |NA | |test-retest: r -0.93 (males) r = .87 (females) | | | |SIQ-[https://www.semel.ucla.edu/sites/default/files/pdf/SuicidalIdeationQuestionnaire%28SIQ%29%28Child%29.PDF JR] |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable == [[Evidence based assessment/Process phase|'''Process phase''']] == The following section contains a brief overview of treatment options for depression and list of process and outcome measures for non-suicidal self-injury. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === {{blockquotetop}} {{blockquotebottom}} === Outcome and severity measures === * This table includes clinically significant benchmarks for NSSI specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="8" |'''Clinically significant change benchmarks with common instruments for NSSI''' |- | rowspan="1&quot;" style="text-align:center;font-size:130%;" | <b> Measure</b> | style="text-align:center;font-size:130%;" | <b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" | <b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" | <b> Critical Change <br> (unstandardized scores)</b> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms </b> |- | colspan="2" | | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| |- | rowspan="1" style="text-align:center;" | | style="text-align:right;" | | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| |} === Treatment === * Please refer to the page on [[wikipedia:Nonsuicidal_self-injury_disorder|non-suicidal self injury]] for more information on available treatment for NSSI *Go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ Effective Child Therapy] for a curated resource on effective treatments for NSSI. {{collapse top| Click here for information on treatment for NSSI}} According to Nock (2010)<ref name="Nock2010"/>, no treatment for NSSI could be considered "evidence-based." However, recent years have seen an increase in intervention trials for NSSI. Although limited due to lack of consistency in defining and measuring NSSI, this work could provide insight into potential best practices for treating this condition (Andover, 2015)<ref name=Andover2014/>. # '''Dialectical behavioral therapy (DBT)''' ## Dialectical Behavior Therapy has been shown to be effective in treating individuals with Borderline Personality Disorder (BPD) who engage in NSSI; however it has not been shown to be better than treatment as usual in a sample of individuals without BPD. In the absence of a better option, a DBT approach to treatment is the most evidence based. # '''Cognitive behavioral therapy (CBT)''' ## Few research studies have tested cognitive-behavioral therapy (CBT) as a treatment specifically for NSSI. However, some studies have evaluated the efficacy of CBT trials in treating self-injury with and without suicidal intent. Manual-assisted cognitive therapy (MACT) is a 6-session CBT intervention focusing on functions of deliberate self-harm, emotion regulation, problem-solving skills, and relapse prevention. MACT has demonstrated mixed results for decreasing NSSI frequency and severity among adults (Tyrer et al., 2003<ref name="TyrerEtAl2003" />; Weinberg, Gunderson, Hennen, & Cutter, 2006)<ref name="WeinbergEtAl2006" />. Although MACT may be a promising intervention (Muehlenkamp, 2006)<ref name="Muehlenkamp2006" />, it should be evaluated in future studies. In one adolescent treatment trial, the Adolescent Depression Antidepressant Psychotherapy Trial (ADAPT), a decrease in NSSI behaviors was found at post-treatment for both SSRI and SSRI+CBT groups (Goodyer et al., 2007)<ref name="GoodyerEtAl2007" />, although no differences were found between groups. In sum, findings from efficacy trials of CBT on NSSI outcomes are mixed, and more trials examining CBT as a treatment specifically for NSSI are needed. # '''Pharmacology''' ## Pharmacological interventions are especially scarce. However, one study found that fluoxetine was effective at reducing NSSI frequency in a sample of 22 adults with major depressive disorder and either BPD or schizotypal personality disorder (Markovitz et al, 1991)<ref name="MarkovitzEtAl1991" />. A second trial found that antidepressant medications alone (SSRIs and SNRIs) were as effective as medication plus CBT in reducing NSSI among adolescents with MDD (Brent et al., 2009<ref name="Brent2009" />; Goodyer et al., 2007)<ref name="GoodyerEtAl2007" />. Ziprasidone, an atypical antipsychotic, was found to be more effective in reducing NSSI behaviors among adolescents compared to another neuroleptic medication (Libal et al., 2005)<ref name="LibalEtAl2005" />. Clonidine has also been effective as an intervention for acute NSSI urges and feelings of tension among a sample of patients with BPD (Philipsen et al., 2004)<ref name="PhilipsenEtAl2004" />, although the long-term effects are unknown. # '''Prevention programs''' ## Jacobs, Walsh, McDade, and Pigeon (2009)<ref name="JacobsEtAl2009" /> developed the only known prevention program for NSSI, the Signs of Self-Injury program (SOSI). This school-based prevention program is designed to increase awareness about NSSI among adolescents through psychoeducation about warning signs and symptoms and improvement of help-seeking behaviors and attitudes. One test of effectiveness and acceptance found the program to be feasible and effective at changing attitudes toward NSSI and increasing help-seeking among students (Muehlenkamp et al., 2010)<ref name="MuehlenkampEtAl2010" />. {{collapse bottom}} == '''External resources''' == # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provide #[http://www.selfinjury.bctr.cornell.edu/about-self-injury.html Cornell resource on self-injury] #Effective Child Therapy page for [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ Self-Injurious Thoughts and Behaviors] ##Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology (SCCAP)] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. # [[wikipedia:Nonsuicidal_self-injury_disorder|Wikipedia page for non-suicidal self injury]] #[https://mhfa.com.au/sites/mhfa.com.au/files/MHFA_selfinjury_guidelinesA4%202014%20Revised_1.pdf Mental Health First Aid] page on non-suicidal self-injury == '''References''' == {{collapse top|Liu, R. T., Sheehan, A. E., Walsh, R. F., Sanzari, C. M., Cheek, S. M., & Hernandez, E. M. (2019). Prevalence and correlates of non-suicidal self-injury among lesbian, gay, bisexual, and transgender individuals: A systematic review and meta-analysis. 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A.|title=Schedule for adaptive and nonadaptive personality: Manual for administration, scoring, and interpretation|date=1996|publisher=University of Minnesota Press|location=Minneapolis}}</ref> <ref name="JacobsEtAl2009">{{cite book|last1=Jacobs|first1=D|last2=Walsh|first2=B. W.|last3=McCade|first3=M|last4=Pigeon|first4=S|title=Signs of self-injury prevention manual|date=2009|publisher=Screening for Mental Health|location=Wellesley Hills, MA}}</ref> <ref name="KlonskyLewis2014">{{cite book|last1=Klonsky|first1=E. D.|last2=Lewis|first2=S. P.|editor1-last=Nock|editor1-first=M. K.|title=The Oxford handbook of suicide and self-injury|date=2013|publisher=Oxford University Press|location=New York|isbn=9780195388565|pages=337-351|chapter=Assessment of nonsuicidal self-injury}}</ref> <ref name="Linehan1981">{{cite book|last1=Linehan|first1=M. M.|title=Suicides behaviors questionnaire|date=1981|publisher=University of Washington|location=Seattle}}</ref> <ref name="LloydRichardsonEtAl1997">{{cite journal|last1=Lloyd-Richardson|first1=E. E.|last2=Kelley|first2=M. L.|last3=Hope|first3=T.|title=Self-mutilation in a community sample of adolescents: Descriptive characteristics and provisional prevalence rates|journal=Poster session presented at the Annual Meeting of the Society for Behavioral Medicine|date=April 1997|location=New Orleans, LA}}</ref> <ref name="Muehlenkamp2006">{{cite journal|last1=Muehlenkamp|first1=J. J.|title=Empirically supported treatments and general therapy guidelines for non-suicidal self-injury|journal=Journal of Mental Health Counseling|date=2006|volume=28|pages=166-185}}</ref> }} {{collapse bottom}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] dlppy2doy83nt1enk7jncs5r65uod4f 0 207108 2413853 2411991 2022-08-11T22:19:19Z Ardenguo 2944162 /* Likelihood ratios and AUCs of screening measures for PTSD */ wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== * For background information on what assessment portfolios are, click the link in the heading above. * Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)/extended version|here]]. == [[Evidence based assessment/Preparation phase|'''Preparation phase''']] == === Diagnostic criteria for post traumatic stress disorder === ===='''ICD-11 Diagnostic Criteria'''==== {{blockquotetop}} ===='''ICD-11 Criteria'''==== *Post-traumatic stress disorder (PTSD) is a syndrome that develops following exposure to an extremely threatening or horrific event or series of events that is characterized by all of the following: **1) re-experiencing the traumatic event or events in the present in the form of vivid intrusive memories, flashbacks, or nightmares, which are typically accompanied by strong and overwhelming emotions such as fear or horror and strong physical sensations, or feelings of being overwhelmed or immersed in the same intense emotions that were experienced during the traumatic event; **2) avoidance of thoughts and memories of the event or events, or avoidance of activities, situations, or people reminiscent of the event or events **3) persistent perceptions of heightened current threat, for example as indicated by hypervigilance or an enhanced startle reaction to stimuli such as unexpected noises. *The symptoms must persist for at least several weeks and cause significant impairment in personal, family, social, educational, occupational or other important areas of functioning. Additionally, ICD 11 includes a category called "Complex post-traumatic stress disorder," which is described as: *A disorder that may develop following exposure to an event or series of events of an extremely threatening or horrific nature, most commonly prolonged or repetitive events from which escape is difficult or impossible (e.g., torture, slavery, genocide campaigns, prolonged domestic violence, repeated childhood sexual or physical abuse). *The disorder is characterized by the core symptoms of PTSD; that is, all diagnostic requirements for PTSD have been met at some point during the course of the disorder. *In addition, Complex PTSD is characterized by: **1) severe and pervasive problems in affect regulation; **2) persistent beliefs about oneself as diminished, defeated or worthless, accompanied by deep and pervasive feelings of shame, guilt or failure related to the traumatic event **3) persistent difficulties in sustaining relationships and in feeling close to others. The disturbance causes significant impairment in personal, family, social, educational, occupational or other important areas of functioning. {{blockquotebottom}} ===='''Changes in DSM-5'''==== * The diagnostic criteria for post-traumatic stress disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here] and [[w:DSM-5|here]]. === Developmental sensitivities === {{collapse top| Click for more information}} *Diagnostic thresholds have been lowered for children and adolescents to account for development. *Separate and additional criteria have been added for children age 6 or younger. *Child sexual abuse has been found to have a substantial effect on the development of PTSD.<ref>{{cite journal|last1=Paolucci|first1=Elizabeth ODDONE|last2=Genuis|first2=Mark L.|last3=Violato|first3=Claudio|title=A Meta-Analysis of the Published Research on the Effects of Child Sexual Abuse|journal=The Journal of Psychology|date=January 2001|volume=135|issue=1|pages=17–36|doi=10.1080/00223980109603677}}</ref> *Children with higher exposure to trauma, less social support, and other major life events are more likely to have continued PTSD symptoms 7 months after a trauma.<ref name=":2">{{cite journal |last1=La Greca|first1=A|last2=Silverman|first2=WK|last3=Vernberg|first3=EM|last4=Prinstein|first4=MJ|title=Symptoms of posttraumatic stress in children after Hurricane Andrew: a prospective study.|journal=Journal of consulting and clinical psychology|date=August 1996|volume=64|issue=4|pages=712-23|pmid=8803361}}</ref> 10 months after a trauma, however, only experience of a major life event remained predictive of continuing PTSD symptoms.<ref name=":2" /> *Lack of social support, specifically lack of support by a teacher, was predictive of higher PTSD symptoms among children who had gone through an environmental trauma.<ref name=":2" /> *Children who reported using blame and anger as strategies for coping had higher levels of PTSD symptoms 10 months after a trauma.<ref name=":2" /> *Negative affect in children before a traumatic event was predictive of development of PTSD symptoms after a traumatic event.<ref>{{cite journal|last1=Weems|first1=CF|last2=Pina|first2=AA|last3=Costa|first3=NM|last4=Watts|first4=SE|last5=Taylor|first5=LK|last6=Cannon|first6=MF|title=Predisaster trait anxiety and negative affect predict posttraumatic stress in youths after hurricane Katrina.|journal=Journal of consulting and clinical psychology|date=February 2007|volume=75|issue=1|pages=154-9|doi=10.1037/0022-006X.75.1.154|pmid=17295574}}</ref> [[wikipedia:Posttraumatic_stress_disorder|Posttraumatic stress disorder]] is now more sensitive to development in that diagnostic thresholds have been lowered for children and adolescents. Furthermore, separate and additional criteria have been added for children age 6 years of age or younger. {{collapse bottom}} === Base rates of PTSD in different clinical settings and populations === This section describes the demographic settings of the populations sampled, base rates of PTSD diagnoses, country/region sampled, and the diagnostic methods that were used. Using this information, clinicians will be able to anchor the most appropriate rate of PTSD that they are likely to see in their clinical practice. * '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] {| class="wikitable sortable" border="1" |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | United States, nationally representative, age 18 and older | Non-clinical: Population based<ref>{{Cite journal|last=Kessler|first=Ronald C.|last2=Berglund|first2=Patricia|last3=Demler|first3=Olga|last4=Jin|first4=Robert|last5=Merikangas|first5=Kathleen R.|last6=Walters|first6=Ellen E.|date=2005-06-01|title=Lifetime Prevalence and Age-of-Onset Distributions of DSM-IV Disorders in the National Comorbidity Survey Replication|url=http://archpsyc.jamanetwork.com/article.aspx?doi=10.1001/archpsyc.62.6.593|journal=Archives of General Psychiatry|language=en|volume=62|issue=6|doi=10.1001/archpsyc.62.6.593|issn=0003-990X}}</ref> | 6.8% | National Comorbidity Survey - Replication |- | Netherlands, nationally representative, age 18-80 | Non-clinical: Population based<ref>{{Cite journal|last=de Vries|first=Giel-Jan|last2=Olff|first2=Miranda|date=2009-08-01|title=The lifetime prevalence of traumatic events and posttraumatic stress disorder in the Netherlands|url=http://onlinelibrary.wiley.com/doi/10.1002/jts.20429/abstract|journal=Journal of Traumatic Stress|language=en|volume=22|issue=4|pages=259–267|doi=10.1002/jts.20429|issn=1573-6598}}</ref> | 7.4% | Composite International Diagnostic Interview (CIDI) |- | United States, nationally representative, age 18 and older | Non-clinical: Population based<ref>{{Cite journal|last=Pietrzak|first=Robert H.|last2=Goldstein|first2=Risë B.|last3=Southwick|first3=Steven M.|last4=Grant|first4=Bridget F.|title=Prevalence and Axis I comorbidity of full and partial posttraumatic stress disorder in the United States: Results from Wave 2 of the National Epidemiologic Survey on Alcohol and Related Conditions|url=http://linkinghub.elsevier.com/retrieve/pii/S0887618510002288|journal=Journal of Anxiety Disorders|volume=25|issue=3|pages=456–465|doi=10.1016/j.janxdis.2010.11.010}}</ref> | 6.4% | Wave 2 National Epidemiologic Survey on Alcohol and Related Conditions |- | Northern Ireland, representative sample, age 18 and older | Non-clinical: Population based<ref>{{Cite journal|last=Bunting|first=Brendan P.|last2=Ferry|first2=Finola R.|last3=Murphy|first3=Samuel D.|last4=O'Neill|first4=Siobhan M.|last5=Bolton|first5=David|date=2013-02-01|title=Trauma Associated With Civil Conflict and Posttraumatic Stress Disorder: Evidence From the Northern Ireland Study of Health and Stress|url=http://onlinelibrary.wiley.com/doi/10.1002/jts.21766/abstract|journal=Journal of Traumatic Stress|language=en|volume=26|issue=1|pages=134–141|doi=10.1002/jts.21766|issn=1573-6598}}</ref> | 8.8% | Northern Ireland Study of Health and Stress |- | South Africa, nationally representative sample, age 18 and older | Non-clinical: Population based<ref>{{Cite journal|last=Atwoli|first=Lukoye|last2=Stein|first2=Dan J.|last3=Williams|first3=David R.|last4=Mclaughlin|first4=Katie A.|last5=Petukhova|first5=Maria|last6=Kessler|first6=Ronald C.|last7=Koenen|first7=Karestan C.|date=2013-07-03|title=Trauma and posttraumatic stress disorder in South Africa: analysis from the South African Stress and Health Study|url=https://doi.org/10.1186/1471-244X-13-182|journal=BMC Psychiatry|volume=13|pages=182|doi=10.1186/1471-244x-13-182|issn=1471-244X}}</ref> | 2.3% | South African Stress and Health Study, using the Composite International Diagnostic Interview (CIDI) |- | U.S. Army and Marine Soldiers Deployed to Iraq and Afghanistan | U.S. Service Members<ref>{{Cite journal|last=Hoge|first=Charles W.|last2=Castro|first2=Carl A.|last3=Messer|first3=Stephen C.|last4=McGurk|first4=Dennis|last5=Cotting|first5=Dave I.|last6=Koffman|first6=Robert L.|date=2004-07-01|title=Combat Duty in Iraq and Afghanistan, Mental Health Problems, and Barriers to Care|url=http://dx.doi.org/10.1056/NEJMoa040603|journal=New England Journal of Medicine|volume=351|issue=1|pages=13–22|doi=10.1056/nejmoa040603|issn=0028-4793|pmid=15229303}}</ref> |11.5% - 19.5% ♦ | PTSD Checklist |- |United States, nationally representative, ages 13-18 |Non-clinical: Population based<ref>{{Cite journal|last=Merikangas|first=Kathleen Ries|last2=He|first2=Jian-ping|last3=Burstein|first3=Marcy|last4=Swanson|first4=Sonja A.|last5=Avenevoli|first5=Shelli|last6=Cui|first6=Lihong|last7=Benjet|first7=Corina|last8=Georgiades|first8=Katholiki|last9=Swendsen|first9=Joel|title=Lifetime Prevalence of Mental Disorders in U.S. Adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A)|url=https://doi.org/10.1016/j.jaac.2010.05.017|journal=Journal of the American Academy of Child & Adolescent Psychiatry|volume=49|issue=10|pages=980–989|doi=10.1016/j.jaac.2010.05.017}}</ref> |5.0% |National Comorbidity Survey Replication—Adolescent Supplement (NCS-A) |} ♦ '''Note''': These rates were using broad PTSD Checklist scoring criteria of being scored positive if subjects reported at least one intrusion symptom, three avoidance symptoms, and two hyperarousal symptom that were categorized as at the moderate level. The 11.5% is for soldiers returning from deployment in Iraq, 19.5% is for soldiers returning from Afghanistan. Another common practice is to use a strict cutoff of 50 on the PCL, above which someone screens positive for PTSD. With this cutoff, rates are 6.2% and 12.9% for Service Members returned from Afghanistan and Iraqi, respectively. ==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]== === Psychometric properties of screening for PTSD === The following section contains a list of screening and diagnostic instruments for PTSD. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]] * '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]''''' {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Highly recommended |- |[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)] |Self-Report |adult |5-10 minutes |X |- |[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)] |Self-Report |adult |10-20 minutes |X |- |[https://www.ptsd.va.gov/professional/assessment/adult-int/caps.asp CAPS (Clinician Administered PTSD Scale)] |Clinician Administered Interview |adult and child versions available |40-60 minutes |X |- |- | colspan="5" style="font-size:110%; text-align:center;" |'''For Children and Adolescents Specifically''' |- |[https://www.reactionindex.com/index.php/ UCLA PTSD Reaction Index for DSM-5] |Clinician Administered |child, school age, adolescents |20-30 minutes |Yes |- |[https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/resources/misc/child_ptsd_symptom_scale.pdf CPSS (Children's PTSD Symptom Scale)] |Self-Report |child |10-20 minutes |XX (new rec) |- |[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)] |Parent Report |child |13 items |Yes |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable === Interpreting PTSD screening measure scores === * For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] * Also see the page on [https://en.wikipedia.org/wiki/Likelihood_ratios_in_diagnostic_testing likelihood ratios in diagnostic testing] for more information ==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]== ===Gold standard diagnostic interviews=== * For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews click here.] ===Recommended diagnostic interviews for PTSD=== {| class="wikitable sortable" border="1" ! colspan="10" |Diagnostic instruments for PTSD |- ! Measure ! Format (Reporter) ! Age Range ! Administration/ Completion Time ! Interrater Reliability ! Test-Retest Reliability ! Construct Validity ! Content Validity ! Highly Recommended !Free and Accessible Measures |- | Children’s PTSD Inventory (CPTSD-I) | Diagnostic Interview | 6-18 years | 50 items | G | | G | | | |- | | | | | | | | | | |- | | | | | | | | | | |- | | | | | | | | | | |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable ===Severity interviews for PTSD=== {| class="wikitable sortable" border="1" |- ! Measure ! Format (Reporter) ! Age Range ! Administration/ Completion Time ! Interrater Reliability ! Test-Retest Reliability ! Construct Validity ! Content Validity ! Highly Recommended !Free and Accessible Measures |- | [https://www.kennedykrieger.org/sites/default/files/library/documents/faculty/ksads-dsm-5-screener.pdf Schedule for Affective Disorders and Schizophrenia for School Age Children (K-SADS)] | Diagnostic Interview | 6-18 years | 18 PTSD items | G | | G | | | |- | Anxiety Disorders Interview Schedule, Child Version (ADIS-C) | Diagnostic Interview | 7-17 years | 26 PTSD items | G | | G | | | |- | Children’s Interview for Psychiatric Symptoms (ChIPS) |Diagnostic Interview |6 – 18 years |31 PTSD items | G | | G | | | |- | Diagnostic Infant and Preschool Assessment (DIPA) |Diagnostic Interview | Age 6 and younger | 46 PTSD items | G | | G | | | |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable ==[[Evidence based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for PTSD and list of process and outcome measures for PTSD. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === * Information coming soon === Outcome and severity measures === This table includes clinically significant benchmarks for PTSD specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice. * ''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="7" |'''Clinically significant change benchmarks with common instruments for PTSD''' |- | colspan="7" style="font-size:110%; text-align:center;" span |<b> Benchmarks Based on Published Norms</b> |- | rowspan="2" style="text-align:center;font-size:130%;" |<b> Measure</b> | colspan="3" style="text-align:center;font-size:130%" width="300" |<b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" |<b> Critical Change <br> (unstandardized scores)</b> |- | style="text-align:center;font-size:110%" |<b> A</b> | style="text-align:center;font-size:110%" |<b> B</b> | style="text-align:center;font-size:110%" |<b> C</b> | style="text-align:center;font-size:110%" |<b> 95%</b> | style="text-align:center;font-size:110%" |<b> 90%</b> | style="text-align:center;font-size:110%" |<b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | Primary Care PTSD Screen | style="text-align:center;" | 1.0 | style="text-align:center;" | 3.1 | style="text-align:center;" | 2.0 | style="text-align:center;" | 1.0 | style="text-align:center;" | .8 | style="text-align:center;" | .5 |- | rowspan="1" style="text-align:center;" | PTSD Checklist Scores | style="text-align:center;" | 28.8 | style="text-align:center;" | 40.8 | style="text-align:center;" | 34.9 | style="text-align:center;" | 4.6 | style="text-align:center;" | 3.8 | style="text-align:center;" | 2.3 |- | rowspan="1" style="text-align:center;" | Clinician Administered PTSD Scale | style="text-align:center;" | 28.8 | style="text-align:center;" | 40.8 | style="text-align:center;" | 34.9 | style="text-align:center;" | 8.3 | style="text-align:center;" | 7.0 | style="text-align:center;" | 4.2 |} === Treatment === * Please refer to the Wikipedia page on [[wikipedia:Posttraumatic_stress_disorder|PTSD]] for more information on available treatment for PTSD or go to the [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ Effective Child Therapy] page for for a curated resource on effective treatments for PTSD. {{collapse top| Click here for more information}} '''<big>Behavioral interventions</big>''' Recommended (have ''significant benefit'') <ref name=":0">Department of Veterans Affairs and Department of Defense. . (2010). VA/DoD clinical practice guidelines: management of post-traumatic stress. Washington, D.C.: Veterans Health Administration, Department of Defense.</ref>: # Brief Cognitive Behavioral Therapy (CBT; 4-5 sessions) #* This includes stress inoculation training, trauma-focused therapy including components of cognitive restructuring, Cognitive Processing Therapy (CPT), imaginal, virtual, and in-vivo exposure as in Prolonged Exposure psychotherapy (PE)² #* Patient education is recommended as part of psychotherapy for patients and family members # EMDR may help both acute and chronic PTSD, especially individuals who have trouble with prolonged exposure or have trouble verbalizing their trauma.<ref name=":1">Ursano, R. J., Bell, C., Eth, S., Friedman, M., Norwood, A., Pfefferbaum, B., . . . McIntyre, J. S. (2004). ''Practice guideline for the treatment of patients with acute stress disorder and posttraumatic stress disorder'': American Psychiatric Publ </ref> ## Long term gains require further study. Treatments with weaker evidence (have ''some benefit'') <ref name=":0" />: # Patient education, # Imagery rehearsal therapy, # Psychodynamic therapy, # Hypnosis, # Relaxation techniques, # and Group therapy. Treatment with ''unknown benefit'' <ref name=":0" />: # Web-based CBT, # Acceptance and commitment therapy, # and Dialectical Behavioral Therapy. <big>'''Medication'''</big> *SSRIs are more effective than placebo in treating PTSD.<ref name=":1" /> *There is no evidence to support a medication to prevent the development of PTSD.<ref name=":0" /> **Imipramine, propranolol, prazosin, other antidepressants, anticonvulsants, and atypical antipsychotics have ''unknown benefit.'' **Strongly recommend against the use of benzodiazepines² and typical antipsychotics since they have ''no benefit and potential harm.'' {{collapse bottom}} == '''External resources''' == === For professionals === * [http://www.som.uq.edu.au/ptsd Post Traumatic Stress Disorder Information Resource] from [http://www.uq.edu.au/ The University of Queensland School of Medicine] * [http://www.apa.org/ptsd-guideline/ APA practice parameters for assessment and treatment for PTSD (Updated 2017)] * [http://www.ptsd.va.gov/professional/index.asp Resources for professionals] from [http://www.ptsd.va.gov/index.asp VA National PTSD Center] * [https://www.integration.samhsa.gov/clinical-practice/trauma-informed SAMHSA's Trauma-Informed Care Resources and Training] * [https://www.integration.samhsa.gov/clinical-practice/trauma-informed SAMHSA's Resources on Intimate Partner Violence (IPV) for Clinicians, Patients, Families, and Organizations] === For caregivers === * [http://www.nctsn.org/sites/default/files/assets/pdfs/tips_for_parents_media_final.pdf Tips for parents on shooting media coverage] * [http://www.nctsn.org/sites/default/files/assets/pdfs/parents_guidelines_for_helping_teens_after_the_recent_attacks.pdf Parent guidelines to helping youths after a shooting] * [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_teens_with_traumatic_grief_caregivers_final.pdf Caregiver tips for helping teens with traumatic grief] * [http://www.nctsn.org/sites/default/files/assets/pdfs/10things_schoolage_ctg.pdf Caregiver tips for helping school-age children with traumatic grief] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ EffectiveChildTherapy.Org information on PTSD] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] === For educators === * [http://www.nctsn.org/sites/default/files/assets/pdfs/pfa_for_schools_appendix_a_teachers.pdf Teacher tips for providing psychological first aid] * [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_youth_after_community_violence_educators.pdf Educator tips for helping youths after a community trauma] === For public === * [https://complicatedgrief.columbia.edu/for-the-public/resources/ Resources for grief and loss] * [http://www.nctsn.org/sites/default/files/assets/pdfs/psychological_information_sheet_two_pager.pdf Psychological impacts of recent shootings] * [http://www.nctsn.org/sites/default/files/assets/pdfs/youth_journalists.pdf Tips to talking to youths about a shooting] * [http://www.nctsn.org/sites/default/files/assets/pdfs/talking_to_children_about_the_shooting.pdf Tips to talking to children about a shooting] * [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_young_children_heal_crisis.pdf Helping young children heal after a crisis] * [http://www.nctsn.org/content/psychological-first-aid-schoolspfa Psychological first aid for schools] * [http://www.nctsn.org/content/psychological-first-aid Resources and manuals on psychological first aid] * [http://www.ptsd.va.gov/public/index.asp Resources for the public] from [http://www.ptsd.va.gov/index.asp VA National PTSD Center] * [https://curlie.org/Health/Mental_Health/Disorders/Anxiety/Post-traumatic_Stress Posttraumatic stress disorder] at Curlie (based on DMOZ) =='''References'''== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] bcywjkik6e8or0sszchv89a6b8x7q76 2413854 2413853 2022-08-11T22:24:29Z Ardenguo 2944162 /* Prescription phase */ Deleted some columns from both tables wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== * For background information on what assessment portfolios are, click the link in the heading above. * Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)/extended version|here]]. == [[Evidence based assessment/Preparation phase|'''Preparation phase''']] == === Diagnostic criteria for post traumatic stress disorder === ===='''ICD-11 Diagnostic Criteria'''==== {{blockquotetop}} ===='''ICD-11 Criteria'''==== *Post-traumatic stress disorder (PTSD) is a syndrome that develops following exposure to an extremely threatening or horrific event or series of events that is characterized by all of the following: **1) re-experiencing the traumatic event or events in the present in the form of vivid intrusive memories, flashbacks, or nightmares, which are typically accompanied by strong and overwhelming emotions such as fear or horror and strong physical sensations, or feelings of being overwhelmed or immersed in the same intense emotions that were experienced during the traumatic event; **2) avoidance of thoughts and memories of the event or events, or avoidance of activities, situations, or people reminiscent of the event or events **3) persistent perceptions of heightened current threat, for example as indicated by hypervigilance or an enhanced startle reaction to stimuli such as unexpected noises. *The symptoms must persist for at least several weeks and cause significant impairment in personal, family, social, educational, occupational or other important areas of functioning. Additionally, ICD 11 includes a category called "Complex post-traumatic stress disorder," which is described as: *A disorder that may develop following exposure to an event or series of events of an extremely threatening or horrific nature, most commonly prolonged or repetitive events from which escape is difficult or impossible (e.g., torture, slavery, genocide campaigns, prolonged domestic violence, repeated childhood sexual or physical abuse). *The disorder is characterized by the core symptoms of PTSD; that is, all diagnostic requirements for PTSD have been met at some point during the course of the disorder. *In addition, Complex PTSD is characterized by: **1) severe and pervasive problems in affect regulation; **2) persistent beliefs about oneself as diminished, defeated or worthless, accompanied by deep and pervasive feelings of shame, guilt or failure related to the traumatic event **3) persistent difficulties in sustaining relationships and in feeling close to others. The disturbance causes significant impairment in personal, family, social, educational, occupational or other important areas of functioning. {{blockquotebottom}} ===='''Changes in DSM-5'''==== * The diagnostic criteria for post-traumatic stress disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here] and [[w:DSM-5|here]]. === Developmental sensitivities === {{collapse top| Click for more information}} *Diagnostic thresholds have been lowered for children and adolescents to account for development. *Separate and additional criteria have been added for children age 6 or younger. *Child sexual abuse has been found to have a substantial effect on the development of PTSD.<ref>{{cite journal|last1=Paolucci|first1=Elizabeth ODDONE|last2=Genuis|first2=Mark L.|last3=Violato|first3=Claudio|title=A Meta-Analysis of the Published Research on the Effects of Child Sexual Abuse|journal=The Journal of Psychology|date=January 2001|volume=135|issue=1|pages=17–36|doi=10.1080/00223980109603677}}</ref> *Children with higher exposure to trauma, less social support, and other major life events are more likely to have continued PTSD symptoms 7 months after a trauma.<ref name=":2">{{cite journal |last1=La Greca|first1=A|last2=Silverman|first2=WK|last3=Vernberg|first3=EM|last4=Prinstein|first4=MJ|title=Symptoms of posttraumatic stress in children after Hurricane Andrew: a prospective study.|journal=Journal of consulting and clinical psychology|date=August 1996|volume=64|issue=4|pages=712-23|pmid=8803361}}</ref> 10 months after a trauma, however, only experience of a major life event remained predictive of continuing PTSD symptoms.<ref name=":2" /> *Lack of social support, specifically lack of support by a teacher, was predictive of higher PTSD symptoms among children who had gone through an environmental trauma.<ref name=":2" /> *Children who reported using blame and anger as strategies for coping had higher levels of PTSD symptoms 10 months after a trauma.<ref name=":2" /> *Negative affect in children before a traumatic event was predictive of development of PTSD symptoms after a traumatic event.<ref>{{cite journal|last1=Weems|first1=CF|last2=Pina|first2=AA|last3=Costa|first3=NM|last4=Watts|first4=SE|last5=Taylor|first5=LK|last6=Cannon|first6=MF|title=Predisaster trait anxiety and negative affect predict posttraumatic stress in youths after hurricane Katrina.|journal=Journal of consulting and clinical psychology|date=February 2007|volume=75|issue=1|pages=154-9|doi=10.1037/0022-006X.75.1.154|pmid=17295574}}</ref> [[wikipedia:Posttraumatic_stress_disorder|Posttraumatic stress disorder]] is now more sensitive to development in that diagnostic thresholds have been lowered for children and adolescents. Furthermore, separate and additional criteria have been added for children age 6 years of age or younger. {{collapse bottom}} === Base rates of PTSD in different clinical settings and populations === This section describes the demographic settings of the populations sampled, base rates of PTSD diagnoses, country/region sampled, and the diagnostic methods that were used. Using this information, clinicians will be able to anchor the most appropriate rate of PTSD that they are likely to see in their clinical practice. * '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] {| class="wikitable sortable" border="1" |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | United States, nationally representative, age 18 and older | Non-clinical: Population based<ref>{{Cite journal|last=Kessler|first=Ronald C.|last2=Berglund|first2=Patricia|last3=Demler|first3=Olga|last4=Jin|first4=Robert|last5=Merikangas|first5=Kathleen R.|last6=Walters|first6=Ellen E.|date=2005-06-01|title=Lifetime Prevalence and Age-of-Onset Distributions of DSM-IV Disorders in the National Comorbidity Survey Replication|url=http://archpsyc.jamanetwork.com/article.aspx?doi=10.1001/archpsyc.62.6.593|journal=Archives of General Psychiatry|language=en|volume=62|issue=6|doi=10.1001/archpsyc.62.6.593|issn=0003-990X}}</ref> | 6.8% | National Comorbidity Survey - Replication |- | Netherlands, nationally representative, age 18-80 | Non-clinical: Population based<ref>{{Cite journal|last=de Vries|first=Giel-Jan|last2=Olff|first2=Miranda|date=2009-08-01|title=The lifetime prevalence of traumatic events and posttraumatic stress disorder in the Netherlands|url=http://onlinelibrary.wiley.com/doi/10.1002/jts.20429/abstract|journal=Journal of Traumatic Stress|language=en|volume=22|issue=4|pages=259–267|doi=10.1002/jts.20429|issn=1573-6598}}</ref> | 7.4% | Composite International Diagnostic Interview (CIDI) |- | United States, nationally representative, age 18 and older | Non-clinical: Population based<ref>{{Cite journal|last=Pietrzak|first=Robert H.|last2=Goldstein|first2=Risë B.|last3=Southwick|first3=Steven M.|last4=Grant|first4=Bridget F.|title=Prevalence and Axis I comorbidity of full and partial posttraumatic stress disorder in the United States: Results from Wave 2 of the National Epidemiologic Survey on Alcohol and Related Conditions|url=http://linkinghub.elsevier.com/retrieve/pii/S0887618510002288|journal=Journal of Anxiety Disorders|volume=25|issue=3|pages=456–465|doi=10.1016/j.janxdis.2010.11.010}}</ref> | 6.4% | Wave 2 National Epidemiologic Survey on Alcohol and Related Conditions |- | Northern Ireland, representative sample, age 18 and older | Non-clinical: Population based<ref>{{Cite journal|last=Bunting|first=Brendan P.|last2=Ferry|first2=Finola R.|last3=Murphy|first3=Samuel D.|last4=O'Neill|first4=Siobhan M.|last5=Bolton|first5=David|date=2013-02-01|title=Trauma Associated With Civil Conflict and Posttraumatic Stress Disorder: Evidence From the Northern Ireland Study of Health and Stress|url=http://onlinelibrary.wiley.com/doi/10.1002/jts.21766/abstract|journal=Journal of Traumatic Stress|language=en|volume=26|issue=1|pages=134–141|doi=10.1002/jts.21766|issn=1573-6598}}</ref> | 8.8% | Northern Ireland Study of Health and Stress |- | South Africa, nationally representative sample, age 18 and older | Non-clinical: Population based<ref>{{Cite journal|last=Atwoli|first=Lukoye|last2=Stein|first2=Dan J.|last3=Williams|first3=David R.|last4=Mclaughlin|first4=Katie A.|last5=Petukhova|first5=Maria|last6=Kessler|first6=Ronald C.|last7=Koenen|first7=Karestan C.|date=2013-07-03|title=Trauma and posttraumatic stress disorder in South Africa: analysis from the South African Stress and Health Study|url=https://doi.org/10.1186/1471-244X-13-182|journal=BMC Psychiatry|volume=13|pages=182|doi=10.1186/1471-244x-13-182|issn=1471-244X}}</ref> | 2.3% | South African Stress and Health Study, using the Composite International Diagnostic Interview (CIDI) |- | U.S. Army and Marine Soldiers Deployed to Iraq and Afghanistan | U.S. Service Members<ref>{{Cite journal|last=Hoge|first=Charles W.|last2=Castro|first2=Carl A.|last3=Messer|first3=Stephen C.|last4=McGurk|first4=Dennis|last5=Cotting|first5=Dave I.|last6=Koffman|first6=Robert L.|date=2004-07-01|title=Combat Duty in Iraq and Afghanistan, Mental Health Problems, and Barriers to Care|url=http://dx.doi.org/10.1056/NEJMoa040603|journal=New England Journal of Medicine|volume=351|issue=1|pages=13–22|doi=10.1056/nejmoa040603|issn=0028-4793|pmid=15229303}}</ref> |11.5% - 19.5% ♦ | PTSD Checklist |- |United States, nationally representative, ages 13-18 |Non-clinical: Population based<ref>{{Cite journal|last=Merikangas|first=Kathleen Ries|last2=He|first2=Jian-ping|last3=Burstein|first3=Marcy|last4=Swanson|first4=Sonja A.|last5=Avenevoli|first5=Shelli|last6=Cui|first6=Lihong|last7=Benjet|first7=Corina|last8=Georgiades|first8=Katholiki|last9=Swendsen|first9=Joel|title=Lifetime Prevalence of Mental Disorders in U.S. Adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A)|url=https://doi.org/10.1016/j.jaac.2010.05.017|journal=Journal of the American Academy of Child & Adolescent Psychiatry|volume=49|issue=10|pages=980–989|doi=10.1016/j.jaac.2010.05.017}}</ref> |5.0% |National Comorbidity Survey Replication—Adolescent Supplement (NCS-A) |} ♦ '''Note''': These rates were using broad PTSD Checklist scoring criteria of being scored positive if subjects reported at least one intrusion symptom, three avoidance symptoms, and two hyperarousal symptom that were categorized as at the moderate level. The 11.5% is for soldiers returning from deployment in Iraq, 19.5% is for soldiers returning from Afghanistan. Another common practice is to use a strict cutoff of 50 on the PCL, above which someone screens positive for PTSD. With this cutoff, rates are 6.2% and 12.9% for Service Members returned from Afghanistan and Iraqi, respectively. ==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]== === Psychometric properties of screening for PTSD === The following section contains a list of screening and diagnostic instruments for PTSD. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]] * '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]''''' {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Highly recommended |- |[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)] |Self-Report |adult |5-10 minutes |X |- |[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)] |Self-Report |adult |10-20 minutes |X |- |[https://www.ptsd.va.gov/professional/assessment/adult-int/caps.asp CAPS (Clinician Administered PTSD Scale)] |Clinician Administered Interview |adult and child versions available |40-60 minutes |X |- |- | colspan="5" style="font-size:110%; text-align:center;" |'''For Children and Adolescents Specifically''' |- |[https://www.reactionindex.com/index.php/ UCLA PTSD Reaction Index for DSM-5] |Clinician Administered |child, school age, adolescents |20-30 minutes |Yes |- |[https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/resources/misc/child_ptsd_symptom_scale.pdf CPSS (Children's PTSD Symptom Scale)] |Self-Report |child |10-20 minutes |XX (new rec) |- |[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)] |Parent Report |child |13 items |Yes |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable === Interpreting PTSD screening measure scores === * For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] * Also see the page on [https://en.wikipedia.org/wiki/Likelihood_ratios_in_diagnostic_testing likelihood ratios in diagnostic testing] for more information ==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]== ===Gold standard diagnostic interviews=== * For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews click here.] ===Recommended diagnostic interviews for PTSD=== {| class="wikitable sortable" border="1" ! colspan="5" |Diagnostic instruments for PTSD |- ! Measure ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Where to Access |- | Children’s PTSD Inventory (CPTSD-I) | Diagnostic Interview | 6-18 years | 50 items | |- | | | | | |- | | | | | |- | | | | | |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable ===Severity interviews for PTSD=== {| class="wikitable sortable" border="1" |- ! Measure ! Format (Reporter) ! Age Range ! Administration/ Completion Time !Where to Access |- | [https://www.kennedykrieger.org/sites/default/files/library/documents/faculty/ksads-dsm-5-screener.pdf Schedule for Affective Disorders and Schizophrenia for School Age Children (K-SADS)] | Diagnostic Interview | 6-18 years | 18 PTSD items | |- | Anxiety Disorders Interview Schedule, Child Version (ADIS-C) | Diagnostic Interview | 7-17 years | 26 PTSD items | |- | Children’s Interview for Psychiatric Symptoms (ChIPS) |Diagnostic Interview |6 – 18 years |31 PTSD items | |- | Diagnostic Infant and Preschool Assessment (DIPA) |Diagnostic Interview | Age 6 and younger | 46 PTSD items | |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable ==[[Evidence based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for PTSD and list of process and outcome measures for PTSD. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === * Information coming soon === Outcome and severity measures === This table includes clinically significant benchmarks for PTSD specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice. * ''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="7" |'''Clinically significant change benchmarks with common instruments for PTSD''' |- | colspan="7" style="font-size:110%; text-align:center;" span |<b> Benchmarks Based on Published Norms</b> |- | rowspan="2" style="text-align:center;font-size:130%;" |<b> Measure</b> | colspan="3" style="text-align:center;font-size:130%" width="300" |<b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" |<b> Critical Change <br> (unstandardized scores)</b> |- | style="text-align:center;font-size:110%" |<b> A</b> | style="text-align:center;font-size:110%" |<b> B</b> | style="text-align:center;font-size:110%" |<b> C</b> | style="text-align:center;font-size:110%" |<b> 95%</b> | style="text-align:center;font-size:110%" |<b> 90%</b> | style="text-align:center;font-size:110%" |<b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | Primary Care PTSD Screen | style="text-align:center;" | 1.0 | style="text-align:center;" | 3.1 | style="text-align:center;" | 2.0 | style="text-align:center;" | 1.0 | style="text-align:center;" | .8 | style="text-align:center;" | .5 |- | rowspan="1" style="text-align:center;" | PTSD Checklist Scores | style="text-align:center;" | 28.8 | style="text-align:center;" | 40.8 | style="text-align:center;" | 34.9 | style="text-align:center;" | 4.6 | style="text-align:center;" | 3.8 | style="text-align:center;" | 2.3 |- | rowspan="1" style="text-align:center;" | Clinician Administered PTSD Scale | style="text-align:center;" | 28.8 | style="text-align:center;" | 40.8 | style="text-align:center;" | 34.9 | style="text-align:center;" | 8.3 | style="text-align:center;" | 7.0 | style="text-align:center;" | 4.2 |} === Treatment === * Please refer to the Wikipedia page on [[wikipedia:Posttraumatic_stress_disorder|PTSD]] for more information on available treatment for PTSD or go to the [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ Effective Child Therapy] page for for a curated resource on effective treatments for PTSD. {{collapse top| Click here for more information}} '''<big>Behavioral interventions</big>''' Recommended (have ''significant benefit'') <ref name=":0">Department of Veterans Affairs and Department of Defense. . (2010). VA/DoD clinical practice guidelines: management of post-traumatic stress. Washington, D.C.: Veterans Health Administration, Department of Defense.</ref>: # Brief Cognitive Behavioral Therapy (CBT; 4-5 sessions) #* This includes stress inoculation training, trauma-focused therapy including components of cognitive restructuring, Cognitive Processing Therapy (CPT), imaginal, virtual, and in-vivo exposure as in Prolonged Exposure psychotherapy (PE)² #* Patient education is recommended as part of psychotherapy for patients and family members # EMDR may help both acute and chronic PTSD, especially individuals who have trouble with prolonged exposure or have trouble verbalizing their trauma.<ref name=":1">Ursano, R. J., Bell, C., Eth, S., Friedman, M., Norwood, A., Pfefferbaum, B., . . . McIntyre, J. S. (2004). ''Practice guideline for the treatment of patients with acute stress disorder and posttraumatic stress disorder'': American Psychiatric Publ </ref> ## Long term gains require further study. Treatments with weaker evidence (have ''some benefit'') <ref name=":0" />: # Patient education, # Imagery rehearsal therapy, # Psychodynamic therapy, # Hypnosis, # Relaxation techniques, # and Group therapy. Treatment with ''unknown benefit'' <ref name=":0" />: # Web-based CBT, # Acceptance and commitment therapy, # and Dialectical Behavioral Therapy. <big>'''Medication'''</big> *SSRIs are more effective than placebo in treating PTSD.<ref name=":1" /> *There is no evidence to support a medication to prevent the development of PTSD.<ref name=":0" /> **Imipramine, propranolol, prazosin, other antidepressants, anticonvulsants, and atypical antipsychotics have ''unknown benefit.'' **Strongly recommend against the use of benzodiazepines² and typical antipsychotics since they have ''no benefit and potential harm.'' {{collapse bottom}} == '''External resources''' == === For professionals === * [http://www.som.uq.edu.au/ptsd Post Traumatic Stress Disorder Information Resource] from [http://www.uq.edu.au/ The University of Queensland School of Medicine] * [http://www.apa.org/ptsd-guideline/ APA practice parameters for assessment and treatment for PTSD (Updated 2017)] * [http://www.ptsd.va.gov/professional/index.asp Resources for professionals] from [http://www.ptsd.va.gov/index.asp VA National PTSD Center] * [https://www.integration.samhsa.gov/clinical-practice/trauma-informed SAMHSA's Trauma-Informed Care Resources and Training] * [https://www.integration.samhsa.gov/clinical-practice/trauma-informed SAMHSA's Resources on Intimate Partner Violence (IPV) for Clinicians, Patients, Families, and Organizations] === For caregivers === * [http://www.nctsn.org/sites/default/files/assets/pdfs/tips_for_parents_media_final.pdf Tips for parents on shooting media coverage] * [http://www.nctsn.org/sites/default/files/assets/pdfs/parents_guidelines_for_helping_teens_after_the_recent_attacks.pdf Parent guidelines to helping youths after a shooting] * [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_teens_with_traumatic_grief_caregivers_final.pdf Caregiver tips for helping teens with traumatic grief] * [http://www.nctsn.org/sites/default/files/assets/pdfs/10things_schoolage_ctg.pdf Caregiver tips for helping school-age children with traumatic grief] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ EffectiveChildTherapy.Org information on PTSD] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] === For educators === * [http://www.nctsn.org/sites/default/files/assets/pdfs/pfa_for_schools_appendix_a_teachers.pdf Teacher tips for providing psychological first aid] * [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_youth_after_community_violence_educators.pdf Educator tips for helping youths after a community trauma] === For public === * [https://complicatedgrief.columbia.edu/for-the-public/resources/ Resources for grief and loss] * [http://www.nctsn.org/sites/default/files/assets/pdfs/psychological_information_sheet_two_pager.pdf Psychological impacts of recent shootings] * [http://www.nctsn.org/sites/default/files/assets/pdfs/youth_journalists.pdf Tips to talking to youths about a shooting] * [http://www.nctsn.org/sites/default/files/assets/pdfs/talking_to_children_about_the_shooting.pdf Tips to talking to children about a shooting] * [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_young_children_heal_crisis.pdf Helping young children heal after a crisis] * [http://www.nctsn.org/content/psychological-first-aid-schoolspfa Psychological first aid for schools] * [http://www.nctsn.org/content/psychological-first-aid Resources and manuals on psychological first aid] * [http://www.ptsd.va.gov/public/index.asp Resources for the public] from [http://www.ptsd.va.gov/index.asp VA National PTSD Center] * [https://curlie.org/Health/Mental_Health/Disorders/Anxiety/Post-traumatic_Stress Posttraumatic stress disorder] at Curlie (based on DMOZ) =='''References'''== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] 9cz2w4k1238zvgzpkypa4az68ut1ql7 0 216855 2413950 2405296 2022-08-12T11:14:27Z Eyoungstrom 1933979 Changed figure caption wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{Wikipedia2|General Behavior Inventory}} {{contrib-major|Eyoungstrom}} The '''[[w:General Behavior Inventory (GBI)|General Behavior Inventory (GBI)]]''' is a questionnaire designed by Richard Depue and colleagues to measure [[w:Mania|manic]] and [[w:depression_(mood)|depressive]] symptoms in adults, as well as to assess for [[w:Cyclothymia|cyclothymic disorder]].<ref name=":1" /> It is one of the most widely used psychometric tests for measuring the severity of bipolar disorder in research, and it also can track the fluctuation of symptoms over time. The GBI was first designed for use with adults; however, it has been adapted into versions that allow parents to rate their children. Multiple short versions are available that are often more convenient to use. Current versions include the original full length GBI (self-report), the '''Parent GBI (P-GBI)''', the '''Parent GBI-10-item Mania Scale (P-GBI-10M)''' and two '''Parent GBI-10-item Depression Scales (Form A & B)''', and the '''7 Up-7 Down Inventory''', as well as a '''Sleep''' scale. A version was tested as a teacher-report version, but it proved not to be practical for general use.<ref>{{Cite journal|last1=Youngstrom|first1=Eric A.|last2=Joseph|first2=Megan F.|last3=Greene|first3=Jamelle|date=2008|title=Comparing the psychometric properties of multiple teacher report instruments as predictors of bipolar disorder in children and adolescents|journal=Journal of Clinical Psychology|volume=64|issue=4|pages=382–401|doi=10/cjbtds|issn=1097-4679}}</ref>[[File:C. Graham Ford coding General Behavior Inventory data.jpg|thumb|A research volunteer rebuilding a data table from a scatterplot in one of the first publications using the GBI]] == Access and Use == The General Behavior Inventory is free to use in both research and clinical work. Some of the short forms have been formally CC-BY-SA licensed. The original author, Richard Depue, asks that you contact him to let him know about the project (rad5@cornell.edu). The GBI has been translated into several languages (in short forms as well as full length, and parent as well as self-report); see the '''External Links''' section for a link to an extensive repository. Suggested citations are: ===== Self report, full length version ===== Depue, R. A., Slater, J. F., Wolfstetter-Kausch, H., Klein, D. N., Goplerud, E., & Farr, D. A. (1981). A behavioral paradigm for identifying persons at risk for bipolar depressive disorder: A conceptual framework and five validation studies. ''Journal of Abnormal Psychology, 90,'' 381-437. <nowiki>https://doi.org/10.1037/0021-843X.90.5.381</nowiki><ref>{{Cite journal|last=Depue|first=Richard A.|last2=Slater|first2=Judith F.|last3=Wolfstetter-Kausch|first3=Heidi|last4=Klein|first4=Daniel|last5=Goplerud|first5=Eric|last6=Farr|first6=David|date=1981|title=A behavioral paradigm for identifying persons at risk for bipolar depressive disorder: A conceptual framework and five validation studies.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/0021-843X.90.5.381|journal=Journal of Abnormal Psychology|language=en|volume=90|issue=5|pages=381–437|doi=10.1037/0021-843X.90.5.381|issn=1939-1846}}</ref> and if using specifically in teens: Danielson, C. K., Youngstrom, E. A., Findling, R. L., & Calabrese, J. R. (2003). Discriminative validity of the General Behavior Inventory using youth report. ''Journal of Abnormal Child Psychology, 31,'' 29-39. ===== Parent report about youth symptoms (full length version): ===== Youngstrom, E. A., Findling, R. L., Danielson, C. K., & Calabrese, J. R. (2001). Discriminative validity of parent report of hypomanic and depressive symptoms on the General Behavior Inventory. ''Psychological Assessment, 13,'' 267-276. ===== Teacher report (not recommended for clinical use): ===== Youngstrom, E. A., Joseph, M. F., & Greene, J. (2008). Comparing the psychometric properties of multiple teacher report instruments as predictors of bipolar disorder in children and adolescents. ''Journal of Clinical Psychology, 64,'' 382-401. <nowiki>http://dx.doi.org/10.1002/jclp.20462</nowiki><ref>{{Cite journal|last=Youngstrom|first=Eric A.|last2=Joseph|first2=Megan F.|last3=Greene|first3=Jamelle|date=2008-04|title=Comparing the psychometric properties of multiple teacher report instruments as predictors of bipolar disorder in children and adolescents|url=http://doi.wiley.com/10.1002/jclp.20462|journal=Journal of Clinical Psychology|language=en|volume=64|issue=4|pages=382–401|doi=10.1002/jclp.20462}}</ref> ===== Sleep scale ===== Meyers, O. I., & Youngstrom, E. A. (2008). A Parent General Behavior Inventory subscale to measure sleep disturbance in pediatric bipolar disorder. ''Journal of Clinical Psychiatry, 69,'' 840-843. <nowiki>https://doi.org/ej07m03594</nowiki> ===== 10 Item Mania and Depression forms ===== ====== Parent report ====== Youngstrom, E. A., Van Meter, A. R., Frazier, T. W., Youngstrom, J. K., & Findling, R. L. (2018). Developing and validating short forms of the Parent General Behavior Inventory Mania and Depression Scales for rating youth mood symptoms. ''Journal of Clinical Child & Adolescent Psychology.'' <nowiki>https://doi.org/https://doi.org/10.1080/15374416.2018.1491006</nowiki><ref>{{Cite journal|last=Youngstrom|first=Eric A.|last2=Van Meter|first2=Anna|last3=Frazier|first3=Thomas W.|last4=Youngstrom|first4=Jennifer Kogos|last5=Findling|first5=Robert L.|date=2020-03-03|title=Developing and Validating Short Forms of the Parent General Behavior Inventory Mania and Depression Scales for Rating Youth Mood Symptoms|url=https://www.tandfonline.com/doi/full/10.1080/15374416.2018.1491006|journal=Journal of Clinical Child & Adolescent Psychology|language=en|volume=49|issue=2|pages=162–177|doi=10.1080/15374416.2018.1491006|issn=1537-4416}}</ref> ====== Self report ====== Youngstrom, E. A., Perez Algorta, G., Youngstrom, J. K., Frazier, T. W., & Findling, R. L. (2020). Evaluating and Validating GBI Mania and Depression Short Forms for Self-Report of Mood Symptoms. Journal of Clinical Child & Adolescent Psychology, 1-17. ===== 7 Up-7 Down ===== Youngstrom, E. A., Murray, G., Johnson, S. L., & Findling, R. L. (2013). The 7 Up 7 Down Inventory: A 14-item measure of manic and depressive tendencies carved from the General Behavior Inventory. ''Psychological Assessment, 25,'' 1377-1383. <nowiki>https://doi.org/10.1037/a0033975</nowiki><ref>{{Cite journal|last=Youngstrom|first=Eric A.|last2=Murray|first2=Greg|last3=Johnson|first3=Sheri L.|last4=Findling|first4=Robert L.|date=2013|title=The 7 Up 7 Down Inventory: A 14-item measure of manic and depressive tendencies carved from the General Behavior Inventory.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0033975|journal=Psychological Assessment|language=en|volume=25|issue=4|pages=1377–1383|doi=10.1037/a0033975|issn=1939-134X|pmc=PMC3970320|pmid=23914960}}</ref> Note that the 7 Up has less content coverage, and small but significant differences in reliability and validity compared to the 10 item mania scale. Another practical (and sometimes ethical) consideration is that the 7 Down includes the suicidal ideation item, whereas the 10 item depression short forms do not ask about suicidal ideation. Other short forms have not been extensively published or replicated. == Scoring and interpretation == === GBI scoring === The current GBI questionnaire includes 73 Likert-type items which reflect symptoms of different moods, and six additional validity items at the end. The original version of the GBI used "case scoring" where items were coded as "threshold" or "not at threshold." Symptoms that were rated as 1 or 2 were considered to be absent and symptoms rated as 3 or 4 were considered to be present. However, Likert scaling would be a better scoring option. The items on the GBI are now scaled from 0-3 rated as 0 (never or hardly ever present), 1 (sometimes present), 2 (often present), and 3 (very often or almost constantly present).<ref name="ReferenceA">{{cite journal|last1=Findling|first1=RL|last2=Youngstrom|first2=EA|last3=Danielson|first3=CK|last4=DelPorto-Bedoya|first4=D|last5=Papish-David|first5=R|last6=Townsend|first6=L|last7=Calabrese|first7=JR|title=Clinical decision-making using the General Behavior Inventory in juvenile bipolarity.|journal=Bipolar disorders|date=February 2002|volume=4|issue=1|pages=34–42|pmid=12047493}}</ref> All versions that we are circulating now use the 0 to 3 anchors. The scoring for the self-report and parent report versions are the same for the full length, sleep, and 10 and 7 item short forms. The ''Depression Scale'' consists of the sum of items: 01, 03, 05, 06, 09, 10, 12, 13, 14, 16, 18, 20, 21, 23, 25, 26, 28, 29, 32, 33, 34, 36, 37, 39, 41, 44, 45, 47, 49, 50, 52, 55, 56, 58, 59, 60, 62, 63, 65, 67, 68, 69, 70, 71, 72, 73. The ''Hypomanic/Biphasic'' scale sums these items: 02, 04, 07, 08, 11, 15, 17, 19, 22, 24, 27, 30, 31, 35, 38, 40, 42, 43, 44, 46, 48, 51, 53, 54, 57, 61, 64, 66. (Note that Depue's scoring includes item 44 on both the depression and the hypomanic/biphasic scale). To compare scores to data offered by Youngstrom et al. (any publication), just add the items (if scored 0 to 3), or add the items and subtract the number of items on the scale (if scored 1 to 4). To compare scores to college student and adult data (published by Depue, Klein, and others), check carefully whether to use the 0/1 case scoring method versus a form of Likert scoring, as appropriate. === GBI Short Forms === [[File:Content mapping for GBI parcels onto the 7 Up-7 Down scales.png|thumb|The 7 Up-7 Down has relatively narrow content coverage]] There are several short forms that have been carved from the GBI. These include the 10-item mania and depression scales<ref>{{Cite journal|last1=Youngstrom|first1=E. A.|last2=Van Meter|first2=A.|last3=Frazier|first3=T. W.|last4=Youngstrom|first4=J. K.|last5=Findling|first5=R. L.|date=2018-07-24|title=Developing and Validating Short Forms of the Parent General Behavior Inventory Mania and Depression Scales for Rating Youth Mood Symptoms|journal=Journal of Clinical Child & Adolescent Psychology|pages=1–16|doi=10/gdvntr|issn=1537-4424 (Electronic) 1537-4416 (Linking)}}</ref>, as well as the 7-item versions (the 7 Up-7 Down scale)<ref>{{Cite journal|last1=Youngstrom|first1=E. A.|last2=Murray|first2=G.|last3=Johnson|first3=S. L.|last4=Findling|first4=R. L.|date=2013-12|title=The 7 Up 7 Down Inventory: A 14-item measure of manic and depressive tendencies carved from the General Behavior Inventory|journal=Psychological Assessment|volume=25|issue=4|pages=1377–83|doi=10/f5kp9c|issn=1939-134X (Electronic) 1040-3590 (Linking)}}</ref>, and a sleep scale<ref>{{Cite journal|last1=Meyers|first1=O. I.|last2=Youngstrom|first2=E. A.|date=2008-05|title=A Parent General Behavior Inventory subscale to measure sleep disturbance in pediatric bipolar disorder|journal=Journal of Clinical Psychiatry|volume=69|issue=5|pages=840–3|doi=ej07m03594 [pii]|issn=1555-2101 (Electronic)}}</ref>. For all of these, the score is simply the sum of the items. If these are given as standalone scales, the the 10 item scales are the sum of the ten items. If the 73-item version is given, then these are the items to extract for each short form: * ''Sleep'' (7 items): 5, 15, 18, 25, 31, 37, 52. * ''10 item Mania'': 53, 54, 4, 11, 22, 40, 27, 19, 64, 31. * ''10 item Depression Form A'': 3, 45, 68, 16, 56, 13, 5, 20, 50, 59. * ''10 item Depression Form B'': 34, 14, 63, 72, 62, 9, 23, 6, 32, 18). * ''7 Down'': 23, 34, 63, 47, 56, 62, 73. * ''7 Up'': 22, 31, 30, 64, 43, 46, 38. [[File:Content mapping for GBI parcels--10 item Mania and Depression forms.png|thumb|The 10 item short forms cover more facets of mood symptoms]] * ''Hypomania'' (Depue's scoring): 4, 7, 8, 11, 15, 17, 22, 27, 30, 31, 38, 42, 43, 44, 46, 51, 54, 57, 61, 64, 66. * ''Mixed'' (Depue's scoring): 2, 19, 24, 35, 40, 48, 53). Note that researchers have used other sets of items as short forms. A sortable table below shows the overlap between items across the different forms, along with the item content: Additional research versions: * ''LAMS 12 Item'' self report: 52, 40, 44, 59, 19, 29 (factor 1); 11, 7, 31, 38, 22, 4 (factor 2). * Lewinsohn used a 12 item version in the Oregon epidemiological study: '''4''', 8, '''11''', 15, 30, 44, 51, '''64''' (all from Depue's hypomanic set); 2, '''19''', 24, 48 (from Depue's mixed set). Boldfaced items overlap with the 10M scale and could be used in a calibration study. * Jensen et al. rationally derived a 7 item impulsive aggression scale: 27, 42, 44, 51, 14, 39, 53, 54. {| class="wikitable sortable mw-collapsible mw-collapsed" |- !'''Item #''' !'''Variable''' !'''Depue 2 scale''' !'''Depue 3 scale''' !'''7Up-7D''' !'''Sleep''' !'''10 item Forms''' !LAMS 12 !Impulsive Aggression !'''Parcel''' !'''Parcel Label''' !'''Content''' |- |22 |agbi22 |HB |hyp |u | |M |F2 | |4 |elated mood |Has your child had periods of extreme happiness and intense energy lasting several days or more when he/she also felt much more anxious or tense (jittery, nervous, uptight) than usual (other than related to the menstrual cycle)? |- |31 |agbi31 |HB |hyp |u |sleep |M |F2 | |4 |elated mood |Has your child had periods of extreme happiness and intense energy (clearly more than his/her usual self) when, for several days or more, it took him/her over an hour to get to sleep at night? |- |64 |agbi64 |HB |hyp |u | |M | | |7 |racing thoughts, cog disturb (up) |Has your child had times when his/her thoughts and ideas came so fast that he/she couldn’t get them all out, or they came so quickly others complained that they couldn’t keep up with your child ideas? |- |4 |agbi04 |HB |hyp | | |M |F2 | |3 |Increased energy |Has your child experienced periods of several days or more when, although he/she was feeling unusually happy and intensely energetic (clearly more than your child’s usual self), he/she was also physically restless, unable to set still, and had to keep moving or jumping from one activity to another? |- |11 |agbi11 |HB |hyp | | |M |F2 | |5 |high drive |Have there been periods of several days or more when your child’s friends or other family members told you that your child seemed unusually happy or high – clearly different from his/her usual self or from a typical good mood? |- |19 |agbi19 |HB |mix | | |M |F1 | |2 |Mood never in middle |Has your child’s mood or energy shifted rapidly back and forth from happy to sad or high to low? |- |27 |agbi27 |HB |hyp | | |M | |ImpAgg |6 |rage, manic irritability |Have there been times of several days or more when, although your child was feeling unusually happy and intensely energetic (clearly more than his/her usual self), he/she also had to struggle very hard to control inner feelings of rage or an urge to smash or destroy things? |- |40 |agbi40 |HB |mix | | |M |F1 | |2 |Mood never in middle |Have you found that your child’s feelings or energy are generally up or down, but rarely in the middle? |- |53 |agbi53 |HB |mix | | |M | |ImpAgg |2 |Mood never in middle |Has your child had periods lasting several days or more when he/she felt depressed or irritable, and then other periods of several days or more when he/she felt extremely high, elated, and overflowing with energy? |- |54 |agbi54 |HB |hyp | | |M | |ImpAgg |6 |rage, manic irritability |Have there been periods when, although your child was feeling unusually happy and intensely energetic, almost everything got on his/her nerves and make him/her irritable or angry (other than related to the menstrual cycle? |- |23 |agbi23 |dep |dep |d | |Db | | |9 |feels sad |Have there been times of several days or more when your child was so sad that it was quite painful for him/her, or he/she felt that he/she couldn’t stand it? |- |34 |agbi34 |dep |dep |d | |Db | | |18 |rumination(?) |Over the past year, have there been long periods in your child’s life when he/she felt sad, depressed, or irritable most of the time? |- |62 |agbi62 |dep |dep |d | |Db | | |10 |hopeless, low self-esteem |Has your child had periods when it seemed that the future was hopeless and things could not improve? |- |63 |agbi63 |dep |dep |d | |Db | | |9 |feels sad |Have there been periods lasting several days or more when your child was so down in the dumps that he/she thought he/she might never snap out of it? |- |6 |agbi06 |dep |dep | | |Db | | |20 |tearful, sad appearance |Have people said that your child looked sad or lonely? |- |9 |agbi09 |dep |dep | | |Db | | |11 |loss of interest |Have there been periods lasting several days or more when your child lost almost all interest in people close to him/her and spent long times by himself/herself? |- |14 |agbi14 |dep |dep | | |Db | |ImpAgg |15 |dep irritable mood |Has your child had periods of sadness and depression when almost everything gets on his/her nerves and makes him/her irritable or angry (other than related to the menstrual cycle)? |- |18 |agbi18 |dep |dep | |sleep |Db | | |19 |atypical dep features |Have there been times of several days or more when your child was so tired and worn out that it was very difficult or even impossible to do his/her normal everyday activities (not including times of intense exercise, physical illness, or heavy work schedules)? |- |32 |agbi32 |dep |dep | | |Db | | |18 |rumination |Over the past year, have there been times when your child looked back over his/her life and could see only failures or hardships? |- |72 |agbi72 |dep |dep | | |Db | | |18 |rumination |Have there been periods of time when your child felt a persistent sense of gloom? |- |56 |agbi56 |dep |dep |d | |Da | | |10 |hopeless, low self-esteem |Have there been times of several days or more when your child really got down on himself/herself and felt worthless? |- |3 |agbi03 |dep |dep | | |Da | | |9 |feels sad |Has your child become sad, depressed, or irritable for several days or more without really understanding why? |- |5 |agbi05 |dep |dep | |sleep |Da | | |14 |sleep disturb (dep) |Have there been periods of several days or more when your child felt he/she needed more sleep, even though he/she slept longer at night or napped more during the day (not including times of exercise, physical illness, or heavy work schedules)? |- |13 |agbi13 |dep |dep | | |Da | | |11 |loss of interest |Have there been times when your child lost almost all interest in the things that he/she usually likes to do (such as hobbies, school, work, entertainment)? |- |16 |agbi16 |dep |dep | | |Da | | |17 |somatic sx (appetite & sleep) |Has your child had long periods in which he/she felt that he/she couldn’t enjoy life as easily as other people? |- |20 |agbi20 |dep |dep | | |Da | | |18 |rumination |Have there been periods lasting several days or more when your child spent much of his/her time brooding about unpleasant things that have happened? |- |45 |agbi45 |dep |dep | | |Da | | |9 |feels sad |Over the past year, have there been times of several days or more when your child was so down that nothing (not even friends or good news) could cheer him/her up? |- |50 |agbi50 |dep |dep | | |Da | | |16 |excess guilt & paranoia |Has your child had sad and depressed periods lasting several days or more when he/she also felt much more anxious or tense (jittery, nervous, uptight) than usual (other than related to the menstrual cycle)? |- |59 |agbi59 |dep |dep | | |Da |F1 | |12 |low energy/anhedonia |Have there been periods of several days or more when your child was slowed down and couldn’t move as quickly as usual? |- |68 |agbi68 |dep |dep | | |Da | | |19 |atypical dep features |Has your child had long periods when he/she was down and depressed, interrupted by brief periods when his/her mood was normal or slightly happy? |- |30 |agbi30 |HB |hyp |u | | | | |4 |elated mood |Have there been times lasting several days or more when your child felt he/she must have lots of excitement, and he/she actually did a lot of new or different things? |- |38 |agbi38 |HB |hyp |u | | |F2 | |8 |grandiosity |Has your child had periods of extreme happiness and high energy lasting several days or more when what your child saw, heard, smelled, tasted, or touched seemed vivid or intense? |- |43 |agbi43 |HB |hyp |u | | | | |8 |grandiosity |Have there been periods of several days or more when your child’s thinking was so clear and quick that it was much better than most other people’s? |- |46 |agbi46 |HB |hyp |u | | | | |8 |grandiosity |Have there been times of several days or more when your child felt that he/she was a very important person or that his/her abilities or talents were better than most other people’s? |- |47 |agbi47 |dep |dep |d | | | | |10 |hopeless, low self-esteem |Have there been times when your child hated himself/herself or felt that he/she was stupid, ugly, unlovable, or useless? |- |73 |agbi73 |dep |dep |d | | | | |10 |hopeless, low self-esteem |Have there been times when your child felt that he/she would be better off dead? |- |1 |agbi01 |dep |dep | | | | | |13 |cog disturb (dep) |Have there been periods in your child’s life over the past year when it was almost impossible to make small decisions even though this may not be generally true of him/her? |- |2 |agbi02 |HB |mix | | | | | |1 |Extremes  of Mood & Energy |Have you found your child’s enjoyment in being with people changes -- from times when he/she enjoys them immensely and wants to be with them all the time, to times when he/she does not want to see them at all? |- |7 |agbi07 |HB |hyp | | | |F2 | |3 |Increased energy |Have there been periods of several days or more when your child was almost constantly active such that others told you they couldn’t keep up with him/her or that he/she wore them out? |- |8 |agbi08 |HB |hyp | | | | | |7 |racing thoughts, cog disturb (up) |Have there been periods of several days or more when your child could not keep his/her attention on any one thing for more than a few seconds, and his/her mind jumped rapidly from one thought to another or to things around him/her? |- |10 |agbi10 |dep |dep | | | | | |11 |loss of interest |Has your child had periods of several days or more when food seemed rather flavorless and he/she didn’t enjoy eating at all? |- |12 |agbi12 |dep |dep | | | | | |13 |cog disturb (dep) |Have there been times when your child’s memory or concentration seemed especially poor and he/she found it difficult, for example, to read or follow a TV program, even though he/she tried? |- |15 |agbi15 |HB |hyp | |sleep | | | |3 |Increased energy |Have there been times of several days or more when your child did not feel the need for sleep and was able to stay awake and alert for much longer than usual because he/she was full of energy? |- |17 |agbi17 |HB |hyp | | | | | |5 |high drive |Has your child had periods of several days or more when he/she wanted to be with people so much of the time that they asked your child to leave them alone for awhile? |- |21 |agbi21 |dep |dep | | | | | |12 |low energy/anhedonia |Have there been times when your child felt that he/she was physically cut off from other people or from himself/herself, or felt as if he/she was in a dream, or felt that the world looked different or had changed in some way? |- |24 |agbi24 |HB |mix | | | | | |1 |Extremes  of Mood & Energy |Have you found that your child’s enjoyment in eating changes – from periods of two or more days when food tastes exceptionally good, clearly better than usual, to other periods of several days or more when food seems rather flavorless and perhaps your child doesn’t enjoy eating at all? |- |25 |agbi25 |dep |dep | |sleep | | | |14 |sleep disturb (dep) |Have there been times of several days or more when your child wakes up much too early in the morning and has problems getting back to sleep? |- |26 |agbi26 |dep |dep | | | | | |19 |atypical dep features |Has your child had periods when he/she was so down that he/she found it hard to start talking or that talking took too much energy? |- |28 |agbi28 |dep |dep | | | | | |20 |tearful, sad appearance |Have there been periods other than when your child was physically ill that he/she had more than one of the following: |- |29 |agbi29 |dep |dep | | | |F1* | |16 |excess guilt & paranoia |Has your child experienced periods of several days or more when he/she was feeling down and depressed, and he/she also was physically restless, unable to sit still, and had to keep moving or jumping from one activity to another? |- |33 |agbi33 |dep |dep | | | | | |12 |low energy/anhedonia |Has your child experienced times of several days or more when he/she felt as if he/she was moving in slow motion? |- |35 |agbi35 |HB |mix | | | | | |1 |Extremes  of Mood & Energy |Has it seemed that your child experiences both pleasurable and painful emotions more intensely than other people? |- |36 |agbi36 |dep |dep | | | | | |16 |excess guilt & paranoia |Have there been periods of several days or more when your child felt guilty and thought he/she deserved to be punished for something he/she had or had not done? |- |37 |agbi37 |dep |dep | |sleep | | | |14 |sleep disturb (dep) |Has your child had times of several days or more when he/she woke up frequently or had trouble staying asleep during the middle of the night? |- |39 |agbi39 |dep |dep | | | | |ImpAgg |15 |dep irritable mood |Have there been times when your child was feeling low and depressed, and he/she also had to struggle very hard to control inner feelings of rage or an urge to smash or destroy things? |- |41 |agbi41 |dep |dep | | | | | |13 |cog disturb (dep) |Has your child had periods of several days or more when it was difficult or almost impossible to think and his/her mind felt sluggish, stagnant, or “dead”? |- |42 |agbi42 |HB |hyp | | | | |ImpAgg |5 |high drive |Have there been times when your child had a strong urge to do something mischievous, destructive, risky, or shocking? |- |44 |agbi44 |dep |dep | | | |F1 |ImpAgg |6 |rage, manic irritability |Have there been times when your child exploded at others and afterwards felt bad about himself/herself? |- |48 |agbi48 |HB |mix | | | | | |1 |Extremes  of Mood & Energy |Have you found that your child’s thinking changes greatly – that there are periods of several days or more when he/she thinks better than most people, and other periods when his/her mind doesn’t work well at all? |- |49 |agbi49 |dep |dep | | | | | |12 |low energy/anhedonia |Have there been times of a day or more when your child had no feelings or emotions and seemed cut off from other people? |- |51 |agbi51 |HB |hyp | | | | | |5 |high drive |Have there been times when your child has done things – like perhaps driving recklessly, taking a trip on the spur of the moment, creating a public disturbance, being more sexually active than usual, getting into fights, destroying property, or getting into trouble with the law – which he/she later thought showed poor judgment? |- |52 |agbi52 |dep |dep | |sleep | |F1 | |14 |sleep disturb (dep) |Has your child had periods of sadness and depression when, for several days or more, it took him/her over an hour to get to sleep at night, even though he/she was very tired? |- |55 |agbi55 |dep |dep | | | | | |15 |dep irritable mood |Have there been times when upsetting or bad thoughts kept going through your child’s mind and he/she couldn’t stop them? |- |57 |agbi57 |HB |hyp | | | | | |7 |racing thoughts, cog disturb (up) |Have there been times when your child had blank spells in which his/her activities were interrupted, and he/she did not know what was going on around him/her? |- |58 |agbi58 |dep |dep | | | | | |19 |atypical dep features |Has your child had sad and depressed periods of several days or more, interrupted by periods lasting between an hour to a day when he/she felt extremely happy and intensely energetic? |- |60 |agbi60 |dep |dep | | | | | |17 |somatic sx (appetite & sleep) |Has your child experienced weight changes (increases, decreases, or both) of five (5) pounds or more in short periods of time (three weeks or less), not including changes due to physical illness, menstruation, exercise, or dieting? |- |61 |agbi61 |HB |hyp | | | | | |8 |grandiosity |Have there been periods of a couple days or more when your child’s sexual feelings and thoughts were almost constant, and he/she couldn’t think about anything else? |- |65 |agbi65 |dep |dep | | | | | |17 |somatic sx (appetite & sleep) |Have there been times of several days or more when your child felt very down and depressed during the early part of the day, but then less so during the evening? |- |66 |agbi66 |HB |hyp | | | | | |4 |elated mood |Have then been times when your child began many new activities with lots of enthusiasm and then found himself/herself quickly losing interest in them? |- |67 |agbi67 |dep |dep | | | | | |17 |somatic sx (appetite & sleep) |Have you found that your child’s mood consistently follows the seasons, where he/she has long periods of depression during the winter but mostly happy periods during the summer? |- |69 |agbi69 |dep |dep | | | | | |20 |tearful, sad appearance |Have there been times of several days or more when your child has struggled to control an urge to cry, has had frequent crying spells, or found himself/herself crying without really understanding why (other than related to the menstrual cycle)? |- |70 |agbi70 |dep |dep | | | | | |11 |loss of interest |Have there been times of several days or more when almost all sexual interest was lost? |- |71 |agbi71 |dep |dep | | | | | |16 |excess guilt & paranoia |Has your child found himself/herself at times feeling fearful or suspicious or his/her environment or people around him/her? | |} ==== Reliability ==== For all versions of the GBI, the full length scales have exceptionally high internal consistency reliability. This is due to a combination of the scale length (28 or 46 items) and the items asking about related symptoms, often in blends. The length of the scales and the high reading level make them less useful in many clinical settings. Item Response Theory (IRT) provides a different way of estimating the reliability of test scores that is not tied to the length of the scale. The IRT approach also has the advantage of seeing how reliable scores are across the range of the underlying trait. For the GBI, IRT would show whether the reliability stays at acceptable levels even at low levels of depression or manic symptoms (as would often be seen if using the scale in a general community setting or screening), as well as at the high end of mood symptom severity (as might be encountered in a hospital). These figures compare the reliability for several of the short forms based on self report (i.e., teenagers using the GBI to describe themselves). {| class="wikitable" |+ Item Response Theory (IRT) estimates of reliability for self-report on the GBI !10 Item Short Forms !7 Item Short Forms |- ![[File:Reliability of the GBI Depression 10 item Mania scale, based on Item Response Theory.png|thumb]] ![[File:Reliability of the 7 Up mania form based on Item Response Theory.png|thumb]] |- |[[File:Reliability of the GBI Depression 10 item form A, based on Item Response Theory.png|thumb]] |[[File:Reliability of the 7 Down depression form based on Item Response Theory.png|thumb]] |- |[[File:Reliability of the GBI Depression 10 item form B, based on Item Response Theory.png|thumb]] | |} === The GBI or P-GBI for assessing the probability of mood disorders === The diagnostic accuracy of the test depends on the base rate of disorders for your sample. The positive and negative predictive value are directly influenced by base rate. However, the sensitivity and specificity of a test also can vary from sample to sample (Kraemer, 1992). For this reason, the cut scores published in any article cannot be assumed to be equally valid in new contexts. Please refer to the GBI Manual (available from Depue) and the monograph published in the ''Journal of Abnormal Psychology,<ref name=":1">{{Cite journal|last1=Depue|first1=Richard A.|last2=Slater|first2=J. F.|last3=Wolfstetter-Kausch|first3=H.|last4=Klein|first4=Daniel N.|last5=Goplerud|first5=E.|last6=Farr|first6=D. A.|date=1981|title=A behavioral paradigm for identifying persons at risk for bipolar depressive disorder: A conceptual framework and five validation studies|journal=Journal of Abnormal Psychology|volume=90|issue=5|pages=381–437|doi=10/dcr7nc|issn=KSL}}</ref>'' for additional information about the measure. Two meta-analyses have included the GBI, one in youths under age 18,<ref name=":2">{{Cite journal|last1=Youngstrom|first1=Eric A.|last2=Genzlinger|first2=Jacquelynne E.|last3=Egerton|first3=Gregory A.|last4=Van Meter|first4=Anna R.|date=2015|title=Multivariate meta-analysis of the discriminative validity of caregiver, youth, and teacher rating scales for pediatric bipolar disorder: Mother knows best about mania|journal=Archives of Scientific Psychology|volume=3|issue=1|pages=112–137|doi=10/gf6zrb|issn=2169-3269}}</ref> and the other as a self-report measure in adults.<ref name=":3">{{Cite journal|last1=Youngstrom|first1=E. A.|last2=Egerton|first2=G. A.|last3=Genzlinger|first3=J.|last4=Freeman|first4=L. K.|last5=Rizvi|first5=S. H.|last6=Van Meter|first6=A.|date=2018-02-01|title=Improving the global identification of bipolar spectrum disorders: Meta-analysis of the diagnostic accuracy of checklists|journal=Psychological Bulletin|volume=144|pages=315–342|doi=10/gc9fzw|issn=1939-1455 (Electronic) 0033-2909 (Linking)}}</ref> The GBI was in the top tier of measures in terms of diagnostic accuracy in both meta-analyses. However, the short forms have not had their diagnostic accuracy published in adult samples (i.e., all published work used the 73 item version).<ref>{{Cite journal|last1=Youngstrom|first1=E. A.|last2=Murray|first2=G.|last3=Johnson|first3=S. L.|last4=Findling|first4=R. L.|date=2013-12|title=The 7 Up 7 Down Inventory: A 14-item measure of manic and depressive tendencies carved from the General Behavior Inventory|journal=Psychological Assessment|volume=25|issue=4|pages=1377–83|doi=10/f5kp9c|issn=1939-134X (Electronic) 1040-3590 (Linking)}}</ref> Bipolar disorder is rare in most clinical settings (e.g., prevalence of less than 10% in outpatient and private practices, and 2-4% in the general population).<ref>{{Cite journal|last1=Merikangas|first1=Kathleen R.|last2=Pato|first2=Michael|date=2009|title=Recent developments in the epidemiology of bipolar disorder in adults and children: Magnitude, correlates, and future directions|journal=Clinical Psychology: Science and Practice|volume=16|issue=2|pages=121–133|doi=10/bdj38s|issn=1468-2850}}</ref> Because of the low “base rate,” most people scoring high on any screening test are likely to '''not''' have the condition.<ref name=":4">{{Cite book|title=Evidence-based medicine: How to practice and teach EBM|last1=Straus|first1=Sharon E.|last2=Glasziou|first2=Paul|last3=Richardson|first3=W. Scott|last4=Haynes|first4=R. Brian|date=2011|publisher=Churchill Livingstone|edition=4th|location=New York, NY}}</ref> Put another way, the “false positives” will outnumber the “true positives” in most situations unless bipolar disorder is fairly common where one is using the test. [[File:Probability nomogram -- useful for combining probability and new information that changes odds, as used in Evidence-Based Medicine and Evidence-Based Assessment 01.pdf|thumb|Nomogram for combining likelihood ratios and probabilities]] The preferred method for using these tools would be to focus on the change in likelihood of a bipolar diagnosis based on high and low scores. Low scores on a good test decrease the odds that a given youth has a bipolar disorder, just as high scores should increase the odds. It is possible to formally combine (1) the change in odds associated with a test score and (2) the prior probability that the youth had a bipolar diagnosis to obtain a new estimate of the probability that the child has bipolar disorder. This can be done visually (using a “[[w:Nomogram|nomogram]]”), mathematically,<ref>{{Cite journal|last=Webb|first=M.P.K.|last2=Sidebotham|first2=D.|date=2020|title=Bayes' formula: a powerful but counterintuitive tool for medical decision-making|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7808025/|journal=BJA Education|volume=20|issue=6|pages=208–213|doi=10.1016/j.bjae.2020.03.002|issn=2058-5349|pmc=7808025|pmid=33456952}}</ref> by use of a table containing the posterior probabilities for a fixed prevalence, or using an online calculator.<ref>{{Cite web|url=http://psych.fullerton.edu/mbirnbaum/bayes/bayescalc.htm|title=Bayesian Calculator|website=psych.fullerton.edu|access-date=2021-10-14}}</ref> There are several excellent sources for clinicians who are interested in learning more about using changes in odds as a way of refining diagnosis,<ref name=":4" /> including the [[Evidence based assessment/Prediction phase|Prediction]] section in the materials about Evidence Based Assessment on Wikiversity. The changes in odds (or diagnostic likelihood ratios) associated with scores on six different tests (the P-GBI, the P-YMRS, the Achenbach CBCL, TRF, and YSR, and the self-report GBI) based on a large sample of outpatients,<ref>{{Cite journal |last1=Youngstrom |first1=E. A. |last2=Findling |first2=R. L. |last3=Calabrese |first3=Joseph R. |last4=Gracious |first4=B. L. |last5=Demeter |first5=C. |last6=DelPorto Bedoya |first6=D. |last7=Price |first7=Megan |date=2004 |title=Comparing the diagnostic accuracy of six potential screening instruments for bipolar disorder in youths aged 5 to 17 years |journal=Journal of the American Academy of Child & Adolescent Psychiatry |volume=43 |pages=847–858 |doi=10/fqjsq6 }}</ref> and an update based a more recent review is available.<ref name=":0">{{Cite book |title=Assessment of Disorders in Childhood and Adolescence |last1=Youngstrom |first1=Eric A. |last2=Morton |first2=Emma |last3=Murray |first3=Greg |date=2020 |publisher=Guilford Press |isbn=978-1-4625-3898-0 |editor=Eric A. Youngstrom |editor2=Mitchell J. Prinstein |editor3=E. J. Mash |editor4=R. Barkley |edition=5th |location=New York, NY |chapter=Bipolar disorder }}</ref> We also are including a table here that is based on these likelihood ratios, estimating the probability that a child has bipolar disorder assuming a base rate of 5% in combination with a test score in the particular range. We chose the 5% base rate estimate for three reasons: (1) because other colleagues are estimating that 5% of the youths evaluated at outpatient academic research centers meet criteria for a bipolar spectrum disorder (e.g., 6-7% of outpatient cases evaluated in the TEAM multi-site NIMH grant; Geller et al., 2002); (2) because 5% is low enough to serve as a reminder that bipolar disorder is likely to be rare in community mental health, outpatient, and private practice settings, yet high enough to act as a reminder that the disorder can occur and should be assessed; (3) because a 5% base rate will be reduced to negligible probabilities by low or moderate scores on good tests, and raised to intermediate probabilities (30% to 50% range) by high scores on the same tests. If bipolar disorder is substantially more rare or more common at your site than 5%, we strongly recommend using a rate compared to [[Evidence based assessment/Bipolar disorder in youth (assessment portfolio)#Base rates of PBD in different clinical settings and populations|benchmarks from similar settings]] as the starting point. <br /> {| class="wikitable" |+Teenager or young adult filling out a version of GBI about themselves |Target Diagnosis: |Bipolar |Bipolar |Bipolar |Any Mood |- |Scale |MDQ |GBI-10M |7 Up |GBI-10Da |- |Shortest |12 |10 |7 |10 |- |Reading Level^a |7.3 |11.1 |11.1 |11.1 |- |Languages |13+ |25+ |4+ |25+ |- |Projected ''d'' |.40 |.43 |.36 | |- |Projected AUC (95% ''CI'') |.61 (.54 to .67) |.62 (.58 to .67) |.60 (.56 to .65) |.66 (.62 to .70) |- |Sensitivity at Specificity=.9 |.20 |.22 |.20 |.23 |- |DiLR+ |2.0 raw 9+ |2.2 raw 19+ |2.0 raw 11+ |2.3 raw 16+ |- |Time Frame |Lifetime |Past year |Past year |Past year |} ^a[[w:Flesch–Kincaid readability tests|Flesch-Kincaid]] estimate of grade level. {| class="wikitable" |+Parent or primary caregiver using GBI to describe their youth's mood symptoms |Target Diagnosis: |Bipolar |Bipolar |Bipolar |Any Mood |- |Scale |PGBI-10M |CMRS |FIRM |PGBI-10Da |- |Length (items) |10* |10* |1/2 page |10* |- |Reading Level^a |11.1 |6.5 |7.6 |11.1 |- |Languages |25+ |5 |2 |25+ |- |Projected ''d'' |1.30 |.87 |.47 |1.30 |- |Projected AUC (95% ''CI'') |.82 (.80 to .84) |.73 (.66 to .80) |.63 (.54 to .72) |.82 (.80 to .84) |- |Sensitivity at Specificity=.9 |.47 |.21 |.28 |.52 |- |DiLR+ |4.7 raw 15.5+ |2.1 raw 12+ |2.8 raw 8+ |5.2 raw 10+ |- |Time Frame |Past year |Lifetime |Lifetime (family history) |Past year |} === Using the GBI to measure treatment response === The GBI has been used in several treatment studies, and it shows good sensitivity to treatment effects. The 10 item versions in particular are brief enough to be repeated during the course of treatment, but show similar effect sizes to interview-based ratings in research studies.<ref>{{Cite journal|last=Youngstrom|first=Eric|last2=Zhao|first2=Joan|last3=Mankoski|first3=Raymond|last4=Forbes|first4=Robert A.|last5=Marcus|first5=Ronald M.|last6=Carson|first6=William|last7=McQuade|first7=Robert|last8=Findling|first8=Robert L.|date=2013-03|title=Clinical Significance of Treatment Effects with Aripiprazole versus Placebo in a Study of Manic or Mixed Episodes Associated with Pediatric Bipolar I Disorder|url=http://www.liebertpub.com/doi/10.1089/cap.2012.0024|journal=Journal of Child and Adolescent Psychopharmacology|language=en|volume=23|issue=2|pages=72–79|doi=10.1089/cap.2012.0024|issn=1044-5463|pmc=PMC3696952|pmid=23480324}}</ref> The 7 Up-7 Down scales have not been tested in an extracted, standalone format in treatment studies yet. Here are benchmarks for evaluating change during treatment:<ref name=":0" /> {| class="wikitable" | | colspan="3" |'''Benchmarks*''' | colspan="3" |'''Critical Change''' '''(Raw Scores)''' |'''[[w:Minimal important difference|Minimal Important Difference]]''' |- |'''Measure''' |''Away'' |''Back'' |''Closer'' |''95%'' |''90%'' |''SE_difference'' |''(MID)'' ''d ~.5'' |- |'''PGBI-10M^a''' |1 |9 |6 |6 |5 |3.2 |3 |- |'''PGBI-10Da^a''' |<nowiki>--</nowiki> |7 |4 |6 |5 |3.0 |3 |- |'''PGBI-10Db^a''' |<nowiki>--</nowiki> |7 |4 |6 |5 |2.9 |3 |- |'''AGBI-10M^c''' |<nowiki>--</nowiki> |14 |7 |6 |5 |3.1 |3 |- |'''AGBI-10Da^c''' |<nowiki>--</nowiki> |18 |7 |6 |5 |3.2 |3 |- |'''AGBI-10Db^c''' |<nowiki>--</nowiki> |16 |7 |6 |5 |2.9 |4 |- |'''7 Up^c''' |<nowiki>--</nowiki> |8 |4 |4 |4 |2.2 |3 |- |'''7 Down^c''' |'''--''' |'''12''' |'''5''' |'''5''' |'''4''' |'''2.3''' |3 |} <nowiki>*</nowiki>The benchmarks are based on clinical and nonclinical norms, following the "[[w:Clinical significance|clinically significant]] change" model by Jacobson and colleagues. ==== Interpretive example for measuring treatment progress and outcome ==== Juan's mother fills out a PGI-10M and PGBI-10Da as part of an evaluation. Both of these have raw scores that range from 0 to 30. Juan initially scores a 21, which is in a high risk range for potential bipolar disorder. After the feedback and first therapy session, the score comes down to a 17 (4 point drop). This is larger than the "Minimally Important Difference" ('''MID''') of 3, suggesting that this is large enough for the person to believe that treatment might be helping some. However, the amount of change needed to be be confident that treatment is actually contributing to reliable change would need to be larger: The '''95% confidence in change''' target is 6 points for this measure (equating to a '''reliable change index''' > 1.96 in Jacobson's approach). After several months of treatment, Juan's score according to his mother's report is down to a 7. This is enough to be confident that treatment is helping. The 14 point reduction (21-7 = 14 point difference) not only exceeds the targets for MID and reliable change, but it also is lower than the "'''Back'''" into the normal range threshold of 9. The Back threshold is the 95th percentile for a reference group without bipolar disorder (in this case often with other mild or moderate clinical issues, as there is no nonclinical standardization sample for the PGBI, like most clinical symptom assessments). Scores this high are likely to still be noticeable and may be concerning to others, but they are also within the range of what could also occur for other reasons besides having a bipolar disorder, including problems in daily living as a youth or adult. The Back threshold is the most liberal of the "clinically significant change" definitions proposed by Jacobson and colleagues. Reducing the score to a 6 or lower would satisfy Jacobson's "'''Closer'''" definition -- reliable change combined with a score more typical of the nonbipolar than bipolar reference groups (operationally defined as the weighted mean of the two groups). Again, scores of 5-6 may be noticeable and sometimes irritating, but they also are a marked improvement compared to where Juan started. This would be an even more impressive example of clinically significant change. If treatment continued and succeeded in getting his score down to a 0 or 1, that would not only show near complete elimination of the symptoms, but it also would satisfy Jacobson's most stringent definition of clinically significant change -- getting the score '''Away''' from the clinical reference group (e.g., below the 2.5th percentile of the clinical reference group). This is an exceptionally stringent definition, and impossible to achieve with many outcome measures, where two SDs below average would require negative raw scores. <br /> == Evidence Base == === Peer Reviewed Research === The first paper published on the GBI was in 1981,<ref name=":1" /> and research has appeared steadily since then. The GBI consistently has exceptional evidence of reliability, due to its combination of length and well-written (but complex) items. It has showed excellent evidence of discriminative validity in two meta-analyses, one focused on self-report in adults<ref name=":3" /> and the other looking at performance with children and teenagers.<ref name=":2" /> Miller et al. (2009) noted, in their review of assessment instruments for adult bipolar spectrum disorders: <blockquote>As a diagnostic screening tool, the scale with the best support is the GBI, as it has consistently demonstrated sensitivity of approximately .75 and specificity above .97. Readers should be cautious, however, because multiple versions of the scale exist, and cutoffs for a positive screen have not been firmly established.<ref>Christopher J. Miller, Sheri L. Johnson, and Lori Eisner, "Assessment Tools for Adult Bipolar Disorder," ''Clinical Psychology: Science and Practice'' 16, no. 2 (2009): 192–193. <nowiki>https://doi.org/10.1111/j.1468-2850.2009.01158.x</nowiki></ref></blockquote> '''''PubMed Search:''''' Click [https://www.ncbi.nlm.nih.gov/pubmed/?term=%22General+Behavior+Inventory%22 here] for a current search on PubMed, a free database that covers medicine (so some articles published in psychology journals might be missing). The entries will usually include abstracts, and sometimes will include a version of full text (especially if the project was grant funded). The search is designed to be highly specific (i.e., not including lots of irrelevant articles), but it might miss some articles. <br /> == Research Resources == Scoring syntax to make all of the above scales is available in [[w:SPSS|SPSS]] in the [[OToPS|OTOPS]] project. We are working on making a version available in [[R (programming language)|R]] as well. The code will work with any informant or language, provided that the variable names are the same. Because there are different versions of the GBI available on the Internet, please be careful to check that the content and order of the items is the same in the version you are using as in the 73 (+6 validity items) version that we used as the basis for the code. A second caveat is to check whether item level scores are typed in as 0 to 3 (the newer format) versus 1 to 4 (the original format). If your institution has a Qualtrics license, you can import these .QSF files and have the survey read to launch out of the box, or you can customize it for your project. Set of QSF files here. (*** upload to OSF and drop link to here). === Supplemental Materials === Two papers that tested several short forms when used as parent report<ref name=":5">{{Cite journal|last=Youngstrom|first=Eric A.|last2=Meter|first2=Anna Van|last3=Frazier|first3=Thomas W.|last4=Youngstrom|first4=Jennifer Kogos|last5=Findling|first5=Robert L.|date=2018-07-24|title=Developing and Validating Short Forms of the Parent General Behavior Inventory Mania and Depression Scales for Rating Youth Mood Symptoms|url=https://doi.org/10.1080/15374416.2018.1491006|journal=Journal of Clinical Child & Adolescent Psychology|volume=0|issue=0|pages=1–16|doi=10.1080/15374416.2018.1491006|issn=1537-4416|pmid=30040496}}</ref> and as adolescent self report included supplemental materials that provided more detail about methods and results. These supplemental materials are published here so that they are freely accessible and archived (rather than having them only behind a publisher's paywall). ==== Factor Structure of the Short Forms ==== Tables ==== Rationale for the Ranking of Expected Criterion Correlations ==== Both papers had two samples, an academic clinic and a community mental health center, along with a large set of variables that could be used to examine the criterion validity of the short forms compared to the full length GBI scales.<ref name=":5" /> Here is the detailed description of how the authors ranked the criterion correlations from what they expected to be largest to smallest: The GBI scales were expected to show the highest correlation with the cognate rating scale on the Youth Self Report (YSR) because they were converging measures of the same trait, they were completed by the same informant (i.e., they shared method variance)(Podsakoff, MacKenzie, & Podsakoff, 2012), and they were continuous scales (not categorical variables, which would shrink the size of the observed correlation even when measuring the same construct) (Cohen, 1988). The YSR Internalizing score was expected to show the highest correlation because of the shared method variance: both it and the GBI were completed by the same person. They would be expected to correlate ''r'' ~.3 to .4 even if they measured different constructs, due to response set, mood congruent biases, and other factors unrelated to the trait (Podsakoff et al., 2012). Further, Internalizing and Externalizing correlate ''r'' ~.6 in the standardization sample (Achenbach & Rescorla, 2001)<ref name=":6">Achenbach, T.M., & Rescorla, L.A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.</ref> and also in our samples. Finally, the 28-item and 10-item GBI versions included some “mixed” items, and so they had depression content embedded in them. The 7 Up, in contrast, was “purer” and showed lower correlations with Internalizing in both samples (though still > .4). The YSR Externalizing score was the best available converging measure for the mania scales in the two samples, but it was not expected to show quite as high criterion correlations as the depression-Internalizing coefficients. A meta-analysis (Youngstrom, Genzlinger, Egerton, & Van Meter, 2015) of diagnostic accuracy shows that Externalizing is not as strongly associated with bipolar disorder as the GBI is: The effect size was ''r'' ~.45 for parent ratings on measures like the GBI, versus ''r'' ~.34 for measures such as the CBCL Externalizing; ''r'' ~.26 for GBI versus ''r'' ~ .13 for YSR correlations with diagnoses. The Externalizing score does not include items asking about grandiosity, inflated self-esteem, elevated or expansive mood, or decreased need for sleep without fatigue – the “handle” symptoms that are more specific to hypomania and mania (Craney & Geller, 2003; Youngstrom, Birmaher, & Findling, 2008). Put simply, Externalizing is not as good a measure of the mania construct as the GBI scales are, so the criterion correlation with it is not going to be stellar. Next, the youth and parent correlations use different sources, eliminating the shared method variance component. Meta-analyses find that parent-youth agreement about the same trait in the youth hovers in the ''r'' ~.2 to .3 range (Achenbach, McConaughy, & Howell, 1987; De Los Reyes et al., 2015), exactly what we see in the Academic sample and similar to the estimates in the Community sample. For the correlations with the diagnoses and interview-based severity ratings: Meta-analyses have established that parent report is significantly more strongly related to youth diagnoses than youth self-report is (Stockings et al., 2015; Youngstrom et al., 2015). Converting the effect sizes from Youngstrom et al. 2015 into correlations yields an estimate of ''r'' ~ .45 for parent ratings and corresponding youth diagnoses, versus .26 for youth ratings and their own diagnoses. The same pattern will hold for the YMRS and CDRS-R as the diagnoses – they were based on the same interview as the KSADS diagnoses, and so they correlate with the diagnosis ''r'' > .9. Because of attenuation artifacts when using a categorical variable (i.e., diagnosis) instead of a continuous one (i.e., severity on the YMRS or CDRS-R), we would expect the correlations with diagnosis to be about 80% of the size of the correlation with the severity rating (Cohen, 1988). Depression scores were expected to show a small to moderate correlation with age as well as with female sex based on normative data (e.g., patterns in Internalizing scores in the standardization sample for the ASEBA; Achenbach & Rescorla, 2001).<ref name=":6" /> Anxiety diagnoses were expected to show a small to moderate correlation with depression scales due to overlapping symptoms (e.g., the tripartite model of depression and anxiety) (Chorpita & Daleiden, 2002; Watson, Clark, et al., 1995; Watson, Weber, et al., 1995). Last in the rankings were some demographic variables (e.g., race) and unrelated diagnoses that were expected to have near-zero correlation coefficients. == External Links == * The Open Translations Project ([https://trello.com/b/dYUKlNRP/translated-measures-dashboard TOpTraP]) -- an effort to gather the translated versions of the best free measures in one place. The GBI 10 item mania and depression scales are available in more than two dozen languages; the full length version is available in several. *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/severe-mood-swings-and-bipolar-spectrum-disorders/ EffectiveChildTherapy.Org information on Bipolar Disorder] -- a website built for families to learn more about ways to improve social, emotional, and academic life for youths *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] -- the professional society for psychologists focusing on helping youths and families dealing with emotional and behavioral challenges ==Share this page== '''Share this page by clicking the following social media and interactive platforms: ''' <small>{{Share email|icon=true|subject=Journal article: {{SUBPAGENAME}}|contents={{{email|http://en.wikiversity.org/wiki/{{FULLPAGENAMEE}}}}}}} | {{Share facebook|icon=true}} | {{Share twitter|icon=true|via={{WikiJXyz}}|related=WikiJMed,WikiJSci,WikiJHum,Wikipedia,OpenAccess}} | {{Share linkedin|icon=true}}</small>| {{Share mendeley|icon=true}} | {{#ifeq:{{{icon|true}}}|true|[[File:Researchgate logo.svg|13px|alt=|link=http://www.addthis.com/bookmark.php?v=300&s=researchgate&url=https://en.wikiversity.org/wiki/WikiJournal_of_Medicine/{{PAGENAMEE}}&title={{SUBPAGENAMEE}}]]&nbsp;}}<span class="plainlinks">[http://www.addthis.com/bookmark.php?v=300&s=researchgate&url=https://en.wikiversity.org/wiki/{{PAGENAMEE}}&title={{SUBPAGENAMEE}} ResearchGate]</span> The Mendeley button will import all of the cited references into your Mendeley library if you have one. == References == {{Reflist}} {{DEFAULTSORT:General Behavior Inventory}} {{:{{BASEPAGENAME}}/Navbox}} [[Category:Psychological measures]] [[Category:Assessment measures]] orvlyguezvzh10uqi4zv256w3n7r283 2 219126 2413792 2412399 2022-08-11T13:04:11Z ThaniosAkro 2805358 /* Welcomen */ wikitext text/x-wiki <math>3</math> cube roots of <math>W</math> <math>W = 0.828 + 2.035\cdot i</math> <math>w_0 = 1.2 + 0.5\cdot i</math> <math>w_1 = \frac{-1.2 - 0.5\sqrt{3}}{2} + \frac{1.2\sqrt{3} - 0.5}{2}\cdot i</math> <math>w_2 = \frac{-1.2 + 0.5\sqrt{3}}{2} + \frac{- 1.2\sqrt{3} - 0.5}{2}\cdot i</math> <math>w_0^3 = w_1^3 = w_2^3 = W</math> <math></math> <math></math> <math>y = x^3 - x</math> <math>y = x^3</math> <math>y = x^3 + x</math> ===allEqual=== <math>y = f(x) = x^3</math> <math>y = f(-x)</math> <math>y = f(x) = x^3 + x</math> <math>x = p</math> <math>y = f(x) = (x-5)^3 - 4(x-5) + 7</math> {{Robelbox|title=[[Wikiversity:Welcome|Welcome]]|theme={{{theme|9}}}}} <div style="padding-top:0.25em; padding-bottom:0.2em; padding-left:0.5em; padding-right:0.75em;"> [[Wikiversity:Welcome|Wikiversity]] is a [[Wikiversity:Sister projects|Wikimedia Foundation]] project devoted to [[learning resource]]s, [[learning projects]], and [[Portal:Research|research]] for use in all [[:Category:Resources by level|levels]], types, and styles of education from pre-school to university, including professional training and informal learning. We invite [[Wikiversity:Wikiversity teachers|teachers]], [[Wikiversity:Learning goals|students]], and [[Portal:Research|researchers]] to join us in creating [[open educational resources]] and collaborative [[Wikiversity:Learning community|learning communities]]. To learn more about Wikiversity, try a [[Help:Guides|guided tour]], learn about [[Wikiversity:Adding content|adding content]], or [[Wikiversity:Introduction|start editing now]]. </div> ====Welcomee==== {{Robelbox|title=[[Wikiversity:Welcome|Welcome]]|theme={{{theme|9}}}}} <div style="padding-top:0.25em; padding-bottom:0.2em; padding-left:0.5em; padding-right:0.75em; background-color: #FFF800; "> [[Wikiversity:Welcome|Wikiversity]] is a [[Wikiversity:Sister projects|Wikimedia Foundation]] project devoted to [[learning resource]]s, [[learning projects]], and [[Portal:Research|research]] for use in all [[:Category:Resources by level|levels]], types, and styles of education from pre-school to university, including professional training and informal learning. We invite [[Wikiversity:Wikiversity teachers|teachers]], [[Wikiversity:Learning goals|students]], and [[Portal:Research|researchers]] to join us in creating [[open educational resources]] and collaborative [[Wikiversity:Learning community|learning communities]]. To learn more about Wikiversity, try a [[Help:Guides|guided tour]], learn about [[Wikiversity:Adding content|adding content]], or [[Wikiversity:Introduction|start editing now]]. </div> =====Welcomen===== {{Robelbox|title=|theme={{{theme|9}}}}} <div style="padding-top:0.25em; padding-bottom:0.2em; padding-left:0.5em; padding-right:0.75em; background-color: #FFFFFF; "> [[Wikiversity:Welcome|Wikiversity]] is a [[Wikiversity:Sister projects|Wikimedia Foundation]] project devoted to [[learning resource]]s, [[learning projects]], and [[Portal:Research|research]] for use in all [[:Category:Resources by level|levels]], types, and styles of education from pre-school to university, including professional training and informal learning. We invite [[Wikiversity:Wikiversity teachers|teachers]], [[Wikiversity:Learning goals|students]], and [[Portal:Research|researchers]] to join us in creating [[open educational resources]] and collaborative [[Wikiversity:Learning community|learning communities]]. To learn more about Wikiversity, try a [[Help:Guides|guided tour]], learn about [[Wikiversity:Adding content|adding content]], or [[Wikiversity:Introduction|start editing now]]. </div> <syntaxhighlight lang=python> # python code. if a == b == c == d == e == f == g == h == 0 :if a == b == c == d == e == f == g == h == 0 :if a == b == c == d == e == f == g == h == 0 :if a == b == c == d == e == f == g == h == 0 : pass </syntaxhighlight> {{Robelbox/close}} {{Robelbox/close}} {{Robelbox/close}} <noinclude> [[Category: main page templates]] </noinclude> {| class="wikitable" |- ! <math>x</math> !! <math>x^2 - N</math> |- | <code></code><code>6</code> || <code>-221</code> |- | <code></code><code>7</code> || <code>-208</code> |- | <code></code><code>8</code> || <code>-193</code> |- | <code></code><code>9</code> || <code>-176</code> |- | <code>10</code> || <code>-157</code> |- | <code>11</code> || <code>-136</code> |- | <code>12</code> || <code>-113</code> |- | <code>13</code> || <code></code><code>-88</code> |- | <code>14</code> || <code></code><code>-61</code> |- | <code>15</code> || <code></code><code>-32</code> |- | <code>16</code> || <code></code><code></code><code>-1</code> |- | <code>17</code> || <code></code><code></code><code>32</code> |- | <code>18</code> || <code></code><code></code><code>67</code> |- | <code>19</code> || <code></code><code>104</code> |- | <code>20</code> || <code></code><code>143</code> |- | <code>21</code> || <code></code><code>184</code> |- | <code>22</code> || <code></code><code>227</code> |- | <code>23</code> || <code></code><code>272</code> |- | <code>24</code> || <code></code><code>319</code> |- | <code>25</code> || <code></code><code>368</code> |- | <code>26</code> || <code></code><code>419</code> |} ==Law of addition== ===Factors of integer N=== Several modern methods for determining the factors of a given integer attempt to create two congruent squares modulo integer <math>N.</math> <math>x^2 \equiv y^2 \pmod{N}</math> This means that the difference between the two squares is exactly divisible by <math>N</math>: <math>N\mid (x^2 - y^2).</math> Integer <math>N</math> always contains the factors <math>N,1,</math> called trivial factors. If <math>N</math> contains two non-trivial factors <math>p,q,</math> then: <math>\frac{(x+y)(x-y)}{p \cdot q}.</math> With a little luck <math>p\mid (x+y)</math> and <math>q\mid (x-y)</math> in which case: <math>p = \text{igcd}(x+y, N)</math> and <math>q = \text{igcd}(x-y, N)</math> where "<math>\text{igcd}</math>" is function "<math>\text{integer greatest common divisor.}</math>" ====A simple example:==== We will use quadratic congruences to calculate factors of <math>N = 4171</math> for <math>164 \ge x \ge 1.</math> =====Right hand side exact square===== One congruence produced an exact square for y: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 70 | 4900 | 729 |} :<math>4900 \equiv 729 \pmod{N}</math> :<math>70^2 \equiv 27^2 \pmod{N}</math> <math>p = \text{igcd}(70-27, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(70+27, 4171)</math> <math>= \text{igcd}(97, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> <math></math> <math></math> <math></math> <math></math> <math></math> <math></math> <math></math> <math></math> =====Right hand side negative===== Table below contains a sample of values of <math>x</math> that produce negative <math>y:</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 7 | 49 | -4122 |- | 8 | 64 | -4107 ** |- | 9 | 81 | -4090 |- | 10 | 100 | -4071 |- | 11 | 121 | -4050 !! |- | 12 | 144 | -4027 |- | 60 | 3600 | -571 |- | 61 | 3721 | -450 <math>\ \ </math>!! |- | 62 | 3844 | -327 |- | 63 | 3969 | -202 |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |- | 65 | 4225 | 54 |} ======Non-trivial result 1====== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 8 | 64 | -4107 ** |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |} :<math>64 \equiv -4107 \pmod{N}</math> :<math>4096 \equiv -75 \pmod{N}</math> :<math>64\cdot 4096 \equiv -4107\cdot (-75) \pmod{N}</math> :<math>262144 \equiv 308025 \pmod{N}</math> :<math>512^2 \equiv 555^2 \pmod{4171}</math> <math>p = \text{igcd}(555-512, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(555+512, 4171)</math> <math>= \text{igcd}(1067, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> ======Non-trivial result 2====== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 11 | 121 | -4050 !! |- | 61 | 3721 | -450 <math>\ \ </math>!! |} :<math>121 \equiv -4050 \pmod{N}</math> :<math>3721 \equiv -450 \pmod{N}</math> :<math>121\cdot 3721 \equiv -4050 \cdot (-450) \pmod{N}</math> :<math>450241 \equiv 1822500 \pmod{N}</math> :<math>671^2 \equiv 1350^2 \pmod{4171}</math> <math>p = \text{igcd}(1350-671, 4171)</math> <math>= \text{igcd}(679, 4171)</math> <math>= 97.</math> <math>q = \text{igcd}(1350+671, 4171)</math> <math>= \text{igcd}(2021, 4171)</math> <math>= 43.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =====With 3 congruences===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 56 | 3136 | -1035 |- | 59 | 3481 | -690 |- | 145 | 21025 | 16854 |} :<math>3136 \equiv -1035 \pmod{N}</math> :<math>3481 \equiv -690 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>3136\cdot 3481 \cdot 21025 \equiv -1035 \cdot -690 \cdot 16854 \pmod{N}</math> :<math>229517646400 \equiv 12036284100 \pmod{N}</math> :<math>479080^2 \equiv 109710^2 \pmod{4171}</math> <math>p=\text{igcd}(479080-109710,4171)</math> <math>= 43.</math> <math>q = \text{igcd}(479080+109710, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> <math></math> <math></math> <math></math> <math></math> <math></math> <math></math> ======Trivial result====== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 89 | 7921 | 3750 **!! |- | 145 | 21025 | 16854 <math>\ </math>!! |} :<math>7921 \equiv 3750 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>7921\cdot 21025 \equiv 3750 \cdot 16854 \pmod{N}</math> :<math>166539025 \equiv 63202500 \pmod{N}</math> :<math>12905^2 \equiv 7950^2 \pmod{4171}</math> <math>p = \text{igcd}(12905-7950, 4171)</math> <math>= \text{igcd}(4955, 4171)</math> <math>= 1.</math> <math>q = \text{igcd}(12905+7950, 4171)</math> <math>= \text{igcd}(20855, 4171)</math> <math>= 4171.</math> This congruence produced the trivial factors of <math>4171.</math> <syntaxhighlight lang=python> # python code: </syntaxhighlight> ===Adding 2 congruences=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N}, </math> and <math>C \equiv D \pmod{N}, </math> then: <math>A+C \equiv B+D \pmod{N}.</math> Proof: <math>A-B = K_1\cdot N</math>, therefore <math>A = B + K_1\cdot N</math> and <math>C = D + K_2\cdot N</math> <math>(A+C) - (B+D) = B + K_1\cdot N + D + K_2\cdot N - B - D = N(K_1 + K_2)</math> which is exactly divisible by N. {{RoundBoxBottom}} ===Quadratic Congruences=== A quadratic congruence is a congruence that contains at least one exact square, for example: <math>x^2 \equiv y \pmod{N}</math> or <math>x^2 \equiv y^2 \pmod{N}.</math> Initially, let us consider the congruence: <math>x^2 \equiv y \pmod{N}.</math> If <math>y = x^2 - N,</math> then: <math>x^2 \equiv y \pmod{N}.</math> Proof: <math>x^2 - y = x^2 - (x^2 - N) = N</math> which is exactly divisible by <math>N.</math> Consider an example with real numbers. Let <math>N = 257</math> and <math>26 \ge x \ge 6.</math> <syntaxhighlight> N = 257 x | x^2 - N ----|-------- 6 | -221 7 | -208 8 | -193 9 | -176 10 | -157 11 | -136 12 | -113 13 | -88 14 | -61 15 | -32 16 | -1 17 | 32 18 | 67 19 | 104 20 | 143 21 | 184 22 | 227 23 | 272 24 | 319 25 | 368 26 | 419 </syntaxhighlight> A cursory glance at the values of <math>x^2 - N</math> indicates that the value <math>x^2 - N</math> is never divisible by <math>5.</math> Proof: <math>N \equiv 2 \pmod{5}</math> therefore <math>N - 2 = k5</math> or <math>N = 5k + 2.</math> The table shows all possible values of <math>x\ %\ 5:</math> <syntaxhighlight> x | x^2 | y = x^2 - N ------ | --------------- | ----------------------------------------------- 5p + 0 | 25pp | 25pp - (5k+2) = 25pp - 5k - 2 5p + 1 | 25pp + 10p + 1 | 25pp + 10p + 1 - (5k+2) = 25pp + 10p - 5k - 1 5p + 2 | 25pp + 20p + 4 | 25pp + 20p + 4 - (5k+2) = 25pp + 20p - 5k + 2 5p + 3 | 25pp + 30p + 9 | 25pp + 30p + 9 - (5k+2) = 25pp + 30p - 5k + 7 5p + 4 | 25pp + 40p + 16 | 25pp + 40p + 16 - (5k+2) = 25pp + 40p - 5k + 14 </syntaxhighlight> As you can see, the value <math>y = x^2 - N</math> is never exactly divisible by <math>5.</math> If you look closely, you will see also that it is never exactly divisible by <math>3.</math> Why is this? An interesting question that leads us to the topic of quadratic residues. ====Quadratic Residues==== Consider all the congruences for prime number <math>5:</math> <math>x^2 \equiv y \pmod{5}</math> for <math>5 > x \ge 0.</math> <syntaxhighlight> x | x^2 | (x^2) % 5 ---|---------|----------- 0 | 0 | 0 1 | 1 | 1 2 | 4 | 4 3 | 9 | 4 4 | 16 | 1 </syntaxhighlight> Quadratic residues of <math>5</math> are <math>0,1,4.</math> Values <math>2,3</math> are not quadratic residues of <math>5.</math> These values are quadratic non-residues. To calculate the quadratic residues of a small prime <math>p:</math> <syntaxhighlight lang=python> # python code: def quadResidues(p) : L1 = [] for v in range (p>>1, -1, -1) : L1 += [(v*v) % p] return L1 print (quadResidues(11)) </syntaxhighlight> <syntaxhighlight> [3, 5, 9, 4, 1, 0] </syntaxhighlight> Quadratic residues of <math>11</math> are <math>0,1,3,4,5,9.</math> The method presented here answers the question, "What are the quadratic residues of p?" If <math>p</math> is a very large prime, the question is often, "Is r a quadratic residue of p?" The answer is found in advanced number theory. Let us return to quadratic residues mod <math>N = 257.</math> <math>N\ %\ 5 = 2,</math> therefore <math>N</math> is not a quadratic residue of <math>5.</math> This is why <math>x^2 - N</math> is never divisible by <math>5</math> exactly. <math>N\ %\ 11 = 4,</math> therefore <math>N</math> is a quadratic residue of <math>11</math> and a value of <math>x</math> that satisfies the congruence <math>x^2 \equiv 4 \pmod{257}</math> has form <math>11p \pm 2.</math> From the table above: <syntaxhighlight> N = 257 x | x^2 - N ----|-------- 9 | -176 13 | -88 20 | 143 24 | 319 </syntaxhighlight> These <math>4</math> values of <math>x^2 - N</math> are exactly divisible by <math>11.</math> <math>x = 9</math> is <math>11\cdot 1 - 2.</math> <math>x = 13</math> is <math>11\cdot 1 + 2.</math> <math>x = 20</math> is <math>11\cdot 2 - 2.</math> <math>x = 24</math> is <math>11\cdot 2 + 2.</math> =====Products===== This section uses prime number <math>41</math> as an example. Using <code>quadResidues(p)</code> quadratic residues of <math>41</math> are: <syntaxhighlight> qr41 = [0, 1, 2, 4, 5, 8, 9, 10, 16, 18, 20, 21, 23, 25, 31, 32, 33, 36, 37, 39, 40] </syntaxhighlight> Quadratic non-residues of <math>41</math> are: <syntaxhighlight> qnr41 = [3, 6, 7, 11, 12, 13, 14, 15, 17, 19, 22, 24, 26, 27, 28, 29, 30, 34, 35, 38] </syntaxhighlight> ======of 2 residues====== A simple test to verify that the product of 2 residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qr41)) : v1 = qr41[index1] for index2 in range (index1, len(qr41)) : v2 = qr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 residues is a residue. Advanced math proves that this is true for all primes. ======of 2 non-residues====== A simple test to verify that the product of 2 non-residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qnr41)) : v1 = qnr41[index1] for index2 in range (index1, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 non-residues is a residue. Advanced math proves that this is true for all primes. ======of residue and non-residue====== A simple test to verify that the product of residue and non-residue is non-residue: <syntaxhighlight lang=python> # Python code. for index1 in range (1, len(qr41)) : v1 = qr41[index1] for index2 in range (0, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qnr41 : print ('residue',residue,'quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of residue and non-residue is non-residue. Advanced math proves that this is true for all primes. {{RoundBoxTop|theme=2}} Some authors may consider <math>0</math> as not a legitimate residue. <math>0</math> is not included as a residue in the test above. {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> </syntaxhighlight> <syntaxhighlight> </syntaxhighlight> {{RoundBoxBottom}} <math></math> <math></math> <math></math> ===Examples=== {{RoundBoxTop|theme=5}} <math></math> <math></math> <math></math> <math></math> <math>39x^2 + 64y^2 - 2496 = 0</math> <math>64x^2 + 39y^2 - 2496 = 0</math> <math></math> <math></math> <math></math> ====Techniques==== {{RoundBoxTop|theme=4}} =====For speed===== {{RoundBoxTop|theme=7}} ======Many comparisons====== {{RoundBoxTop|theme=8}} If your code contains many numerical comparisons, it may be tempting to put: <math></math> <math></math> <math></math> <math></math> <syntaxhighlight lang=python> # python code. if a == b == c == d == e == f == g == h == 0 : pass </syntaxhighlight> If all values <code>a,b,c,d,e,f,g,h</code> are equal and non-zero, processing the above statement takes time. For greater speed, put <math>0</math> and the value most likely to be non-zero at beginning of comparison: <syntaxhighlight lang=python> # python code. if 0 == f == a == b == c == d == e == g == h : pass </syntaxhighlight> <math></math> <math></math> <math></math> <math></math> <math></math> {{RoundBoxBottom}} ======Divide by 2====== {{RoundBoxTop|theme=8}} <math></math> <math></math> <math></math> <math></math> Division by 2 seems simple enough: <syntaxhighlight lang=python> # python code. a = b / 2 </syntaxhighlight> Divisions are time consuming. If b is a large Decimal number, the following code is faster: <syntaxhighlight lang=python> # python code. a = D('0.5') * b </syntaxhighlight> If b is <code>type int,</code> right shift is faster than multiplication by <code>0.5:</code> <syntaxhighlight lang=python> # python code. a = b >> 1 </syntaxhighlight> Also, right shift preserves precision of <code>type int:</code> <syntaxhighlight lang=python> # python code. >>> b = 12345678901234567890123456789 >>> a = b/2 ; a 6.172839450617284e+27 >>> a = b >> 1 ; a 6172839450617283945061728394 </syntaxhighlight> {{RoundBoxTop|theme=8}} To preserve rightmost bit: <syntaxhighlight lang=python> # python code. >>> b = 12345678901234567890123456789 >>> rightbit = b & 1 ; rightbit 1 >>> b >>= 1 ; b 6172839450617283945061728394 </syntaxhighlight> <math></math> <math></math> <math></math> <math></math> <math></math> {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} =====For clarity===== {{RoundBoxTop|theme=7}} <math></math> <math></math> <math></math> <math></math> <syntaxhighlight lang=python> # python code. </syntaxhighlight> <math></math> <math></math> {{RoundBoxBottom}} <math></math> <math></math> <math></math> <math></math> <syntaxhighlight lang=python> # python code. </syntaxhighlight> <math></math> <math></math> {{RoundBoxBottom}} {{RoundBoxBottom}} ===tables=== {{RoundBoxTop|theme=1}} {| class="wikitable" |- ! || No equal roots !! 2 equal roots !! 3 equal roots !! 4 equal roots !! 2 pairs of equal roots |- | Cubic: 1(a), 2(a) | different | different | different | same | different |- | Quadratic: 1(b), 2(b) | different | different | same, 1root | null | same, 2roots |- | Linear: 1(c), 2(c) | different | same | null | null | null |} See [[Cubic_function#Function_as_product_of_linear_function_and_quadratic | Function_as_product_of_linear_function_and_quadratic]] above. To calculate all roots: <syntaxhighlight lang=python> # python code. a,b,c,d = 1,-3,-9,-5 # Associated quadratic: p = -1 A = a B = A*p + b C = B*p + c # Associated linear function: a1 = A b1 = a1*p + B print ('x3 =', -b1/a1) </syntaxhighlight> <syntaxhighlight> x3 = 5.0 </syntaxhighlight> Roots of cubic function <math>f(x) = x^3 - 3x^2 - 9x - 5</math> are <math>-1, -1, 5.</math> <syntaxhighlight lang=python> # python code. </syntaxhighlight> {{RoundBoxBottom}} =Testing= ======table1====== {|style="border-left:solid 3px blue;border-right:solid 3px blue;border-top:solid 3px blue;border-bottom:solid 3px blue;" align="center" | Hello As <math>abs(x)</math> increases, the value of <math>f(x)</math> is dominated by the term <math>-ax^3.</math> When <math>x</math> has a very large negative value, <math>f(x)</math> is always positive. When <math>x</math> has a very large negative value, <math>f(x)</math> is always positive. When <math>x</math> has a very large negative value, <math>f(x)</math> is always positive. When <math>x</math> has a very large positive value, <math>f(x)</math> is always negative. <syntaxhighlight> 1.4142135623730950488016887242096980785696718753769480731766797379907324784621070388503875343276415727 3501384623091229702492483605585073721264412149709993583141322266592750559275579995050115278206057147 0109559971605970274534596862014728517418640889198609552329230484308714321450839762603627995251407989 </syntaxhighlight> |} {{RoundBoxTop|theme=2}} [[File:0410cubic01.png|thumb|400px|''' Graph of cubic function with coefficient a negative.''' </br> There is no absolute maximum or absolute minimum. ]] Coefficient <math>a</math> may be negative as shown in diagram. As <math>abs(x)</math> increases, the value of <math>f(x)</math> is dominated by the term <math>-ax^3.</math> When <math>x</math> has a very large negative value, <math>f(x)</math> is always positive. When <math>x</math> has a very large positive value, <math>f(x)</math> is always negative. Unless stated otherwise, any reference to "cubic function" on this page will assume coefficient <math>a</math> positive. {{RoundBoxBottom}} <math>x_{poi} = -1</math> <math></math> <math></math> <math></math> <math></math> =====Various planes in 3 dimensions===== {{RoundBoxTop|theme=2}} <gallery> File:0713x=4.png|<small>plane x=4.</small> File:0713y=3.png|<small>plane y=3.</small> File:0713z=-2.png|<small>plane z=-2.</small> </gallery> {{RoundBoxBottom}} <syntaxhighlight lang=python> </syntaxhighlight> <syntaxhighlight> </syntaxhighlight> <syntaxhighlight lang=python> </syntaxhighlight> <syntaxhighlight> </syntaxhighlight> <syntaxhighlight> 1.4142135623730950488016887242096980785696718753769480731766797379907324784621070388503875343276415727 3501384623091229702492483605585073721264412149709993583141322266592750559275579995050115278206057147 0109559971605970274534596862014728517418640889198609552329230484308714321450839762603627995251407989 6872533965463318088296406206152583523950547457502877599617298355752203375318570113543746034084988471 6038689997069900481503054402779031645424782306849293691862158057846311159666871301301561856898723723 5288509264861249497715421833420428568606014682472077143585487415565706967765372022648544701585880162 0758474922657226002085584466521458398893944370926591800311388246468157082630100594858704003186480342 1948972782906410450726368813137398552561173220402450912277002269411275736272804957381089675040183698 6836845072579936472906076299694138047565482372899718032680247442062926912485905218100445984215059112 0249441341728531478105803603371077309182869314710171111683916581726889419758716582152128229518488472 </syntaxhighlight> <math>\theta_1</math> {{RoundBoxTop|theme=2}} [[File:0422xx_x_2.png|thumb|400px|''' Figure 1: Diagram illustrating relationship between <math>f(x) = x^2 - x - 2</math> and <math>f'(x) = 2x - 1.</math>''' </br> ]] {{RoundBoxBottom}} <math>O\ (0,0,0)</math> <math>M\ (A_1,B_1,C_1)</math> <math>N\ (A_2,B_2,C_2)</math> <math>\theta</math> <math>\ \ \ \ \ \ \ \ </math> :<math>\begin{align} (6) - (7),\ 4Apq + 2Bq =&\ 0\\ 2Ap + B =&\ 0\\ 2Ap =&\ - B\\ \\ p =&\ \frac{-B}{2A}\ \dots\ (8) \end{align}</math> <math>\ \ \ \ \ \ \ \ </math> :<math>\begin{align} 1.&4141475869yugh\\ &2645er3423231sgdtrf\\ &dhcgfyrt45erwesd \end{align}</math> <math>\ \ \ \ \ \ \ \ </math> :<math> 4\sin 18^\circ = \sqrt{2(3 - \sqrt 5)} = \sqrt 5 - 1 </math> ====Introduction to floats==== {{RoundBoxTop|theme=5}} Although integers are great for many situations, they have a serious limitation, integers are [[Wikipedia:Natural number|whole numbers]]. This means that they do not include all [[Wikipedia:Real number|real numbers]]. A ''real number'' is a value that represents a quantity along a continuous line<ref>[[Wikipedia:Real number]]</ref>, which means that it can have fractions in decimal forms. <code>4.5</code>, <code>1.25</code>, and <code>0.75</code> are all real numbers. In computer science, real numbers are represented as floats. To test if a number is float, we can use the <code>isinstance</code> built-in function. <syntaxhighlight lang=python> >>> isinstance(4.5, float) True >>> isinstance(1.25, float) True >>> isinstance(0.75, float) True >>> isinstance(3.14159, float) True >>> isinstance(2.71828, float) True >>> isinstance(1.0, float) True >>> isinstance(271828, float) False >>> isinstance(0, float) False >>> isinstance(0.0, float) True </syntaxhighlight> As a general rule of thumb, floats have a ''[[Wikipedia:Decimal mark|decimal point]]'' and integers do not have a ''decimal point''. So even though <code>4</code> and <code>4.0</code> are the same number, <code>4</code> is an integer while <code>4.0</code> is a float. The basic arithmetic operations used for integers will also work for floats. (Bitwise operators will not work with floats.) <syntaxhighlight lang=python> >>> 4.0 + 2.0 6.0 >>> -1.0 + 4.5 3.5 >>> 1.75 - 1.5 0.25 >>> 4.13 - 1.1 3.03 >>> 4.5 // 1.0 4.0 >>> 4.5 / 1.0 4.5 >>> 4.5 % 1.0 0.5 >>> 7.75 * 0.25 1.9375 >>> 0.5 * 0.5 0.25 >>> 1.5 ** 2.0 2.25 </syntaxhighlight> {{RoundBoxBottom}} es9yoy7m1gwildbpwka6e9oxr0gqluv 1 233628 2413878 2400607 2022-08-11T23:37:13Z Ardenguo 2944162 /* External resources */ wikitext text/x-wiki == To-dos == Drop suggestions and next to-dos in their respective sections. For each section, please add four tildes (<nowiki>~~~~</nowiki>). This is to add a timestamp and your username next to your suggestion. === Demographic information === "Base rates of ASD in children and adolescents in different populations and clinical settings" needs work -Lizzie "National prevalence via CDC's ADDM sites is outdated, now 1 in 54 ~1.9%; North Carolina prevalence is 1 in 39 ~2.6%; breakdown by sex and race/ethnicity also available to be updated (2016 surveillance - Maenner et al., 2020)" - MC === Diagnosis === "Screening instruments and diagnostic interviews" needs work. -Lizzie "Given the high prevalence of co-occurring psychopathology with ASD, it could be really clinically useful to include screeners (for anxiety and depression in particular) which have been validated for autistic individuals. This would be helpful not only for clinicians to routinely screen for with autistic clients but would also be useful for clinicians unfamiliar with autism to utilize (e.g. a community mental health provider whose newest referral for anxiety treatment happens to be autistic.)" - MC ==2022 Summer Audit== ===Preparation phase === ====Diagnostic criteria for autism spectrum disorder==== DSM-IV link is broken- doesn't have a page or is written wrong [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Base rates of ASD in children and adolescents in different populations and clinical settings==== some columns aren't filled out completely [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 14:01, 16 June 2022 (UTC) ===Prediction phase === ====Psychometric properties of screening instruments for autism spectrum disorder==== inter-rate reliability, test-retest reliability, construct validity, and content validity columns are not filled out [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Likelihood ratios and AUCs of screening measures for ASD==== last four columns aren't filled out [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Interpreting autism screening measure scores==== ===Prescription phase === ====Gold standard diagnostic interviews==== ====Recommended diagnostic interviews for autism spectrum disorder==== table incomplete!!! [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ===Process phase === ====Process measures==== ====Outcome and severity measures==== ====Treatment==== ===External resources=== first link is a little weird i don’t know if i just don't know how to work it or what but its kind of confusing [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 14:19, 16 June 2022 (UTC) Do you think adding in this [https://embrace-autism.com/ link] would be helpful? It goes to the Embrace Autism site which allows people to take widely used, empirically validated tests online that can give an indication of whether they might be autistic.--[[User:Ardenguo|Ardenguo]] ([[User talk:Ardenguo|discuss]] • [[Special:Contributions/Ardenguo|contribs]]) 23:37, 11 August 2022 (UTC)Arden Guo, 16:36, 11 August 2022 (PST) ===References=== fefy2qqn76gcreaat7i8cmlszqbivdj 2413880 2413878 2022-08-11T23:37:53Z Ardenguo 2944162 /* External resources */ wikitext text/x-wiki == To-dos == Drop suggestions and next to-dos in their respective sections. For each section, please add four tildes (<nowiki>~~~~</nowiki>). This is to add a timestamp and your username next to your suggestion. === Demographic information === "Base rates of ASD in children and adolescents in different populations and clinical settings" needs work -Lizzie "National prevalence via CDC's ADDM sites is outdated, now 1 in 54 ~1.9%; North Carolina prevalence is 1 in 39 ~2.6%; breakdown by sex and race/ethnicity also available to be updated (2016 surveillance - Maenner et al., 2020)" - MC === Diagnosis === "Screening instruments and diagnostic interviews" needs work. -Lizzie "Given the high prevalence of co-occurring psychopathology with ASD, it could be really clinically useful to include screeners (for anxiety and depression in particular) which have been validated for autistic individuals. This would be helpful not only for clinicians to routinely screen for with autistic clients but would also be useful for clinicians unfamiliar with autism to utilize (e.g. a community mental health provider whose newest referral for anxiety treatment happens to be autistic.)" - MC ==2022 Summer Audit== ===Preparation phase === ====Diagnostic criteria for autism spectrum disorder==== DSM-IV link is broken- doesn't have a page or is written wrong [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Base rates of ASD in children and adolescents in different populations and clinical settings==== some columns aren't filled out completely [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 14:01, 16 June 2022 (UTC) ===Prediction phase === ====Psychometric properties of screening instruments for autism spectrum disorder==== inter-rate reliability, test-retest reliability, construct validity, and content validity columns are not filled out [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Likelihood ratios and AUCs of screening measures for ASD==== last four columns aren't filled out [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Interpreting autism screening measure scores==== ===Prescription phase === ====Gold standard diagnostic interviews==== ====Recommended diagnostic interviews for autism spectrum disorder==== table incomplete!!! [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ===Process phase === ====Process measures==== ====Outcome and severity measures==== ====Treatment==== ===External resources=== first link is a little weird i don’t know if i just don't know how to work it or what but its kind of confusing [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 14:19, 16 June 2022 (UTC) Do you think adding in this [https://embrace-autism.com/ link] would be helpful? It goes to the Embrace Autism site which allows people to take widely used, empirically validated tests online that can give an indication of whether they might be autistic.--[[User:Ardenguo|Ardenguo]] ([[User talk:Ardenguo|discuss]] • [[Special:Contributions/Ardenguo|contribs]]) 23:37, 11 August 2022 (UTC)Ardenguo ===References=== s20i6jz2bsdln3jfnww7izgf10gw64g 2413881 2413880 2022-08-11T23:38:10Z Ardenguo 2944162 /* External resources */ wikitext text/x-wiki == To-dos == Drop suggestions and next to-dos in their respective sections. For each section, please add four tildes (<nowiki>~~~~</nowiki>). This is to add a timestamp and your username next to your suggestion. === Demographic information === "Base rates of ASD in children and adolescents in different populations and clinical settings" needs work -Lizzie "National prevalence via CDC's ADDM sites is outdated, now 1 in 54 ~1.9%; North Carolina prevalence is 1 in 39 ~2.6%; breakdown by sex and race/ethnicity also available to be updated (2016 surveillance - Maenner et al., 2020)" - MC === Diagnosis === "Screening instruments and diagnostic interviews" needs work. -Lizzie "Given the high prevalence of co-occurring psychopathology with ASD, it could be really clinically useful to include screeners (for anxiety and depression in particular) which have been validated for autistic individuals. This would be helpful not only for clinicians to routinely screen for with autistic clients but would also be useful for clinicians unfamiliar with autism to utilize (e.g. a community mental health provider whose newest referral for anxiety treatment happens to be autistic.)" - MC ==2022 Summer Audit== ===Preparation phase === ====Diagnostic criteria for autism spectrum disorder==== DSM-IV link is broken- doesn't have a page or is written wrong [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Base rates of ASD in children and adolescents in different populations and clinical settings==== some columns aren't filled out completely [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 14:01, 16 June 2022 (UTC) ===Prediction phase === ====Psychometric properties of screening instruments for autism spectrum disorder==== inter-rate reliability, test-retest reliability, construct validity, and content validity columns are not filled out [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Likelihood ratios and AUCs of screening measures for ASD==== last four columns aren't filled out [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Interpreting autism screening measure scores==== ===Prescription phase === ====Gold standard diagnostic interviews==== ====Recommended diagnostic interviews for autism spectrum disorder==== table incomplete!!! [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ===Process phase === ====Process measures==== ====Outcome and severity measures==== ====Treatment==== ===External resources=== first link is a little weird i don’t know if i just don't know how to work it or what but its kind of confusing [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 14:19, 16 June 2022 (UTC) Do you think adding in this [https://embrace-autism.com/ link] would be helpful? It goes to the Embrace Autism site which allows people to take widely used, empirically validated tests online that can give an indication of whether they might be autistic.--[[User:Ardenguo|Ardenguo]] ([[User talk:Ardenguo|discuss]] • [[Special:Contributions/Ardenguo|contribs]]) 23:37, 11 August 2022 (UTC) ===References=== bwztmxcttcsukc9fllgsgl0awyqykms 2413882 2413881 2022-08-11T23:38:44Z Ardenguo 2944162 /* External resources */ wikitext text/x-wiki == To-dos == Drop suggestions and next to-dos in their respective sections. For each section, please add four tildes (<nowiki>~~~~</nowiki>). This is to add a timestamp and your username next to your suggestion. === Demographic information === "Base rates of ASD in children and adolescents in different populations and clinical settings" needs work -Lizzie "National prevalence via CDC's ADDM sites is outdated, now 1 in 54 ~1.9%; North Carolina prevalence is 1 in 39 ~2.6%; breakdown by sex and race/ethnicity also available to be updated (2016 surveillance - Maenner et al., 2020)" - MC === Diagnosis === "Screening instruments and diagnostic interviews" needs work. -Lizzie "Given the high prevalence of co-occurring psychopathology with ASD, it could be really clinically useful to include screeners (for anxiety and depression in particular) which have been validated for autistic individuals. This would be helpful not only for clinicians to routinely screen for with autistic clients but would also be useful for clinicians unfamiliar with autism to utilize (e.g. a community mental health provider whose newest referral for anxiety treatment happens to be autistic.)" - MC ==2022 Summer Audit== ===Preparation phase === ====Diagnostic criteria for autism spectrum disorder==== DSM-IV link is broken- doesn't have a page or is written wrong [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Base rates of ASD in children and adolescents in different populations and clinical settings==== some columns aren't filled out completely [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 14:01, 16 June 2022 (UTC) ===Prediction phase === ====Psychometric properties of screening instruments for autism spectrum disorder==== inter-rate reliability, test-retest reliability, construct validity, and content validity columns are not filled out [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Likelihood ratios and AUCs of screening measures for ASD==== last four columns aren't filled out [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Interpreting autism screening measure scores==== ===Prescription phase === ====Gold standard diagnostic interviews==== ====Recommended diagnostic interviews for autism spectrum disorder==== table incomplete!!! [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ===Process phase === ====Process measures==== ====Outcome and severity measures==== ====Treatment==== ===External resources=== first link is a little weird i don’t know if i just don't know how to work it or what but its kind of confusing [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 14:19, 16 June 2022 (UTC) Do you think adding in this [https://embrace-autism.com/ link] would be helpful? It goes to the Embrace Autism site which allows people to take widely used, empirically validated tests online that can give an indication of whether they might be autistic.--[[User:Ardenguo|Ardenguo]] ([[User talk:Ardenguo|discuss]] • [[Special:Contributions/Ardenguo|contribs]]) 23:37, 11 August 2022 (UTC) ===References=== 447tcyt3ajg9i7bybr6g1g2vl4gk190 2413917 2413882 2022-08-12T04:44:44Z Faggetmutilator 2948104 /* Treatment */ wikitext text/x-wiki == To-dos == Drop suggestions and next to-dos in their respective sections. For each section, please add four tildes (<nowiki>~~~~</nowiki>). This is to add a timestamp and your username next to your suggestion. === Demographic information === "Base rates of ASD in children and adolescents in different populations and clinical settings" needs work -Lizzie "National prevalence via CDC's ADDM sites is outdated, now 1 in 54 ~1.9%; North Carolina prevalence is 1 in 39 ~2.6%; breakdown by sex and race/ethnicity also available to be updated (2016 surveillance - Maenner et al., 2020)" - MC === Diagnosis === "Screening instruments and diagnostic interviews" needs work. -Lizzie "Given the high prevalence of co-occurring psychopathology with ASD, it could be really clinically useful to include screeners (for anxiety and depression in particular) which have been validated for autistic individuals. This would be helpful not only for clinicians to routinely screen for with autistic clients but would also be useful for clinicians unfamiliar with autism to utilize (e.g. a community mental health provider whose newest referral for anxiety treatment happens to be autistic.)" - MC ==2022 Summer Audit== ===Preparation phase === ====Diagnostic criteria for autism spectrum disorder==== DSM-IV link is broken- doesn't have a page or is written wrong [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Base rates of ASD in children and adolescents in different populations and clinical settings==== some columns aren't filled out completely [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 14:01, 16 June 2022 (UTC) ===Prediction phase === ====Psychometric properties of screening instruments for autism spectrum disorder==== inter-rate reliability, test-retest reliability, construct validity, and content validity columns are not filled out [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Likelihood ratios and AUCs of screening measures for ASD==== last four columns aren't filled out [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ====Interpreting autism screening measure scores==== ===Prescription phase === ====Gold standard diagnostic interviews==== ====Recommended diagnostic interviews for autism spectrum disorder==== table incomplete!!! [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 13:58, 16 June 2022 (UTC) ===Process phase === ====Process measures==== ====Outcome and severity measures==== ====Treatment==== Why don’t they just indefinitely institutionalize autists, since bullying apparently doesn’t make them stop acting like social rejects. - FM ===External resources=== first link is a little weird i don’t know if i just don't know how to work it or what but its kind of confusing [[User:Hope Holloway|Hope Holloway]] ([[User talk:Hope Holloway|discuss]] • [[Special:Contributions/Hope Holloway|contribs]]) 14:19, 16 June 2022 (UTC) Do you think adding in this [https://embrace-autism.com/ link] would be helpful? It goes to the Embrace Autism site which allows people to take widely used, empirically validated tests online that can give an indication of whether they might be autistic.--[[User:Ardenguo|Ardenguo]] ([[User talk:Ardenguo|discuss]] • [[Special:Contributions/Ardenguo|contribs]]) 23:37, 11 August 2022 (UTC) ===References=== 6amvid60eyql6g1nsxozf5dba87rwvm 0 234441 2413835 2413732 2022-08-11T17:27:38Z Marshallsumter 311529 /* Kapteyn's Star */ wikitext text/x-wiki [[Image:Hs-2009-03-a-web_print.jpg|thumb|right|250px|The Hubble Space Telescope image shows four high-velocity, runaway stars plowing through their local interstellar medium. Credit: NASA - Hubble's Advanced Camera for Surveys.{{tlx|free media}}]] The image on the right shows four high-velocity, runaway stars plowing through their local interstellar medium. "Resembling comets streaking across the sky, these four speedy stars are plowing through regions of dense interstellar gas and creating brilliant arrowhead structures and trailing tails of glowing gas."<ref name=Sahai>{{ cite web |author=R. Sahai |title=Stellar Interlopers Caught Speeding Through Space |publisher=Hubblesite |location=Baltimore, Marland USA |date=January 7, 2009 |url=http://hubblesite.org/image/2455/news_release/2009-03 |accessdate=6 June 2019 }}</ref> "These bright arrowheads, or bow shocks, can be seen in these four images taken with NASA's Hubble Space Telescope. The bow shocks form when the stars' powerful stellar winds, streams of matter flowing from the stars, slam into surrounding dense gas. The phenomenon is similar to that seen when a speeding boat pushes through water on a lake."<ref name=Sahai/> "The stars in these images are among 14 runaway stars spotted by Hubble's Advanced Camera for Surveys. The stars appear to be young, just millions of years old. Their ages are based on their colors and the presence of strong stellar winds, a signature of youthful stars."<ref name=Sahai/> "Depending on their distance from Earth, the bullet-nosed bow shocks could be 100 billion to a trillion miles wide (the equivalent of 17 to 170 solar system diameters, measured out to Neptune's orbit). The bow shocks indicate that the stars are moving fast, more than 112,000 miles an hour (more than 180,000 kilometers an hour) with respect to the dense gas they are plowing through. They are traveling roughly five times faster than typical young stars, relative to their surroundings."<ref name=Sahai/> "The high-speed stars have traveled far from their birth places. Assuming their youthful phase lasts only a million years and they are moving at roughly 112,000 miles an hour, the stars have journeyed 160 light-years."<ref name=Sahai/> "The Hubble observations were taken between October 2005 and July 2006."<ref name=Sahai/> {{clear}} ==Solar position== "Total velocities in the Galactic rest frame are computed correcting radial velocities and proper motions for the solar and the local standard of rest (LSR) motion (Schönrich 2012). In doing so, we assume that the distance between the Sun and the [Galactic Center] GC is d_⊙ = 8.2 kpc, and that the Sun has an height above the stellar disk of z_⊙ = 25 pc (Bland-Hawthorn & Gerhard 2016). We assume a rotation velocity at the Sun position v_LSR = 238 km s⁻¹ and a Sun’s peculiar velocity vector v_⊙ = [U_⊙,V_⊙,W_⊙] = [14.0,12.24,7.25] km s⁻¹ (Schönrich et al. 2010; Schönrich 2012; Bland-Hawthorn & Gerhard 2016)."<ref name=Marchetti/> ==Theoretical high velocity stars== '''Def.''' a star moving faster than 65 km/s to 100 km/s relative to the average motion of the stars in the Sun's neighbourhood is called a '''high-velocity star'''. '''Def.''' a high-velocity star moving through space with an abnormally high velocity relative to the surrounding interstellar medium is called a '''runaway star'''. '''Def.''' a star whose elliptical orbit takes it well outside the plane of [its galaxy] at steep angles is called a '''halo star'''. ==Mechanisms that may give rise to a runaway star== # Gravitational interactions between stars in a stellar system can result in large accelerations of one or more of the involved stars. In some cases, stars may even be ejected.<ref>{{Cite journal |last=Oh |first=Seungkyung |last2=Kroupa |first2=Pavel |last3=Pflamm-Altenburg |first3=Jan |date=2015 |title=Dependency of Dynamical Ejections of O Stars on the Masses of Very Young Star Clusters |url=http://stacks.iop.org/0004-637X/805/i=2/a=92 |journal=The Astrophysical Journal |language=en |volume=805 |issue=2 |page=92 |doi=10.1088/0004-637X/805/2/92 |issn=0004-637X |arxiv=1503.08827 |bibcode=2015ApJ...805...92O }}</ref> This can occur in seemingly stable star systems of only three stars, as described in studies of the three-body problem in gravitational theory.<ref>{{Cite journal |last=Gvaramadze |first=Vasilii V. |last2=Gualandris |first2=Alessia |date=2010-09-30 |title=Very massive runaway stars from three-body encounters |url=https://academic.oup.com/mnras/article/410/1/304/1033482 |journal=Monthly Notices of the Royal Astronomical Society |language=en |volume=410 |issue=1 |pages=304–312 |doi=10.1111/j.1365-2966.2010.17446.x |issn=0035-8711 |arxiv=1007.5057 |bibcode=2011MNRAS.410..304G }}</ref> # A collision or close encounter between stellar systems, including galaxies, may result in the disruption of both systems, with some of the stars being accelerated to high velocities, or even ejected. A large-scale example is the gravitational interaction between the [[Milky Way]] Galaxy and the Large Magellanic Cloud.<ref>{{Cite journal |last=Boubert |first=D. |last2=Erkal |first2=D. |last3=Evans |first3=N. W. |last4=Izzard |first4=R. G. |date=2017-04-10 |title=Hypervelocity runaways from the Large Magellanic Cloud |url=https://academic.oup.com/mnras/article/469/2/2151/3573852 |journal=Monthly Notices of the Royal Astronomical Society |language=en |volume=469 |issue=2 |pages=2151–2162 |doi=10.1093/mnras/stx848 |issn=0035-8711 |arxiv=1704.01373 |bibcode=2017MNRAS.469.2151B }}</ref> # A supernova explosion in a multiple star system can accelerate both the supernova remnant and/or remaining stars to high velocities.<ref>{{cite journal |last=Blaauw |first=A. |year=1961 |title=On the origin of the O- and B-type stars with high velocities (the run-away stars), and some related problems |journal=Bulletin of the Astronomical Institutes of the Netherlands |volume=15 |page=265 |bibcode=1961BAN....15..265B }}</ref><ref>{{cite journal |last=Tauris |first=T.M. |last2=Takens |first2=R.J. |year=1998 |title=Runaway velocities of stellar components originating from disrupted binaries via asymmetric supernova explosions |journal=Astronomy and Astrophysics |volume=330 |pages=1047–1059 |bibcode=1998A&A...330.1047T }}</ref> ==High velocity stars== "Stars with extremely high velocities have been long studied to probe our Galaxy. The interest in the high velocity tail of the total velocity distribution of stars in our Milky Way is twofold. First, it flags the presence of extreme dynamical and astrophysical processes, especially when the velocity of a star is so high that it approaches (or even exceeds) the escape speed from the Galaxy at its position. Secondly, high velocity stars, spanning a large range of distances, can be used as dynamical tracers of integral properties of the Galaxy. The stellar high velocity distribution has for example been used to trace the local Galactic escape speed and the mass of the Milky Way (e.g. Smith et al. 2007; Gnedin et al. 2010; Piffl et al. 2014). To put the concept of high velocity in context, the value of the escape speed is found to be ∼ 530 km s⁻¹ at the Sun position, it increases up to ∼ 600 km s⁻¹ in the central regions of the Galaxy, and then falls down to ≲ 400 km s⁻¹ at Galactocentric distances ∼ 50 kpc (Williams et al. 2017)."<ref name=Marchetti>{{ cite journal |author=T. Marchetti, E. M. Rossi and A. G. A. Brown |title=''Gaia'' DR2 in 6D: Searching for the fastest stars in the Galaxy |journal=Monthly Notices of the Royal Astronomical Society |date=20 September 2018 |volume=sty2592 |issue= |pages=1-16 |url=https://academic.oup.com/mnras/advance-article-pdf/doi/10.1093/mnras/sty2592/25814213/sty2592.pdf |arxiv= |bibcode= |doi=10.1093/mnras/sty2592 |pmid= |accessdate=6 June 2019 }}</ref> ==WR 124== [[Image:M1-67 & WR124.png|right|thumb|300px|Hubble Space Telescope image shows nebula M1-67 around Wolf–Rayet star WR 124. Credit: [[c:user:Geckzilla|Judy Schmidt]].{{tlx|free media}}]] On the right is an image of WR 124 a Wolf–Rayet star in the constellation of Sagitta surrounded by a ring nebula of expelled material known as M1-67.<ref name=crowther>{{cite journal |bibcode=1999A&A...350.1007C |title=Wolf-Rayet nebulae as tracers of stellar ionizing fluxes. I. M1-67 |journal=Astronomy and Astrophysics |volume=350 |pages=1007 |author1=Crowther |first1=Paul A. |last2=Pasquali |first2=A. |last3=De Marco |first3=Orsola |last4=Schmutz |first4=W. |last5=Hillier |first5=D. J. |last6=De Koter |first6=A. |year=1999 |arxiv = astro-ph/9908200 }}</ref> Its a runaway star with a radial velocity around 200&nbsp;km/s, discovered in 1938, and identified as a high velocity Wolf–Rayet star.<ref name=merrill>{{cite journal |bibcode=1938PASP...50..350M |title=A Wolf-Rayet Star with High Velocity |journal=Publications of the Astronomical Society of the Pacific |volume=50 |pages=350 |author1=Merrill |first1=P. W. |year=1938 |doi=10.1086/124982 }}</ref> It is listed in the General Catalogue of Variable Stars as QR Sagittae with a range of 0.08 magnitudes.<ref name=gcvs1971>{{cite journal |bibcode=1971GCVS3.C......0K |title=The third edition containing information on 20437 variable stars discovered and designated till 1968 |journal=General Catalogue of Variable Stars |pages=0 |author1=Kukarkin |first1=B. V. |last2=Kholopov |first2=P. N. |last3=Pskovsky |first3=Y. P. |last4=Efremov |first4=Y. N. |last5=Kukarkina |first5=N. P. |last6=Kurochkin |first6=N. E. |last7=Medvedeva |first7=G. I. |year=1971 }}</ref> The Gaia Data Release 2 parallax is {{val|0.1153|0.0365|ul=mas}}, leading to a statistical distance estimate of <math>{6,203}^{1,621}_{1,123}</math> pc.<ref name=bailer>{{cite journal |bibcode=2018AJ....156...58B |title=Estimating Distance from Parallaxes. IV. Distances to 1.33 Billion Stars in Gaia Data Release 2 |journal=The Astronomical Journal |volume=156 |issue=2 |pages=58 |last1=Bailer-Jones |first1=C. A. L. |last2=Rybizki |first2=J. |last3=Fouesneau |first3=M. |last4=Mantelet |first4=G. |last5=Andrae |first5=R. |year=2018 |doi=10.3847/1538-3881/aacb21 |arxiv=1804.10121 }}</ref> The expansion rate of the M1-67 nebula expelled from the star has been directly measured using the Hubble WFPC2 camera images taken 11 years apart, and compared that rate to the expansion velocity measured by the Doppler shift of the nebular emission lines.<ref name=marchenko/> The distance calculated from the nebular expansion rate is 3.35 kpc.<ref name=marchenko>{{cite journal |doi=10.1088/2041-8205/724/1/L90 |title=Population I Wolf-Rayet Runaway Stars: The Case of Wr124 and Its Expanding Nebula M1-67 |journal=The Astrophysical Journal |volume=724 |pages=L90 |year=2010 |last1=Marchenko |first1=S. V. |last2=Moffat |first2=A. F. J. |last3=Crowther |first3=P. A. |bibcode=2010ApJ...724L..90M |arxiv = 1011.0785 }}</ref> Previous distances of 5kpc<ref name=crowther/> to 8.4kpc,<ref name=hamann>{{cite journal |doi=10.1051/0004-6361:20065052 |title=The Galactic WN stars |journal=Astronomy and Astrophysics |volume=457 |issue=3 |pages=1015 |year=2006 |last1=Hamann |first1=W.-R. |last2=Gräfener |first2=G. |last3=Liermann |first3=A. |bibcode=2006A&A...457.1015H |arxiv = astro-ph/0608078 }}</ref> have corresponding luminosities of 338,000-1,000,000 L_☉. WR stars of lower metallicity can form from lower mass progenitors and have lower luminosity, but this would be unusual for a Population I star within the [[Milky Way]].<ref name=marchenko/> A young highly massive and luminous WN8h star would still be burning hydrogen in its core, but a less luminous and older star would be burning helium in its core.<ref name=meynet>{{cite journal |doi=10.1051/0004-6361:20030512 |title=Stellar evolution with rotation |journal=Astronomy and Astrophysics |volume=404 |issue=3 |pages=975 |year=2003 |last1=Meynet |first1=G. |last2=Maeder |first2=A. |bibcode=2003A&A...404..975M |arxiv = astro-ph/0304069 }}</ref> The result of modelling the star purely from its observed characteristics is a luminosity of 1,000,000 L_☉ and a mass of 33 M_☉, corresponding to a relatively young hydrogen-burning star at around 8 kpc<ref name=hamann/> The mass loss rate is 10⁻⁵ - 10⁻⁴ M_☉ per year, depending on the distance and properties determined for the star.<ref name=crowther/> WR 124 can be seen as a glowing body in the center of a gigantic fireball.<ref name=crowther/> {{clear}} ==Fast halo stars== [[Image:Inseparable galactic twins.jpg|right|thumb|300px|Looking towards the constellation of Triangulum (The Triangle), in the northern sky, lies the galaxy pair MRK 1034. Credit: ESA/Hubble & NASA Acknowledgement: Judy Schmidt.{{tlx|free media}}]] "A first class of objects that can be found in the high tail of the total velocity distribution is fast halo stars. Their measured dispersion velocity is around 150 km s⁻¹ (Smith et al. 2009; Evans et al. 2016), therefore 3-σ outliers can exceed 450 km s⁻¹, while remaining bound. Halo stars could also reach unbound velocities, when they are part of the debris of tidally disrupted satellite galaxies, like the Sagittarius Dwarf galaxy, that has not yet virialized (e.g. Abadi et al. 2009). Velocities outliers in the bulge and disk velocity distribution may also exist and become apparent in a large data set."<ref name=Marchetti/> "Looking towards the constellation of Triangulum (The Triangle), in the northern sky, lies the galaxy pair MRK 1034. The two very similar galaxies, named PGC 9074 and PGC 9071, are close enough to one another to be bound together by gravity, although no gravitational disturbance can yet be seen in the image. These objects are probably only just beginning to interact gravitationally."<ref name=Schmidt>{{ cite web |author=Judy Schmidt |title=Inseparable galactic twins |publisher=Space Telescope |location=Baltimore, Maryland USA |date=24 June 2013 |url=https://www.spacetelescope.org/images/potw1325a/ |accessdate=9 June 2019 }}</ref> "Both are spiral galaxies, and are presented to our eyes face-on, so we are able to appreciate their distinctive shapes. On the left of the image, spiral galaxy PGC 9074 shows a bright bulge and two spiral arms tightly wound around the nucleus, features which have led scientists to classify it as a type Sa galaxy. Close by, PGC 9071 — a type Sb galaxy — although very similar and almost the same size as its neighbour, has a fainter bulge and a slightly different structure to its arms: their coils are further apart."<ref name=Schmidt/> "The spiral arms of both objects clearly show dark patches of dust obscuring the light of the stars lying behind, mixed with bright blue clusters of hot, recently-formed stars. Older, cooler stars can be found in the glowing, compact yellowish bulge towards the centre of the galaxy. The whole structure of each galaxy is surrounded by a much fainter round halo of old stars, some residing in globular clusters."<ref name=Schmidt/> "Gradually, these two neighbours will attract each other, the process of star formation will be increased and tidal forces will throw out long tails of stars and gas. Eventually, after maybe hundreds of millions of years, the structures of the interacting galaxies will merge together into a new, larger galaxy."<ref name=Schmidt/> {{clear}} ==Kapteyn's Star== [[Image:VZPicLightCurve.png|thumb|right|250px|A visual band light curve for VZ Pictoris has been adapted. Credit: [[c:user:PopePompus|PopePompus]].{{tlx|free media}}]] The red curve shows the ''sine'' function that best fits the data. A visual band light curve for VZ Pictoris has been adapted from Guinan ''et al.'' (2016).<ref name=Guinan2016>{{cite journal | title=Living with a Red Dwarf: Rotation and X-Ray and Ultraviolet Properties of the Halo Population Kapteyn's Star | last1=Guinan | first1=Edward F. | last2=Engle | first2=Scott G. | last3=Durbin | first3=Allyn | journal=The Astrophysical Journal | volume=821 | issue=2 | id=81 | pages=14 | date=April 2016 | doi=10.3847/0004-637X/821/2/81 | bibcode= 2016ApJ...821...81G | arxiv=1602.01912 | s2cid=119283541 }}</ref> Based upon parallax measurements, Kapteyn's Star is {{Convert|12.83|ly|pc|abbr=off}} from the Earth.<ref name=GaiaDR2>{{cite journal | last1=Brown | first1=A. G. A. | collaboration=Gaia collaboration | date=August 2018 | title=''Gaia'' Data Release 2: Summary of the contents and survey properties | journal=Astronomy & Astrophysics | volume=616 |at=A1 | arxiv=1804.09365 | bibcode=2018A&A...616A...1G | bibcode-access=free | doi=10.1051/0004-6361/201833051 }}</ref> It came within {{cvt|2.144|pc|ly|1|adj=ri1|order=flip}} of the Sun about 10,900 years ago and has been moving away since that time.<ref name=Bailer2015>{{cite journal | title=Close encounters of the stellar kind | last1=Bailer-Jones | first1=C. A. L. | journal=Astronomy & Astrophysics | volume=575 | id=A35 | pages=13 | date=March 2015 | doi=10.1051/0004-6361/201425221 | bibcode=2015A&A...575A..35B| arxiv = 1412.3648 | s2cid=59039482 }}</ref> Kapteyn's Star is distinctive in a number of regards: it has a high radial velocity,<ref name=Kaler>{{cite book | contribution=Kapteyn's Star | pages=108–109 | title=The Hundred Greatest Stars | first=James B. | last=Kaler | publisher=Copernicus Books | date=2002 }}</ref> orbits the Milky Way retrograde,<ref name=Kotoneva>{{cite journal| first1=E. | last1=Kotoneva | first2=K. | last2=Innanen | first3=P. C. | last3=Dawson | first4=P. R. | last4=Wood | first5=M. M. | last5=De Robertis | title=A study of Kapteyn's star | year=2005 | journal=Astronomy & Astrophysics | volume=438 | pages=957–962 | doi=10.1051/0004-6361:20042287 | bibcode=2005A&A...438..957K | issue=3 }}</ref> and is the nearest-known galactic halo star to the Sun.<ref name=Woolf>{{cite journal | doi=10.1111/j.1365-2966.2004.07671.x | title=Chemical abundance analysis of Kapteyn's Star | last1=Woolf | first1=V. M. | last2=Wallerstein | first2=G. | journal=Monthly Notices of the Royal Astronomical Society | volume=350 | issue=2 | pages=575–579 | year=2004 | bibcode=2004MNRAS.350..575W }}.</ref> It is a member of a moving group of stars that share a common trajectory through space, named the Kapteyn moving group.<ref name=Eggen>{{cite journal | last1=Eggen | first1=O. J. | title=The Ross 451 Group of Halo Stars | journal=Astronomical Journal | volume=112 | page=2661 |date=December 1996 | bibcode=1996AJ....112.2661E |doi = 10.1086/118210 }}</ref> Based upon their element abundances, these stars may once have been members of Omega Centauri, a globular cluster that is thought to be the remnant of a dwarf galaxy that merged with the Milky Way. During this process, the stars in the group, including Kapteyn's Star, may have been stripped away as tidal debris.<ref name=Kotoneva/><ref name=Wylie>{{citation | last1=Wylie-de Boer | first1=Elizabeth | last2=Freeman | first2=Ken | last3=Williams | first3=Mary | title=Evidence of Tidal Debris from ω Cen in the Kapteyn Group | journal=The Astronomical Journal | volume=139 | issue=2 | pages=636–645 |date=February 2010 | doi=10.1088/0004-6256/139/2/636 | bibcode=2010AJ....139..636W |arxiv = 0910.3735 | s2cid=119217292 }}</ref><ref name="ns20091104">{{cite journal | title=Backward star ain't from round here | journal=New Scientist | date=November 4, 2009 | accessdate=September 2, 2017 | url=https://web.archive.org/web/20150525093255/http://www.newscientist.com/article/mg20427334.100-backward-star-aint-from-round-here.html }}</ref> Variable type: BY Draconis variable (BY Dra)<ref name="var">{{citation | title=VZ Pic | work=General Catalogue of Variable Stars, Sternberg Astronomical Institute, Moscow, Russia | accessdate=2009-10-14 |url=https://web.archive.org/web/20110927235117/http://www.sai.msu.su/groups/cluster/gcvs/cgi-bin/search.cgi?search=VZ+pic }}</ref>, Temperature = 3550 ± 50 K<ref name="planets">{{ cite journal |arxiv=1406.0818 |title=Two planets around Kapteyn's star : a cold and a temperate super-Earth orbiting the nearest halo red-dwarf |first1=Guillem |last1=Anglada-Escudé |first2= Pamela |last2=Arriagada |first3= Mikko |last3=Tuomi |first4= Mathias |last4=Zechmeister |year=2014 |bibcode = 2014MNRAS.443L..89A |doi = 10.1093/mnrasl/slu076 }}</ref>, Rotational velocity = 9.15 km/s<ref name="mnras407_3_1657">{{citation | last1=Houdebine | first1=E. R. | title=Observation and modelling of main-sequence star chromospheres - XIV. Rotation of dM1 stars | journal=Monthly Notices of the Royal Astronomical Society | volume=407 | issue=3 | pages=1657–1673 |date=September 2010 | doi=10.1111/j.1365-2966.2010.16827.x | bibcode=2010MNRAS.407.1657H }}</ref>, Visibility: The star is at an apparent magnitude of 9 and is visible through binoculars or a telescope in the constellation of Pictor, in the southern sky.<ref name="scinews">{{cite web | title=Kapteyn b and c: Two Exoplanets Found Orbiting Kapteyn’s Star | publisher=Sci-News | accessdate=23 July 2014 |url=https://web.archive.org/web/20140803022339/http://www.sci-news.com/astronomy/science-kapteyn-b-c-two-exoplanets-kapteyns-star-01965.html }}</ref> Radial velocity (cz) = 245.29 ± 0.10 km/s, Spectral type: M1VIp, V* VZ Pic, HD 33793, IRAS 05100-4502, 2MASS J05114046-4501051 and Gaia DR2 4810594479417465600.<ref name=Simbad191>{{ cite web |author=Simbad |title=GJ 191 -- Variable of BY Dra type |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=Kapteyn%27s+Star&submit=SIMBAD+search |accessdate=9 June 2019 }}</ref> ==Runaway stars== [[Image:Runaway star speeding from 30 Doradus.jpg|right|thumb|300px|This image of the 30 Doradus Nebula, a rambunctious stellar nursery, and the enlarged inset photo show a heavyweight star that may have been kicked out of its home by a pair of heftier siblings. Credit: NASA, ESA, J. Walsh (ST-ECF) Acknowledgment: Z. Levay (STScI) Credit for ESO image: ESO Acknowledgments: J. Alves (Calar Alto, Spain), B. Vandame, and Y. Beletski (ESO) Processing by B. Fosbury (ST-ECF).{{tlx|free media}}]] ""Runaway stars" (RSs) form an another class of high velocity stars. They were originally introduced as O and B type stars ejected from the Galactic disk with velocities higher than 40 km s⁻¹ (Blaauw 1961). Theoretically, there are two main formation channels: i) dynamical encounters between stars in dense stellar systems such as young star clusters (e.g. Poveda et al. 1967; Leonard & Duncan 1990; Gvaramadze et al. 2009), and ii) supernova explosions in stellar binary systems (e.g. Blaauw 1961; Portegies Zwart 2000). Both mechanisms have been shown to occur in our Galaxy (Hoogerwerf et al. 2001). Typical velocities attained by the two formation channels are of the order of a few tens of km s⁻¹, and even if several hundreds of km s⁻¹ can be attained for the most extreme systems (Portegies Zwart 2000; Przybilla et al. 2008; Gvaramadze et al. 2009; Gvaramadze & Gualandris 2011; Silva & Napiwotzki 2011), simulations indicate that the majority of runaway stars from dynamical encounters have ejection velocities ≲ 200 km s⁻¹ (Perets & Šubr 2012). Recent results show that it is possible to achieve ejection velocities up to ∼ 1300 km s⁻¹ for low-mass G/K type stars in very compact binaries (Tauris 2015). Nevertheless, the rate of production of unbound RSs, referred to as hyper runaway stars (HRSs), is estimated to be as low as 8 · 10⁻⁷ yr⁻¹ (Perets & Šubr 2012; Brown 2015)."<ref name=Marchetti/> "A heavy runaway star rushing away from a nearby stellar nursery at more than 400 000 kilometres per hour, a speed that would get you to the Moon and back in two hours [is shown in the image on the right]. The runaway is the most extreme case of a very massive star that has been kicked out of its home by a group of even heftier siblings. Tantalising clues from three observatories, including the NASA/ESA Hubble Space Telescope’s newly installed Cosmic Origins Spectrograph (COS), and some old-fashioned detective work, suggest that the star may have travelled about 375 light-years from its suspected home, a giant star cluster called R136."<ref name=Evans>{{ cite web |author=Chris Evans and Nolan Walborn |title=Hubble catches heavyweight runaway star speeding from 30 Doradus |publisher=Space Telescope |location=Baltimore, Maryland USA |date=11 May 2010 |url=https://www.spacetelescope.org/news/heic1008/ |accessdate=9 June 2019 }}</ref> "The homeless star is on the outskirts of the 30 Doradus Nebula, a raucous stellar breeding ground in the nearby Large Magellanic Cloud. The finding bolsters evidence that the most massive stars in the local Universe reside in 30 Doradus, making it a unique laboratory for studying heavyweight stars. 30 Doradus, also called the Tarantula Nebula, is roughly 170 000 light-years from Earth. Nestled in the core of 30 Doradus, R136 contains several stars topping 100 solar masses each."<ref name=Evans/> "The observations offer insights into how massive star clusters behave."<ref name=Evans/> "These results are of great interest because such dynamical processes in very dense, massive clusters have been predicted theoretically for some time, but this is the first direct observation of the process in such a region. Less massive runaway stars from the much smaller Orion Nebula Cluster were first found over half a century ago, but this is the first potential confirmation of more recent predictions applying to the most massive young clusters."<ref name=Walborn>{{ cite web |author=Nolan Walborn |title=Hubble catches heavyweight runaway star speeding from 30 Doradus |publisher=Space Telescope |location=Baltimore, Maryland USA |date=11 May 2010 |url=https://www.spacetelescope.org/news/heic1008/ |accessdate=9 June 2019 }}</ref> "Runaway stars can be made in a couple of ways. A star may encounter one or two heavier siblings in a massive, dense cluster and get booted out through a stellar game of pinball. Or, a star may get a “kick” from a supernova explosion in a binary system, with the more massive star exploding first."<ref name=Evans/> "It is generally accepted, however, that R136 is young enough that the cluster’s most massive stars have not yet exploded as supernovae. This implies that the star must have been ejected through dynamical interaction."<ref name=Lennon>{{ cite web |author=Danny Lennon |title=Hubble catches heavyweight runaway star speeding from 30 Doradus |publisher=Space Telescope |location=Baltimore, Maryland USA |date=11 May 2010 |url=https://www.spacetelescope.org/news/heic1008/ |accessdate=9 June 2019 }}</ref> "Hubble astronomers unexpectedly picked up another clue when they used the star as a target to calibrate the COS instrument, installed in May 2009 during Servicing Mission 4. Those ultraviolet spectroscopic observations, made in July 2009, showed that the wayward star is unleashing a fury of charged particles in one of the most powerful stellar winds known, a clear sign that it is extremely massive, perhaps as much as 90 times heavier than the Sun. The star, therefore, also must be very young, about one million to two million years old, because extremely massive stars only live for a few million years."<ref name=Evans/> "Sifting through Hubble’s archive of images, astronomers found another important piece of evidence. An optical image of the star taken by the Wide Field Planetary Camera 2 in 1995 revealed that it is at one end of an egg-shaped cavity. The cavity’s glowing edges stretch behind the star and point in the direction of its home in 30 Doradus."<ref name=Evans/> "Another spectroscopic study from the European Southern Observatory’s Very Large Telescope (VLT) at the Paranal Observatory in Chile revealed that the star’s velocity is constant and not a result of orbital motion in a binary system. Its velocity corresponds to an unusual motion relative to the star’s surroundings, evidence that it is a runaway star."<ref name=Evans/> "The study also confirmed that the light from the runaway is from a single massive star rather than the combined light of two lower mass stars. In addition, the observation established that the star is about ten times hotter than the Sun, a temperature that is consistent with a high-mass object."<ref name=Evans/> {{clear}} ==AE Aurigae== [[Image:IC405 Flaming Star Nebula from the Mount Lemmon SkyCenter Schulman Telescope courtesy Adam Block.jpg|upright=1.2|thumb|right|300px|Flaming star nebula IC 405 is around AE Aurigae. Credit: Credit Line & Copyright Adam Block/Mount Lemmon SkyCenter/University of Arizona.{{tlx|free media}}]] Spectral type: O9.5V<ref name=gosss>{{cite journal |bibcode=2011ApJS..193...24S |arxiv=1101.4002 |title=The Galactic O-Star Spectroscopic Survey. I. Classification System and Bright Northern Stars in the Blue-violet at R ~ 2500 |journal=The Astrophysical Journal Supplement |volume=193 |issue=2 |pages=24 |author1=Sota |first1=A. |last2=Maíz Apellániz |first2=J. |last3=Walborn |first3=N. R. |last4=Alfaro |first4=E. J. |last5=Barbá |first5=R. H. |last6=Morrell |first6=N. I. |last7=Gamen |first7=R. C. |last8=Arias |first8=J. I. |year=2011 |doi=10.1088/0067-0049/193/2/24 }}</ref>, Variable type: Orion variable<ref name=gcvs2009>{{cite journal |bibcode=2009yCat....102025S |title=VizieR Online Data Catalog: General Catalogue of Variable Stars (Samus+ 2007-2013) |journal=VizieR On-line Data Catalog: B/gcvs. Originally published in: 2009yCat....102025S |volume=1 |author1=Samus |first1=N. N. |last2=Durlevich |first2=O. V. |year=2009 }}</ref>, Radial velocity = 56.70 ± 0.6 km/s<ref>{{cite journal |bibcode=2007AN....328..889K |title=Astrophysical supplements to the ASCC-2.5: Ia. Radial velocities of ˜55000 stars and mean radial velocities of 516 Galactic open clusters and associations |journal=Astronomische Nachrichten |volume=328 |issue=9 |pages=889 |author1=Kharchenko |first1=N. V. |last2=Scholz |first2=R.-D. |last3=Piskunov |first3=A. E. |last4=Röser |first4=S. |last5=Schilbach |first5=E. |year=2007 |doi=10.1002/asna.200710776 |arxiv = 0705.0878 }}</ref>, Temperature: 33,000 K<ref name=martins15>{{cite journal |bibcode=2015A&A...575A..34M |arxiv=1411.4420 |title=The MiMeS survey of magnetism in massive stars: CNO surface abundances of Galactic O stars |journal=Astronomy & Astrophysics |volume=575 |pages=A34 |author1=Martins |first1=F. |last2=Hervé |first2=A. |last3=Bouret |first3=J.-C. |last4=Marcolino |first4=W. |last5=Wade |first5=G. A. |last6=Neiner |first6=C. |last7=Alecian |first7=E. |last8=Grunhut |first8=J. |last9=Petit |first9=V. |year=2015 |doi=10.1051/0004-6361/201425173 }}</ref>, and Rotational velocity = 25 km/s.<ref name=martins15/> AE Aur is a runaway star that might have been ejected during a collision of two binary star groups, which also is credited with ejecting Mu Columbae and possibly 53 Arietis, and has been traced to the Trapezium cluster in the Orion Nebula two million years ago, where the binary Iota Orionis may have been the other half of this collision.<ref name=hoogerwerf>{{cite journal |bibcode=2001A&A...365...49H |arxiv=astro-ph/0010057 |title=On the origin of the O and B-type stars with high velocities. II. Runaway stars and pulsars ejected from the nearby young stellar groups |journal=Astronomy and Astrophysics |volume=365 |issue=2 |pages=49 |author1=Hoogerwerf |first1=R. |last2=De Bruijne |first2=J. H. J. |last3=De Zeeuw |first3=P. T. |year=2001 |doi=10.1051/0004-6361:20000014 }}</ref> AE Aur is seen to light up the Flaming Star nebula, but it was not formed within it and is passing through the nebula at high speed producing a violent bow shock and high energy electromagnetic radiation.<ref>{{cite journal |bibcode=2012ApJ...757L...6L |arxiv=1208.6511 |title=AE Aurigae: First Detection of Non-thermal X-Ray Emission from a Bow Shock Produced by a Runaway Star |journal=The Astrophysical Journal Letters |volume=757 |pages=L6 |author1=López-Santiago |first1=J. |last2=Miceli |first2=M. |last3=Del Valle |first3=M. V. |last4=Romero |first4=G. E. |last5=Bonito |first5=R. |last6=Albacete-Colombo |first6=J. F. |last7=Pereira |first7=V. |last8=De Castro |first8=E. |last9=Damiani |first9=F. |year=2012 |doi=10.1088/2041-8205/757/1/L6 }}</ref><ref>{{cite journal |bibcode=2007ApJ...655..920F |arxiv=astro-ph/0610953 |title=A Cometary Bow Shock and Mid-Infrared Emission Variations Revealed in Spitzer Observations of HD 34078 and IC 405 |journal=The Astrophysical Journal |volume=655 |issue=2 |pages=920 |author1=France |first1=Kevin |last2=McCandliss |first2=Stephan R. |last3=Lupu |first3=Roxana E. |year=2007 |doi=10.1086/510481 }}</ref> {{clear}} ==Iota Orionis== [[Image:The Orion Nebula M42.jpg|thumb|right|upright=1.2|300px|ι Orionis is the bright star to the right (south) of the Orion Nebula. Credit: [[c:user:Rawastrodata|Rawastrodata]].{{tlx|free media}}]] Spectral class: O9&nbsp;III + B0.8&nbsp;III/IV<ref name=apj554_1_362>{{citation | display-authors=1 | last1=Bagnuolo | first1=William G., Jr. | last2=Riddle | first2=Reed L. | last3=Gies | first3=Douglas R. | last4=Barry | first4=Donald J. | title=ι Orionis-Evidence for a Capture Origin Binary | journal=The Astrophysical Journal | volume=554 | issue=1 | pages=362–367 |date=June 2001 | doi=10.1086/321367 | bibcode=2001ApJ...554..362B }}</ref>, Variable type: (B) Orion<ref>{{cite journal |bibcode=2011IBVS.5969....1K |title=The 80th Name-List of Variable Stars. Part I - RA 0h to 6h |journal=Information Bulletin on Variable Stars |volume=5969 |pages=1 |author1=Kazarovets |first1=E. V. |last2=Samus |first2=N. N. |last3=Durlevich |first3=O. V. |last4=Kireeva |first4=N. N. |last5=Pastukhova |first5=E. N. |year=2011 }}</ref>, Radial velocity (cz) = 21.5 km/s,<ref name=rgcrv>{{citation | last=Evans | first=D. S. | date=June 20–24, 1966 | editor=Batten, Alan Henry | editor2=Heard, John Frederick | title=The Revision of the General Catalogue of Radial Velocities | journal=Determination of Radial Velocities and their Applications | volume=30 | pages=57 | location=University of Toronto | publisher=International Astronomical Union | bibcode=1967IAUS...30...57E }}</ref> Temperature (ι Ori Aa) = 32,500 K<ref name=apj554_1_362/>, Rotational velocity = 122 km/s,<ref name=ciako>{{citation | last1=Uesugi | first1=Akira | last2=Fukuda | first2=Ichiro | title=Catalogue of rotational velocities of the stars | journal=Contributions from the Institute of Astrophysics and Kwasan Observatory | date=1970 | publisher=University of Kyoto | bibcode=1970crvs.book.....U }}</ref> Temperature (ι Ori Ab) = 27,000 K<ref name=apj554_1_362/>, Temperature (ι Ori B) = 18,000 K.<ref name=conti/> Iota Orionis (ι Orionis, abbreviated ι Ori) is a multiple star system in the equatorial constellation of Orion the hunter, the eighth-brightest member of Orion with an apparent visual magnitude of 2.77, the brightest member of the asterism known as Orion's Sword, a member of the NGC 1980 open cluster, and from parallax measurements, is located at a distance of roughly {{Convert|2300|ly|pc|abbr=off}} from the [[Stars/Sun|Sun]].<ref name=aaa474_2_653>{{citation | first=F. | last=van Leeuwen |date=November 2007 | title=Validation of the new Hipparcos reduction | journal=Astronomy and Astrophysics | volume=474 | issue=2 | pages=653–664 | bibcode=2007A&A...474..653V | doi=10.1051/0004-6361:20078357 |arxiv = 0708.1752 }}</ref> The system has three components designated Iota Orionis A, B and C, where Iota Orionis A is itself a massive spectroscopic binary, with components Iota Orionis Aa (officially named Hatysa<ref name="IAU-LSN">{{cite web | url=https://www.iau.org/public/themes/naming_stars/ | title=Naming Stars |publisher=IAU.org |accessdate=16 December 2017 }}</ref> and Ab, plus B and C.<ref name="planetnaming">{{cite arXiv |title=On the naming convention used for multiple star systems and extrasolar planets |date=2010 |eprint=1012.0707 |class=astro-ph.SR |last1= Hessman |first1=F. V. |last2= Dhillon |first2=V. S. |last3= Winget |first3=D. E. |last4= Schreiber |first4=M. R. |last5= Horne |first5=K. |last6= Marsh |first6=T. R. |last7= Guenther |first7=E. |last8= Schwope |first8=A. |last9= Heber |first9=U. }}</ref> Iota Orionis is dominated by Iota Orionis A whose two components are a stellar class O9&nbsp;III star (blue giant) and a class B0.8&nbsp;III/IV star about 2 magnitudes fainter.<ref name=apj554_1_362/> The collision of the stellar winds from this pair makes the system a strong X-ray source, but the two objects of this system appear to have different ages, with the secondary being about double the age of the primary, where in combination with the high eccentricity (e=0.764) of their 29-day orbit, the binary system may have been created through a capture, rather than by being formed together and undergoing a mass transfer, for example, through an encounter between two binary systems.<ref name=apj554_1_362/><ref>{{cite web |url=https://www.stardate.org/radio/program/2018-03-23 |title=Runaways |accessdate=March 23, 2018 }}</ref> Iota Orionis B is a B8 giant at 11" (approximately 5,000 AU<ref name=conti>{{cite journal |bibcode=1970A&A.....8..197C |title=Coarse analysis of the helium weak B star Iota Ori B |journal=Astronomy and Astrophysics |volume=8 |pages=197 |author1=Conti |first1=P. S. |last2=Loonen |first2=J. P. |year=1970 }}</ref>) which has been shown to be variable, and likely to be a young stellar object.<ref name=Abt>{{cite journal |bibcode=2008ApJS..176..216A |title=Visual Multiples. IX. MK Spectral Types |journal=The Astrophysical Journal Supplement Series |volume=176 |pages=216–217 |author1=Abt |first1=Helmut A. |year=2008 |doi=10.1086/525529 }}</ref> The fainter Iota Orionis C is an A0 star at 49".<ref>{{cite journal |bibcode= 1954TrSht..25....1P |title= Untersuchung der Sterne im Gebiet des Orion-Nebels. Tabelle III: Katalog der genauen Positionen. (Bestimmung von photographischen Beobachtungen) |journal= Publ. Astr. Inst. Sternberg |volume= 25 |pages= 393 |author1= Parenago |first1= P. P. |year= 1954 }}</ref> NGC 1980 contains few bright stars other than Iota Orionis, where only eighteen other stars are considered members in a survey down to 14th magnitude, most around 9th magnitude but including the 5th magnitude stars HR 1886 and 1887.<ref name=Kharchenko>{{cite journal |bibcode=2004AN....325..740K |title=Astrophysical supplements to the ASCC-2.5. II. Membership probabilities in 520 Galactic open cluster sky areas |journal=Astronomische Nachrichten |volume=325 |issue=9 |pages=740 |author1=Kharchenko |first1=N. V. |last2=Piskunov |first2=A. E. |last3=Röser |first3=S. |last4=Schilbach |first4=E. |last5=Scholz |first5=R.-D. |year=2004 |doi=10.1002/asna.200410256 }}</ref> {{clear}} ==Hypervelocity stars== "As a class, the fastest stars in our Galaxy are expected to be hypervelocity stars (HVSs). These were first theoretically predicted by Hills (1988) as the result of a three-body interaction between a binary star and the massive black hole in the Galactic Centre (GC), Sagittarius A^*. Following this close encounter, a star can be ejected with a velocity ∼ 1000 km s⁻¹, sufficiently high to escape from the gravitational field of the Milky Way (Kenyon et al. 2008; Brown 2015). The first HVS candidate was discovered by Brown et al. (2005): a B-type star with a velocity more than twice the Galactic escape speed at its position. Currently about ∼ 20 unbound HVSs with velocities ∼ 300 - 700 km s⁻¹ have been discovered by targeting young stars in the outer halo of the Milky Way (Brown et al. 2014)."<ref name=Marchetti/> "HVSs are predicted to be ejected from the GC with an uncertain rate around 10⁻⁴ yr⁻¹ (Yu & Tremaine 2003; Zhang et al. 2013), two orders of magnitude larger than the rate of ejection of runaway stars with comparable velocities from the stellar disk (Brown 2015). Because of their extremely high velocities, HVS trajectories span a large range of distances, from the GC to the outer halo."<ref name=Marchetti/> Stars considered hypervelocity stars are those with radial velocity greater than |299| km/s, or 299 km/s < v < -299 km/s. ==Bound hypervelocity stars== Stars "sharing the same formation scenario as HVSs, but with an ejection velocity which is not sufficiently high to escape from the whole Milky Way (e.g. Bromley et al. 2006). Most of the deceleration occurs in the inner few kpc due to the bulge potential (Kenyon et al. 2008), and the minimum velocity necessary at ejection to be unbound is of the order of ∼ 800 km s⁻¹ (a precise value depends on the choice of the Galactic potential, Brown 2015; Rossi et al. 2017). If we consider the Hills mechanism , this population of bound stars is expected to be dominant over the sample of HVSs (Rossi et al. 2014; Marchetti et al. 2018)."<ref name=Marchetti/> "At the moment, the fastest star discovered in our Galaxy is US 708, traveling away from the Milky Way with a total velocity ∼ 1200 km s⁻¹ (Hirsch et al. 2005). Its orbit is not consistent with coming from the GC (Brown et al. 2015), and the most likely mechanism responsible for its acceleration is the explosion of a thermonuclear supernova in an ultra-compact binary in the Galactic disk (Geier et al. 2015)."<ref name=Marchetti/> ==Gamma rays== {{main|Radiation astronomy/Gamma rays|Gamma-ray astronomy}} Radial velocity (cz) = -55.99 ± ~ km/s, ROSAT X-ray source 1RXS J011758.8+651730, Ariel X-ray source 3A 0114+650, SWIFT J0117.8+6516 X-ray source, and INTEGRAL1 1 gamma-ray source.<ref name=SimbadV662>{{ cite web |author=Simbad |title=V* V662 Cas -- High Mass X-ray Binary |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=V*+V662+Cas&submit=SIMBAD+search |accessdate=9 June 2019 }}</ref> ==X-rays== {{main|Radiation astronomy/X-rays|X-ray astronomy}} 4U 1700-37 is one of the stronger binary X-ray sources in the sky, and is classified as a high-mass X-ray binary that was discovered by the Uhuru satellite.<ref>{{cite journal |bibcode=1973ApJ...181L..43J |doi=10.1086/181181 |title=Evidence for the Binary Nature of 2U 1700-37 |journal=The Astrophysical Journal |volume=181 |pages=L43 |year=1973 |last1=Jones |first1=C. |last2=Forman |first2=W. |last3=Tananbaum |first3=H. |last4=Schreier |first4=E. |last5=Gursky |first5=H. |last6=Kellogg |first6=E. |last7=Giacconi |first7=R. }}</ref> Radial velocity = −75.00 ± 7.4 km/s.<ref name=Kharchenko>{{cite journal |title=Astrophysical supplements to the ASCC-2.5: Ia. Radial velocities of ~55000 stars and mean radial velocities of 516 Galactic open clusters and associations |author=Kharchenko, N. V. |journal=Astronomische Nachrichten |volume=328 |issue=9 |page=889 |date=2007 |bibcode=2007AN....328..889K |doi=10.1002/asna.200710776 |arxiv=0705.0878 }}</ref> Distance = 2120 ± 343 pc.<ref name=Megier>{{cite journal |bibcode=2009A&A...507..833M |doi=10.1051/0004-6361/20079144 |title=The interstellar Ca II distance scale |journal=Astronomy & Astrophysics |volume=507 |issue=2 |pages=833 |year=2009 |last1=Megier |first1=A. |last2=Strobel |first2=A. |last3=Galazutdinov |first3=G. A. |last4=Krełowski |first4=J. }}</ref> Variable type is Ellipsoidal]] + High-mass X-ray binaries (HMXB)<ref name=gcvs2009/> Optical component is HD 153919, Radial velocity (cz) = 33.38 ± 6.93 km/s, INTEGRAL1 39 (gamma-ray source), Einstein catalog 2E 1700.5-3746 (X-ray source), TD1 19850 (ultraviolet source).<ref name=Simbad1539>{{ cite web |author=Simbad |title=HD 153919 -- High Mass X-ray Binary |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=HD+153919&submit=SIMBAD+search |accessdate=9 June 2019 }}</ref> ==Ultraviolets== {{main|Radiation astronomy/Ultraviolets|Ultraviolet astronomy}} [[Image:Mira the star-by Nasa alt crop.jpg|thumb|left|350px|This ultraviolet-wavelength image mosaic, taken by NASA's Galaxy Evolution Explorer (GALEX), shows a comet-like "tail" stretching 13 light year across space. Credit: NASA.{{tlx|free media}}]] [[Image:Features in Mira's Tail.jpg|thumb|right|250px|A close-up view of a star racing through space faster than a speeding bullet can be seen in this image from NASA's Galaxy Evolution Explorer. Credit: NASA/JPL-Caltech/C. Martin (Caltech)/M. Seibert(OCIW).{{tlx|free media}}]] [[Image:Mira xray scale.jpg|thumb|right|250px|The Chandra image shows Mira A (right), a highly evolved red giant star, and Mira B (left), a white dwarf. Scalebar: 0.3 arcsec. Credit: NASA/CXC/SAO/M. Karovska ''et al''.{{tlx|fairuse}}]] The image on the left shows a high velocity binary star and the comet-like trail behind it is light years long. The binary is plowing through the [[interstellar medium]]. It's radiating, been radiated, and packs a punch! "Ultra-violet studies of Mira by NASA's [[w:Galaxy Evolution Explorer|Galaxy Evolution Explorer]] (Galex) space telescope have revealed that it sheds a trail of material from the outer envelope, leaving a tail 13 light-years in length, formed over tens of thousands of years.<ref name=Martin>{{ cite journal |last=Martin|first=Christopher | journal=Nature |volume=448 |title=A turbulent wake as a tracer of 30,000 years of Mira's mass loss history |doi=10.1038/nature06003 |date=August 17, 2007 |pages=780–783 |accessdate=2007-12-11 |pmid=17700694 |last2=Seibert|first2=M|last3=Neill|first3=JD|last4=Schiminovich|first4=D|last5=Forster|first5=K|last6=Rich|first6=RM|last7=Welsh|first7=BY|last8=Madore|first8=BF|last9=Wheatley|first9=JM |issue=7155 |bibcode=2007Natur.448..780M }}</ref><ref name=Minkel>Minkel, JR.[http://www.sciam.com/article.cfm?articleID=6AE74053-E7F2-99DF-353EB7B9AE43FCF6&chanID=sa007&ec=su_astro "Shooting Bullet Star Leaves Vast Ultraviolet Wake"], "The Scientific American", August 15, 2007 Accessed August 21, 2007.</ref> It is thought that a hot [[w:bow shock|bow-wave]] of compressed plasma/gas is the cause of the tail; the bow-wave is a result of the interaction of the stellar wind from Mira A with gas in interstellar space, through which Mira is moving at an extremely high speed of 130 kilometres/second (291,000 miles per hour).<ref name=wareing2007>{{cite journal | url=http://www.iop.org/EJ/article/1538-4357/670/2/L125/22252.html |last=Wareing |first=Christopher | journal=Astrophysical Journal Letters |volume=670 |issue=2 |title=It's a wonderful tail: the mass-loss history of Mira |doi= 10.1086/524407 |date=November 6, 2007 |pages=L125–L129 |last2=Zijlstra |first2=A. A. |last3=O'Brien |first3=T. J. |last4=Seibert |first4=M. |bibcode=2007ApJ...670L.125W |arxiv = 0710.3010 }}</ref><ref name=Clavin>{{ cite book |url=http://www.galex.caltech.edu/MEDIA/2007-04/images.html |title=GALEX finds link between big and small stellar blasts |accessdate=2007-08-16 |author=W. Clavin |date= August 15, 2007 |publisher=California Institute of Technology |archiveurl = http://web.archive.org/web/20070827103038/http://www.galex.caltech.edu/MEDIA/2007-04/images.html <!-- Bot retrieved archive --> |archivedate = 2007-08-27 }}</ref> The tail consists of material stripped from the head of the bow-wave, which is also visible in ultra-violet observations. Mira's bow-shock will eventually evolve into a [[w:planetary nebula|planetary nebula]], the form of which will be considerably affected by the motion through the [[w:interstellar medium|interstellar medium]] (ISM).<ref name=Wareing>{{ cite journal | author=Christopher Wareing | journal=Philosophical Transactions of the Royal Society A | volume=366 | issue=1884 | title=Wonderful Mira | doi=10.1098/rsta.2008.0167 | pmid=18812301 | date=December 13, 2008 | pages=4429–40 |bibcode = 2008RSPTA.366.4429W }}</ref> At second right is the only available X-ray image, by the Chandra X-ray Observatory, of Mira A on the right and Mira B (left). "Mira A is losing gas rapidly from its upper atmosphere [apparently] via a stellar wind. [Mira B is asserted to be a white dwarf. In theory] Mira B exerts a gravitational tug that creates a gaseous bridge between the two stars. Gas from the wind and bridge accumulates in an accretion disk around Mira B and collisions between rapidly moving particles in the disk produce X-rays."<ref name=Karovska>{{ cite book |author=M. Karovska |title=More Images of Mira |publisher=NASA/CXC/SAO/M. Karovska, et al. |location= |date=April 28, 2005 |url=http://chandra.harvard.edu/photo/2005/mira/more.html |accessdate=2012-12-22 }}</ref> Mira A, spectral type M7&nbsp;IIIe<ref name=aj114_1584>{{ cite journal | last=Castelaz | first=Michael W. | author2=Luttermoser, Donald G. | title=Spectroscopy of Mira Variables at Different Phases. | journal=The Astronomical Journal | year=1997 | volume=114 | pages=1584–1591 | bibcode=1997AJ....114.1584C | doi=10.1086/118589 }}</ref>, has an effective surface temperature of 2918–3192<ref name=aaa421>{{ cite journal | last=Woodruff | first=H. C. | author2=Eberhardt, M. |author3=Driebe, T. |author4=Hofmann, K.-H. |author5=Ohnaka, K. |author6=Richichi, A. |author7=Schert, D. |author8=Schöller, M. |author9=Scholz, M. |author10=Weigelt, G. |author11=Wittkowski, M. |author12=Wood, P. R. | title=Interferometric observations of the Mira star o Ceti with the VLTI/VINCI instrument in the near-infrared | journal=Astronomy & Astrophysics | year=2004 | volume=421 | issue=2 | pages=703–714 | url=http://www.eso.org/~mwittkow/publications/conferences/SPIECWo5491199.pdf |format=PDF | accessdate=2007-12-07 | doi=10.1051/0004-6361:20035826 | bibcode=2004A&A...421..703W |arxiv = astro-ph/0404248 }}</ref>. Mira A is not a known X-ray source according to SIMBAD, but here is shown to be one. {{clear}} ==Visuals== {{main|Radiation astronomy/Visuals|Visual astronomy}} [[Image:Mira 1997.jpg|thumb|right|250px|This is a real visual image of the red giant [[w:Mira|Mira]] by the Hubble Space Telescope. Credit: Margarita Karovska (Harvard-Smithsonian Center for Astrophysics) and NASA.{{tlx|free media}}]] [[Image:Hs-1997-26-b-full jpg.jpg|thumb|right|250px|This is a NASA Hubble Space Telescope image of the cool red giant star Mira A (right) and its nearby hot companion (left) taken on December 11, 1995 in visible light. Credit: Margarita Karovska (Harvard-Smithsonian Center for Astrophysics) and NASA.{{tlx|free media}}]] [[Image:Gaia’s stellar motion for the next 400 thousand years ESA22358019.png|thumb|right|250px|Expected motion of 40 000 stars in the next 400 thousand years, is determined by Gaia EDR3. Credit: European Space Agency.{{tlx|free media}}]] Mira A, spectral type M7&nbsp;IIIe<ref name=aj114_1584>{{ cite journal | last=Castelaz | first=Michael W. | author2=Luttermoser, Donald G. | title=Spectroscopy of Mira Variables at Different Phases. | journal=The Astronomical Journal | year=1997 | volume=114 | pages=1584–1591 | bibcode=1997AJ....114.1584C | doi=10.1086/118589 }}</ref>, has an effective surface temperature of 2918–3192<ref name=aaa421>{{ cite journal | last=Woodruff | first=H. C. | author2=Eberhardt, M. |author3=Driebe, T. |author4=Hofmann, K.-H. |author5=Ohnaka, K. |author6=Richichi, A. |author7=Schert, D. |author8=Schöller, M. |author9=Scholz, M. |author10=Weigelt, G. |author11=Wittkowski, M. |author12=Wood, P. R. | title=Interferometric observations of the Mira star o Ceti with the VLTI/VINCI instrument in the near-infrared | journal=Astronomy & Astrophysics | year=2004 | volume=421 | issue=2 | pages=703–714 | url=http://www.eso.org/~mwittkow/publications/conferences/SPIECWo5491199.pdf |format=PDF | accessdate=2007-12-07 | doi=10.1051/0004-6361:20035826 | bibcode=2004A&A...421..703W |arxiv = astro-ph/0404248 }}</ref> At right "is a NASA Hubble Space Telescope image of the cool red giant star Mira A (right), officially called Omicron Ceti in the constellation Cetus, and its nearby hot companion (left) taken on December 11, 1995 in visible light using the European Space Agency's Faint Object Camera (FOC). The stars in this false-color picture are separated by an angular size of only 0.6 arcseconds (equal to 70 times the distance between Earth and the Sun), but clearly resolved by the FOC. Image reconstruction techniques have been used to further enhance the details in the Mira images."<ref name=Karovska1997>{{ cite book |author=Margarita Karovska |title=Hubble Separates Stars in the Mira Binary System |publisher=STSci and NASA |location=Harvard-Smithsonian Center for Astrophysics, Boston, Massachusetts |date=August 6, 1997 |url=http://hubblesite.org/newscenter/archive/releases/1997/26/image/b/ |accessdate=2012-08-06 }}</ref> '''Mira B''', also known as '''VZ Ceti''', is the companion star to the [[w:variable star|variable star]] Mira. Its [[w:orbit|orbit]] around Mira is poorly known; the most recent estimate listed in the [[w:Sixth Orbit Catalog of Visual Binary Stars|Sixth Orbit Catalog of Visual Binary Stars]] gives an orbital period of roughly 500 years, with a [[w:periastron|periastron]] around the year 2285. Assuming the distance in the [[w:Hipparcos|Hipparcos]] catalog and orbit are correct, Mira A and B are separated by an average of 100 [[w:Astronomical unit|AU]]. Long-known to be erratically variable itself, its fluctuations seem to be related to its accretion of matter from Mira's stellar wind, which makes it a [[w:symbiotic star|symbiotic star]].<ref>Robert Burnham, Jr., ''Burnham's Celestial Handbook'', Vol. 1, (New York: Dover Publications, Inc., 1978), 637-8. </ref><ref name=Kaler>James Kaler, ''The Hundred Greatest Stars'', (New York: Copernicus Books, 2002), 121.</ref> The new data suggest that Mira B is a normal [[w:main sequence|main sequence]] star of [[w:stellar classification|spectral type]] K and roughly 0.7 solar masses, rather than a [[w:white dwarf|white dwarf]] as first envisioned.<ref>{{ cite book |title=First Planet-Forming Disk Found in the Environment of a Dying Star |accessdate=10 January 2007 |url=http://keckobservatory.org/news/first_planet-forming_disk_found_in_the_environment_of_a_dying_star }}</ref> Even more recently (2010) analysis of rapid optical brightness variations has indicated that Mira B is in fact a white dwarf.<ref name=Sokoloski>{{ cite journal |archive=1009.2509v1 |author=Sokoloski and Lars Bildsten |title=Evidence for the White Dwarf Nature of Mira B |url=https://arxiv.org/abs/1009.2509 |year=2010 }}</ref> The ''Gaia'' data release 2 has yielded an unprecedented number of high-quality stellar kinematic measurements as well as stellar parallax measurements which will greatly increase our understanding of the structure of the Milky Way. The Gaia data has also made it possible to determine the proper motions of many objects whose proper motions were previously unknown, including the absolute proper motions of 75 globular clusters orbiting at distances as far as 21 kpc.<ref name=Schoenrich>{{Cite journal |arxiv=1609.04172|last1=Schoenrich|first1=R.|title=Gaia Data Release 1. Summary of the astrometric, photometric, and survey properties|journal=Astronomy & Astrophysics|volume=595|pages=A2|last2=Binney|first2=J.|last3=Dehnen|first3=W.|last4=De Bruijne|first4=J. H.J.|last5=Mignard|first5=F.|last6=Drimmel|first6=R.|last7=Babusiaux|first7=C.|last8=Bailer-Jones|first8=C. A.L.|last9=Bastian|first9=U.|last10=Biermann|first10=M.|last11=Evans|first11=D. W.|last12=Eyer|first12=L.|last13=Jansen|first13=F.|last14=Jordi|first14=C.|last15=Katz|first15=D.|last16=Klioner|first16=S. A.|last17=Lammers|first17=U.|last18=Lindegren|first18=L.|last19=Luri|first19=X.|last20=o'Mullane|first20=W.|last21=Panem|first21=C.|last22=Pourbaix|first22=D.|last23=Randich|first23=S.|last24=Sartoretti|first24=P.|last25=Siddiqui|first25=H. I.|last26=Soubiran|first26=C.|last27=Valette|first27=V.|last28=Van Leeuwen|first28=F.|last29=Walton|first29=N. A.|last30=Aerts|first30=C.|year=2016|doi=10.1051/0004-6361/201629512|display-authors=29|bibcode=2016A&A...595A...2G|s2cid=1828208}}</ref> In addition, the absolute proper motions of nearby dwarf spheroidal galaxies have also been measured, providing multiple tracers of mass for the Milky Way.<ref name=Watkins>{{Cite journal |last=Watkins |first=Laura |date=May 2018 |title=Evidence for an Intermediate-Mass Milky Way from Gaia DR2 Halo Globular Cluster Motions |journal=The Astrophysical Journal |volume=873 |issue=2 |pages=118 |arxiv=1804.11348 |doi=10.3847/1538-4357/ab089f |bibcode=2019ApJ...873..118W |s2cid=85463973 }}</ref> This increase in accurate measurement of absolute proper motion at such large distances is a major improvement over past surveys, such as those conducted with the Hubble Space Telescope. The stars are in constant motion. To the human eye this movement – known as proper motion – is imperceptible, but Gaia is measuring it with more and more precision. The trails on this image show how 40 000 stars, all located within 100 parsecs (326 light years) of the Solar System, will move across the sky in the next 400 thousand years. These proper motions are released as part of the Gaia Early Data Release 3 (Gaia EDR3). They are twice as precise as the proper motions released in the previous Gaia DR2. The increase in precision is because Gaia has now measured the stars more times and over a longer interval of time. This represents a major improvement in Gaia EDR3 with respect to Gaia DR2. {{clear}} ==CD-52 2174== Radial velocity (cz) = 338.45 ± 2.62 km/s, Spectral type: F2V, aka Gaia DR1 5489531875795980032, Gaia DR2 5489531880096156416, and 2MASS J07532122-5239133.<ref name=Simbad2174>{{ cite web |author=Simbad |title=CD-52 2174 -- Double or multiple star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403008114&Name=CD-52%20%202174&submit=submit |accessdate=7 June 2019 }}</ref> ==CD-55 1892== Radial velocity (cz) = 333.17 ± 0.35 km/s, Spectral type: G5V, 2MASS J07393021-5548171 is aka Gaia DR1 5487974692453649792, Gaia DR2 5487974692453649792 and OM 96.<ref name=SimbadJ1892>{{ cite web |author=Simbad |title=CD-55 1892 -- Double or multiple star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403021278&Name=CD-55%20%201892&submit=submit |accessdate=7 June 2019 }}</ref> ==Gaia DR2 1396963577886583296== "The extragalactic star with a highest probability of being unbound from our Galaxy is Gaia DR2 1396963577886583296, with a total velocity ∼ 700 km s⁻¹, resulting in a probability P_ub = 0.98. [...] This star is at ∼ 30 kpc from the GC, with an elevation of ∼ 25 kpc above the Galactic plane."<ref name=Marchetti/> ==Gaia DR2 3736372993468775424== Radial velocity (cz) = 378.65 ± 1.11 km/s.<ref name=Simbad3736>{{ cite web |author=Simbad |title=Gaia DR2 3736372993468775424 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4013286277&Name=Gaia%20DR2%203736372993468775424&submit=submit |accessdate=7 June 2019 }}</ref> ==Gaia DR2 4554190291969378048== Radial velocity (cz) = -318.40 ± 0.59 km/s<ref name=Simbad4554>{{ cite web |author=Simbad |title=Gaia DR2 4554190291969378048 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4013286283&Name=Gaia%20DR2%204554190291969378048&submit=submit |accessdate=8 June 2019 }}</ref> ==Gaia DR2 4692184601887720064== Radial velocity (cz) = 319.79 ± 0.67 km/s, 2MASS J01095931-6808494 is aka OM 1, RAVE J010959.3-680849, UCAC2 2064411, UCAC3 44-2237, and UCAC4 110-001006.<ref name=Simbad8925>{{ cite web |author=Simbad |title=OM 1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408925240&Name=OM%20%20%201&submit=submit |accessdate=8 June 2019 }}</ref> ==HD 271924== Radial velocity (cz) = 300.36 ± 5.02 km/s, Spectral type: A5III, ASAS J060746-6658.6 is aka CSV 725, GCRV 26604, GSC 08905-00975, HIP 29055, 2MASS J06074571-6658388, Gaia DR1 5283957629860435072, Gaia DR2 5283957629860435072, OM 89, RAVE J060745.7-665839, SSTISAGEMC J060745.70-665838.9, SV* BV 458, SV* HV 7641, SV* HV 12250, TYC 8905-975-1, UCAC4 110-001006, and uvby98 620198089.<ref name=Simbad2719>{{ cite web |author=Simbad |title=V* VW Dor -- Variable Star of RR Lyr type |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403067185&Name=V*%20VW%20Dor&submit=submit |accessdate=8 June 2019 }}</ref> ==HD 271791== HD 271791 is a B-type hyperrunaway star ejected from the Galactic disk.<ref name=Li/> "HD 271791 (Heber et al. 2008) [is] a 11 ± 1 M_⊙ B-giant stars established to be a run-away star with velocity similar to those of hypervelocity stars. HD 271791 is 21.8 ± 3.7 kpc away from the GC and −10.4 ± 2.0 kpc below the disk plane (Heber et al. 2008)".<ref name=Zheng/> Radial velocity (cz) = 366.22 ± ~ km/s, Spectral type: B2(III), 2MASS J06022786-6647286 is aka Gaia DR2 5284151216932205312, GCRV 26603, HIP 28618, OM 88, SSTISAGEMC J060227.86-664728.7, TYC 8905-1908-1, and uvby98 620198088.<ref name=Simbad2717>{{ cite web |author=Simbad |title=HD 271791 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403067295&Name=HD%20271791&submit=submit |accessdate=8 June 2019 }}</ref> ==HE 0437-5439== [[Image:HE 0437-5439 HST.jpg|right|thumb|300px|HE 0437-5439 star - photo is by HST. Credit: NASA, ESA, O. Gnedin (University of Michigan, Ann Arbor), and W. Brown (Harvard-Smithsonian Center for Astrophysics, Cambridge, Mass.).{{tlx|free media}}]] "A hundred million years ago, a triple-star system was traveling through the bustling center of our Milky Way galaxy when it made a life-changing misstep. The trio wandered too close to the galaxy's giant black hole, which captured one of the stars and hurled the other two out of the Milky Way. Adding to the stellar game of musical chairs, the two outbound stars merged to form a super-hot, blue star."<ref name=Gnedin/> "This story may seem like science fiction, but astronomers using NASA's Hubble Space Telescope say it is the most likely scenario for a so-called hypervelocity star, known as HE 0437-5439, one of the fastest ever detected. It is blazing across space at a speed of 1.6 million miles (2.5 million kilometers) an hour, three times faster than our Sun's orbital velocity in the Milky Way. Hubble observations confirm that the stellar speedster hails from the Milky Way's core, settling some confusion over where it originally called home."<ref name=Gnedin/> "Most of the roughly 16 known hypervelocity stars, all discovered since 2005, are thought to be exiles from the heart of our galaxy. But this Hubble result is the first direct observation linking a high-flying star to a galactic center origin."<ref name=Gnedin/> "Using Hubble, we can for the first time trace back to where the star comes from by measuring the star's direction of motion on the sky. Its motion points directly from the Milky Way center. These exiled stars are rare in the Milky Way's population of 100 billion stars. For every 100 million stars in the galaxy lurks one hypervelocity star."<ref name=Brown/> "Studying these stars could provide more clues about the nature of some of the universe's unseen mass, and it could help astronomers better understand how galaxies form. Dark matter's gravitational pull is measured by the shape of the hyperfast stars' trajectories out of the Milky Way."<ref name=Gnedin/> "The stellar outcast is already cruising in the Milky Way's distant outskirts, high above the galaxy's disk, about 200,000 light-years from the center. By comparison, the diameter of the Milky Way's disk is approximately 100,000 light-years. Using Hubble to measure the runaway star's direction of motion and determine the Milky Way's core as its starting point, [the] team calculated how fast the star had to have been ejected to reach its current location."<ref name=Gnedin/> "The star is traveling at an absurd velocity, twice as much as the star needs to escape the galaxy's gravitational field. There is no star that travels that quickly under normal circumstances – something exotic has to happen."<ref name=Brown/> "There's another twist to this story. Based on the speed and position of HE 0437-5439, the star would have to be 100 million years old to have journeyed from the Milky Way's core. Yet its mass – nine times that of our Sun – and blue color mean that it should have burned out after only 20 million years – far shorter than the transit time it took to get to its current location."<ref name=Gnedin/> "The most likely explanation for the star's blue color and extreme speed is that it was part of a triple-star system that was involved in a gravitational billiard-ball game with the galaxy's monster black hole. This concept for imparting an escape velocity on stars was first proposed in 1988. The theory predicted that the Milky Way's black hole should eject a star about once every 100,000 years."<ref name=Gnedin/> "The triple-star system contained a pair of closely orbiting stars and a third outer member also gravitationally tied to the group. The black hole pulled the outer star away from the tight binary system. The doomed star's momentum was transferred to the stellar twosome, boosting the duo to escape velocity from the galaxy. As the pair rocketed away, they went on with normal stellar evolution. The more massive companion evolved more quickly, puffing up to become a red giant. It enveloped its partner, and the two stars spiraled together, merging into one superstar – a blue straggler."<ref name=Brown/> "While the blue straggler story may seem odd, you do see them in the Milky Way, and most stars are in multiple systems."<ref name=Brown/> "This vagabond star has puzzled astronomers since its discovery in 2005 by the Hamburg/European Southern Observatory sky survey. Astronomers had proposed two possibilities to solve the age problem. The star either dipped into the Fountain of Youth by becoming a blue straggler, or it was flung out of the Large Magellanic Cloud, a neighboring galaxy."<ref name=Gnedin/> "In 2008 a team of astronomers thought they had solved the mystery. They found a match between the exiled star's chemical makeup and the characteristics of stars in the Large Magellanic Cloud. The rogue star's position also is close to the neighboring galaxy, only 65,000 light-years away. The new Hubble result settles the debate over the star's birthplace."<ref name=Gnedin/> "Astronomers used the sharp vision of Hubble's Advanced Camera for Surveys to make two separate observations of the wayward star 3 1/2 years apart. Team member Jay Anderson of the Space Telescope Science Institute in Baltimore, Md., developed a technique to measure the star's position relative to each of 11 distant background galaxies, which form a reference frame."<ref name=Gnedin/> "Anderson then compared the star's position in images taken in 2006 with those taken in 2009 to calculate how far the star moved against the background galaxies. The star appeared to move, but only by 0.04 of a pixel (picture element) against the sky background."<ref name=Gnedin/> "Hubble excels with this type of measurement. This observation would be challenging to do from the ground."<ref name=Anderson>{{ cite web |author=Jay Anderson |title=Hyperfast Star Was Booted from Milky Way |publisher=Hubblesite |location=Baltimore, Maryland USA |date=July 22, 2010 |url=http://hubblesite.org/news_release/news/2010-19 |accessdate=6 June 2019 }}</ref> "The team is trying to determine the homes of four other unbound stars, all located on the fringes of the Milky Way."<ref name=Gnedin>{{ cite web |author=Oleg Gnedin |title=Hyperfast Star Was Booted from Milky Way |publisher=Hubblesite |location=Baltimore, Maryland USA |date=July 22, 2010 |url=http://hubblesite.org/news_release/news/2010-19 |accessdate=6 June 2019 }}</ref> "We are targeting massive 'B' stars, like HE 0437-5439. These stars shouldn't live long enough to reach the distant outskirts of the Milky Way, so we shouldn't expect to find them there. The density of stars in the outer region is much less than in the core, so we have a better chance to find these unusual objects."<ref name=Brown>{{ cite web |author=Warren Brown |title=Hyperfast Star Was Booted from Milky Way |publisher=Hubblesite |location=Baltimore, Maryland USA |date=July 22, 2010 |url=http://hubblesite.org/news_release/news/2010-19 |accessdate=6 June 2019 }}</ref> "HE 0437-5439 is a B-type star, and is likely to be originated from the centre of the Large Magellanic Cloud (LMC) (Erkal et al. 2018)."<ref name=Li/> "HE 0437-5439 (a.k.a HVS 3; e.g., Edelmann et al. 2005; Bonanos et al. 2008; Przybilla et al. 2008), which is also a ∼9 M_⊙ B-type star".<ref name=Zheng/> Radial velocity (cz) = 723.87 ± ~ km/s, Spectral type: sdB+F, [BGK2006] HV 3 is aka Gaia DR2 4777328613382967040.<ref name=Simbad5439>{{ cite web |author=Simbad |title=HE 0437-5439 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403024480&Name=HE%200437-5439&submit=submit |accessdate=7 June 2019 }}</ref> {{clear}} ==LAMOST-HVS3== [[Image:LAMOST spectra of LAMOST-HVS1 (top), LAMOST-HVS2 (middle) and LAMOST-HVS3 (bottom).png|right|thumb|300px|LAMOST spectra of LAMOST-HVS1 (top), LAMOST-HVS2 (middle) and LAMOST-HVS3 (bottom) and the inset in each panel with the enlarged normalized blue-arm spectrum for a better view of the various spectral features detected. Credit: Y. Huang, X.-W. Liu, H.-W. Zhang, B.-Q. Chen, M.-S. Xiang, C. Wang, H.-B. Yuan, Z.-J. Tian, Y.-B. Li, and B. Wang.{{tlx|fairuse}}]] [[Image:Values of radial velocity in the Galactic rest-frame.png|left|thumb|300px|Values of radial velocity in the Galactic rest-frame discovered in other surveys and of LAMOST-HVS1,2,3 (red stars), plotted against the Galactocentric radius r. Credit: Y. Huang, X.-W. Liu, H.-W. Zhang, B.-Q. Chen, M.-S. Xiang, C. Wang, H.-B. Yuan, Z.-J. Tian, Y.-B. Li, and B. Wang..{{tlx|fairuse}}]] Radial velocity (cz) = 361.60 ± 12.52 km/s, Spectral type: B, aka 2MASS J03211707+1907363 and Gaia DR2 56282900715073664.<ref name=SimbadJ0321>{{ cite web |author=Simbad |title=LAMOST-HVS3 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012559671&Name=LAMOST-HVS3&submit=submit |accessdate=8 June 2019 }}</ref> Heliocentric distance = 22.32 ± 2.50 kpc, Radial velocity v_los = 361.38 ± 12.52 km/s, v_rf = 408.33 ± 12.57 km/s, Spectral type B7V, Luminosity (L_⊙) = 309, T_eff = 14000 K, r = 29.59 ± 2.51 kpc, Z = −11.56 ± 1.30 kpc.<ref name=Huang/> LAMOST-HVS3 is the lowest spectrum in the figures on the right. In the figure on the left, "Values of radial velocity in the Galactic rest-frame v_rf of 24 HVSs (blue circles; Brown ''et al.'' 2014; Brown 2015) discovered in other surveys and of LAMOST-HVS1,2,3 (red stars), plotted against the Galactocentric radius r. The blue circles represent the 21 B-type HVSs discovered from systematic searches (e.g. Brown et al. 2014) while the blue box, triangle and inverted triangle represent the three serendipitously discovered HVSs: US 708 (Hirsch et al. 2005), HD 271791 and HE 0437-5439 respectively. We note that the velocity plotted of star HD 271791 is the total velocity rather than the Galactic rest-frame radial velocity. Black long and short dashed lines represent the Galactic escape velocity curve predicted by the Milky Way mass model constructed by Huang et al. 2016 and 2017, respectively."<ref name=Huang/> "According to Lu et al. 2010 and Zhang et al. (2010, 2013), for HVSs originating from the GC, their spatial distribution can be used to trace the parent population of their progenitors directly. Lu et al. (2010) suggest that HVSs identified hitherto may arise from the two young star-forming regions near the GC [...]: a clockwise young stellar disk (CWS) and a northern arm (Narm). Similar to Lu ''et al.'' (2010), [...] the spatial distribution in the Galactic coordinate [can be plotted] as viewed from the GC) [including] the three HVSs discovered by LAMOST. The planes (projected to infinity) of several young stellar structures near the GC [include] the CWS, the Narm, the counter-clockwise young stellar disk (CCWS), the outer warped CWS and the bar. As pointed out by Z14 [Zheng et al. (2014)], LAMOST-HVS1 is spatially very close to the outer CWS but also not far from the Narm. LAMOST-HVS2 is spatially very close to the CCWS but also not far from the outer CWS. LAMOST-HVS3 is very close to the bar. The spatial association may suggest that all the three LAMOST HVSs may originate from the GC and their progenitors are spatially associated with young stellar structures near the GC, including the outer CWS, the CCWS, and the bar. In addition, the discovery of the three LAMOST HVSs reduces the apparent anisotropy of spatial distribution of known HVSs on the sky."<ref name=Huang/> Assuming "that the three LAMOST HVSs arise from the GC, one can calculate their flight times. It should be noted that the flight times derived here are actually upper limits since it is assumed that the observed radial velocities represent the full space motion of the HVSs. The [...] flight times of LAMOST-HVS1 and 2 are larger than their life times, implying that they do not have enough time to travel to their current positions from the GC. If their GC origin holds, the possible explanation is that these two stars are blue stragglers that have experienced a similar process to HVS HE 0437-5439. The flight time (∼ 58 Myr) of LAMOST-HVS3 is substantially smaller than its life time (∼ 80 Myr), suggesting that it has enough time to travel to its current position even there is a few million delay in its ejection from the GC (Brown et al. 2012)."<ref name=Huang/> {{clear}} ==LAMOST J080608.76+063349.8== Radial velocity (cz) = 427.30 ± ~ km/s, Spectral type: A0, aka 2MASS J08060876+0633499.<ref name=SimbadJ0806>{{ cite web |author=Simbad |title=LAMOST J080608.76+063349.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827042&Name=LAMOST%20J080608.76%2b063349.8&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J085819.90+150352.4== Radial velocity (cz) = 428.3 ± ~ km/s, Spectral type: A5, aka 2MASS J08581989+1503526.<ref name=SimbadA5>{{ cite web |author=Simbad |title=LAMOST J085819.90+150352.4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827020&Name=LAMOST%20J085819.90%2b150352.4&submit=submit |accessdate=7 June 2019 }}</ref> ==LAMOST J091206.52+091621.8== LAMOST J091206.52+091621.8 is LAMOST-HVS1.<ref name=Zheng>{{ cite journal |author=Zheng Zheng, Jeffrey L. Carlin, Timothy C. Beers, Licai Deng, Carl J. Grillmair, Puragra Guhathakurta, Sébastien Lépine, Heidi Jo Newberg, Brian Yanny, Haotong Zhang, Chao Liu, Ge Jin, and Yong Zhang |title=THE FIRST HYPERVELOCITY STAR FROM THE LAMOST SURVEY |journal=The Astrophysical Journal Letters |date=2 April 2014 2 |volume=785 |issue=2 |pages=L23 |url=https://arxiv.org/pdf/1401.5063 |arxiv=1401.5063 |bibcode= |doi=10.1088/2041-8205/785/2/L23 |pmid= |accessdate=7 June 2019 }}</ref> The "first hypervelocity star (HVS) discovered from the LAMOST spectroscopic survey [...] is a B-type star with a heliocentric radial velocity about 620 km s⁻¹, which projects to a Galactocentric radial velocity component of ∼477 km s⁻¹. With a heliocentric distance of ∼13 kpc and an apparent magnitude of ∼13 mag, it is the nearest bright HVS currently known. With a mass of ∼9M_⊙, it is one of the three most massive HVSs discovered so far."<ref name=Zheng/> T_eff = (2.07 ± 0.12) × 10⁴ K.<ref name=Zheng/> Metallicity [Fe/H] = −0.13 ± 0.07.<ref name=Zheng/> Radial velocity (cz) = 612.28 ± 4.63 km/s, 2MASS J09120652+0916216 and Gaia DR2 590511484409775360.<ref name=SimbadJ0912>{{ cite web |author=Simbad |title=LAMOST-HVS1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408593681&Name=LAMOST-HVS1&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J091849.92-005331.5== Radial velocity (cz) = 453.34 ± ~ km/s, Spectral type: A5, 2MASS J09184992-0053313.<ref name=SimbadJ0918>{{ cite web |author=Simbad |title=LAMOST J091849.92-005331.5 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827037&Name=LAMOST%20J091849.92-005331.5&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J092707.09+242752.9== Radial velocity (cz) = 306.16 ± - km/s, Spectral type: F5, 2MASS J09270711+2427530.<ref name=Simbad0927>{{ cite web |author=Simbad |title=LAMOST J092707.09+242752.9 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827021&Name=LAMOST%20J092707.09%2b242752.9&submit=submit |accessdate=7 June 2019 }}</ref> ==LAMOST J094122.37-000822.2== Radial velocity (cz) = 430.31 ± - km/s, Spectral type: F0, aka 2MASS J09412236-0008221.<ref name=SimbadJ0941>{{ cite web |author=Simbad |title=LAMOST J094122.37-000822.2 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827031&Name=LAMOST%20J094122.37-000822.2&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J115209.12+120258.0== "Only one late-type star, LAMOST J115209.12+120258.0 (Li et al. 2015), is most likely unbound, but the Hills mechanisms is ruled out as a possible explanation of its extremely high velocity."<ref name=Marchetti/> "LAMOST J115209.12+120258.0 (Li et al. 2015) [...] moves on an unbound orbit not originating in the [Galactic Centre] GC."<ref name=Fragione>{{ cite journal |author=Giacomo Fragione and Alessia Gualandris |title=Hypervelocity stars from star clusters hosting Intermediate-Mass Black Holes |journal=Mon. Not. R. Astron. Soc. |date=27 August 2018 |volume= |issue= |pages=9 |url=https://arxiv.org/pdf/1808.07878 |arxiv=1808.07878 |bibcode= |doi= |pmid= |accessdate=7 June 2019 }}</ref> "According to its atmospheric parameters, it is either a B-type main-sequence (MS) star or a blue horizontal branch (BHB) star. Its Galactocentric distance and velocity are 30.3 ± 1.6 kpc and 586 ± 7 kms⁻¹ if it is an MS star, and they are 13.2 ± 3.7 kpc and 590 ± 7 kms⁻¹ if a BHB star."<ref name=Li>{{ cite journal |author=Yin-Bi Li, A-Li Luo, Gang Zhao, You-Jun Lu, Xue-Sen Zhang, Fu-Peng Zhang, Bing Du, Fang Zuo, Lan Zhang, Yang Huang, Mao-Sheng Xiang, Jing-Kun Zhao, Yonh-Heng Zhao, and Zhan-Wen Han |title=A NEW HYPER-RUNAWAY STAR DISCOVERED FROM LAMOST AND GAIA: EJECTED ALMOST IN THE GALACTIC ROTATION DIRECTION |journal= |date=July 3, 2018 |volume= |issue= |pages=1-7 |url=https://arxiv.org/pdf/1808.07878 |arxiv=1807.00167 |bibcode= |doi= |pmid= |accessdate=7 June 2019 }}</ref> LAMOST J115209.12+120258.0 is an F-type runaway star "ejected from the Galactic disk".<ref name=Li/> ==LAMOST J225837.56+400005.2== "The star (J225837.56+400005.2; LAMOST-HVS4) was observed on November 21, 2017, and it has magnitudes (g/r/i/z/y) of the Panoramic Survey Telescope and Rapid Response System (Pan-STARRS; Kaiser et al. 2002, 2010; Chambers et al. 2016) larger than 16.7 mag. The heliocentric radial velocity is v_r⊙ = 359 ± 7 km s⁻¹, and we check it using the cross-correlation package RVSAO of IRAF (Kurtz & Mink 1998). The value is consistent with the radial velocity provided by LAMOST."<ref name=Li/> The "heliocentric radial velocity (v_r⊙) [is translated] to a Galactocentric radial component of v_rf = 585 ± 7 km s⁻¹ according to :<math>v_{rf} = v_{r\odot} + U_0coslcosb + (V_{LSR}+V_0)sinlcosb + W_0sinb,</math> where "V_LSR = 235 km s⁻¹ for the motion of the local standard of rest (LSR) (Hogg et al. 2005; Bovy et al. 2012; Reid et al. 2014) and (U₀, V₀, W₀) = (9.58, 10.52, 7.01) km s⁻¹ for the peculiar motion of the Sun with respect to the LSR (Tian et al. 2015; c.f., Schönrich et al. 2010; Huang et al. 2015)."<ref name=Li/> Radial velocity (cz) = 359.22 ± 7.00 km/s, LAMOST-HVS4 is aka Gaia DR2 1928660566125735680.<ref name=SimbadDR21928>{{ cite web |author=Simbad |title=LAMOST-HVS4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012559669&Name=LAMOST-HVS4&submit=submit |accessdate=7 June 2019 }}</ref> ==LP 40-365== [[Image:LP40 365.gif|right|thumb|250px|Tangential movement of LP 40-365 between 1955 and 1995 is shown in the field of view 8 &times; 8 arcminutes. Credit: [[c:user:Brankiddo|Brankiddo]].{{tlx|free media}}]] LP 40-365 is a low-mass white dwarf in the constellation Ursa Minor that travels at high speed through the Milky Way, has a very unusual elemental composition, lacking hydrogen, helium or carbon and may have been produced in a subluminous supernova type Iax that failed to destroy its host star totally.<ref name=Vennes>{{cite journal |last1=Vennes |first1=Stephane |last2=Nemeth |first2=Peter |last3=Kawka |first3=Adela |last4=Thorstensen |first4=John R. |last5=Khalack |first5=Viktor |last6=Ferrario |first6=Lilia |last7=Alper |first7=Erek H. |date=18 August 2017 |title=An unusual white dwarf star may be a surviving remnant of a subluminous Type Ia supernova |url=http://science.sciencemag.org/content/357/6352/680 |journal=Science |volume=357 |issue=6352 |page=680-683 |doi=10.1126/science.aam8378 |accessdate=18 August 2017 |arxiv = 1708.05568 |bibcode = 2017Sci...357..680V }}</ref><ref name="R1">{{cite web |url=https://astroserver.org/references/NWKZKA/ |title=Science Press Release |website=Astroserver.org |accessdate=17 August 2017 }}</ref><ref>{{cite journal |author=Javier Barbuzano |date=17 August 2017 |title=The White Dwarf That Survived - Sky & Telescope |url=http://www.skyandtelescope.com/astronomy-news/white-dwarf-survived-supernova/ |journal=Sky & Telescope }}</ref> The "LP" name is derived from the Luyten-Palomar proper motion catalogue in which it appeared in the 1960s.<ref>{{cite journal |author=Luyten, W. J. |date=1963–1981 |title=Proper Motion Survey with the 48 inch Schmidt Telescope |url= |journal=University of Minnesota }}</ref> Another catalog name for this star is "GD 492".<ref name=SimbadGD492>{{cite web |title=GD 492 |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=GD+492&submit=SIMBAD+search }}</ref> The star was cataloged as a Giclas object with the designation "GD 492" being assigned by Henry Giclas in 1970.<ref>{{cite journal |author1=Giclas |first1=Henry L. |last2=Burnham |first2=Robert |last3=Thomas |first3=Norman Gene |year=1970 |title=A list of white dwarf suspects III : Special objects of small proper motion from the Lowell survey |journal=Bulletin / Lowell Observatory ; no. 153 |language=en |volume=7 |pages=183 |bibcode=1970LowOB...7..183G }}</ref> Radial velocity (cz) = 498.01 ± 1.10 km/s.<ref name=SimbadGD492/> {{clear}} ==PG 1618+379== Radial velocity (cz) = 341.29 ± 7.79 km/s, Spectral type: sdB, LAMOST-HVS2 is aka 2MASS J16202076+3747399, Gaia DR2 1330715287893559936, KUV 16186+3755, and SDSS J162020.76+374740.0.<ref name=Simbad1618>{{ cite web |author=Simbad |title=PG 1618+379 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%402915024&Name=PG%201618%2b379&submit=submit |accessdate=7 June 2019 }}</ref> Spectral type: B2V, Radial velocity (cz) v_los = 341.10 ± 7.79 km/s, v_rf = 502.33 ± 8.37 km/s, Luminosity (L_⊙) = 2399, T_eff = 20600 K, r 20.86 ± 4.57 kpc, Z 15.80 ± 3.25 kpc, Heliocentric distance 22.24 ± 4.57 kpc.<ref name=Huang>{{ cite journal |author=Y. Huang, X.-W. Liu, H.-W. Zhang, B.-Q. Chen, M.-S. Xiang, C. Wang, H.-B. Yuan, Z.-J. Tian, Y.-B. Li, and B. Wang |title=Discovery of Two New Hypervelocity Stars from the LAMOST Spectroscopic Surveys |journal=The Astrophysical Journal Letters |date=21 September 2017 |volume=847 |issue=1 |pages= |url=https://arxiv.org/pdf/1708.08602 |arxiv=1708.08602 |bibcode= |doi= |pmid= |accessdate=7 June 2019 }}</ref> ==RX J0822−4300== [[Image:Puppis scale.jpg|right|thumb|250px|This graphic shows motion of the neutron star RX J0822-4300 from the Puppis A supernova event. Credit: NASA.]] "The [image on the right] shows two observations of [the] neutron star [RX J0822-4300] obtained with the Chandra X-ray Observatory over the span of five years, between December 1999 [on the left] and April 2005 [on the right]. By combining how far it has moved across the sky with its distance from Earth [at about 7,000 light years], astronomers determined the cosmic cannonball is moving at over 3 million miles per hour, one of the fastest moving stars ever observed. At this rate, RX J0822-4300 [at (J2000) RA 08h 23m 08.16s Dec -42° 41' 41.40" in Puppis] is destined to escape from the Milky Way after millions of years, even though it has only traveled about 20 light years so far."<ref name=Winkler>{{ cite book |author=F. Winkler |title=RX J0822-4300 in Puppis A: Chandra Discovers Cosmic Cannonball |publisher=Harvard-Smithsonian Center for Astrophysics |location=Cambridge, Massachusetts, USA |date=December 21, 1999 |url=http://chandra.harvard.edu/photo/2007/puppis/ |accessdate=2016-12-16 }}</ref> A recoil velocity of 672±115&nbsp;km/s is much less problematic theoretically.<ref>{{cite arXiv |eprint=1204.3510 |title=The Proper Motion of the Central Compact Object RX J0822-4300 in the Supernova Remnant Puppis A |class= astro-ph.HE |date=2012 |last1= Becker |first1= Werner |last2= Prinz |first2= Tobias |last3= Frank Winkler |first3= P. |last4= Petre |first4= Robert }}</ref> {{clear}} ==SDSS J013655.91+242546.0== SDSS J013655.91+242546.0 is an A-type hyperrunaway star "ejected from the Galactic disk".<ref name=Li/> Radial velocity (cz) = 357.01 ± 2.80 km/s<ref name=SimbadJ0136>{{ cite web |author=Simbad |title=SDSS J013655.91+242546.0 -- Blue Straggler Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=SDSS+J013655.91%2B242546.0&submit=SIMBAD+search |accessdate=8 June 2019 }}</ref> ==SDSS J065827.16+291313.1== Radial velocity (cz) = 350.8 ± 6.0 km/s, Gaia DR2 887676144156721664.<ref name=SimbadJ0658>{{ cite web |author=Simbad |title=SDSS J065827.16%2b291313.1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4011278367&Name=SDSS%20J065827.16%2b291313.1&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J074950.24+243841.2== Radial velocity (cz) = 361.42 km/s, Spectral type: B8, [BGK2006] J074950.24+243841.2 is aka Gaia DR2 867705370863613056.<ref name=SimbadJ0749>{{ cite web |author=Simbad |title=SDSS J074950.24+243841.2 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880714&Name=SDSS%20J074950.24%2b243841.2&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J090744.99+024506.8== Sloan Digital Sky Survey (SDSS) J090744.99+024506.8 (SDSS 090745.0+024507), a short period variable star which has a Galactic rest-frame radial velocity of 709&nbsp;km/s, may have been originally part of a binary system that was tidally disrupted by the supermassive black hole at the centre of the Milky Way, causing it to be ejected at high velocity, having an effective temperature of 10,500 K (spectral type B9) and age estimated at 350 million years, a heliocentric distance of 71 kpc, ejected from the centre of the galaxy less than 100 million years ago, which implies the existence of a population of young stars at the galactic centre less than 100 million years ago.<ref>{{cite journal |arxiv= astro-ph/0507520 |title= The Hypervelocity Star SDSS J090745.0+024507 is a Short-Period Variable|work=Cornell University Library|author1=Cesar I. Fuentes |author2=K. Z. Stanek |author3=B. Scott Gaudi |author4=Brian A. McLeod |author5=Slavko B. Bogdanov |author6=Joel D. Hartman |author7=Ryan C. Hickox |author8=Matthew J. Holman |date=21 July 2005 |journal=The Astrophysical Journal|bibcode=2006ApJ...636L..37F |doi=10.1086/499233 |accessedate= 18 January 2016 }}</ref> The '''Outcast Star''' is the first discovered member of a class of objects named hypervelocity stars,<ref>{{cite journal |title=In The Stars: Odd Stars, Odder Planets |first=Phil |last=Berardelli |work=Space Daily |date=February 10, 2005 |url=http://www.spacedaily.com/news/extrasolar-05h.html }}</ref> discovered in 2005 at the MMT Observatory of the Harvard-Smithsonian Center for Astrophysics (CfA).<ref>{{Cite journal |last=Brown |first=Warren R. |last2=Geller |first2=Margaret J. |last3=Kenyon |first3=Scott J. |last4=Kurtz |first4=Michael J. |lastauthoramp=yes |year=2005 |title=Discovery of an Unbound Hypervelocity Star in the Milky Way Halo |journal=The Astrophysical Journal |volume=622 |issue=1 |pages=L33–L36 |doi=10.1086/429378 |bibcode=2005ApJ...622L..33B |arxiv = astro-ph/0501177 }}</ref> Radial velocity (cz) = 832.36 ± 8.90 km/s, Spectral type: B, aka [BGK2006] HV 1 and Gaia DR2 577294697514301440.<ref name=SimbadJ0907>{{ cite web |author=Simbad |title=[BGK2006] HV 1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401606526&Name=%5bBGK2006%5d%20HV%201&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J091301.00+305120.0== Radial velocity (cz) = 605.6 ± 6.0 km/s, Spectral type: B, [BGK2006] J091301.01+305119.8, Gaia DR2 699811079173836928, and USNO-B1.0 1208-00168480.<ref name=SimbadJ0913>{{ cite web |author=Simbad |title=[BGK2006] HV 4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401615047&Name=%5bBGK2006%5d%20HV%204&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J091759.42+672238.7== Radial velocity (cz) = 553.51 ± 9.00 km/s, Spectral type: B, [BGK2006] HV 5 is aka [BGK2006] J091759.48+672238.3, Gaia DR2 1069326945513133952, and USNO-B1.0 1573-00143533.<ref name=SimbadJ0917>{{ cite web |author=Simbad |title=[BGK2006] HV 5 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%40436848&Name=%5bBGK2006%5d%20HV%205&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J094214.04+200322.1== Radial velocity (cz) = 512.64 ± 7.30 km/s, Spectral type: B, [BGK2006] HV 8 is aka USNO-B1.0 1100-00174712 and Gaia DR2 633599760258827776<ref name=SimbadJ0942>{{ cite web |author=Simbad |title=[BGK2006] HV 8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404069038&Name=%5bBGK2006%5d%20HV%208&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J095906.47+000853.4== Radial velocity (cz) = 467.7 ± 9.0 km/s, Spectral type: A, aka [BGK2006] HV 11 and Gaia DR2 3833516903071703040.<ref name=SimbadJ0959>{{ cite web |author=Simbad |title=[BGK2006] HV 11 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404699782&Name=%5bBGK2006%5d%20HV%2011&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J102137.08-005234.8== Radial velocity (cz) = 627.46 ± 9.20 km/s, Spectral type: B, aka USNO-B1.0 0891-00196913 and Gaia DR2 3830584196322129920.<ref name=SimbadJ1021>{{ cite web |author=Simbad |title=[BGK2006] HV 9 -- Horizontal Branch Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404069039&Name=%5bBGK2006%5d%20HV%209&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J103357.26-011507.3== Radial velocity (cz) = 504.42 ± 8.70 km/s, Spectral type: B, aka SDSS J103357.26-011507.4 and Gaia DR2 3782644733437017984.<ref name=SimbadJ1033>{{ cite web |author=Simbad |title=2QZ J103357.2-011508 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267848&Name=2QZ%20J103357.2-011508&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J103418.25+481134.5== Radial velocity (cz) = 355.11 ± 10.70 km/s, Spectral type: B, aka [BGK2006] HV 21 and Gaia DR2 834069905715968640.<ref name=SimbadJ1034>{{ cite web |author=Simbad |title=SDSS J103418.25+481134.5 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%407836866&Name=SDSS%20J103418.25%2b481134.5&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J104318.29-013502.5== Radial velocity (cz) = 448.34 ± 13.30 km/s, Spectral type: B, aka [BGK2006] HV 21 and Gaia DR2 3805700495839529088.<ref name=SimbadJ1043>{{ cite web |author=Simbad |title=2QZ J104318.2-013503 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401754644&Name=2QZ%20J104318.2-013503&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J104401.75+061139.0== [BGK2006] HV 14 is a high-velocity star with radial velocity (cz) = 538.08 ± 9.30 km/s, Spectral type: B, aka Gaia DR2 3859275333773935488.<ref name=SimbadBGK2006>{{ cite web |author=Simbad |title=[BGK2006] HV 14 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404699786&Name=%5bBGK2006%5d%20HV%2014&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J105009.60+031550.7== [BGK2006] HV 12 is a high-velocity star with radial velocity (cz) = 503.7 ± 24.0 km/s, Spectral type: B, aka Gaia DR2 3809777626689513216 and USNO-B1.0 0932-00228004.<ref name=SimbadJ1050>{{ cite web |author=Simbad |title=[BGK2006] HV 12 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404176769&Name=%5bBGK2006%5d%20HV%2012&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J105248.31-000133.9== Radial velocity (cz) = 579.26 ± 8.30 km/s, Spectral type: B, [BGK2006] HV 13 is aka Gaia DR2 3804790100211231104.<ref name=SimbadJ1052>{{ cite web |author=Simbad |title=[BGK2006] HV 13 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404699785&Name=%5bBGK2006%5d%20HV%2013&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J110224.37+025002.7== Radial velocity (cz) = 451.74 ± 9.60 km/s, Spectral type: A1, [BGK2006] J110224.37+025002.8 is aka Gaia DR2 3814622895259904256.<ref name=SimbadJ1102>{{ cite web |author=Simbad |title=SDSS J110224.37+025002.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880719&Name=SDSS%20J110224.37%2b025002.8&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J110557.45+093439.5== "Here we report the [...] recently discovered HVSs: SDSS J110557.45+093439.5 [...] traveling with Galactic rest-frame velocities at least +508+/-12 [...]."<ref name=TheAstrophysicalJournal/> Radial velocity (cz) = 625.25 ± 8.40 km/s, Spectral type: B, is aka [BGK2006] HV 6, [BGK2006] J110557.45+093439.5, Gaia DR2 3867267443277880320, and SDSS J110557.45+093439.4.<ref name=SimbadJ1105>{{ cite web |author=Simbad |title=[BGK2006] HV 6 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401787407&Name=%5bBGK2006%5d%20HV%206&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J111136.44+005856.4== Radial velocity (cz) = 496.61 ± 9.80 km/s, Spectral type: B, is aka [BGK2006] HV 24 and Gaia DR2 3810351984075984768.<ref name=SimbadJ1111>{{ cite web |author=Simbad |title=2QZ J111136.4+005855 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267844&Name=2QZ%20J111136.4%2b005855&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J112255.77-094734.9== Gaia DR2 3590660794817798016 has a radial velocity (cz) = 482.39 ± 8.10 km/s, Spectral type: B.<ref name=SimbadJ1122>{{ cite web |author=Simbad |title=SDSS J112255.77-094734.9 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267849&Name=SDSS%20J112255.77-094734.9&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J113312.12+010824.9== HVS 7 -- hyper-velocity star 7, otherwise known as SDSS J113312.12+010824.9 is a rare star that has been accelerated to faster than our Milky Way Galaxy's escape velocity.<ref name=Astro2013-02-21>{{cite journal | arxiv = 0810.0864| title = HVS 7: a chemically peculiar hyper-velocity star | journal = Astronomy & Astrophysics | author = N. Przybilla, M. F. Nieva1, A. Tillich1, U. Heber1, K. Butler, W. R. Brown | date = 2013-02-21 | page = | location = |doi = 10.1051/0004-6361:200810455 |bibcode = 2008A&A...488L..51P }}</ref><ref name=TheAstrophysicalJournal>{{cite journal | arxiv = astro-ph/0604111| title = Hypervelocity Stars. I. The Spectroscopic Survey | publisher = Harvard University |author1=Brown, Warren R. |author2=Geller, Margaret J. |author3=Kenyon, Scott J. |author4=Kurtz, Michael J. | date = 2006-04-13 | pages = 303–311 | location = | journal = The Astrophysical Journal |bibcode = 2006ApJ...647..303B |doi = 10.1086/505165 }}</ref> "Such a surface abundance pattern is caused by atomic diffusion in a possibly magnetically stabilised, non-convective atmosphere. Hence all chemical information on the star’s place of birth and its evolution has been washed out. High precision astrometry is the only means to validate a GC origin for HVS 7."<ref name=Astro2013-02-21/> "Here we report the [...] most recently discovered HVSs: [...] SDSS J113312.12+010824, traveling with Galactic rest-frame velocities at least [...] +418+/-10 km s^-1 [...]."<ref name=TheAstrophysicalJournal/> In 2013 a team under N. Przybilla wrote that the star had a chemically peculiar photosphere, which masked its origins.<ref name=Astro2013-02-21/> The star was first cataloged during the Sloan Digital Sky Survey and was identified as a hyper-velocity star in 2006.<ref name=TheAstrophysicalJournal/> Radial velocity (cz) = 518.6 ± 3.0 km/s, Spectral type: sdB, [BGK2006] HV 7 are aka [BGK2006] J113312.12+010824.9, EPIC 201540171, Gaia DR2 3799146650623432704, GALEX 2413439155581226272, and USNO-A2.0 0900-06954189.<ref name=SimbadJ1133>{{ cite web |author=Simbad |title=SDSS J113312.12+010824.8 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401828697&Name=SDSS%20J113312.12%2b010824.8&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J113341.09-012114.2== Radial velocity (cz) = 464.7 ± 12.0 km/s, Spectral type: B, 2QZ J113341.0-012115, [BGK2006] HV 15 are aka [BGK2006] J113341.09-012114.3 and Gaia DR2 3794074603484360704.<ref name=SimbadJ11334>{{ cite web |author=Simbad |title=[BGK2006] HV 15 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401830277&Name=%5bBGK2006%5d%20HV%2015&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J113517.76+080201.4== Radial velocity (cz) = 597.60 ± ~ km/s, Spectral type: B, aka [BGK2006] HV 19 and Gaia DR2 3911105521632982400.<ref name=SimbadJ1135>{{ cite web |author=Simbad |title=SDSS J113517.76+080201.4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267842&Name=SDSS%20J113517.76%2b080201.4&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J113637.13+033106.8== Radial velocity (cz) = 504.42 ± - km/s, Spectral type: B, aka [BGK2006] HV 20 and Gaia DR2 3800802102817768832.<ref name=SimbadJ1136>{{ cite web |author=Simbad |title=SDSS J113637.13+033106.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267843&Name=SDSS%20J113637.13%2b033106.8&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J115245.91-021116.2== Radial velocity (cz) = 424.40 ± 8.60 km/s, Spectral type: A1, aka 2QZ J115245.9-021117, [BGK2006] J115245.91-021116.2 and Gaia DR2 3602104614919092736.<ref name=SimbadJ1152>{{ cite web |author=Simbad |title=SDSS J115245.91-021116.2 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880721&Name=SDSS%20J115245.91-021116.2&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J120337.85+180250.4== [BGK2006] HV 10 aka Gaia DR2 3926757653770374272 or USNO-B1.0 1080-00234374 has a Radial velocity (cz) = 455.7 ± 9.0 km/s, Spectral type: B.<ref name=SimbadJ1203>{{ cite web |author=Simbad |title=[BGK2006] HV 10 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404069041&Name=%5bBGK2006%5d%20HV%2010&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J122523.40+052233.8== Radial velocity (cz) = 434.41 ± 9.90 km/s, Spectral type: B, [BGK2006] HV 16 is aka Gaia DR2 3708104343359742848.<ref name=SimbadJ1225>{{ cite web |author=Simbad |title=SDSS J122523.40+052233.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267849&Name=SDSS%20J122523.40+052233.8&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J144955.58+310351.4== Radial velocity (cz) = 363.22 ± 10.00 km/s, Spectral type: A1, 2MASS J14495559+3103510 is aka [BGK2006] J144955.58+310351.4, Gaia DR2 1283080527168129536 and USNO-B1.0 1210-00225097.<ref name=SimbadJ1449>{{ cite web |author=Simbad |title=SDSS J144955.58+310351.4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880711&Name=SDSS%20J144955.58%2b310351.4&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J175010.68+262448.3== Radial velocity (cz) = -359.8 ± 9.0 km/s, Gaia DR2 4582309129318356352.<ref name=SimbadJ1750>{{ cite web |author=Simbad |title=SDSS J175010.68+262448.3 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4011278336&Name=SDSS%20J175010.68%2b262448.3&submit=submit |accessdate=7 June 2019 }}</ref> ==TYC 6428-1841-1== Radial velocity (cz) = -375.78 ± 2.95 km/s, 2MASS J01332653-2904447, Gaia DR2 5035174402313161472, and [SRA98] 8-1103.<ref name=Simbad1841>{{ cite web |author=Simbad |title=TYC 6428-1841-1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401228406&Name=TYC%206428-1841-1&submit=submit |accessdate=8 June 2019 }}</ref> ==US 708== [[Image:US 708.jpg|thumb|right|250px|US 708 is a hyper velocity white dwarf in the Milky Way Galaxy. Credit: ESA/Hubble, NASA, S. Geier, artist's impression.{{tlx|free media}}]] US 708, a hyper-velocity O class subdwarf in Ursa Major in the halo of the Milky Way Galaxy, was first surveyed in 1982.<ref name=Science2015-03-06>{{cite journal | arxiv = 1503.01650 | doi=10.1126/science.1259063 | pmid=25745168 | title = The fastest unbound star in our Galaxy ejected by a thermonuclear supernova | journal=Science | volume=347 | issue=6226 | pages=1126 | publisher= Science magazine |author1=Stephan Geier |author2=F. Fürst |author3=E. Ziegerer |author4=T. Kupfer |author5=U. Heber |author6=A. Irrgang |author7=B. Wang |author8=Z. Liu |author9=Z. Han |author10=B. Sesar |author11=D. Levitan |author12=R. Kotak |author13=E. Magnier |author14=K. Smith |author15=W. S. Burgett |author16=K. Chambers |author17=H. Flewelling |author18=N. Kaiser |author19=R. Wainscoat |author20=C. Waters | date = 2015-03-06 | page = | location = |bibcode = 2015Sci...347.1126G }}</ref><ref>{{cite web | url=https://www.forbes.com/sites/ericmack/2015/03/08/shrapnel-star-spotted-setting-galactic-speed-record/ | publisher = Forbes magazine | title = 'Shrapnel' Star Sets Milky Way Speed Record | author = Eric Mack | date = 2015-03-08 | accessdate=March 11, 2015 }}</ref> "Hypervelocity stars (HVSs) travel with velocities so high that they exceed the escape velocity of the Galaxy."<ref name=Science2015-03-06/> "Scientists using the W. M. Keck Observatory and Pan-STARRS1 telescopes on Hawaii have discovered a star that breaks the galactic speed record, traveling with a velocity of about 2.7 million mph (1,200 km/s). This velocity is so high, the star will escape the gravity of our galaxy. In contrast to the other known unbound stars, the team showed that this compact star was ejected from an extremely tight binary by a thermonuclear supernova explosion."<ref name=Astronomy2015-03-09>{{cite news | url = http://www.astronomy.com/news/2015/03/thermonuclear-supernova-ejects-galaxys-fastest-star | title = Thermonuclear supernova ejects galaxy’s fastest star | publisher = Astronomy magazine | date = 2015-03-09 | page = | location = | accessdate = 2015-03-11 }}</ref> "US 708 is a helium-rich sub-dwarf O-type star with a mass of ∼ 0.3 M_⊙".<ref name=Li/> Radial velocity (cz) = 708.84 ± - km/s, Spectral type: sdOHe, [BGK2006] HV 2 is aka Gaia DR2 815106177700219392, SDSS J093320.86+441705.5, USNO-B1.0 1342-00209722.<ref name=Simbad708>{{ cite web |author=Simbad |title=US 708 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%40595919&Name=US%20%20708&submit=submit |accessdate=8 June 2019 }}</ref> {{clear}} ==See also== {{div col|colwidth=20em}} * [[Stars/Flares|Flare stars]] * [[Radiation/Meteors|Meteor radiation astronomy]] * [[Stars/Nova-likes|Nova-like stars]] * [[Stars/Novas|Novas]] * [[Stars/Quasars|Quasars]] * [[Stars/Astronomy|Stellar astronomy]] * [[Radiation astronomy/Stars|Stellar radiation astronomy]] * [[Stars/Supernovas|Supernovas]] * [[Stars/X-rays|X-ray stars]] {{Div col end}} ==References== {{reflist|2}} ==External links== * [http://simbad.u-strasbg.fr/simbad/ Simbad at Strasbourg] <!-- footer templates --> {{Radiation astronomy resources}}{{Sisterlinks|Hypervelocity stars}} <!-- footer categories --> [[Category:Radiation astronomy/Lectures]] d6a69r15wlu7myiqh7fy3hx3397mzvy 2413836 2413835 2022-08-11T17:30:16Z Marshallsumter 311529 /* RX J0822−4300 */ wikitext text/x-wiki [[Image:Hs-2009-03-a-web_print.jpg|thumb|right|250px|The Hubble Space Telescope image shows four high-velocity, runaway stars plowing through their local interstellar medium. Credit: NASA - Hubble's Advanced Camera for Surveys.{{tlx|free media}}]] The image on the right shows four high-velocity, runaway stars plowing through their local interstellar medium. "Resembling comets streaking across the sky, these four speedy stars are plowing through regions of dense interstellar gas and creating brilliant arrowhead structures and trailing tails of glowing gas."<ref name=Sahai>{{ cite web |author=R. Sahai |title=Stellar Interlopers Caught Speeding Through Space |publisher=Hubblesite |location=Baltimore, Marland USA |date=January 7, 2009 |url=http://hubblesite.org/image/2455/news_release/2009-03 |accessdate=6 June 2019 }}</ref> "These bright arrowheads, or bow shocks, can be seen in these four images taken with NASA's Hubble Space Telescope. The bow shocks form when the stars' powerful stellar winds, streams of matter flowing from the stars, slam into surrounding dense gas. The phenomenon is similar to that seen when a speeding boat pushes through water on a lake."<ref name=Sahai/> "The stars in these images are among 14 runaway stars spotted by Hubble's Advanced Camera for Surveys. The stars appear to be young, just millions of years old. Their ages are based on their colors and the presence of strong stellar winds, a signature of youthful stars."<ref name=Sahai/> "Depending on their distance from Earth, the bullet-nosed bow shocks could be 100 billion to a trillion miles wide (the equivalent of 17 to 170 solar system diameters, measured out to Neptune's orbit). The bow shocks indicate that the stars are moving fast, more than 112,000 miles an hour (more than 180,000 kilometers an hour) with respect to the dense gas they are plowing through. They are traveling roughly five times faster than typical young stars, relative to their surroundings."<ref name=Sahai/> "The high-speed stars have traveled far from their birth places. Assuming their youthful phase lasts only a million years and they are moving at roughly 112,000 miles an hour, the stars have journeyed 160 light-years."<ref name=Sahai/> "The Hubble observations were taken between October 2005 and July 2006."<ref name=Sahai/> {{clear}} ==Solar position== "Total velocities in the Galactic rest frame are computed correcting radial velocities and proper motions for the solar and the local standard of rest (LSR) motion (Schönrich 2012). In doing so, we assume that the distance between the Sun and the [Galactic Center] GC is d_⊙ = 8.2 kpc, and that the Sun has an height above the stellar disk of z_⊙ = 25 pc (Bland-Hawthorn & Gerhard 2016). We assume a rotation velocity at the Sun position v_LSR = 238 km s⁻¹ and a Sun’s peculiar velocity vector v_⊙ = [U_⊙,V_⊙,W_⊙] = [14.0,12.24,7.25] km s⁻¹ (Schönrich et al. 2010; Schönrich 2012; Bland-Hawthorn & Gerhard 2016)."<ref name=Marchetti/> ==Theoretical high velocity stars== '''Def.''' a star moving faster than 65 km/s to 100 km/s relative to the average motion of the stars in the Sun's neighbourhood is called a '''high-velocity star'''. '''Def.''' a high-velocity star moving through space with an abnormally high velocity relative to the surrounding interstellar medium is called a '''runaway star'''. '''Def.''' a star whose elliptical orbit takes it well outside the plane of [its galaxy] at steep angles is called a '''halo star'''. ==Mechanisms that may give rise to a runaway star== # Gravitational interactions between stars in a stellar system can result in large accelerations of one or more of the involved stars. In some cases, stars may even be ejected.<ref>{{Cite journal |last=Oh |first=Seungkyung |last2=Kroupa |first2=Pavel |last3=Pflamm-Altenburg |first3=Jan |date=2015 |title=Dependency of Dynamical Ejections of O Stars on the Masses of Very Young Star Clusters |url=http://stacks.iop.org/0004-637X/805/i=2/a=92 |journal=The Astrophysical Journal |language=en |volume=805 |issue=2 |page=92 |doi=10.1088/0004-637X/805/2/92 |issn=0004-637X |arxiv=1503.08827 |bibcode=2015ApJ...805...92O }}</ref> This can occur in seemingly stable star systems of only three stars, as described in studies of the three-body problem in gravitational theory.<ref>{{Cite journal |last=Gvaramadze |first=Vasilii V. |last2=Gualandris |first2=Alessia |date=2010-09-30 |title=Very massive runaway stars from three-body encounters |url=https://academic.oup.com/mnras/article/410/1/304/1033482 |journal=Monthly Notices of the Royal Astronomical Society |language=en |volume=410 |issue=1 |pages=304–312 |doi=10.1111/j.1365-2966.2010.17446.x |issn=0035-8711 |arxiv=1007.5057 |bibcode=2011MNRAS.410..304G }}</ref> # A collision or close encounter between stellar systems, including galaxies, may result in the disruption of both systems, with some of the stars being accelerated to high velocities, or even ejected. A large-scale example is the gravitational interaction between the [[Milky Way]] Galaxy and the Large Magellanic Cloud.<ref>{{Cite journal |last=Boubert |first=D. |last2=Erkal |first2=D. |last3=Evans |first3=N. W. |last4=Izzard |first4=R. G. |date=2017-04-10 |title=Hypervelocity runaways from the Large Magellanic Cloud |url=https://academic.oup.com/mnras/article/469/2/2151/3573852 |journal=Monthly Notices of the Royal Astronomical Society |language=en |volume=469 |issue=2 |pages=2151–2162 |doi=10.1093/mnras/stx848 |issn=0035-8711 |arxiv=1704.01373 |bibcode=2017MNRAS.469.2151B }}</ref> # A supernova explosion in a multiple star system can accelerate both the supernova remnant and/or remaining stars to high velocities.<ref>{{cite journal |last=Blaauw |first=A. |year=1961 |title=On the origin of the O- and B-type stars with high velocities (the run-away stars), and some related problems |journal=Bulletin of the Astronomical Institutes of the Netherlands |volume=15 |page=265 |bibcode=1961BAN....15..265B }}</ref><ref>{{cite journal |last=Tauris |first=T.M. |last2=Takens |first2=R.J. |year=1998 |title=Runaway velocities of stellar components originating from disrupted binaries via asymmetric supernova explosions |journal=Astronomy and Astrophysics |volume=330 |pages=1047–1059 |bibcode=1998A&A...330.1047T }}</ref> ==High velocity stars== "Stars with extremely high velocities have been long studied to probe our Galaxy. The interest in the high velocity tail of the total velocity distribution of stars in our Milky Way is twofold. First, it flags the presence of extreme dynamical and astrophysical processes, especially when the velocity of a star is so high that it approaches (or even exceeds) the escape speed from the Galaxy at its position. Secondly, high velocity stars, spanning a large range of distances, can be used as dynamical tracers of integral properties of the Galaxy. The stellar high velocity distribution has for example been used to trace the local Galactic escape speed and the mass of the Milky Way (e.g. Smith et al. 2007; Gnedin et al. 2010; Piffl et al. 2014). To put the concept of high velocity in context, the value of the escape speed is found to be ∼ 530 km s⁻¹ at the Sun position, it increases up to ∼ 600 km s⁻¹ in the central regions of the Galaxy, and then falls down to ≲ 400 km s⁻¹ at Galactocentric distances ∼ 50 kpc (Williams et al. 2017)."<ref name=Marchetti>{{ cite journal |author=T. Marchetti, E. M. Rossi and A. G. A. Brown |title=''Gaia'' DR2 in 6D: Searching for the fastest stars in the Galaxy |journal=Monthly Notices of the Royal Astronomical Society |date=20 September 2018 |volume=sty2592 |issue= |pages=1-16 |url=https://academic.oup.com/mnras/advance-article-pdf/doi/10.1093/mnras/sty2592/25814213/sty2592.pdf |arxiv= |bibcode= |doi=10.1093/mnras/sty2592 |pmid= |accessdate=6 June 2019 }}</ref> ==WR 124== [[Image:M1-67 & WR124.png|right|thumb|300px|Hubble Space Telescope image shows nebula M1-67 around Wolf–Rayet star WR 124. Credit: [[c:user:Geckzilla|Judy Schmidt]].{{tlx|free media}}]] On the right is an image of WR 124 a Wolf–Rayet star in the constellation of Sagitta surrounded by a ring nebula of expelled material known as M1-67.<ref name=crowther>{{cite journal |bibcode=1999A&A...350.1007C |title=Wolf-Rayet nebulae as tracers of stellar ionizing fluxes. I. M1-67 |journal=Astronomy and Astrophysics |volume=350 |pages=1007 |author1=Crowther |first1=Paul A. |last2=Pasquali |first2=A. |last3=De Marco |first3=Orsola |last4=Schmutz |first4=W. |last5=Hillier |first5=D. J. |last6=De Koter |first6=A. |year=1999 |arxiv = astro-ph/9908200 }}</ref> Its a runaway star with a radial velocity around 200&nbsp;km/s, discovered in 1938, and identified as a high velocity Wolf–Rayet star.<ref name=merrill>{{cite journal |bibcode=1938PASP...50..350M |title=A Wolf-Rayet Star with High Velocity |journal=Publications of the Astronomical Society of the Pacific |volume=50 |pages=350 |author1=Merrill |first1=P. W. |year=1938 |doi=10.1086/124982 }}</ref> It is listed in the General Catalogue of Variable Stars as QR Sagittae with a range of 0.08 magnitudes.<ref name=gcvs1971>{{cite journal |bibcode=1971GCVS3.C......0K |title=The third edition containing information on 20437 variable stars discovered and designated till 1968 |journal=General Catalogue of Variable Stars |pages=0 |author1=Kukarkin |first1=B. V. |last2=Kholopov |first2=P. N. |last3=Pskovsky |first3=Y. P. |last4=Efremov |first4=Y. N. |last5=Kukarkina |first5=N. P. |last6=Kurochkin |first6=N. E. |last7=Medvedeva |first7=G. I. |year=1971 }}</ref> The Gaia Data Release 2 parallax is {{val|0.1153|0.0365|ul=mas}}, leading to a statistical distance estimate of <math>{6,203}^{1,621}_{1,123}</math> pc.<ref name=bailer>{{cite journal |bibcode=2018AJ....156...58B |title=Estimating Distance from Parallaxes. IV. Distances to 1.33 Billion Stars in Gaia Data Release 2 |journal=The Astronomical Journal |volume=156 |issue=2 |pages=58 |last1=Bailer-Jones |first1=C. A. L. |last2=Rybizki |first2=J. |last3=Fouesneau |first3=M. |last4=Mantelet |first4=G. |last5=Andrae |first5=R. |year=2018 |doi=10.3847/1538-3881/aacb21 |arxiv=1804.10121 }}</ref> The expansion rate of the M1-67 nebula expelled from the star has been directly measured using the Hubble WFPC2 camera images taken 11 years apart, and compared that rate to the expansion velocity measured by the Doppler shift of the nebular emission lines.<ref name=marchenko/> The distance calculated from the nebular expansion rate is 3.35 kpc.<ref name=marchenko>{{cite journal |doi=10.1088/2041-8205/724/1/L90 |title=Population I Wolf-Rayet Runaway Stars: The Case of Wr124 and Its Expanding Nebula M1-67 |journal=The Astrophysical Journal |volume=724 |pages=L90 |year=2010 |last1=Marchenko |first1=S. V. |last2=Moffat |first2=A. F. J. |last3=Crowther |first3=P. A. |bibcode=2010ApJ...724L..90M |arxiv = 1011.0785 }}</ref> Previous distances of 5kpc<ref name=crowther/> to 8.4kpc,<ref name=hamann>{{cite journal |doi=10.1051/0004-6361:20065052 |title=The Galactic WN stars |journal=Astronomy and Astrophysics |volume=457 |issue=3 |pages=1015 |year=2006 |last1=Hamann |first1=W.-R. |last2=Gräfener |first2=G. |last3=Liermann |first3=A. |bibcode=2006A&A...457.1015H |arxiv = astro-ph/0608078 }}</ref> have corresponding luminosities of 338,000-1,000,000 L_☉. WR stars of lower metallicity can form from lower mass progenitors and have lower luminosity, but this would be unusual for a Population I star within the [[Milky Way]].<ref name=marchenko/> A young highly massive and luminous WN8h star would still be burning hydrogen in its core, but a less luminous and older star would be burning helium in its core.<ref name=meynet>{{cite journal |doi=10.1051/0004-6361:20030512 |title=Stellar evolution with rotation |journal=Astronomy and Astrophysics |volume=404 |issue=3 |pages=975 |year=2003 |last1=Meynet |first1=G. |last2=Maeder |first2=A. |bibcode=2003A&A...404..975M |arxiv = astro-ph/0304069 }}</ref> The result of modelling the star purely from its observed characteristics is a luminosity of 1,000,000 L_☉ and a mass of 33 M_☉, corresponding to a relatively young hydrogen-burning star at around 8 kpc<ref name=hamann/> The mass loss rate is 10⁻⁵ - 10⁻⁴ M_☉ per year, depending on the distance and properties determined for the star.<ref name=crowther/> WR 124 can be seen as a glowing body in the center of a gigantic fireball.<ref name=crowther/> {{clear}} ==Fast halo stars== [[Image:Inseparable galactic twins.jpg|right|thumb|300px|Looking towards the constellation of Triangulum (The Triangle), in the northern sky, lies the galaxy pair MRK 1034. Credit: ESA/Hubble & NASA Acknowledgement: Judy Schmidt.{{tlx|free media}}]] "A first class of objects that can be found in the high tail of the total velocity distribution is fast halo stars. Their measured dispersion velocity is around 150 km s⁻¹ (Smith et al. 2009; Evans et al. 2016), therefore 3-σ outliers can exceed 450 km s⁻¹, while remaining bound. Halo stars could also reach unbound velocities, when they are part of the debris of tidally disrupted satellite galaxies, like the Sagittarius Dwarf galaxy, that has not yet virialized (e.g. Abadi et al. 2009). Velocities outliers in the bulge and disk velocity distribution may also exist and become apparent in a large data set."<ref name=Marchetti/> "Looking towards the constellation of Triangulum (The Triangle), in the northern sky, lies the galaxy pair MRK 1034. The two very similar galaxies, named PGC 9074 and PGC 9071, are close enough to one another to be bound together by gravity, although no gravitational disturbance can yet be seen in the image. These objects are probably only just beginning to interact gravitationally."<ref name=Schmidt>{{ cite web |author=Judy Schmidt |title=Inseparable galactic twins |publisher=Space Telescope |location=Baltimore, Maryland USA |date=24 June 2013 |url=https://www.spacetelescope.org/images/potw1325a/ |accessdate=9 June 2019 }}</ref> "Both are spiral galaxies, and are presented to our eyes face-on, so we are able to appreciate their distinctive shapes. On the left of the image, spiral galaxy PGC 9074 shows a bright bulge and two spiral arms tightly wound around the nucleus, features which have led scientists to classify it as a type Sa galaxy. Close by, PGC 9071 — a type Sb galaxy — although very similar and almost the same size as its neighbour, has a fainter bulge and a slightly different structure to its arms: their coils are further apart."<ref name=Schmidt/> "The spiral arms of both objects clearly show dark patches of dust obscuring the light of the stars lying behind, mixed with bright blue clusters of hot, recently-formed stars. Older, cooler stars can be found in the glowing, compact yellowish bulge towards the centre of the galaxy. The whole structure of each galaxy is surrounded by a much fainter round halo of old stars, some residing in globular clusters."<ref name=Schmidt/> "Gradually, these two neighbours will attract each other, the process of star formation will be increased and tidal forces will throw out long tails of stars and gas. Eventually, after maybe hundreds of millions of years, the structures of the interacting galaxies will merge together into a new, larger galaxy."<ref name=Schmidt/> {{clear}} ==Kapteyn's Star== [[Image:VZPicLightCurve.png|thumb|right|250px|A visual band light curve for VZ Pictoris has been adapted. Credit: [[c:user:PopePompus|PopePompus]].{{tlx|free media}}]] The red curve shows the ''sine'' function that best fits the data. A visual band light curve for VZ Pictoris has been adapted from Guinan ''et al.'' (2016).<ref name=Guinan2016>{{cite journal | title=Living with a Red Dwarf: Rotation and X-Ray and Ultraviolet Properties of the Halo Population Kapteyn's Star | last1=Guinan | first1=Edward F. | last2=Engle | first2=Scott G. | last3=Durbin | first3=Allyn | journal=The Astrophysical Journal | volume=821 | issue=2 | id=81 | pages=14 | date=April 2016 | doi=10.3847/0004-637X/821/2/81 | bibcode= 2016ApJ...821...81G | arxiv=1602.01912 | s2cid=119283541 }}</ref> Based upon parallax measurements, Kapteyn's Star is {{Convert|12.83|ly|pc|abbr=off}} from the Earth.<ref name=GaiaDR2>{{cite journal | last1=Brown | first1=A. G. A. | collaboration=Gaia collaboration | date=August 2018 | title=''Gaia'' Data Release 2: Summary of the contents and survey properties | journal=Astronomy & Astrophysics | volume=616 |at=A1 | arxiv=1804.09365 | bibcode=2018A&A...616A...1G | bibcode-access=free | doi=10.1051/0004-6361/201833051 }}</ref> It came within {{cvt|2.144|pc|ly|1|adj=ri1|order=flip}} of the Sun about 10,900 years ago and has been moving away since that time.<ref name=Bailer2015>{{cite journal | title=Close encounters of the stellar kind | last1=Bailer-Jones | first1=C. A. L. | journal=Astronomy & Astrophysics | volume=575 | id=A35 | pages=13 | date=March 2015 | doi=10.1051/0004-6361/201425221 | bibcode=2015A&A...575A..35B| arxiv = 1412.3648 | s2cid=59039482 }}</ref> Kapteyn's Star is distinctive in a number of regards: it has a high radial velocity,<ref name=Kaler>{{cite book | contribution=Kapteyn's Star | pages=108–109 | title=The Hundred Greatest Stars | first=James B. | last=Kaler | publisher=Copernicus Books | date=2002 }}</ref> orbits the Milky Way retrograde,<ref name=Kotoneva>{{cite journal| first1=E. | last1=Kotoneva | first2=K. | last2=Innanen | first3=P. C. | last3=Dawson | first4=P. R. | last4=Wood | first5=M. M. | last5=De Robertis | title=A study of Kapteyn's star | year=2005 | journal=Astronomy & Astrophysics | volume=438 | pages=957–962 | doi=10.1051/0004-6361:20042287 | bibcode=2005A&A...438..957K | issue=3 }}</ref> and is the nearest-known galactic halo star to the Sun.<ref name=Woolf>{{cite journal | doi=10.1111/j.1365-2966.2004.07671.x | title=Chemical abundance analysis of Kapteyn's Star | last1=Woolf | first1=V. M. | last2=Wallerstein | first2=G. | journal=Monthly Notices of the Royal Astronomical Society | volume=350 | issue=2 | pages=575–579 | year=2004 | bibcode=2004MNRAS.350..575W }}.</ref> It is a member of a moving group of stars that share a common trajectory through space, named the Kapteyn moving group.<ref name=Eggen>{{cite journal | last1=Eggen | first1=O. J. | title=The Ross 451 Group of Halo Stars | journal=Astronomical Journal | volume=112 | page=2661 |date=December 1996 | bibcode=1996AJ....112.2661E |doi = 10.1086/118210 }}</ref> Based upon their element abundances, these stars may once have been members of Omega Centauri, a globular cluster that is thought to be the remnant of a dwarf galaxy that merged with the Milky Way. During this process, the stars in the group, including Kapteyn's Star, may have been stripped away as tidal debris.<ref name=Kotoneva/><ref name=Wylie>{{citation | last1=Wylie-de Boer | first1=Elizabeth | last2=Freeman | first2=Ken | last3=Williams | first3=Mary | title=Evidence of Tidal Debris from ω Cen in the Kapteyn Group | journal=The Astronomical Journal | volume=139 | issue=2 | pages=636–645 |date=February 2010 | doi=10.1088/0004-6256/139/2/636 | bibcode=2010AJ....139..636W |arxiv = 0910.3735 | s2cid=119217292 }}</ref><ref name="ns20091104">{{cite journal | title=Backward star ain't from round here | journal=New Scientist | date=November 4, 2009 | accessdate=September 2, 2017 | url=https://web.archive.org/web/20150525093255/http://www.newscientist.com/article/mg20427334.100-backward-star-aint-from-round-here.html }}</ref> Variable type: BY Draconis variable (BY Dra)<ref name="var">{{citation | title=VZ Pic | work=General Catalogue of Variable Stars, Sternberg Astronomical Institute, Moscow, Russia | accessdate=2009-10-14 |url=https://web.archive.org/web/20110927235117/http://www.sai.msu.su/groups/cluster/gcvs/cgi-bin/search.cgi?search=VZ+pic }}</ref>, Temperature = 3550 ± 50 K<ref name="planets">{{ cite journal |arxiv=1406.0818 |title=Two planets around Kapteyn's star : a cold and a temperate super-Earth orbiting the nearest halo red-dwarf |first1=Guillem |last1=Anglada-Escudé |first2= Pamela |last2=Arriagada |first3= Mikko |last3=Tuomi |first4= Mathias |last4=Zechmeister |year=2014 |bibcode = 2014MNRAS.443L..89A |doi = 10.1093/mnrasl/slu076 }}</ref>, Rotational velocity = 9.15 km/s<ref name="mnras407_3_1657">{{citation | last1=Houdebine | first1=E. R. | title=Observation and modelling of main-sequence star chromospheres - XIV. Rotation of dM1 stars | journal=Monthly Notices of the Royal Astronomical Society | volume=407 | issue=3 | pages=1657–1673 |date=September 2010 | doi=10.1111/j.1365-2966.2010.16827.x | bibcode=2010MNRAS.407.1657H }}</ref>, Visibility: The star is at an apparent magnitude of 9 and is visible through binoculars or a telescope in the constellation of Pictor, in the southern sky.<ref name="scinews">{{cite web | title=Kapteyn b and c: Two Exoplanets Found Orbiting Kapteyn’s Star | publisher=Sci-News | accessdate=23 July 2014 |url=https://web.archive.org/web/20140803022339/http://www.sci-news.com/astronomy/science-kapteyn-b-c-two-exoplanets-kapteyns-star-01965.html }}</ref> Radial velocity (cz) = 245.29 ± 0.10 km/s, Spectral type: M1VIp, V* VZ Pic, HD 33793, IRAS 05100-4502, 2MASS J05114046-4501051 and Gaia DR2 4810594479417465600.<ref name=Simbad191>{{ cite web |author=Simbad |title=GJ 191 -- Variable of BY Dra type |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=Kapteyn%27s+Star&submit=SIMBAD+search |accessdate=9 June 2019 }}</ref> ==Runaway stars== [[Image:Runaway star speeding from 30 Doradus.jpg|right|thumb|300px|This image of the 30 Doradus Nebula, a rambunctious stellar nursery, and the enlarged inset photo show a heavyweight star that may have been kicked out of its home by a pair of heftier siblings. Credit: NASA, ESA, J. Walsh (ST-ECF) Acknowledgment: Z. Levay (STScI) Credit for ESO image: ESO Acknowledgments: J. Alves (Calar Alto, Spain), B. Vandame, and Y. Beletski (ESO) Processing by B. Fosbury (ST-ECF).{{tlx|free media}}]] ""Runaway stars" (RSs) form an another class of high velocity stars. They were originally introduced as O and B type stars ejected from the Galactic disk with velocities higher than 40 km s⁻¹ (Blaauw 1961). Theoretically, there are two main formation channels: i) dynamical encounters between stars in dense stellar systems such as young star clusters (e.g. Poveda et al. 1967; Leonard & Duncan 1990; Gvaramadze et al. 2009), and ii) supernova explosions in stellar binary systems (e.g. Blaauw 1961; Portegies Zwart 2000). Both mechanisms have been shown to occur in our Galaxy (Hoogerwerf et al. 2001). Typical velocities attained by the two formation channels are of the order of a few tens of km s⁻¹, and even if several hundreds of km s⁻¹ can be attained for the most extreme systems (Portegies Zwart 2000; Przybilla et al. 2008; Gvaramadze et al. 2009; Gvaramadze & Gualandris 2011; Silva & Napiwotzki 2011), simulations indicate that the majority of runaway stars from dynamical encounters have ejection velocities ≲ 200 km s⁻¹ (Perets & Šubr 2012). Recent results show that it is possible to achieve ejection velocities up to ∼ 1300 km s⁻¹ for low-mass G/K type stars in very compact binaries (Tauris 2015). Nevertheless, the rate of production of unbound RSs, referred to as hyper runaway stars (HRSs), is estimated to be as low as 8 · 10⁻⁷ yr⁻¹ (Perets & Šubr 2012; Brown 2015)."<ref name=Marchetti/> "A heavy runaway star rushing away from a nearby stellar nursery at more than 400 000 kilometres per hour, a speed that would get you to the Moon and back in two hours [is shown in the image on the right]. The runaway is the most extreme case of a very massive star that has been kicked out of its home by a group of even heftier siblings. Tantalising clues from three observatories, including the NASA/ESA Hubble Space Telescope’s newly installed Cosmic Origins Spectrograph (COS), and some old-fashioned detective work, suggest that the star may have travelled about 375 light-years from its suspected home, a giant star cluster called R136."<ref name=Evans>{{ cite web |author=Chris Evans and Nolan Walborn |title=Hubble catches heavyweight runaway star speeding from 30 Doradus |publisher=Space Telescope |location=Baltimore, Maryland USA |date=11 May 2010 |url=https://www.spacetelescope.org/news/heic1008/ |accessdate=9 June 2019 }}</ref> "The homeless star is on the outskirts of the 30 Doradus Nebula, a raucous stellar breeding ground in the nearby Large Magellanic Cloud. The finding bolsters evidence that the most massive stars in the local Universe reside in 30 Doradus, making it a unique laboratory for studying heavyweight stars. 30 Doradus, also called the Tarantula Nebula, is roughly 170 000 light-years from Earth. Nestled in the core of 30 Doradus, R136 contains several stars topping 100 solar masses each."<ref name=Evans/> "The observations offer insights into how massive star clusters behave."<ref name=Evans/> "These results are of great interest because such dynamical processes in very dense, massive clusters have been predicted theoretically for some time, but this is the first direct observation of the process in such a region. Less massive runaway stars from the much smaller Orion Nebula Cluster were first found over half a century ago, but this is the first potential confirmation of more recent predictions applying to the most massive young clusters."<ref name=Walborn>{{ cite web |author=Nolan Walborn |title=Hubble catches heavyweight runaway star speeding from 30 Doradus |publisher=Space Telescope |location=Baltimore, Maryland USA |date=11 May 2010 |url=https://www.spacetelescope.org/news/heic1008/ |accessdate=9 June 2019 }}</ref> "Runaway stars can be made in a couple of ways. A star may encounter one or two heavier siblings in a massive, dense cluster and get booted out through a stellar game of pinball. Or, a star may get a “kick” from a supernova explosion in a binary system, with the more massive star exploding first."<ref name=Evans/> "It is generally accepted, however, that R136 is young enough that the cluster’s most massive stars have not yet exploded as supernovae. This implies that the star must have been ejected through dynamical interaction."<ref name=Lennon>{{ cite web |author=Danny Lennon |title=Hubble catches heavyweight runaway star speeding from 30 Doradus |publisher=Space Telescope |location=Baltimore, Maryland USA |date=11 May 2010 |url=https://www.spacetelescope.org/news/heic1008/ |accessdate=9 June 2019 }}</ref> "Hubble astronomers unexpectedly picked up another clue when they used the star as a target to calibrate the COS instrument, installed in May 2009 during Servicing Mission 4. Those ultraviolet spectroscopic observations, made in July 2009, showed that the wayward star is unleashing a fury of charged particles in one of the most powerful stellar winds known, a clear sign that it is extremely massive, perhaps as much as 90 times heavier than the Sun. The star, therefore, also must be very young, about one million to two million years old, because extremely massive stars only live for a few million years."<ref name=Evans/> "Sifting through Hubble’s archive of images, astronomers found another important piece of evidence. An optical image of the star taken by the Wide Field Planetary Camera 2 in 1995 revealed that it is at one end of an egg-shaped cavity. The cavity’s glowing edges stretch behind the star and point in the direction of its home in 30 Doradus."<ref name=Evans/> "Another spectroscopic study from the European Southern Observatory’s Very Large Telescope (VLT) at the Paranal Observatory in Chile revealed that the star’s velocity is constant and not a result of orbital motion in a binary system. Its velocity corresponds to an unusual motion relative to the star’s surroundings, evidence that it is a runaway star."<ref name=Evans/> "The study also confirmed that the light from the runaway is from a single massive star rather than the combined light of two lower mass stars. In addition, the observation established that the star is about ten times hotter than the Sun, a temperature that is consistent with a high-mass object."<ref name=Evans/> {{clear}} ==AE Aurigae== [[Image:IC405 Flaming Star Nebula from the Mount Lemmon SkyCenter Schulman Telescope courtesy Adam Block.jpg|upright=1.2|thumb|right|300px|Flaming star nebula IC 405 is around AE Aurigae. Credit: Credit Line & Copyright Adam Block/Mount Lemmon SkyCenter/University of Arizona.{{tlx|free media}}]] Spectral type: O9.5V<ref name=gosss>{{cite journal |bibcode=2011ApJS..193...24S |arxiv=1101.4002 |title=The Galactic O-Star Spectroscopic Survey. I. Classification System and Bright Northern Stars in the Blue-violet at R ~ 2500 |journal=The Astrophysical Journal Supplement |volume=193 |issue=2 |pages=24 |author1=Sota |first1=A. |last2=Maíz Apellániz |first2=J. |last3=Walborn |first3=N. R. |last4=Alfaro |first4=E. J. |last5=Barbá |first5=R. H. |last6=Morrell |first6=N. I. |last7=Gamen |first7=R. C. |last8=Arias |first8=J. I. |year=2011 |doi=10.1088/0067-0049/193/2/24 }}</ref>, Variable type: Orion variable<ref name=gcvs2009>{{cite journal |bibcode=2009yCat....102025S |title=VizieR Online Data Catalog: General Catalogue of Variable Stars (Samus+ 2007-2013) |journal=VizieR On-line Data Catalog: B/gcvs. Originally published in: 2009yCat....102025S |volume=1 |author1=Samus |first1=N. N. |last2=Durlevich |first2=O. V. |year=2009 }}</ref>, Radial velocity = 56.70 ± 0.6 km/s<ref>{{cite journal |bibcode=2007AN....328..889K |title=Astrophysical supplements to the ASCC-2.5: Ia. Radial velocities of ˜55000 stars and mean radial velocities of 516 Galactic open clusters and associations |journal=Astronomische Nachrichten |volume=328 |issue=9 |pages=889 |author1=Kharchenko |first1=N. V. |last2=Scholz |first2=R.-D. |last3=Piskunov |first3=A. E. |last4=Röser |first4=S. |last5=Schilbach |first5=E. |year=2007 |doi=10.1002/asna.200710776 |arxiv = 0705.0878 }}</ref>, Temperature: 33,000 K<ref name=martins15>{{cite journal |bibcode=2015A&A...575A..34M |arxiv=1411.4420 |title=The MiMeS survey of magnetism in massive stars: CNO surface abundances of Galactic O stars |journal=Astronomy & Astrophysics |volume=575 |pages=A34 |author1=Martins |first1=F. |last2=Hervé |first2=A. |last3=Bouret |first3=J.-C. |last4=Marcolino |first4=W. |last5=Wade |first5=G. A. |last6=Neiner |first6=C. |last7=Alecian |first7=E. |last8=Grunhut |first8=J. |last9=Petit |first9=V. |year=2015 |doi=10.1051/0004-6361/201425173 }}</ref>, and Rotational velocity = 25 km/s.<ref name=martins15/> AE Aur is a runaway star that might have been ejected during a collision of two binary star groups, which also is credited with ejecting Mu Columbae and possibly 53 Arietis, and has been traced to the Trapezium cluster in the Orion Nebula two million years ago, where the binary Iota Orionis may have been the other half of this collision.<ref name=hoogerwerf>{{cite journal |bibcode=2001A&A...365...49H |arxiv=astro-ph/0010057 |title=On the origin of the O and B-type stars with high velocities. II. Runaway stars and pulsars ejected from the nearby young stellar groups |journal=Astronomy and Astrophysics |volume=365 |issue=2 |pages=49 |author1=Hoogerwerf |first1=R. |last2=De Bruijne |first2=J. H. J. |last3=De Zeeuw |first3=P. T. |year=2001 |doi=10.1051/0004-6361:20000014 }}</ref> AE Aur is seen to light up the Flaming Star nebula, but it was not formed within it and is passing through the nebula at high speed producing a violent bow shock and high energy electromagnetic radiation.<ref>{{cite journal |bibcode=2012ApJ...757L...6L |arxiv=1208.6511 |title=AE Aurigae: First Detection of Non-thermal X-Ray Emission from a Bow Shock Produced by a Runaway Star |journal=The Astrophysical Journal Letters |volume=757 |pages=L6 |author1=López-Santiago |first1=J. |last2=Miceli |first2=M. |last3=Del Valle |first3=M. V. |last4=Romero |first4=G. E. |last5=Bonito |first5=R. |last6=Albacete-Colombo |first6=J. F. |last7=Pereira |first7=V. |last8=De Castro |first8=E. |last9=Damiani |first9=F. |year=2012 |doi=10.1088/2041-8205/757/1/L6 }}</ref><ref>{{cite journal |bibcode=2007ApJ...655..920F |arxiv=astro-ph/0610953 |title=A Cometary Bow Shock and Mid-Infrared Emission Variations Revealed in Spitzer Observations of HD 34078 and IC 405 |journal=The Astrophysical Journal |volume=655 |issue=2 |pages=920 |author1=France |first1=Kevin |last2=McCandliss |first2=Stephan R. |last3=Lupu |first3=Roxana E. |year=2007 |doi=10.1086/510481 }}</ref> {{clear}} ==Iota Orionis== [[Image:The Orion Nebula M42.jpg|thumb|right|upright=1.2|300px|ι Orionis is the bright star to the right (south) of the Orion Nebula. Credit: [[c:user:Rawastrodata|Rawastrodata]].{{tlx|free media}}]] Spectral class: O9&nbsp;III + B0.8&nbsp;III/IV<ref name=apj554_1_362>{{citation | display-authors=1 | last1=Bagnuolo | first1=William G., Jr. | last2=Riddle | first2=Reed L. | last3=Gies | first3=Douglas R. | last4=Barry | first4=Donald J. | title=ι Orionis-Evidence for a Capture Origin Binary | journal=The Astrophysical Journal | volume=554 | issue=1 | pages=362–367 |date=June 2001 | doi=10.1086/321367 | bibcode=2001ApJ...554..362B }}</ref>, Variable type: (B) Orion<ref>{{cite journal |bibcode=2011IBVS.5969....1K |title=The 80th Name-List of Variable Stars. Part I - RA 0h to 6h |journal=Information Bulletin on Variable Stars |volume=5969 |pages=1 |author1=Kazarovets |first1=E. V. |last2=Samus |first2=N. N. |last3=Durlevich |first3=O. V. |last4=Kireeva |first4=N. N. |last5=Pastukhova |first5=E. N. |year=2011 }}</ref>, Radial velocity (cz) = 21.5 km/s,<ref name=rgcrv>{{citation | last=Evans | first=D. S. | date=June 20–24, 1966 | editor=Batten, Alan Henry | editor2=Heard, John Frederick | title=The Revision of the General Catalogue of Radial Velocities | journal=Determination of Radial Velocities and their Applications | volume=30 | pages=57 | location=University of Toronto | publisher=International Astronomical Union | bibcode=1967IAUS...30...57E }}</ref> Temperature (ι Ori Aa) = 32,500 K<ref name=apj554_1_362/>, Rotational velocity = 122 km/s,<ref name=ciako>{{citation | last1=Uesugi | first1=Akira | last2=Fukuda | first2=Ichiro | title=Catalogue of rotational velocities of the stars | journal=Contributions from the Institute of Astrophysics and Kwasan Observatory | date=1970 | publisher=University of Kyoto | bibcode=1970crvs.book.....U }}</ref> Temperature (ι Ori Ab) = 27,000 K<ref name=apj554_1_362/>, Temperature (ι Ori B) = 18,000 K.<ref name=conti/> Iota Orionis (ι Orionis, abbreviated ι Ori) is a multiple star system in the equatorial constellation of Orion the hunter, the eighth-brightest member of Orion with an apparent visual magnitude of 2.77, the brightest member of the asterism known as Orion's Sword, a member of the NGC 1980 open cluster, and from parallax measurements, is located at a distance of roughly {{Convert|2300|ly|pc|abbr=off}} from the [[Stars/Sun|Sun]].<ref name=aaa474_2_653>{{citation | first=F. | last=van Leeuwen |date=November 2007 | title=Validation of the new Hipparcos reduction | journal=Astronomy and Astrophysics | volume=474 | issue=2 | pages=653–664 | bibcode=2007A&A...474..653V | doi=10.1051/0004-6361:20078357 |arxiv = 0708.1752 }}</ref> The system has three components designated Iota Orionis A, B and C, where Iota Orionis A is itself a massive spectroscopic binary, with components Iota Orionis Aa (officially named Hatysa<ref name="IAU-LSN">{{cite web | url=https://www.iau.org/public/themes/naming_stars/ | title=Naming Stars |publisher=IAU.org |accessdate=16 December 2017 }}</ref> and Ab, plus B and C.<ref name="planetnaming">{{cite arXiv |title=On the naming convention used for multiple star systems and extrasolar planets |date=2010 |eprint=1012.0707 |class=astro-ph.SR |last1= Hessman |first1=F. V. |last2= Dhillon |first2=V. S. |last3= Winget |first3=D. E. |last4= Schreiber |first4=M. R. |last5= Horne |first5=K. |last6= Marsh |first6=T. R. |last7= Guenther |first7=E. |last8= Schwope |first8=A. |last9= Heber |first9=U. }}</ref> Iota Orionis is dominated by Iota Orionis A whose two components are a stellar class O9&nbsp;III star (blue giant) and a class B0.8&nbsp;III/IV star about 2 magnitudes fainter.<ref name=apj554_1_362/> The collision of the stellar winds from this pair makes the system a strong X-ray source, but the two objects of this system appear to have different ages, with the secondary being about double the age of the primary, where in combination with the high eccentricity (e=0.764) of their 29-day orbit, the binary system may have been created through a capture, rather than by being formed together and undergoing a mass transfer, for example, through an encounter between two binary systems.<ref name=apj554_1_362/><ref>{{cite web |url=https://www.stardate.org/radio/program/2018-03-23 |title=Runaways |accessdate=March 23, 2018 }}</ref> Iota Orionis B is a B8 giant at 11" (approximately 5,000 AU<ref name=conti>{{cite journal |bibcode=1970A&A.....8..197C |title=Coarse analysis of the helium weak B star Iota Ori B |journal=Astronomy and Astrophysics |volume=8 |pages=197 |author1=Conti |first1=P. S. |last2=Loonen |first2=J. P. |year=1970 }}</ref>) which has been shown to be variable, and likely to be a young stellar object.<ref name=Abt>{{cite journal |bibcode=2008ApJS..176..216A |title=Visual Multiples. IX. MK Spectral Types |journal=The Astrophysical Journal Supplement Series |volume=176 |pages=216–217 |author1=Abt |first1=Helmut A. |year=2008 |doi=10.1086/525529 }}</ref> The fainter Iota Orionis C is an A0 star at 49".<ref>{{cite journal |bibcode= 1954TrSht..25....1P |title= Untersuchung der Sterne im Gebiet des Orion-Nebels. Tabelle III: Katalog der genauen Positionen. (Bestimmung von photographischen Beobachtungen) |journal= Publ. Astr. Inst. Sternberg |volume= 25 |pages= 393 |author1= Parenago |first1= P. P. |year= 1954 }}</ref> NGC 1980 contains few bright stars other than Iota Orionis, where only eighteen other stars are considered members in a survey down to 14th magnitude, most around 9th magnitude but including the 5th magnitude stars HR 1886 and 1887.<ref name=Kharchenko>{{cite journal |bibcode=2004AN....325..740K |title=Astrophysical supplements to the ASCC-2.5. II. Membership probabilities in 520 Galactic open cluster sky areas |journal=Astronomische Nachrichten |volume=325 |issue=9 |pages=740 |author1=Kharchenko |first1=N. V. |last2=Piskunov |first2=A. E. |last3=Röser |first3=S. |last4=Schilbach |first4=E. |last5=Scholz |first5=R.-D. |year=2004 |doi=10.1002/asna.200410256 }}</ref> {{clear}} ==Hypervelocity stars== "As a class, the fastest stars in our Galaxy are expected to be hypervelocity stars (HVSs). These were first theoretically predicted by Hills (1988) as the result of a three-body interaction between a binary star and the massive black hole in the Galactic Centre (GC), Sagittarius A^*. Following this close encounter, a star can be ejected with a velocity ∼ 1000 km s⁻¹, sufficiently high to escape from the gravitational field of the Milky Way (Kenyon et al. 2008; Brown 2015). The first HVS candidate was discovered by Brown et al. (2005): a B-type star with a velocity more than twice the Galactic escape speed at its position. Currently about ∼ 20 unbound HVSs with velocities ∼ 300 - 700 km s⁻¹ have been discovered by targeting young stars in the outer halo of the Milky Way (Brown et al. 2014)."<ref name=Marchetti/> "HVSs are predicted to be ejected from the GC with an uncertain rate around 10⁻⁴ yr⁻¹ (Yu & Tremaine 2003; Zhang et al. 2013), two orders of magnitude larger than the rate of ejection of runaway stars with comparable velocities from the stellar disk (Brown 2015). Because of their extremely high velocities, HVS trajectories span a large range of distances, from the GC to the outer halo."<ref name=Marchetti/> Stars considered hypervelocity stars are those with radial velocity greater than |299| km/s, or 299 km/s < v < -299 km/s. ==Bound hypervelocity stars== Stars "sharing the same formation scenario as HVSs, but with an ejection velocity which is not sufficiently high to escape from the whole Milky Way (e.g. Bromley et al. 2006). Most of the deceleration occurs in the inner few kpc due to the bulge potential (Kenyon et al. 2008), and the minimum velocity necessary at ejection to be unbound is of the order of ∼ 800 km s⁻¹ (a precise value depends on the choice of the Galactic potential, Brown 2015; Rossi et al. 2017). If we consider the Hills mechanism , this population of bound stars is expected to be dominant over the sample of HVSs (Rossi et al. 2014; Marchetti et al. 2018)."<ref name=Marchetti/> "At the moment, the fastest star discovered in our Galaxy is US 708, traveling away from the Milky Way with a total velocity ∼ 1200 km s⁻¹ (Hirsch et al. 2005). Its orbit is not consistent with coming from the GC (Brown et al. 2015), and the most likely mechanism responsible for its acceleration is the explosion of a thermonuclear supernova in an ultra-compact binary in the Galactic disk (Geier et al. 2015)."<ref name=Marchetti/> ==Gamma rays== {{main|Radiation astronomy/Gamma rays|Gamma-ray astronomy}} Radial velocity (cz) = -55.99 ± ~ km/s, ROSAT X-ray source 1RXS J011758.8+651730, Ariel X-ray source 3A 0114+650, SWIFT J0117.8+6516 X-ray source, and INTEGRAL1 1 gamma-ray source.<ref name=SimbadV662>{{ cite web |author=Simbad |title=V* V662 Cas -- High Mass X-ray Binary |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=V*+V662+Cas&submit=SIMBAD+search |accessdate=9 June 2019 }}</ref> ==X-rays== {{main|Radiation astronomy/X-rays|X-ray astronomy}} 4U 1700-37 is one of the stronger binary X-ray sources in the sky, and is classified as a high-mass X-ray binary that was discovered by the Uhuru satellite.<ref>{{cite journal |bibcode=1973ApJ...181L..43J |doi=10.1086/181181 |title=Evidence for the Binary Nature of 2U 1700-37 |journal=The Astrophysical Journal |volume=181 |pages=L43 |year=1973 |last1=Jones |first1=C. |last2=Forman |first2=W. |last3=Tananbaum |first3=H. |last4=Schreier |first4=E. |last5=Gursky |first5=H. |last6=Kellogg |first6=E. |last7=Giacconi |first7=R. }}</ref> Radial velocity = −75.00 ± 7.4 km/s.<ref name=Kharchenko>{{cite journal |title=Astrophysical supplements to the ASCC-2.5: Ia. Radial velocities of ~55000 stars and mean radial velocities of 516 Galactic open clusters and associations |author=Kharchenko, N. V. |journal=Astronomische Nachrichten |volume=328 |issue=9 |page=889 |date=2007 |bibcode=2007AN....328..889K |doi=10.1002/asna.200710776 |arxiv=0705.0878 }}</ref> Distance = 2120 ± 343 pc.<ref name=Megier>{{cite journal |bibcode=2009A&A...507..833M |doi=10.1051/0004-6361/20079144 |title=The interstellar Ca II distance scale |journal=Astronomy & Astrophysics |volume=507 |issue=2 |pages=833 |year=2009 |last1=Megier |first1=A. |last2=Strobel |first2=A. |last3=Galazutdinov |first3=G. A. |last4=Krełowski |first4=J. }}</ref> Variable type is Ellipsoidal]] + High-mass X-ray binaries (HMXB)<ref name=gcvs2009/> Optical component is HD 153919, Radial velocity (cz) = 33.38 ± 6.93 km/s, INTEGRAL1 39 (gamma-ray source), Einstein catalog 2E 1700.5-3746 (X-ray source), TD1 19850 (ultraviolet source).<ref name=Simbad1539>{{ cite web |author=Simbad |title=HD 153919 -- High Mass X-ray Binary |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=HD+153919&submit=SIMBAD+search |accessdate=9 June 2019 }}</ref> ==Ultraviolets== {{main|Radiation astronomy/Ultraviolets|Ultraviolet astronomy}} [[Image:Mira the star-by Nasa alt crop.jpg|thumb|left|350px|This ultraviolet-wavelength image mosaic, taken by NASA's Galaxy Evolution Explorer (GALEX), shows a comet-like "tail" stretching 13 light year across space. Credit: NASA.{{tlx|free media}}]] [[Image:Features in Mira's Tail.jpg|thumb|right|250px|A close-up view of a star racing through space faster than a speeding bullet can be seen in this image from NASA's Galaxy Evolution Explorer. Credit: NASA/JPL-Caltech/C. Martin (Caltech)/M. Seibert(OCIW).{{tlx|free media}}]] [[Image:Mira xray scale.jpg|thumb|right|250px|The Chandra image shows Mira A (right), a highly evolved red giant star, and Mira B (left), a white dwarf. Scalebar: 0.3 arcsec. Credit: NASA/CXC/SAO/M. Karovska ''et al''.{{tlx|fairuse}}]] The image on the left shows a high velocity binary star and the comet-like trail behind it is light years long. The binary is plowing through the [[interstellar medium]]. It's radiating, been radiated, and packs a punch! "Ultra-violet studies of Mira by NASA's [[w:Galaxy Evolution Explorer|Galaxy Evolution Explorer]] (Galex) space telescope have revealed that it sheds a trail of material from the outer envelope, leaving a tail 13 light-years in length, formed over tens of thousands of years.<ref name=Martin>{{ cite journal |last=Martin|first=Christopher | journal=Nature |volume=448 |title=A turbulent wake as a tracer of 30,000 years of Mira's mass loss history |doi=10.1038/nature06003 |date=August 17, 2007 |pages=780–783 |accessdate=2007-12-11 |pmid=17700694 |last2=Seibert|first2=M|last3=Neill|first3=JD|last4=Schiminovich|first4=D|last5=Forster|first5=K|last6=Rich|first6=RM|last7=Welsh|first7=BY|last8=Madore|first8=BF|last9=Wheatley|first9=JM |issue=7155 |bibcode=2007Natur.448..780M }}</ref><ref name=Minkel>Minkel, JR.[http://www.sciam.com/article.cfm?articleID=6AE74053-E7F2-99DF-353EB7B9AE43FCF6&chanID=sa007&ec=su_astro "Shooting Bullet Star Leaves Vast Ultraviolet Wake"], "The Scientific American", August 15, 2007 Accessed August 21, 2007.</ref> It is thought that a hot [[w:bow shock|bow-wave]] of compressed plasma/gas is the cause of the tail; the bow-wave is a result of the interaction of the stellar wind from Mira A with gas in interstellar space, through which Mira is moving at an extremely high speed of 130 kilometres/second (291,000 miles per hour).<ref name=wareing2007>{{cite journal | url=http://www.iop.org/EJ/article/1538-4357/670/2/L125/22252.html |last=Wareing |first=Christopher | journal=Astrophysical Journal Letters |volume=670 |issue=2 |title=It's a wonderful tail: the mass-loss history of Mira |doi= 10.1086/524407 |date=November 6, 2007 |pages=L125–L129 |last2=Zijlstra |first2=A. A. |last3=O'Brien |first3=T. J. |last4=Seibert |first4=M. |bibcode=2007ApJ...670L.125W |arxiv = 0710.3010 }}</ref><ref name=Clavin>{{ cite book |url=http://www.galex.caltech.edu/MEDIA/2007-04/images.html |title=GALEX finds link between big and small stellar blasts |accessdate=2007-08-16 |author=W. Clavin |date= August 15, 2007 |publisher=California Institute of Technology |archiveurl = http://web.archive.org/web/20070827103038/http://www.galex.caltech.edu/MEDIA/2007-04/images.html <!-- Bot retrieved archive --> |archivedate = 2007-08-27 }}</ref> The tail consists of material stripped from the head of the bow-wave, which is also visible in ultra-violet observations. Mira's bow-shock will eventually evolve into a [[w:planetary nebula|planetary nebula]], the form of which will be considerably affected by the motion through the [[w:interstellar medium|interstellar medium]] (ISM).<ref name=Wareing>{{ cite journal | author=Christopher Wareing | journal=Philosophical Transactions of the Royal Society A | volume=366 | issue=1884 | title=Wonderful Mira | doi=10.1098/rsta.2008.0167 | pmid=18812301 | date=December 13, 2008 | pages=4429–40 |bibcode = 2008RSPTA.366.4429W }}</ref> At second right is the only available X-ray image, by the Chandra X-ray Observatory, of Mira A on the right and Mira B (left). "Mira A is losing gas rapidly from its upper atmosphere [apparently] via a stellar wind. [Mira B is asserted to be a white dwarf. In theory] Mira B exerts a gravitational tug that creates a gaseous bridge between the two stars. Gas from the wind and bridge accumulates in an accretion disk around Mira B and collisions between rapidly moving particles in the disk produce X-rays."<ref name=Karovska>{{ cite book |author=M. Karovska |title=More Images of Mira |publisher=NASA/CXC/SAO/M. Karovska, et al. |location= |date=April 28, 2005 |url=http://chandra.harvard.edu/photo/2005/mira/more.html |accessdate=2012-12-22 }}</ref> Mira A, spectral type M7&nbsp;IIIe<ref name=aj114_1584>{{ cite journal | last=Castelaz | first=Michael W. | author2=Luttermoser, Donald G. | title=Spectroscopy of Mira Variables at Different Phases. | journal=The Astronomical Journal | year=1997 | volume=114 | pages=1584–1591 | bibcode=1997AJ....114.1584C | doi=10.1086/118589 }}</ref>, has an effective surface temperature of 2918–3192<ref name=aaa421>{{ cite journal | last=Woodruff | first=H. C. | author2=Eberhardt, M. |author3=Driebe, T. |author4=Hofmann, K.-H. |author5=Ohnaka, K. |author6=Richichi, A. |author7=Schert, D. |author8=Schöller, M. |author9=Scholz, M. |author10=Weigelt, G. |author11=Wittkowski, M. |author12=Wood, P. R. | title=Interferometric observations of the Mira star o Ceti with the VLTI/VINCI instrument in the near-infrared | journal=Astronomy & Astrophysics | year=2004 | volume=421 | issue=2 | pages=703–714 | url=http://www.eso.org/~mwittkow/publications/conferences/SPIECWo5491199.pdf |format=PDF | accessdate=2007-12-07 | doi=10.1051/0004-6361:20035826 | bibcode=2004A&A...421..703W |arxiv = astro-ph/0404248 }}</ref>. Mira A is not a known X-ray source according to SIMBAD, but here is shown to be one. {{clear}} ==Visuals== {{main|Radiation astronomy/Visuals|Visual astronomy}} [[Image:Mira 1997.jpg|thumb|right|250px|This is a real visual image of the red giant [[w:Mira|Mira]] by the Hubble Space Telescope. Credit: Margarita Karovska (Harvard-Smithsonian Center for Astrophysics) and NASA.{{tlx|free media}}]] [[Image:Hs-1997-26-b-full jpg.jpg|thumb|right|250px|This is a NASA Hubble Space Telescope image of the cool red giant star Mira A (right) and its nearby hot companion (left) taken on December 11, 1995 in visible light. Credit: Margarita Karovska (Harvard-Smithsonian Center for Astrophysics) and NASA.{{tlx|free media}}]] [[Image:Gaia’s stellar motion for the next 400 thousand years ESA22358019.png|thumb|right|250px|Expected motion of 40 000 stars in the next 400 thousand years, is determined by Gaia EDR3. Credit: European Space Agency.{{tlx|free media}}]] Mira A, spectral type M7&nbsp;IIIe<ref name=aj114_1584>{{ cite journal | last=Castelaz | first=Michael W. | author2=Luttermoser, Donald G. | title=Spectroscopy of Mira Variables at Different Phases. | journal=The Astronomical Journal | year=1997 | volume=114 | pages=1584–1591 | bibcode=1997AJ....114.1584C | doi=10.1086/118589 }}</ref>, has an effective surface temperature of 2918–3192<ref name=aaa421>{{ cite journal | last=Woodruff | first=H. C. | author2=Eberhardt, M. |author3=Driebe, T. |author4=Hofmann, K.-H. |author5=Ohnaka, K. |author6=Richichi, A. |author7=Schert, D. |author8=Schöller, M. |author9=Scholz, M. |author10=Weigelt, G. |author11=Wittkowski, M. |author12=Wood, P. R. | title=Interferometric observations of the Mira star o Ceti with the VLTI/VINCI instrument in the near-infrared | journal=Astronomy & Astrophysics | year=2004 | volume=421 | issue=2 | pages=703–714 | url=http://www.eso.org/~mwittkow/publications/conferences/SPIECWo5491199.pdf |format=PDF | accessdate=2007-12-07 | doi=10.1051/0004-6361:20035826 | bibcode=2004A&A...421..703W |arxiv = astro-ph/0404248 }}</ref> At right "is a NASA Hubble Space Telescope image of the cool red giant star Mira A (right), officially called Omicron Ceti in the constellation Cetus, and its nearby hot companion (left) taken on December 11, 1995 in visible light using the European Space Agency's Faint Object Camera (FOC). The stars in this false-color picture are separated by an angular size of only 0.6 arcseconds (equal to 70 times the distance between Earth and the Sun), but clearly resolved by the FOC. Image reconstruction techniques have been used to further enhance the details in the Mira images."<ref name=Karovska1997>{{ cite book |author=Margarita Karovska |title=Hubble Separates Stars in the Mira Binary System |publisher=STSci and NASA |location=Harvard-Smithsonian Center for Astrophysics, Boston, Massachusetts |date=August 6, 1997 |url=http://hubblesite.org/newscenter/archive/releases/1997/26/image/b/ |accessdate=2012-08-06 }}</ref> '''Mira B''', also known as '''VZ Ceti''', is the companion star to the [[w:variable star|variable star]] Mira. Its [[w:orbit|orbit]] around Mira is poorly known; the most recent estimate listed in the [[w:Sixth Orbit Catalog of Visual Binary Stars|Sixth Orbit Catalog of Visual Binary Stars]] gives an orbital period of roughly 500 years, with a [[w:periastron|periastron]] around the year 2285. Assuming the distance in the [[w:Hipparcos|Hipparcos]] catalog and orbit are correct, Mira A and B are separated by an average of 100 [[w:Astronomical unit|AU]]. Long-known to be erratically variable itself, its fluctuations seem to be related to its accretion of matter from Mira's stellar wind, which makes it a [[w:symbiotic star|symbiotic star]].<ref>Robert Burnham, Jr., ''Burnham's Celestial Handbook'', Vol. 1, (New York: Dover Publications, Inc., 1978), 637-8. </ref><ref name=Kaler>James Kaler, ''The Hundred Greatest Stars'', (New York: Copernicus Books, 2002), 121.</ref> The new data suggest that Mira B is a normal [[w:main sequence|main sequence]] star of [[w:stellar classification|spectral type]] K and roughly 0.7 solar masses, rather than a [[w:white dwarf|white dwarf]] as first envisioned.<ref>{{ cite book |title=First Planet-Forming Disk Found in the Environment of a Dying Star |accessdate=10 January 2007 |url=http://keckobservatory.org/news/first_planet-forming_disk_found_in_the_environment_of_a_dying_star }}</ref> Even more recently (2010) analysis of rapid optical brightness variations has indicated that Mira B is in fact a white dwarf.<ref name=Sokoloski>{{ cite journal |archive=1009.2509v1 |author=Sokoloski and Lars Bildsten |title=Evidence for the White Dwarf Nature of Mira B |url=https://arxiv.org/abs/1009.2509 |year=2010 }}</ref> The ''Gaia'' data release 2 has yielded an unprecedented number of high-quality stellar kinematic measurements as well as stellar parallax measurements which will greatly increase our understanding of the structure of the Milky Way. The Gaia data has also made it possible to determine the proper motions of many objects whose proper motions were previously unknown, including the absolute proper motions of 75 globular clusters orbiting at distances as far as 21 kpc.<ref name=Schoenrich>{{Cite journal |arxiv=1609.04172|last1=Schoenrich|first1=R.|title=Gaia Data Release 1. Summary of the astrometric, photometric, and survey properties|journal=Astronomy & Astrophysics|volume=595|pages=A2|last2=Binney|first2=J.|last3=Dehnen|first3=W.|last4=De Bruijne|first4=J. H.J.|last5=Mignard|first5=F.|last6=Drimmel|first6=R.|last7=Babusiaux|first7=C.|last8=Bailer-Jones|first8=C. A.L.|last9=Bastian|first9=U.|last10=Biermann|first10=M.|last11=Evans|first11=D. W.|last12=Eyer|first12=L.|last13=Jansen|first13=F.|last14=Jordi|first14=C.|last15=Katz|first15=D.|last16=Klioner|first16=S. A.|last17=Lammers|first17=U.|last18=Lindegren|first18=L.|last19=Luri|first19=X.|last20=o'Mullane|first20=W.|last21=Panem|first21=C.|last22=Pourbaix|first22=D.|last23=Randich|first23=S.|last24=Sartoretti|first24=P.|last25=Siddiqui|first25=H. I.|last26=Soubiran|first26=C.|last27=Valette|first27=V.|last28=Van Leeuwen|first28=F.|last29=Walton|first29=N. A.|last30=Aerts|first30=C.|year=2016|doi=10.1051/0004-6361/201629512|display-authors=29|bibcode=2016A&A...595A...2G|s2cid=1828208}}</ref> In addition, the absolute proper motions of nearby dwarf spheroidal galaxies have also been measured, providing multiple tracers of mass for the Milky Way.<ref name=Watkins>{{Cite journal |last=Watkins |first=Laura |date=May 2018 |title=Evidence for an Intermediate-Mass Milky Way from Gaia DR2 Halo Globular Cluster Motions |journal=The Astrophysical Journal |volume=873 |issue=2 |pages=118 |arxiv=1804.11348 |doi=10.3847/1538-4357/ab089f |bibcode=2019ApJ...873..118W |s2cid=85463973 }}</ref> This increase in accurate measurement of absolute proper motion at such large distances is a major improvement over past surveys, such as those conducted with the Hubble Space Telescope. The stars are in constant motion. To the human eye this movement – known as proper motion – is imperceptible, but Gaia is measuring it with more and more precision. The trails on this image show how 40 000 stars, all located within 100 parsecs (326 light years) of the Solar System, will move across the sky in the next 400 thousand years. These proper motions are released as part of the Gaia Early Data Release 3 (Gaia EDR3). They are twice as precise as the proper motions released in the previous Gaia DR2. The increase in precision is because Gaia has now measured the stars more times and over a longer interval of time. This represents a major improvement in Gaia EDR3 with respect to Gaia DR2. {{clear}} ==CD-52 2174== Radial velocity (cz) = 338.45 ± 2.62 km/s, Spectral type: F2V, aka Gaia DR1 5489531875795980032, Gaia DR2 5489531880096156416, and 2MASS J07532122-5239133.<ref name=Simbad2174>{{ cite web |author=Simbad |title=CD-52 2174 -- Double or multiple star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403008114&Name=CD-52%20%202174&submit=submit |accessdate=7 June 2019 }}</ref> ==CD-55 1892== Radial velocity (cz) = 333.17 ± 0.35 km/s, Spectral type: G5V, 2MASS J07393021-5548171 is aka Gaia DR1 5487974692453649792, Gaia DR2 5487974692453649792 and OM 96.<ref name=SimbadJ1892>{{ cite web |author=Simbad |title=CD-55 1892 -- Double or multiple star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403021278&Name=CD-55%20%201892&submit=submit |accessdate=7 June 2019 }}</ref> ==Gaia DR2 1396963577886583296== "The extragalactic star with a highest probability of being unbound from our Galaxy is Gaia DR2 1396963577886583296, with a total velocity ∼ 700 km s⁻¹, resulting in a probability P_ub = 0.98. [...] This star is at ∼ 30 kpc from the GC, with an elevation of ∼ 25 kpc above the Galactic plane."<ref name=Marchetti/> ==Gaia DR2 3736372993468775424== Radial velocity (cz) = 378.65 ± 1.11 km/s.<ref name=Simbad3736>{{ cite web |author=Simbad |title=Gaia DR2 3736372993468775424 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4013286277&Name=Gaia%20DR2%203736372993468775424&submit=submit |accessdate=7 June 2019 }}</ref> ==Gaia DR2 4554190291969378048== Radial velocity (cz) = -318.40 ± 0.59 km/s<ref name=Simbad4554>{{ cite web |author=Simbad |title=Gaia DR2 4554190291969378048 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4013286283&Name=Gaia%20DR2%204554190291969378048&submit=submit |accessdate=8 June 2019 }}</ref> ==Gaia DR2 4692184601887720064== Radial velocity (cz) = 319.79 ± 0.67 km/s, 2MASS J01095931-6808494 is aka OM 1, RAVE J010959.3-680849, UCAC2 2064411, UCAC3 44-2237, and UCAC4 110-001006.<ref name=Simbad8925>{{ cite web |author=Simbad |title=OM 1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408925240&Name=OM%20%20%201&submit=submit |accessdate=8 June 2019 }}</ref> ==HD 271924== Radial velocity (cz) = 300.36 ± 5.02 km/s, Spectral type: A5III, ASAS J060746-6658.6 is aka CSV 725, GCRV 26604, GSC 08905-00975, HIP 29055, 2MASS J06074571-6658388, Gaia DR1 5283957629860435072, Gaia DR2 5283957629860435072, OM 89, RAVE J060745.7-665839, SSTISAGEMC J060745.70-665838.9, SV* BV 458, SV* HV 7641, SV* HV 12250, TYC 8905-975-1, UCAC4 110-001006, and uvby98 620198089.<ref name=Simbad2719>{{ cite web |author=Simbad |title=V* VW Dor -- Variable Star of RR Lyr type |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403067185&Name=V*%20VW%20Dor&submit=submit |accessdate=8 June 2019 }}</ref> ==HD 271791== HD 271791 is a B-type hyperrunaway star ejected from the Galactic disk.<ref name=Li/> "HD 271791 (Heber et al. 2008) [is] a 11 ± 1 M_⊙ B-giant stars established to be a run-away star with velocity similar to those of hypervelocity stars. HD 271791 is 21.8 ± 3.7 kpc away from the GC and −10.4 ± 2.0 kpc below the disk plane (Heber et al. 2008)".<ref name=Zheng/> Radial velocity (cz) = 366.22 ± ~ km/s, Spectral type: B2(III), 2MASS J06022786-6647286 is aka Gaia DR2 5284151216932205312, GCRV 26603, HIP 28618, OM 88, SSTISAGEMC J060227.86-664728.7, TYC 8905-1908-1, and uvby98 620198088.<ref name=Simbad2717>{{ cite web |author=Simbad |title=HD 271791 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403067295&Name=HD%20271791&submit=submit |accessdate=8 June 2019 }}</ref> ==HE 0437-5439== [[Image:HE 0437-5439 HST.jpg|right|thumb|300px|HE 0437-5439 star - photo is by HST. Credit: NASA, ESA, O. Gnedin (University of Michigan, Ann Arbor), and W. Brown (Harvard-Smithsonian Center for Astrophysics, Cambridge, Mass.).{{tlx|free media}}]] "A hundred million years ago, a triple-star system was traveling through the bustling center of our Milky Way galaxy when it made a life-changing misstep. The trio wandered too close to the galaxy's giant black hole, which captured one of the stars and hurled the other two out of the Milky Way. Adding to the stellar game of musical chairs, the two outbound stars merged to form a super-hot, blue star."<ref name=Gnedin/> "This story may seem like science fiction, but astronomers using NASA's Hubble Space Telescope say it is the most likely scenario for a so-called hypervelocity star, known as HE 0437-5439, one of the fastest ever detected. It is blazing across space at a speed of 1.6 million miles (2.5 million kilometers) an hour, three times faster than our Sun's orbital velocity in the Milky Way. Hubble observations confirm that the stellar speedster hails from the Milky Way's core, settling some confusion over where it originally called home."<ref name=Gnedin/> "Most of the roughly 16 known hypervelocity stars, all discovered since 2005, are thought to be exiles from the heart of our galaxy. But this Hubble result is the first direct observation linking a high-flying star to a galactic center origin."<ref name=Gnedin/> "Using Hubble, we can for the first time trace back to where the star comes from by measuring the star's direction of motion on the sky. Its motion points directly from the Milky Way center. These exiled stars are rare in the Milky Way's population of 100 billion stars. For every 100 million stars in the galaxy lurks one hypervelocity star."<ref name=Brown/> "Studying these stars could provide more clues about the nature of some of the universe's unseen mass, and it could help astronomers better understand how galaxies form. Dark matter's gravitational pull is measured by the shape of the hyperfast stars' trajectories out of the Milky Way."<ref name=Gnedin/> "The stellar outcast is already cruising in the Milky Way's distant outskirts, high above the galaxy's disk, about 200,000 light-years from the center. By comparison, the diameter of the Milky Way's disk is approximately 100,000 light-years. Using Hubble to measure the runaway star's direction of motion and determine the Milky Way's core as its starting point, [the] team calculated how fast the star had to have been ejected to reach its current location."<ref name=Gnedin/> "The star is traveling at an absurd velocity, twice as much as the star needs to escape the galaxy's gravitational field. There is no star that travels that quickly under normal circumstances – something exotic has to happen."<ref name=Brown/> "There's another twist to this story. Based on the speed and position of HE 0437-5439, the star would have to be 100 million years old to have journeyed from the Milky Way's core. Yet its mass – nine times that of our Sun – and blue color mean that it should have burned out after only 20 million years – far shorter than the transit time it took to get to its current location."<ref name=Gnedin/> "The most likely explanation for the star's blue color and extreme speed is that it was part of a triple-star system that was involved in a gravitational billiard-ball game with the galaxy's monster black hole. This concept for imparting an escape velocity on stars was first proposed in 1988. The theory predicted that the Milky Way's black hole should eject a star about once every 100,000 years."<ref name=Gnedin/> "The triple-star system contained a pair of closely orbiting stars and a third outer member also gravitationally tied to the group. The black hole pulled the outer star away from the tight binary system. The doomed star's momentum was transferred to the stellar twosome, boosting the duo to escape velocity from the galaxy. As the pair rocketed away, they went on with normal stellar evolution. The more massive companion evolved more quickly, puffing up to become a red giant. It enveloped its partner, and the two stars spiraled together, merging into one superstar – a blue straggler."<ref name=Brown/> "While the blue straggler story may seem odd, you do see them in the Milky Way, and most stars are in multiple systems."<ref name=Brown/> "This vagabond star has puzzled astronomers since its discovery in 2005 by the Hamburg/European Southern Observatory sky survey. Astronomers had proposed two possibilities to solve the age problem. The star either dipped into the Fountain of Youth by becoming a blue straggler, or it was flung out of the Large Magellanic Cloud, a neighboring galaxy."<ref name=Gnedin/> "In 2008 a team of astronomers thought they had solved the mystery. They found a match between the exiled star's chemical makeup and the characteristics of stars in the Large Magellanic Cloud. The rogue star's position also is close to the neighboring galaxy, only 65,000 light-years away. The new Hubble result settles the debate over the star's birthplace."<ref name=Gnedin/> "Astronomers used the sharp vision of Hubble's Advanced Camera for Surveys to make two separate observations of the wayward star 3 1/2 years apart. Team member Jay Anderson of the Space Telescope Science Institute in Baltimore, Md., developed a technique to measure the star's position relative to each of 11 distant background galaxies, which form a reference frame."<ref name=Gnedin/> "Anderson then compared the star's position in images taken in 2006 with those taken in 2009 to calculate how far the star moved against the background galaxies. The star appeared to move, but only by 0.04 of a pixel (picture element) against the sky background."<ref name=Gnedin/> "Hubble excels with this type of measurement. This observation would be challenging to do from the ground."<ref name=Anderson>{{ cite web |author=Jay Anderson |title=Hyperfast Star Was Booted from Milky Way |publisher=Hubblesite |location=Baltimore, Maryland USA |date=July 22, 2010 |url=http://hubblesite.org/news_release/news/2010-19 |accessdate=6 June 2019 }}</ref> "The team is trying to determine the homes of four other unbound stars, all located on the fringes of the Milky Way."<ref name=Gnedin>{{ cite web |author=Oleg Gnedin |title=Hyperfast Star Was Booted from Milky Way |publisher=Hubblesite |location=Baltimore, Maryland USA |date=July 22, 2010 |url=http://hubblesite.org/news_release/news/2010-19 |accessdate=6 June 2019 }}</ref> "We are targeting massive 'B' stars, like HE 0437-5439. These stars shouldn't live long enough to reach the distant outskirts of the Milky Way, so we shouldn't expect to find them there. The density of stars in the outer region is much less than in the core, so we have a better chance to find these unusual objects."<ref name=Brown>{{ cite web |author=Warren Brown |title=Hyperfast Star Was Booted from Milky Way |publisher=Hubblesite |location=Baltimore, Maryland USA |date=July 22, 2010 |url=http://hubblesite.org/news_release/news/2010-19 |accessdate=6 June 2019 }}</ref> "HE 0437-5439 is a B-type star, and is likely to be originated from the centre of the Large Magellanic Cloud (LMC) (Erkal et al. 2018)."<ref name=Li/> "HE 0437-5439 (a.k.a HVS 3; e.g., Edelmann et al. 2005; Bonanos et al. 2008; Przybilla et al. 2008), which is also a ∼9 M_⊙ B-type star".<ref name=Zheng/> Radial velocity (cz) = 723.87 ± ~ km/s, Spectral type: sdB+F, [BGK2006] HV 3 is aka Gaia DR2 4777328613382967040.<ref name=Simbad5439>{{ cite web |author=Simbad |title=HE 0437-5439 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403024480&Name=HE%200437-5439&submit=submit |accessdate=7 June 2019 }}</ref> {{clear}} ==LAMOST-HVS3== [[Image:LAMOST spectra of LAMOST-HVS1 (top), LAMOST-HVS2 (middle) and LAMOST-HVS3 (bottom).png|right|thumb|300px|LAMOST spectra of LAMOST-HVS1 (top), LAMOST-HVS2 (middle) and LAMOST-HVS3 (bottom) and the inset in each panel with the enlarged normalized blue-arm spectrum for a better view of the various spectral features detected. Credit: Y. Huang, X.-W. Liu, H.-W. Zhang, B.-Q. Chen, M.-S. Xiang, C. Wang, H.-B. Yuan, Z.-J. Tian, Y.-B. Li, and B. Wang.{{tlx|fairuse}}]] [[Image:Values of radial velocity in the Galactic rest-frame.png|left|thumb|300px|Values of radial velocity in the Galactic rest-frame discovered in other surveys and of LAMOST-HVS1,2,3 (red stars), plotted against the Galactocentric radius r. Credit: Y. Huang, X.-W. Liu, H.-W. Zhang, B.-Q. Chen, M.-S. Xiang, C. Wang, H.-B. Yuan, Z.-J. Tian, Y.-B. Li, and B. Wang..{{tlx|fairuse}}]] Radial velocity (cz) = 361.60 ± 12.52 km/s, Spectral type: B, aka 2MASS J03211707+1907363 and Gaia DR2 56282900715073664.<ref name=SimbadJ0321>{{ cite web |author=Simbad |title=LAMOST-HVS3 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012559671&Name=LAMOST-HVS3&submit=submit |accessdate=8 June 2019 }}</ref> Heliocentric distance = 22.32 ± 2.50 kpc, Radial velocity v_los = 361.38 ± 12.52 km/s, v_rf = 408.33 ± 12.57 km/s, Spectral type B7V, Luminosity (L_⊙) = 309, T_eff = 14000 K, r = 29.59 ± 2.51 kpc, Z = −11.56 ± 1.30 kpc.<ref name=Huang/> LAMOST-HVS3 is the lowest spectrum in the figures on the right. In the figure on the left, "Values of radial velocity in the Galactic rest-frame v_rf of 24 HVSs (blue circles; Brown ''et al.'' 2014; Brown 2015) discovered in other surveys and of LAMOST-HVS1,2,3 (red stars), plotted against the Galactocentric radius r. The blue circles represent the 21 B-type HVSs discovered from systematic searches (e.g. Brown et al. 2014) while the blue box, triangle and inverted triangle represent the three serendipitously discovered HVSs: US 708 (Hirsch et al. 2005), HD 271791 and HE 0437-5439 respectively. We note that the velocity plotted of star HD 271791 is the total velocity rather than the Galactic rest-frame radial velocity. Black long and short dashed lines represent the Galactic escape velocity curve predicted by the Milky Way mass model constructed by Huang et al. 2016 and 2017, respectively."<ref name=Huang/> "According to Lu et al. 2010 and Zhang et al. (2010, 2013), for HVSs originating from the GC, their spatial distribution can be used to trace the parent population of their progenitors directly. Lu et al. (2010) suggest that HVSs identified hitherto may arise from the two young star-forming regions near the GC [...]: a clockwise young stellar disk (CWS) and a northern arm (Narm). Similar to Lu ''et al.'' (2010), [...] the spatial distribution in the Galactic coordinate [can be plotted] as viewed from the GC) [including] the three HVSs discovered by LAMOST. The planes (projected to infinity) of several young stellar structures near the GC [include] the CWS, the Narm, the counter-clockwise young stellar disk (CCWS), the outer warped CWS and the bar. As pointed out by Z14 [Zheng et al. (2014)], LAMOST-HVS1 is spatially very close to the outer CWS but also not far from the Narm. LAMOST-HVS2 is spatially very close to the CCWS but also not far from the outer CWS. LAMOST-HVS3 is very close to the bar. The spatial association may suggest that all the three LAMOST HVSs may originate from the GC and their progenitors are spatially associated with young stellar structures near the GC, including the outer CWS, the CCWS, and the bar. In addition, the discovery of the three LAMOST HVSs reduces the apparent anisotropy of spatial distribution of known HVSs on the sky."<ref name=Huang/> Assuming "that the three LAMOST HVSs arise from the GC, one can calculate their flight times. It should be noted that the flight times derived here are actually upper limits since it is assumed that the observed radial velocities represent the full space motion of the HVSs. The [...] flight times of LAMOST-HVS1 and 2 are larger than their life times, implying that they do not have enough time to travel to their current positions from the GC. If their GC origin holds, the possible explanation is that these two stars are blue stragglers that have experienced a similar process to HVS HE 0437-5439. The flight time (∼ 58 Myr) of LAMOST-HVS3 is substantially smaller than its life time (∼ 80 Myr), suggesting that it has enough time to travel to its current position even there is a few million delay in its ejection from the GC (Brown et al. 2012)."<ref name=Huang/> {{clear}} ==LAMOST J080608.76+063349.8== Radial velocity (cz) = 427.30 ± ~ km/s, Spectral type: A0, aka 2MASS J08060876+0633499.<ref name=SimbadJ0806>{{ cite web |author=Simbad |title=LAMOST J080608.76+063349.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827042&Name=LAMOST%20J080608.76%2b063349.8&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J085819.90+150352.4== Radial velocity (cz) = 428.3 ± ~ km/s, Spectral type: A5, aka 2MASS J08581989+1503526.<ref name=SimbadA5>{{ cite web |author=Simbad |title=LAMOST J085819.90+150352.4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827020&Name=LAMOST%20J085819.90%2b150352.4&submit=submit |accessdate=7 June 2019 }}</ref> ==LAMOST J091206.52+091621.8== LAMOST J091206.52+091621.8 is LAMOST-HVS1.<ref name=Zheng>{{ cite journal |author=Zheng Zheng, Jeffrey L. Carlin, Timothy C. Beers, Licai Deng, Carl J. Grillmair, Puragra Guhathakurta, Sébastien Lépine, Heidi Jo Newberg, Brian Yanny, Haotong Zhang, Chao Liu, Ge Jin, and Yong Zhang |title=THE FIRST HYPERVELOCITY STAR FROM THE LAMOST SURVEY |journal=The Astrophysical Journal Letters |date=2 April 2014 2 |volume=785 |issue=2 |pages=L23 |url=https://arxiv.org/pdf/1401.5063 |arxiv=1401.5063 |bibcode= |doi=10.1088/2041-8205/785/2/L23 |pmid= |accessdate=7 June 2019 }}</ref> The "first hypervelocity star (HVS) discovered from the LAMOST spectroscopic survey [...] is a B-type star with a heliocentric radial velocity about 620 km s⁻¹, which projects to a Galactocentric radial velocity component of ∼477 km s⁻¹. With a heliocentric distance of ∼13 kpc and an apparent magnitude of ∼13 mag, it is the nearest bright HVS currently known. With a mass of ∼9M_⊙, it is one of the three most massive HVSs discovered so far."<ref name=Zheng/> T_eff = (2.07 ± 0.12) × 10⁴ K.<ref name=Zheng/> Metallicity [Fe/H] = −0.13 ± 0.07.<ref name=Zheng/> Radial velocity (cz) = 612.28 ± 4.63 km/s, 2MASS J09120652+0916216 and Gaia DR2 590511484409775360.<ref name=SimbadJ0912>{{ cite web |author=Simbad |title=LAMOST-HVS1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408593681&Name=LAMOST-HVS1&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J091849.92-005331.5== Radial velocity (cz) = 453.34 ± ~ km/s, Spectral type: A5, 2MASS J09184992-0053313.<ref name=SimbadJ0918>{{ cite web |author=Simbad |title=LAMOST J091849.92-005331.5 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827037&Name=LAMOST%20J091849.92-005331.5&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J092707.09+242752.9== Radial velocity (cz) = 306.16 ± - km/s, Spectral type: F5, 2MASS J09270711+2427530.<ref name=Simbad0927>{{ cite web |author=Simbad |title=LAMOST J092707.09+242752.9 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827021&Name=LAMOST%20J092707.09%2b242752.9&submit=submit |accessdate=7 June 2019 }}</ref> ==LAMOST J094122.37-000822.2== Radial velocity (cz) = 430.31 ± - km/s, Spectral type: F0, aka 2MASS J09412236-0008221.<ref name=SimbadJ0941>{{ cite web |author=Simbad |title=LAMOST J094122.37-000822.2 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827031&Name=LAMOST%20J094122.37-000822.2&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J115209.12+120258.0== "Only one late-type star, LAMOST J115209.12+120258.0 (Li et al. 2015), is most likely unbound, but the Hills mechanisms is ruled out as a possible explanation of its extremely high velocity."<ref name=Marchetti/> "LAMOST J115209.12+120258.0 (Li et al. 2015) [...] moves on an unbound orbit not originating in the [Galactic Centre] GC."<ref name=Fragione>{{ cite journal |author=Giacomo Fragione and Alessia Gualandris |title=Hypervelocity stars from star clusters hosting Intermediate-Mass Black Holes |journal=Mon. Not. R. Astron. Soc. |date=27 August 2018 |volume= |issue= |pages=9 |url=https://arxiv.org/pdf/1808.07878 |arxiv=1808.07878 |bibcode= |doi= |pmid= |accessdate=7 June 2019 }}</ref> "According to its atmospheric parameters, it is either a B-type main-sequence (MS) star or a blue horizontal branch (BHB) star. Its Galactocentric distance and velocity are 30.3 ± 1.6 kpc and 586 ± 7 kms⁻¹ if it is an MS star, and they are 13.2 ± 3.7 kpc and 590 ± 7 kms⁻¹ if a BHB star."<ref name=Li>{{ cite journal |author=Yin-Bi Li, A-Li Luo, Gang Zhao, You-Jun Lu, Xue-Sen Zhang, Fu-Peng Zhang, Bing Du, Fang Zuo, Lan Zhang, Yang Huang, Mao-Sheng Xiang, Jing-Kun Zhao, Yonh-Heng Zhao, and Zhan-Wen Han |title=A NEW HYPER-RUNAWAY STAR DISCOVERED FROM LAMOST AND GAIA: EJECTED ALMOST IN THE GALACTIC ROTATION DIRECTION |journal= |date=July 3, 2018 |volume= |issue= |pages=1-7 |url=https://arxiv.org/pdf/1808.07878 |arxiv=1807.00167 |bibcode= |doi= |pmid= |accessdate=7 June 2019 }}</ref> LAMOST J115209.12+120258.0 is an F-type runaway star "ejected from the Galactic disk".<ref name=Li/> ==LAMOST J225837.56+400005.2== "The star (J225837.56+400005.2; LAMOST-HVS4) was observed on November 21, 2017, and it has magnitudes (g/r/i/z/y) of the Panoramic Survey Telescope and Rapid Response System (Pan-STARRS; Kaiser et al. 2002, 2010; Chambers et al. 2016) larger than 16.7 mag. The heliocentric radial velocity is v_r⊙ = 359 ± 7 km s⁻¹, and we check it using the cross-correlation package RVSAO of IRAF (Kurtz & Mink 1998). The value is consistent with the radial velocity provided by LAMOST."<ref name=Li/> The "heliocentric radial velocity (v_r⊙) [is translated] to a Galactocentric radial component of v_rf = 585 ± 7 km s⁻¹ according to :<math>v_{rf} = v_{r\odot} + U_0coslcosb + (V_{LSR}+V_0)sinlcosb + W_0sinb,</math> where "V_LSR = 235 km s⁻¹ for the motion of the local standard of rest (LSR) (Hogg et al. 2005; Bovy et al. 2012; Reid et al. 2014) and (U₀, V₀, W₀) = (9.58, 10.52, 7.01) km s⁻¹ for the peculiar motion of the Sun with respect to the LSR (Tian et al. 2015; c.f., Schönrich et al. 2010; Huang et al. 2015)."<ref name=Li/> Radial velocity (cz) = 359.22 ± 7.00 km/s, LAMOST-HVS4 is aka Gaia DR2 1928660566125735680.<ref name=SimbadDR21928>{{ cite web |author=Simbad |title=LAMOST-HVS4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012559669&Name=LAMOST-HVS4&submit=submit |accessdate=7 June 2019 }}</ref> ==LP 40-365== [[Image:LP40 365.gif|right|thumb|250px|Tangential movement of LP 40-365 between 1955 and 1995 is shown in the field of view 8 &times; 8 arcminutes. Credit: [[c:user:Brankiddo|Brankiddo]].{{tlx|free media}}]] LP 40-365 is a low-mass white dwarf in the constellation Ursa Minor that travels at high speed through the Milky Way, has a very unusual elemental composition, lacking hydrogen, helium or carbon and may have been produced in a subluminous supernova type Iax that failed to destroy its host star totally.<ref name=Vennes>{{cite journal |last1=Vennes |first1=Stephane |last2=Nemeth |first2=Peter |last3=Kawka |first3=Adela |last4=Thorstensen |first4=John R. |last5=Khalack |first5=Viktor |last6=Ferrario |first6=Lilia |last7=Alper |first7=Erek H. |date=18 August 2017 |title=An unusual white dwarf star may be a surviving remnant of a subluminous Type Ia supernova |url=http://science.sciencemag.org/content/357/6352/680 |journal=Science |volume=357 |issue=6352 |page=680-683 |doi=10.1126/science.aam8378 |accessdate=18 August 2017 |arxiv = 1708.05568 |bibcode = 2017Sci...357..680V }}</ref><ref name="R1">{{cite web |url=https://astroserver.org/references/NWKZKA/ |title=Science Press Release |website=Astroserver.org |accessdate=17 August 2017 }}</ref><ref>{{cite journal |author=Javier Barbuzano |date=17 August 2017 |title=The White Dwarf That Survived - Sky & Telescope |url=http://www.skyandtelescope.com/astronomy-news/white-dwarf-survived-supernova/ |journal=Sky & Telescope }}</ref> The "LP" name is derived from the Luyten-Palomar proper motion catalogue in which it appeared in the 1960s.<ref>{{cite journal |author=Luyten, W. J. |date=1963–1981 |title=Proper Motion Survey with the 48 inch Schmidt Telescope |url= |journal=University of Minnesota }}</ref> Another catalog name for this star is "GD 492".<ref name=SimbadGD492>{{cite web |title=GD 492 |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=GD+492&submit=SIMBAD+search }}</ref> The star was cataloged as a Giclas object with the designation "GD 492" being assigned by Henry Giclas in 1970.<ref>{{cite journal |author1=Giclas |first1=Henry L. |last2=Burnham |first2=Robert |last3=Thomas |first3=Norman Gene |year=1970 |title=A list of white dwarf suspects III : Special objects of small proper motion from the Lowell survey |journal=Bulletin / Lowell Observatory ; no. 153 |language=en |volume=7 |pages=183 |bibcode=1970LowOB...7..183G }}</ref> Radial velocity (cz) = 498.01 ± 1.10 km/s.<ref name=SimbadGD492/> {{clear}} ==PG 1618+379== Radial velocity (cz) = 341.29 ± 7.79 km/s, Spectral type: sdB, LAMOST-HVS2 is aka 2MASS J16202076+3747399, Gaia DR2 1330715287893559936, KUV 16186+3755, and SDSS J162020.76+374740.0.<ref name=Simbad1618>{{ cite web |author=Simbad |title=PG 1618+379 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%402915024&Name=PG%201618%2b379&submit=submit |accessdate=7 June 2019 }}</ref> Spectral type: B2V, Radial velocity (cz) v_los = 341.10 ± 7.79 km/s, v_rf = 502.33 ± 8.37 km/s, Luminosity (L_⊙) = 2399, T_eff = 20600 K, r 20.86 ± 4.57 kpc, Z 15.80 ± 3.25 kpc, Heliocentric distance 22.24 ± 4.57 kpc.<ref name=Huang>{{ cite journal |author=Y. Huang, X.-W. Liu, H.-W. Zhang, B.-Q. Chen, M.-S. Xiang, C. Wang, H.-B. Yuan, Z.-J. Tian, Y.-B. Li, and B. Wang |title=Discovery of Two New Hypervelocity Stars from the LAMOST Spectroscopic Surveys |journal=The Astrophysical Journal Letters |date=21 September 2017 |volume=847 |issue=1 |pages= |url=https://arxiv.org/pdf/1708.08602 |arxiv=1708.08602 |bibcode= |doi= |pmid= |accessdate=7 June 2019 }}</ref> ==RX J0822−4300== [[Image:Puppis scale.jpg|right|thumb|250px|This graphic shows motion of the neutron star RX J0822-4300 from the Puppis A supernova event. Credit: NASA.{{tlx|free media}}]] "The [image on the right] shows two observations of [the] neutron star [RX J0822-4300] obtained with the Chandra X-ray Observatory over the span of five years, between December 1999 [on the left] and April 2005 [on the right]. By combining how far it has moved across the sky with its distance from Earth [at about 7,000 light years], astronomers determined the cosmic cannonball is moving at over 3 million miles per hour, one of the fastest moving stars ever observed. At this rate, RX J0822-4300 [at (J2000) RA 08h 23m 08.16s Dec -42° 41' 41.40" in Puppis] is destined to escape from the Milky Way after millions of years, even though it has only traveled about 20 light years so far."<ref name=Winkler>{{ cite book |author=F. Winkler |title=RX J0822-4300 in Puppis A: Chandra Discovers Cosmic Cannonball |publisher=Harvard-Smithsonian Center for Astrophysics |location=Cambridge, Massachusetts, USA |date=December 21, 1999 |url=http://chandra.harvard.edu/photo/2007/puppis/ |accessdate=2016-12-16 }}</ref> A recoil velocity of 672±115&nbsp;km/s is much less problematic theoretically.<ref>{{cite arXiv |eprint=1204.3510 |title=The Proper Motion of the Central Compact Object RX J0822-4300 in the Supernova Remnant Puppis A |class= astro-ph.HE |date=2012 |last1= Becker |first1= Werner |last2= Prinz |first2= Tobias |last3= Frank Winkler |first3= P. |last4= Petre |first4= Robert }}</ref> {{clear}} ==SDSS J013655.91+242546.0== SDSS J013655.91+242546.0 is an A-type hyperrunaway star "ejected from the Galactic disk".<ref name=Li/> Radial velocity (cz) = 357.01 ± 2.80 km/s<ref name=SimbadJ0136>{{ cite web |author=Simbad |title=SDSS J013655.91+242546.0 -- Blue Straggler Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=SDSS+J013655.91%2B242546.0&submit=SIMBAD+search |accessdate=8 June 2019 }}</ref> ==SDSS J065827.16+291313.1== Radial velocity (cz) = 350.8 ± 6.0 km/s, Gaia DR2 887676144156721664.<ref name=SimbadJ0658>{{ cite web |author=Simbad |title=SDSS J065827.16%2b291313.1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4011278367&Name=SDSS%20J065827.16%2b291313.1&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J074950.24+243841.2== Radial velocity (cz) = 361.42 km/s, Spectral type: B8, [BGK2006] J074950.24+243841.2 is aka Gaia DR2 867705370863613056.<ref name=SimbadJ0749>{{ cite web |author=Simbad |title=SDSS J074950.24+243841.2 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880714&Name=SDSS%20J074950.24%2b243841.2&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J090744.99+024506.8== Sloan Digital Sky Survey (SDSS) J090744.99+024506.8 (SDSS 090745.0+024507), a short period variable star which has a Galactic rest-frame radial velocity of 709&nbsp;km/s, may have been originally part of a binary system that was tidally disrupted by the supermassive black hole at the centre of the Milky Way, causing it to be ejected at high velocity, having an effective temperature of 10,500 K (spectral type B9) and age estimated at 350 million years, a heliocentric distance of 71 kpc, ejected from the centre of the galaxy less than 100 million years ago, which implies the existence of a population of young stars at the galactic centre less than 100 million years ago.<ref>{{cite journal |arxiv= astro-ph/0507520 |title= The Hypervelocity Star SDSS J090745.0+024507 is a Short-Period Variable|work=Cornell University Library|author1=Cesar I. Fuentes |author2=K. Z. Stanek |author3=B. Scott Gaudi |author4=Brian A. McLeod |author5=Slavko B. Bogdanov |author6=Joel D. Hartman |author7=Ryan C. Hickox |author8=Matthew J. Holman |date=21 July 2005 |journal=The Astrophysical Journal|bibcode=2006ApJ...636L..37F |doi=10.1086/499233 |accessedate= 18 January 2016 }}</ref> The '''Outcast Star''' is the first discovered member of a class of objects named hypervelocity stars,<ref>{{cite journal |title=In The Stars: Odd Stars, Odder Planets |first=Phil |last=Berardelli |work=Space Daily |date=February 10, 2005 |url=http://www.spacedaily.com/news/extrasolar-05h.html }}</ref> discovered in 2005 at the MMT Observatory of the Harvard-Smithsonian Center for Astrophysics (CfA).<ref>{{Cite journal |last=Brown |first=Warren R. |last2=Geller |first2=Margaret J. |last3=Kenyon |first3=Scott J. |last4=Kurtz |first4=Michael J. |lastauthoramp=yes |year=2005 |title=Discovery of an Unbound Hypervelocity Star in the Milky Way Halo |journal=The Astrophysical Journal |volume=622 |issue=1 |pages=L33–L36 |doi=10.1086/429378 |bibcode=2005ApJ...622L..33B |arxiv = astro-ph/0501177 }}</ref> Radial velocity (cz) = 832.36 ± 8.90 km/s, Spectral type: B, aka [BGK2006] HV 1 and Gaia DR2 577294697514301440.<ref name=SimbadJ0907>{{ cite web |author=Simbad |title=[BGK2006] HV 1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401606526&Name=%5bBGK2006%5d%20HV%201&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J091301.00+305120.0== Radial velocity (cz) = 605.6 ± 6.0 km/s, Spectral type: B, [BGK2006] J091301.01+305119.8, Gaia DR2 699811079173836928, and USNO-B1.0 1208-00168480.<ref name=SimbadJ0913>{{ cite web |author=Simbad |title=[BGK2006] HV 4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401615047&Name=%5bBGK2006%5d%20HV%204&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J091759.42+672238.7== Radial velocity (cz) = 553.51 ± 9.00 km/s, Spectral type: B, [BGK2006] HV 5 is aka [BGK2006] J091759.48+672238.3, Gaia DR2 1069326945513133952, and USNO-B1.0 1573-00143533.<ref name=SimbadJ0917>{{ cite web |author=Simbad |title=[BGK2006] HV 5 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%40436848&Name=%5bBGK2006%5d%20HV%205&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J094214.04+200322.1== Radial velocity (cz) = 512.64 ± 7.30 km/s, Spectral type: B, [BGK2006] HV 8 is aka USNO-B1.0 1100-00174712 and Gaia DR2 633599760258827776<ref name=SimbadJ0942>{{ cite web |author=Simbad |title=[BGK2006] HV 8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404069038&Name=%5bBGK2006%5d%20HV%208&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J095906.47+000853.4== Radial velocity (cz) = 467.7 ± 9.0 km/s, Spectral type: A, aka [BGK2006] HV 11 and Gaia DR2 3833516903071703040.<ref name=SimbadJ0959>{{ cite web |author=Simbad |title=[BGK2006] HV 11 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404699782&Name=%5bBGK2006%5d%20HV%2011&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J102137.08-005234.8== Radial velocity (cz) = 627.46 ± 9.20 km/s, Spectral type: B, aka USNO-B1.0 0891-00196913 and Gaia DR2 3830584196322129920.<ref name=SimbadJ1021>{{ cite web |author=Simbad |title=[BGK2006] HV 9 -- Horizontal Branch Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404069039&Name=%5bBGK2006%5d%20HV%209&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J103357.26-011507.3== Radial velocity (cz) = 504.42 ± 8.70 km/s, Spectral type: B, aka SDSS J103357.26-011507.4 and Gaia DR2 3782644733437017984.<ref name=SimbadJ1033>{{ cite web |author=Simbad |title=2QZ J103357.2-011508 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267848&Name=2QZ%20J103357.2-011508&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J103418.25+481134.5== Radial velocity (cz) = 355.11 ± 10.70 km/s, Spectral type: B, aka [BGK2006] HV 21 and Gaia DR2 834069905715968640.<ref name=SimbadJ1034>{{ cite web |author=Simbad |title=SDSS J103418.25+481134.5 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%407836866&Name=SDSS%20J103418.25%2b481134.5&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J104318.29-013502.5== Radial velocity (cz) = 448.34 ± 13.30 km/s, Spectral type: B, aka [BGK2006] HV 21 and Gaia DR2 3805700495839529088.<ref name=SimbadJ1043>{{ cite web |author=Simbad |title=2QZ J104318.2-013503 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401754644&Name=2QZ%20J104318.2-013503&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J104401.75+061139.0== [BGK2006] HV 14 is a high-velocity star with radial velocity (cz) = 538.08 ± 9.30 km/s, Spectral type: B, aka Gaia DR2 3859275333773935488.<ref name=SimbadBGK2006>{{ cite web |author=Simbad |title=[BGK2006] HV 14 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404699786&Name=%5bBGK2006%5d%20HV%2014&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J105009.60+031550.7== [BGK2006] HV 12 is a high-velocity star with radial velocity (cz) = 503.7 ± 24.0 km/s, Spectral type: B, aka Gaia DR2 3809777626689513216 and USNO-B1.0 0932-00228004.<ref name=SimbadJ1050>{{ cite web |author=Simbad |title=[BGK2006] HV 12 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404176769&Name=%5bBGK2006%5d%20HV%2012&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J105248.31-000133.9== Radial velocity (cz) = 579.26 ± 8.30 km/s, Spectral type: B, [BGK2006] HV 13 is aka Gaia DR2 3804790100211231104.<ref name=SimbadJ1052>{{ cite web |author=Simbad |title=[BGK2006] HV 13 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404699785&Name=%5bBGK2006%5d%20HV%2013&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J110224.37+025002.7== Radial velocity (cz) = 451.74 ± 9.60 km/s, Spectral type: A1, [BGK2006] J110224.37+025002.8 is aka Gaia DR2 3814622895259904256.<ref name=SimbadJ1102>{{ cite web |author=Simbad |title=SDSS J110224.37+025002.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880719&Name=SDSS%20J110224.37%2b025002.8&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J110557.45+093439.5== "Here we report the [...] recently discovered HVSs: SDSS J110557.45+093439.5 [...] traveling with Galactic rest-frame velocities at least +508+/-12 [...]."<ref name=TheAstrophysicalJournal/> Radial velocity (cz) = 625.25 ± 8.40 km/s, Spectral type: B, is aka [BGK2006] HV 6, [BGK2006] J110557.45+093439.5, Gaia DR2 3867267443277880320, and SDSS J110557.45+093439.4.<ref name=SimbadJ1105>{{ cite web |author=Simbad |title=[BGK2006] HV 6 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401787407&Name=%5bBGK2006%5d%20HV%206&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J111136.44+005856.4== Radial velocity (cz) = 496.61 ± 9.80 km/s, Spectral type: B, is aka [BGK2006] HV 24 and Gaia DR2 3810351984075984768.<ref name=SimbadJ1111>{{ cite web |author=Simbad |title=2QZ J111136.4+005855 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267844&Name=2QZ%20J111136.4%2b005855&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J112255.77-094734.9== Gaia DR2 3590660794817798016 has a radial velocity (cz) = 482.39 ± 8.10 km/s, Spectral type: B.<ref name=SimbadJ1122>{{ cite web |author=Simbad |title=SDSS J112255.77-094734.9 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267849&Name=SDSS%20J112255.77-094734.9&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J113312.12+010824.9== HVS 7 -- hyper-velocity star 7, otherwise known as SDSS J113312.12+010824.9 is a rare star that has been accelerated to faster than our Milky Way Galaxy's escape velocity.<ref name=Astro2013-02-21>{{cite journal | arxiv = 0810.0864| title = HVS 7: a chemically peculiar hyper-velocity star | journal = Astronomy & Astrophysics | author = N. Przybilla, M. F. Nieva1, A. Tillich1, U. Heber1, K. Butler, W. R. Brown | date = 2013-02-21 | page = | location = |doi = 10.1051/0004-6361:200810455 |bibcode = 2008A&A...488L..51P }}</ref><ref name=TheAstrophysicalJournal>{{cite journal | arxiv = astro-ph/0604111| title = Hypervelocity Stars. I. The Spectroscopic Survey | publisher = Harvard University |author1=Brown, Warren R. |author2=Geller, Margaret J. |author3=Kenyon, Scott J. |author4=Kurtz, Michael J. | date = 2006-04-13 | pages = 303–311 | location = | journal = The Astrophysical Journal |bibcode = 2006ApJ...647..303B |doi = 10.1086/505165 }}</ref> "Such a surface abundance pattern is caused by atomic diffusion in a possibly magnetically stabilised, non-convective atmosphere. Hence all chemical information on the star’s place of birth and its evolution has been washed out. High precision astrometry is the only means to validate a GC origin for HVS 7."<ref name=Astro2013-02-21/> "Here we report the [...] most recently discovered HVSs: [...] SDSS J113312.12+010824, traveling with Galactic rest-frame velocities at least [...] +418+/-10 km s^-1 [...]."<ref name=TheAstrophysicalJournal/> In 2013 a team under N. Przybilla wrote that the star had a chemically peculiar photosphere, which masked its origins.<ref name=Astro2013-02-21/> The star was first cataloged during the Sloan Digital Sky Survey and was identified as a hyper-velocity star in 2006.<ref name=TheAstrophysicalJournal/> Radial velocity (cz) = 518.6 ± 3.0 km/s, Spectral type: sdB, [BGK2006] HV 7 are aka [BGK2006] J113312.12+010824.9, EPIC 201540171, Gaia DR2 3799146650623432704, GALEX 2413439155581226272, and USNO-A2.0 0900-06954189.<ref name=SimbadJ1133>{{ cite web |author=Simbad |title=SDSS J113312.12+010824.8 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401828697&Name=SDSS%20J113312.12%2b010824.8&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J113341.09-012114.2== Radial velocity (cz) = 464.7 ± 12.0 km/s, Spectral type: B, 2QZ J113341.0-012115, [BGK2006] HV 15 are aka [BGK2006] J113341.09-012114.3 and Gaia DR2 3794074603484360704.<ref name=SimbadJ11334>{{ cite web |author=Simbad |title=[BGK2006] HV 15 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401830277&Name=%5bBGK2006%5d%20HV%2015&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J113517.76+080201.4== Radial velocity (cz) = 597.60 ± ~ km/s, Spectral type: B, aka [BGK2006] HV 19 and Gaia DR2 3911105521632982400.<ref name=SimbadJ1135>{{ cite web |author=Simbad |title=SDSS J113517.76+080201.4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267842&Name=SDSS%20J113517.76%2b080201.4&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J113637.13+033106.8== Radial velocity (cz) = 504.42 ± - km/s, Spectral type: B, aka [BGK2006] HV 20 and Gaia DR2 3800802102817768832.<ref name=SimbadJ1136>{{ cite web |author=Simbad |title=SDSS J113637.13+033106.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267843&Name=SDSS%20J113637.13%2b033106.8&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J115245.91-021116.2== Radial velocity (cz) = 424.40 ± 8.60 km/s, Spectral type: A1, aka 2QZ J115245.9-021117, [BGK2006] J115245.91-021116.2 and Gaia DR2 3602104614919092736.<ref name=SimbadJ1152>{{ cite web |author=Simbad |title=SDSS J115245.91-021116.2 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880721&Name=SDSS%20J115245.91-021116.2&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J120337.85+180250.4== [BGK2006] HV 10 aka Gaia DR2 3926757653770374272 or USNO-B1.0 1080-00234374 has a Radial velocity (cz) = 455.7 ± 9.0 km/s, Spectral type: B.<ref name=SimbadJ1203>{{ cite web |author=Simbad |title=[BGK2006] HV 10 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404069041&Name=%5bBGK2006%5d%20HV%2010&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J122523.40+052233.8== Radial velocity (cz) = 434.41 ± 9.90 km/s, Spectral type: B, [BGK2006] HV 16 is aka Gaia DR2 3708104343359742848.<ref name=SimbadJ1225>{{ cite web |author=Simbad |title=SDSS J122523.40+052233.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267849&Name=SDSS%20J122523.40+052233.8&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J144955.58+310351.4== Radial velocity (cz) = 363.22 ± 10.00 km/s, Spectral type: A1, 2MASS J14495559+3103510 is aka [BGK2006] J144955.58+310351.4, Gaia DR2 1283080527168129536 and USNO-B1.0 1210-00225097.<ref name=SimbadJ1449>{{ cite web |author=Simbad |title=SDSS J144955.58+310351.4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880711&Name=SDSS%20J144955.58%2b310351.4&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J175010.68+262448.3== Radial velocity (cz) = -359.8 ± 9.0 km/s, Gaia DR2 4582309129318356352.<ref name=SimbadJ1750>{{ cite web |author=Simbad |title=SDSS J175010.68+262448.3 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4011278336&Name=SDSS%20J175010.68%2b262448.3&submit=submit |accessdate=7 June 2019 }}</ref> ==TYC 6428-1841-1== Radial velocity (cz) = -375.78 ± 2.95 km/s, 2MASS J01332653-2904447, Gaia DR2 5035174402313161472, and [SRA98] 8-1103.<ref name=Simbad1841>{{ cite web |author=Simbad |title=TYC 6428-1841-1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401228406&Name=TYC%206428-1841-1&submit=submit |accessdate=8 June 2019 }}</ref> ==US 708== [[Image:US 708.jpg|thumb|right|250px|US 708 is a hyper velocity white dwarf in the Milky Way Galaxy. Credit: ESA/Hubble, NASA, S. Geier, artist's impression.{{tlx|free media}}]] US 708, a hyper-velocity O class subdwarf in Ursa Major in the halo of the Milky Way Galaxy, was first surveyed in 1982.<ref name=Science2015-03-06>{{cite journal | arxiv = 1503.01650 | doi=10.1126/science.1259063 | pmid=25745168 | title = The fastest unbound star in our Galaxy ejected by a thermonuclear supernova | journal=Science | volume=347 | issue=6226 | pages=1126 | publisher= Science magazine |author1=Stephan Geier |author2=F. Fürst |author3=E. Ziegerer |author4=T. Kupfer |author5=U. Heber |author6=A. Irrgang |author7=B. Wang |author8=Z. Liu |author9=Z. Han |author10=B. Sesar |author11=D. Levitan |author12=R. Kotak |author13=E. Magnier |author14=K. Smith |author15=W. S. Burgett |author16=K. Chambers |author17=H. Flewelling |author18=N. Kaiser |author19=R. Wainscoat |author20=C. Waters | date = 2015-03-06 | page = | location = |bibcode = 2015Sci...347.1126G }}</ref><ref>{{cite web | url=https://www.forbes.com/sites/ericmack/2015/03/08/shrapnel-star-spotted-setting-galactic-speed-record/ | publisher = Forbes magazine | title = 'Shrapnel' Star Sets Milky Way Speed Record | author = Eric Mack | date = 2015-03-08 | accessdate=March 11, 2015 }}</ref> "Hypervelocity stars (HVSs) travel with velocities so high that they exceed the escape velocity of the Galaxy."<ref name=Science2015-03-06/> "Scientists using the W. M. Keck Observatory and Pan-STARRS1 telescopes on Hawaii have discovered a star that breaks the galactic speed record, traveling with a velocity of about 2.7 million mph (1,200 km/s). This velocity is so high, the star will escape the gravity of our galaxy. In contrast to the other known unbound stars, the team showed that this compact star was ejected from an extremely tight binary by a thermonuclear supernova explosion."<ref name=Astronomy2015-03-09>{{cite news | url = http://www.astronomy.com/news/2015/03/thermonuclear-supernova-ejects-galaxys-fastest-star | title = Thermonuclear supernova ejects galaxy’s fastest star | publisher = Astronomy magazine | date = 2015-03-09 | page = | location = | accessdate = 2015-03-11 }}</ref> "US 708 is a helium-rich sub-dwarf O-type star with a mass of ∼ 0.3 M_⊙".<ref name=Li/> Radial velocity (cz) = 708.84 ± - km/s, Spectral type: sdOHe, [BGK2006] HV 2 is aka Gaia DR2 815106177700219392, SDSS J093320.86+441705.5, USNO-B1.0 1342-00209722.<ref name=Simbad708>{{ cite web |author=Simbad |title=US 708 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%40595919&Name=US%20%20708&submit=submit |accessdate=8 June 2019 }}</ref> {{clear}} ==See also== {{div col|colwidth=20em}} * [[Stars/Flares|Flare stars]] * [[Radiation/Meteors|Meteor radiation astronomy]] * [[Stars/Nova-likes|Nova-like stars]] * [[Stars/Novas|Novas]] * [[Stars/Quasars|Quasars]] * [[Stars/Astronomy|Stellar astronomy]] * [[Radiation astronomy/Stars|Stellar radiation astronomy]] * [[Stars/Supernovas|Supernovas]] * [[Stars/X-rays|X-ray stars]] {{Div col end}} ==References== {{reflist|2}} ==External links== * [http://simbad.u-strasbg.fr/simbad/ Simbad at Strasbourg] <!-- footer templates --> {{Radiation astronomy resources}}{{Sisterlinks|Hypervelocity stars}} <!-- footer categories --> [[Category:Radiation astronomy/Lectures]] tti5iisey9ataj9ujwe3wcnr5b07956 2413837 2413836 2022-08-11T17:37:14Z Marshallsumter 311529 wikitext text/x-wiki [[Image:Hs-2009-03-a-web_print.jpg|thumb|right|250px|The Hubble Space Telescope image shows four high-velocity, runaway stars plowing through their local interstellar medium. Credit: NASA - Hubble's Advanced Camera for Surveys.{{tlx|free media}}]] The image on the right shows four high-velocity, runaway stars plowing through their local interstellar medium. "Resembling comets streaking across the sky, these four speedy stars are plowing through regions of dense interstellar gas and creating brilliant arrowhead structures and trailing tails of glowing gas."<ref name=Sahai>{{ cite web |author=R. Sahai |title=Stellar Interlopers Caught Speeding Through Space |publisher=Hubblesite |location=Baltimore, Marland USA |date=January 7, 2009 |url=http://hubblesite.org/image/2455/news_release/2009-03 |accessdate=6 June 2019 }}</ref> "These bright arrowheads, or bow shocks, can be seen in these four images taken with NASA's Hubble Space Telescope. The bow shocks form when the stars' powerful stellar winds, streams of matter flowing from the stars, slam into surrounding dense gas. The phenomenon is similar to that seen when a speeding boat pushes through water on a lake."<ref name=Sahai/> "The stars in these images are among 14 runaway stars spotted by Hubble's Advanced Camera for Surveys. The stars appear to be young, just millions of years old. Their ages are based on their colors and the presence of strong stellar winds, a signature of youthful stars."<ref name=Sahai/> "Depending on their distance from Earth, the bullet-nosed bow shocks could be 100 billion to a trillion miles wide (the equivalent of 17 to 170 solar system diameters, measured out to Neptune's orbit). The bow shocks indicate that the stars are moving fast, more than 112,000 miles an hour (more than 180,000 kilometers an hour) with respect to the dense gas they are plowing through. They are traveling roughly five times faster than typical young stars, relative to their surroundings."<ref name=Sahai/> "The high-speed stars have traveled far from their birth places. Assuming their youthful phase lasts only a million years and they are moving at roughly 112,000 miles an hour, the stars have journeyed 160 light-years."<ref name=Sahai/> "The Hubble observations were taken between October 2005 and July 2006."<ref name=Sahai/> {{clear}} ==Solar position== "Total velocities in the Galactic rest frame are computed correcting radial velocities and proper motions for the solar and the local standard of rest (LSR) motion (Schönrich 2012). In doing so, we assume that the distance between the Sun and the [Galactic Center] GC is d_⊙ = 8.2 kpc, and that the Sun has an height above the stellar disk of z_⊙ = 25 pc (Bland-Hawthorn & Gerhard 2016). We assume a rotation velocity at the Sun position v_LSR = 238 km s⁻¹ and a Sun’s peculiar velocity vector v_⊙ = [U_⊙,V_⊙,W_⊙] = [14.0,12.24,7.25] km s⁻¹ (Schönrich et al. 2010; Schönrich 2012; Bland-Hawthorn & Gerhard 2016)."<ref name=Marchetti/> ==Theoretical high velocity stars== '''Def.''' a star moving faster than 65 km/s to 100 km/s relative to the average motion of the stars in the Sun's neighbourhood is called a '''high-velocity star'''. '''Def.''' a high-velocity star moving through space with an abnormally high velocity relative to the surrounding interstellar medium is called a '''runaway star'''. '''Def.''' a star whose elliptical orbit takes it well outside the plane of [its galaxy] at steep angles is called a '''halo star'''. ==Mechanisms that may give rise to a runaway star== # Gravitational interactions between stars in a stellar system can result in large accelerations of one or more of the involved stars. In some cases, stars may even be ejected.<ref>{{Cite journal |last=Oh |first=Seungkyung |last2=Kroupa |first2=Pavel |last3=Pflamm-Altenburg |first3=Jan |date=2015 |title=Dependency of Dynamical Ejections of O Stars on the Masses of Very Young Star Clusters |url=http://stacks.iop.org/0004-637X/805/i=2/a=92 |journal=The Astrophysical Journal |language=en |volume=805 |issue=2 |page=92 |doi=10.1088/0004-637X/805/2/92 |issn=0004-637X |arxiv=1503.08827 |bibcode=2015ApJ...805...92O }}</ref> This can occur in seemingly stable star systems of only three stars, as described in studies of the three-body problem in gravitational theory.<ref>{{Cite journal |last=Gvaramadze |first=Vasilii V. |last2=Gualandris |first2=Alessia |date=2010-09-30 |title=Very massive runaway stars from three-body encounters |url=https://academic.oup.com/mnras/article/410/1/304/1033482 |journal=Monthly Notices of the Royal Astronomical Society |language=en |volume=410 |issue=1 |pages=304–312 |doi=10.1111/j.1365-2966.2010.17446.x |issn=0035-8711 |arxiv=1007.5057 |bibcode=2011MNRAS.410..304G }}</ref> # A collision or close encounter between stellar systems, including galaxies, may result in the disruption of both systems, with some of the stars being accelerated to high velocities, or even ejected. A large-scale example is the gravitational interaction between the [[Milky Way]] Galaxy and the Large Magellanic Cloud.<ref>{{Cite journal |last=Boubert |first=D. |last2=Erkal |first2=D. |last3=Evans |first3=N. W. |last4=Izzard |first4=R. G. |date=2017-04-10 |title=Hypervelocity runaways from the Large Magellanic Cloud |url=https://academic.oup.com/mnras/article/469/2/2151/3573852 |journal=Monthly Notices of the Royal Astronomical Society |language=en |volume=469 |issue=2 |pages=2151–2162 |doi=10.1093/mnras/stx848 |issn=0035-8711 |arxiv=1704.01373 |bibcode=2017MNRAS.469.2151B }}</ref> # A supernova explosion in a multiple star system can accelerate both the supernova remnant and/or remaining stars to high velocities.<ref>{{cite journal |last=Blaauw |first=A. |year=1961 |title=On the origin of the O- and B-type stars with high velocities (the run-away stars), and some related problems |journal=Bulletin of the Astronomical Institutes of the Netherlands |volume=15 |page=265 |bibcode=1961BAN....15..265B }}</ref><ref>{{cite journal |last=Tauris |first=T.M. |last2=Takens |first2=R.J. |year=1998 |title=Runaway velocities of stellar components originating from disrupted binaries via asymmetric supernova explosions |journal=Astronomy and Astrophysics |volume=330 |pages=1047–1059 |bibcode=1998A&A...330.1047T }}</ref> ==High velocity stars== "Stars with extremely high velocities have been long studied to probe our Galaxy. The interest in the high velocity tail of the total velocity distribution of stars in our Milky Way is twofold. First, it flags the presence of extreme dynamical and astrophysical processes, especially when the velocity of a star is so high that it approaches (or even exceeds) the escape speed from the Galaxy at its position. Secondly, high velocity stars, spanning a large range of distances, can be used as dynamical tracers of integral properties of the Galaxy. The stellar high velocity distribution has for example been used to trace the local Galactic escape speed and the mass of the Milky Way (e.g. Smith et al. 2007; Gnedin et al. 2010; Piffl et al. 2014). To put the concept of high velocity in context, the value of the escape speed is found to be ∼ 530 km s⁻¹ at the Sun position, it increases up to ∼ 600 km s⁻¹ in the central regions of the Galaxy, and then falls down to ≲ 400 km s⁻¹ at Galactocentric distances ∼ 50 kpc (Williams et al. 2017)."<ref name=Marchetti>{{ cite journal |author=T. Marchetti, E. M. Rossi and A. G. A. Brown |title=''Gaia'' DR2 in 6D: Searching for the fastest stars in the Galaxy |journal=Monthly Notices of the Royal Astronomical Society |date=20 September 2018 |volume=sty2592 |issue= |pages=1-16 |url=https://academic.oup.com/mnras/advance-article-pdf/doi/10.1093/mnras/sty2592/25814213/sty2592.pdf |arxiv= |bibcode= |doi=10.1093/mnras/sty2592 |pmid= |accessdate=6 June 2019 }}</ref> ==WR 124== [[Image:M1-67 & WR124.png|right|thumb|300px|Hubble Space Telescope image shows nebula M1-67 around Wolf–Rayet star WR 124. Credit: [[c:user:Geckzilla|Judy Schmidt]].{{tlx|free media}}]] On the right is an image of WR 124 a Wolf–Rayet star in the constellation of Sagitta surrounded by a ring nebula of expelled material known as M1-67.<ref name=crowther>{{cite journal |bibcode=1999A&A...350.1007C |title=Wolf-Rayet nebulae as tracers of stellar ionizing fluxes. I. M1-67 |journal=Astronomy and Astrophysics |volume=350 |pages=1007 |author1=Crowther |first1=Paul A. |last2=Pasquali |first2=A. |last3=De Marco |first3=Orsola |last4=Schmutz |first4=W. |last5=Hillier |first5=D. J. |last6=De Koter |first6=A. |year=1999 |arxiv = astro-ph/9908200 }}</ref> Its a runaway star with a radial velocity around 200&nbsp;km/s, discovered in 1938, and identified as a high velocity Wolf–Rayet star.<ref name=merrill>{{cite journal |bibcode=1938PASP...50..350M |title=A Wolf-Rayet Star with High Velocity |journal=Publications of the Astronomical Society of the Pacific |volume=50 |pages=350 |author1=Merrill |first1=P. W. |year=1938 |doi=10.1086/124982 }}</ref> It is listed in the General Catalogue of Variable Stars as QR Sagittae with a range of 0.08 magnitudes.<ref name=gcvs1971>{{cite journal |bibcode=1971GCVS3.C......0K |title=The third edition containing information on 20437 variable stars discovered and designated till 1968 |journal=General Catalogue of Variable Stars |pages=0 |author1=Kukarkin |first1=B. V. |last2=Kholopov |first2=P. N. |last3=Pskovsky |first3=Y. P. |last4=Efremov |first4=Y. N. |last5=Kukarkina |first5=N. P. |last6=Kurochkin |first6=N. E. |last7=Medvedeva |first7=G. I. |year=1971 }}</ref> The Gaia Data Release 2 parallax is {{val|0.1153|0.0365|ul=mas}}, leading to a statistical distance estimate of <math>{6,203}^{1,621}_{1,123}</math> pc.<ref name=bailer>{{cite journal |bibcode=2018AJ....156...58B |title=Estimating Distance from Parallaxes. IV. Distances to 1.33 Billion Stars in Gaia Data Release 2 |journal=The Astronomical Journal |volume=156 |issue=2 |pages=58 |last1=Bailer-Jones |first1=C. A. L. |last2=Rybizki |first2=J. |last3=Fouesneau |first3=M. |last4=Mantelet |first4=G. |last5=Andrae |first5=R. |year=2018 |doi=10.3847/1538-3881/aacb21 |arxiv=1804.10121 }}</ref> The expansion rate of the M1-67 nebula expelled from the star has been directly measured using the Hubble WFPC2 camera images taken 11 years apart, and compared that rate to the expansion velocity measured by the Doppler shift of the nebular emission lines.<ref name=marchenko/> The distance calculated from the nebular expansion rate is 3.35 kpc.<ref name=marchenko>{{cite journal |doi=10.1088/2041-8205/724/1/L90 |title=Population I Wolf-Rayet Runaway Stars: The Case of Wr124 and Its Expanding Nebula M1-67 |journal=The Astrophysical Journal |volume=724 |pages=L90 |year=2010 |last1=Marchenko |first1=S. V. |last2=Moffat |first2=A. F. J. |last3=Crowther |first3=P. A. |bibcode=2010ApJ...724L..90M |arxiv = 1011.0785 }}</ref> Previous distances of 5kpc<ref name=crowther/> to 8.4kpc,<ref name=hamann>{{cite journal |doi=10.1051/0004-6361:20065052 |title=The Galactic WN stars |journal=Astronomy and Astrophysics |volume=457 |issue=3 |pages=1015 |year=2006 |last1=Hamann |first1=W.-R. |last2=Gräfener |first2=G. |last3=Liermann |first3=A. |bibcode=2006A&A...457.1015H |arxiv = astro-ph/0608078 }}</ref> have corresponding luminosities of 338,000-1,000,000 L_☉. WR stars of lower metallicity can form from lower mass progenitors and have lower luminosity, but this would be unusual for a Population I star within the [[Milky Way]].<ref name=marchenko/> A young highly massive and luminous WN8h star would still be burning hydrogen in its core, but a less luminous and older star would be burning helium in its core.<ref name=meynet>{{cite journal |doi=10.1051/0004-6361:20030512 |title=Stellar evolution with rotation |journal=Astronomy and Astrophysics |volume=404 |issue=3 |pages=975 |year=2003 |last1=Meynet |first1=G. |last2=Maeder |first2=A. |bibcode=2003A&A...404..975M |arxiv = astro-ph/0304069 }}</ref> The result of modelling the star purely from its observed characteristics is a luminosity of 1,000,000 L_☉ and a mass of 33 M_☉, corresponding to a relatively young hydrogen-burning star at around 8 kpc<ref name=hamann/> The mass loss rate is 10⁻⁵ - 10⁻⁴ M_☉ per year, depending on the distance and properties determined for the star.<ref name=crowther/> WR 124 can be seen as a glowing body in the center of a gigantic fireball.<ref name=crowther/> {{clear}} ==Fast halo stars== [[Image:Inseparable galactic twins.jpg|right|thumb|300px|Looking towards the constellation of Triangulum (The Triangle), in the northern sky, lies the galaxy pair MRK 1034. Credit: ESA/Hubble & NASA Acknowledgement: Judy Schmidt.{{tlx|free media}}]] "A first class of objects that can be found in the high tail of the total velocity distribution is fast halo stars. Their measured dispersion velocity is around 150 km s⁻¹ (Smith et al. 2009; Evans et al. 2016), therefore 3-σ outliers can exceed 450 km s⁻¹, while remaining bound. Halo stars could also reach unbound velocities, when they are part of the debris of tidally disrupted satellite galaxies, like the Sagittarius Dwarf galaxy, that has not yet virialized (e.g. Abadi et al. 2009). Velocities outliers in the bulge and disk velocity distribution may also exist and become apparent in a large data set."<ref name=Marchetti/> "Looking towards the constellation of Triangulum (The Triangle), in the northern sky, lies the galaxy pair MRK 1034. The two very similar galaxies, named PGC 9074 and PGC 9071, are close enough to one another to be bound together by gravity, although no gravitational disturbance can yet be seen in the image. These objects are probably only just beginning to interact gravitationally."<ref name=Schmidt>{{ cite web |author=Judy Schmidt |title=Inseparable galactic twins |publisher=Space Telescope |location=Baltimore, Maryland USA |date=24 June 2013 |url=https://www.spacetelescope.org/images/potw1325a/ |accessdate=9 June 2019 }}</ref> "Both are spiral galaxies, and are presented to our eyes face-on, so we are able to appreciate their distinctive shapes. On the left of the image, spiral galaxy PGC 9074 shows a bright bulge and two spiral arms tightly wound around the nucleus, features which have led scientists to classify it as a type Sa galaxy. Close by, PGC 9071 — a type Sb galaxy — although very similar and almost the same size as its neighbour, has a fainter bulge and a slightly different structure to its arms: their coils are further apart."<ref name=Schmidt/> "The spiral arms of both objects clearly show dark patches of dust obscuring the light of the stars lying behind, mixed with bright blue clusters of hot, recently-formed stars. Older, cooler stars can be found in the glowing, compact yellowish bulge towards the centre of the galaxy. The whole structure of each galaxy is surrounded by a much fainter round halo of old stars, some residing in globular clusters."<ref name=Schmidt/> "Gradually, these two neighbours will attract each other, the process of star formation will be increased and tidal forces will throw out long tails of stars and gas. Eventually, after maybe hundreds of millions of years, the structures of the interacting galaxies will merge together into a new, larger galaxy."<ref name=Schmidt/> {{clear}} ==Kapteyn's Star== [[Image:VZPicLightCurve.png|thumb|right|250px|A visual band light curve for VZ Pictoris has been adapted. Credit: [[c:user:PopePompus|PopePompus]].{{tlx|free media}}]] The red curve shows the ''sine'' function that best fits the data. A visual band light curve for VZ Pictoris has been adapted from Guinan ''et al.'' (2016).<ref name=Guinan2016>{{cite journal | title=Living with a Red Dwarf: Rotation and X-Ray and Ultraviolet Properties of the Halo Population Kapteyn's Star | last1=Guinan | first1=Edward F. | last2=Engle | first2=Scott G. | last3=Durbin | first3=Allyn | journal=The Astrophysical Journal | volume=821 | issue=2 | id=81 | pages=14 | date=April 2016 | doi=10.3847/0004-637X/821/2/81 | bibcode= 2016ApJ...821...81G | arxiv=1602.01912 | s2cid=119283541 }}</ref> Based upon parallax measurements, Kapteyn's Star is {{Convert|12.83|ly|pc|abbr=off}} from the Earth.<ref name=GaiaDR2>{{cite journal | last1=Brown | first1=A. G. A. | collaboration=Gaia collaboration | date=August 2018 | title=''Gaia'' Data Release 2: Summary of the contents and survey properties | journal=Astronomy & Astrophysics | volume=616 |at=A1 | arxiv=1804.09365 | bibcode=2018A&A...616A...1G | bibcode-access=free | doi=10.1051/0004-6361/201833051 }}</ref> It came within {{cvt|2.144|pc|ly|1|adj=ri1|order=flip}} of the Sun about 10,900 years ago and has been moving away since that time.<ref name=Bailer2015>{{cite journal | title=Close encounters of the stellar kind | last1=Bailer-Jones | first1=C. A. L. | journal=Astronomy & Astrophysics | volume=575 | id=A35 | pages=13 | date=March 2015 | doi=10.1051/0004-6361/201425221 | bibcode=2015A&A...575A..35B| arxiv = 1412.3648 | s2cid=59039482 }}</ref> Kapteyn's Star is distinctive in a number of regards: it has a high radial velocity,<ref name=Kaler>{{cite book | contribution=Kapteyn's Star | pages=108–109 | title=The Hundred Greatest Stars | first=James B. | last=Kaler | publisher=Copernicus Books | date=2002 }}</ref> orbits the Milky Way retrograde,<ref name=Kotoneva>{{cite journal| first1=E. | last1=Kotoneva | first2=K. | last2=Innanen | first3=P. C. | last3=Dawson | first4=P. R. | last4=Wood | first5=M. M. | last5=De Robertis | title=A study of Kapteyn's star | year=2005 | journal=Astronomy & Astrophysics | volume=438 | pages=957–962 | doi=10.1051/0004-6361:20042287 | bibcode=2005A&A...438..957K | issue=3 }}</ref> and is the nearest-known galactic halo star to the Sun.<ref name=Woolf>{{cite journal | doi=10.1111/j.1365-2966.2004.07671.x | title=Chemical abundance analysis of Kapteyn's Star | last1=Woolf | first1=V. M. | last2=Wallerstein | first2=G. | journal=Monthly Notices of the Royal Astronomical Society | volume=350 | issue=2 | pages=575–579 | year=2004 | bibcode=2004MNRAS.350..575W }}.</ref> It is a member of a moving group of stars that share a common trajectory through space, named the Kapteyn moving group.<ref name=Eggen>{{cite journal | last1=Eggen | first1=O. J. | title=The Ross 451 Group of Halo Stars | journal=Astronomical Journal | volume=112 | page=2661 |date=December 1996 | bibcode=1996AJ....112.2661E |doi = 10.1086/118210 }}</ref> Based upon their element abundances, these stars may once have been members of Omega Centauri, a globular cluster that is thought to be the remnant of a dwarf galaxy that merged with the Milky Way. During this process, the stars in the group, including Kapteyn's Star, may have been stripped away as tidal debris.<ref name=Kotoneva/><ref name=Wylie>{{citation | last1=Wylie-de Boer | first1=Elizabeth | last2=Freeman | first2=Ken | last3=Williams | first3=Mary | title=Evidence of Tidal Debris from ω Cen in the Kapteyn Group | journal=The Astronomical Journal | volume=139 | issue=2 | pages=636–645 |date=February 2010 | doi=10.1088/0004-6256/139/2/636 | bibcode=2010AJ....139..636W |arxiv = 0910.3735 | s2cid=119217292 }}</ref><ref name="ns20091104">{{cite journal | title=Backward star ain't from round here | journal=New Scientist | date=November 4, 2009 | accessdate=September 2, 2017 | url=https://web.archive.org/web/20150525093255/http://www.newscientist.com/article/mg20427334.100-backward-star-aint-from-round-here.html }}</ref> Variable type: BY Draconis variable (BY Dra)<ref name="var">{{citation | title=VZ Pic | work=General Catalogue of Variable Stars, Sternberg Astronomical Institute, Moscow, Russia | accessdate=2009-10-14 |url=https://web.archive.org/web/20110927235117/http://www.sai.msu.su/groups/cluster/gcvs/cgi-bin/search.cgi?search=VZ+pic }}</ref>, Temperature = 3550 ± 50 K<ref name="planets">{{ cite journal |arxiv=1406.0818 |title=Two planets around Kapteyn's star : a cold and a temperate super-Earth orbiting the nearest halo red-dwarf |first1=Guillem |last1=Anglada-Escudé |first2= Pamela |last2=Arriagada |first3= Mikko |last3=Tuomi |first4= Mathias |last4=Zechmeister |year=2014 |bibcode = 2014MNRAS.443L..89A |doi = 10.1093/mnrasl/slu076 }}</ref>, Rotational velocity = 9.15 km/s<ref name="mnras407_3_1657">{{citation | last1=Houdebine | first1=E. R. | title=Observation and modelling of main-sequence star chromospheres - XIV. Rotation of dM1 stars | journal=Monthly Notices of the Royal Astronomical Society | volume=407 | issue=3 | pages=1657–1673 |date=September 2010 | doi=10.1111/j.1365-2966.2010.16827.x | bibcode=2010MNRAS.407.1657H }}</ref>, Visibility: The star is at an apparent magnitude of 9 and is visible through binoculars or a telescope in the constellation of Pictor, in the southern sky.<ref name="scinews">{{cite web | title=Kapteyn b and c: Two Exoplanets Found Orbiting Kapteyn’s Star | publisher=Sci-News | accessdate=23 July 2014 |url=https://web.archive.org/web/20140803022339/http://www.sci-news.com/astronomy/science-kapteyn-b-c-two-exoplanets-kapteyns-star-01965.html }}</ref> Radial velocity (cz) = 245.29 ± 0.10 km/s, Spectral type: M1VIp, V* VZ Pic, HD 33793, IRAS 05100-4502, 2MASS J05114046-4501051 and Gaia DR2 4810594479417465600.<ref name=Simbad191>{{ cite web |author=Simbad |title=GJ 191 -- Variable of BY Dra type |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=Kapteyn%27s+Star&submit=SIMBAD+search |accessdate=9 June 2019 }}</ref> ==Runaway stars== [[Image:Runaway star speeding from 30 Doradus.jpg|right|thumb|300px|This image of the 30 Doradus Nebula, a rambunctious stellar nursery, and the enlarged inset photo show a heavyweight star that may have been kicked out of its home by a pair of heftier siblings. Credit: NASA, ESA, J. Walsh (ST-ECF) Acknowledgment: Z. Levay (STScI) Credit for ESO image: ESO Acknowledgments: J. Alves (Calar Alto, Spain), B. Vandame, and Y. Beletski (ESO) Processing by B. Fosbury (ST-ECF).{{tlx|free media}}]] ""Runaway stars" (RSs) form an another class of high velocity stars. They were originally introduced as O and B type stars ejected from the Galactic disk with velocities higher than 40 km s⁻¹ (Blaauw 1961). Theoretically, there are two main formation channels: i) dynamical encounters between stars in dense stellar systems such as young star clusters (e.g. Poveda et al. 1967; Leonard & Duncan 1990; Gvaramadze et al. 2009), and ii) supernova explosions in stellar binary systems (e.g. Blaauw 1961; Portegies Zwart 2000). Both mechanisms have been shown to occur in our Galaxy (Hoogerwerf et al. 2001). Typical velocities attained by the two formation channels are of the order of a few tens of km s⁻¹, and even if several hundreds of km s⁻¹ can be attained for the most extreme systems (Portegies Zwart 2000; Przybilla et al. 2008; Gvaramadze et al. 2009; Gvaramadze & Gualandris 2011; Silva & Napiwotzki 2011), simulations indicate that the majority of runaway stars from dynamical encounters have ejection velocities ≲ 200 km s⁻¹ (Perets & Šubr 2012). Recent results show that it is possible to achieve ejection velocities up to ∼ 1300 km s⁻¹ for low-mass G/K type stars in very compact binaries (Tauris 2015). Nevertheless, the rate of production of unbound RSs, referred to as hyper runaway stars (HRSs), is estimated to be as low as 8 · 10⁻⁷ yr⁻¹ (Perets & Šubr 2012; Brown 2015)."<ref name=Marchetti/> "A heavy runaway star rushing away from a nearby stellar nursery at more than 400 000 kilometres per hour, a speed that would get you to the Moon and back in two hours [is shown in the image on the right]. The runaway is the most extreme case of a very massive star that has been kicked out of its home by a group of even heftier siblings. Tantalising clues from three observatories, including the NASA/ESA Hubble Space Telescope’s newly installed Cosmic Origins Spectrograph (COS), and some old-fashioned detective work, suggest that the star may have travelled about 375 light-years from its suspected home, a giant star cluster called R136."<ref name=Evans>{{ cite web |author=Chris Evans and Nolan Walborn |title=Hubble catches heavyweight runaway star speeding from 30 Doradus |publisher=Space Telescope |location=Baltimore, Maryland USA |date=11 May 2010 |url=https://www.spacetelescope.org/news/heic1008/ |accessdate=9 June 2019 }}</ref> "The homeless star is on the outskirts of the 30 Doradus Nebula, a raucous stellar breeding ground in the nearby Large Magellanic Cloud. The finding bolsters evidence that the most massive stars in the local Universe reside in 30 Doradus, making it a unique laboratory for studying heavyweight stars. 30 Doradus, also called the Tarantula Nebula, is roughly 170 000 light-years from Earth. Nestled in the core of 30 Doradus, R136 contains several stars topping 100 solar masses each."<ref name=Evans/> "The observations offer insights into how massive star clusters behave."<ref name=Evans/> "These results are of great interest because such dynamical processes in very dense, massive clusters have been predicted theoretically for some time, but this is the first direct observation of the process in such a region. Less massive runaway stars from the much smaller Orion Nebula Cluster were first found over half a century ago, but this is the first potential confirmation of more recent predictions applying to the most massive young clusters."<ref name=Walborn>{{ cite web |author=Nolan Walborn |title=Hubble catches heavyweight runaway star speeding from 30 Doradus |publisher=Space Telescope |location=Baltimore, Maryland USA |date=11 May 2010 |url=https://www.spacetelescope.org/news/heic1008/ |accessdate=9 June 2019 }}</ref> "Runaway stars can be made in a couple of ways. A star may encounter one or two heavier siblings in a massive, dense cluster and get booted out through a stellar game of pinball. Or, a star may get a “kick” from a supernova explosion in a binary system, with the more massive star exploding first."<ref name=Evans/> "It is generally accepted, however, that R136 is young enough that the cluster’s most massive stars have not yet exploded as supernovae. This implies that the star must have been ejected through dynamical interaction."<ref name=Lennon>{{ cite web |author=Danny Lennon |title=Hubble catches heavyweight runaway star speeding from 30 Doradus |publisher=Space Telescope |location=Baltimore, Maryland USA |date=11 May 2010 |url=https://www.spacetelescope.org/news/heic1008/ |accessdate=9 June 2019 }}</ref> "Hubble astronomers unexpectedly picked up another clue when they used the star as a target to calibrate the COS instrument, installed in May 2009 during Servicing Mission 4. Those ultraviolet spectroscopic observations, made in July 2009, showed that the wayward star is unleashing a fury of charged particles in one of the most powerful stellar winds known, a clear sign that it is extremely massive, perhaps as much as 90 times heavier than the Sun. The star, therefore, also must be very young, about one million to two million years old, because extremely massive stars only live for a few million years."<ref name=Evans/> "Sifting through Hubble’s archive of images, astronomers found another important piece of evidence. An optical image of the star taken by the Wide Field Planetary Camera 2 in 1995 revealed that it is at one end of an egg-shaped cavity. The cavity’s glowing edges stretch behind the star and point in the direction of its home in 30 Doradus."<ref name=Evans/> "Another spectroscopic study from the European Southern Observatory’s Very Large Telescope (VLT) at the Paranal Observatory in Chile revealed that the star’s velocity is constant and not a result of orbital motion in a binary system. Its velocity corresponds to an unusual motion relative to the star’s surroundings, evidence that it is a runaway star."<ref name=Evans/> "The study also confirmed that the light from the runaway is from a single massive star rather than the combined light of two lower mass stars. In addition, the observation established that the star is about ten times hotter than the Sun, a temperature that is consistent with a high-mass object."<ref name=Evans/> {{clear}} ==AE Aurigae== [[Image:IC405 Flaming Star Nebula from the Mount Lemmon SkyCenter Schulman Telescope courtesy Adam Block.jpg|upright=1.2|thumb|right|300px|Flaming star nebula IC 405 is around AE Aurigae. Credit: Credit Line & Copyright Adam Block/Mount Lemmon SkyCenter/University of Arizona.{{tlx|free media}}]] Spectral type: O9.5V<ref name=gosss>{{cite journal |bibcode=2011ApJS..193...24S |arxiv=1101.4002 |title=The Galactic O-Star Spectroscopic Survey. I. Classification System and Bright Northern Stars in the Blue-violet at R ~ 2500 |journal=The Astrophysical Journal Supplement |volume=193 |issue=2 |pages=24 |author1=Sota |first1=A. |last2=Maíz Apellániz |first2=J. |last3=Walborn |first3=N. R. |last4=Alfaro |first4=E. J. |last5=Barbá |first5=R. H. |last6=Morrell |first6=N. I. |last7=Gamen |first7=R. C. |last8=Arias |first8=J. I. |year=2011 |doi=10.1088/0067-0049/193/2/24 }}</ref>, Variable type: Orion variable<ref name=gcvs2009>{{cite journal |bibcode=2009yCat....102025S |title=VizieR Online Data Catalog: General Catalogue of Variable Stars (Samus+ 2007-2013) |journal=VizieR On-line Data Catalog: B/gcvs. Originally published in: 2009yCat....102025S |volume=1 |author1=Samus |first1=N. N. |last2=Durlevich |first2=O. V. |year=2009 }}</ref>, Radial velocity = 56.70 ± 0.6 km/s<ref>{{cite journal |bibcode=2007AN....328..889K |title=Astrophysical supplements to the ASCC-2.5: Ia. Radial velocities of ˜55000 stars and mean radial velocities of 516 Galactic open clusters and associations |journal=Astronomische Nachrichten |volume=328 |issue=9 |pages=889 |author1=Kharchenko |first1=N. V. |last2=Scholz |first2=R.-D. |last3=Piskunov |first3=A. E. |last4=Röser |first4=S. |last5=Schilbach |first5=E. |year=2007 |doi=10.1002/asna.200710776 |arxiv = 0705.0878 }}</ref>, Temperature: 33,000 K<ref name=martins15>{{cite journal |bibcode=2015A&A...575A..34M |arxiv=1411.4420 |title=The MiMeS survey of magnetism in massive stars: CNO surface abundances of Galactic O stars |journal=Astronomy & Astrophysics |volume=575 |pages=A34 |author1=Martins |first1=F. |last2=Hervé |first2=A. |last3=Bouret |first3=J.-C. |last4=Marcolino |first4=W. |last5=Wade |first5=G. A. |last6=Neiner |first6=C. |last7=Alecian |first7=E. |last8=Grunhut |first8=J. |last9=Petit |first9=V. |year=2015 |doi=10.1051/0004-6361/201425173 }}</ref>, and Rotational velocity = 25 km/s.<ref name=martins15/> AE Aur is a runaway star that might have been ejected during a collision of two binary star groups, which also is credited with ejecting Mu Columbae and possibly 53 Arietis, and has been traced to the Trapezium cluster in the Orion Nebula two million years ago, where the binary Iota Orionis may have been the other half of this collision.<ref name=hoogerwerf>{{cite journal |bibcode=2001A&A...365...49H |arxiv=astro-ph/0010057 |title=On the origin of the O and B-type stars with high velocities. II. Runaway stars and pulsars ejected from the nearby young stellar groups |journal=Astronomy and Astrophysics |volume=365 |issue=2 |pages=49 |author1=Hoogerwerf |first1=R. |last2=De Bruijne |first2=J. H. J. |last3=De Zeeuw |first3=P. T. |year=2001 |doi=10.1051/0004-6361:20000014 }}</ref> AE Aur is seen to light up the Flaming Star nebula, but it was not formed within it and is passing through the nebula at high speed producing a violent bow shock and high energy electromagnetic radiation.<ref>{{cite journal |bibcode=2012ApJ...757L...6L |arxiv=1208.6511 |title=AE Aurigae: First Detection of Non-thermal X-Ray Emission from a Bow Shock Produced by a Runaway Star |journal=The Astrophysical Journal Letters |volume=757 |pages=L6 |author1=López-Santiago |first1=J. |last2=Miceli |first2=M. |last3=Del Valle |first3=M. V. |last4=Romero |first4=G. E. |last5=Bonito |first5=R. |last6=Albacete-Colombo |first6=J. F. |last7=Pereira |first7=V. |last8=De Castro |first8=E. |last9=Damiani |first9=F. |year=2012 |doi=10.1088/2041-8205/757/1/L6 }}</ref><ref>{{cite journal |bibcode=2007ApJ...655..920F |arxiv=astro-ph/0610953 |title=A Cometary Bow Shock and Mid-Infrared Emission Variations Revealed in Spitzer Observations of HD 34078 and IC 405 |journal=The Astrophysical Journal |volume=655 |issue=2 |pages=920 |author1=France |first1=Kevin |last2=McCandliss |first2=Stephan R. |last3=Lupu |first3=Roxana E. |year=2007 |doi=10.1086/510481 }}</ref> {{clear}} ==Iota Orionis== [[Image:The Orion Nebula M42.jpg|thumb|right|upright=1.2|300px|ι Orionis is the bright star to the right (south) of the Orion Nebula. Credit: [[c:user:Rawastrodata|Rawastrodata]].{{tlx|free media}}]] Spectral class: O9&nbsp;III + B0.8&nbsp;III/IV<ref name=apj554_1_362>{{citation | display-authors=1 | last1=Bagnuolo | first1=William G., Jr. | last2=Riddle | first2=Reed L. | last3=Gies | first3=Douglas R. | last4=Barry | first4=Donald J. | title=ι Orionis-Evidence for a Capture Origin Binary | journal=The Astrophysical Journal | volume=554 | issue=1 | pages=362–367 |date=June 2001 | doi=10.1086/321367 | bibcode=2001ApJ...554..362B }}</ref>, Variable type: (B) Orion<ref>{{cite journal |bibcode=2011IBVS.5969....1K |title=The 80th Name-List of Variable Stars. Part I - RA 0h to 6h |journal=Information Bulletin on Variable Stars |volume=5969 |pages=1 |author1=Kazarovets |first1=E. V. |last2=Samus |first2=N. N. |last3=Durlevich |first3=O. V. |last4=Kireeva |first4=N. N. |last5=Pastukhova |first5=E. N. |year=2011 }}</ref>, Radial velocity (cz) = 21.5 km/s,<ref name=rgcrv>{{citation | last=Evans | first=D. S. | date=June 20–24, 1966 | editor=Batten, Alan Henry | editor2=Heard, John Frederick | title=The Revision of the General Catalogue of Radial Velocities | journal=Determination of Radial Velocities and their Applications | volume=30 | pages=57 | location=University of Toronto | publisher=International Astronomical Union | bibcode=1967IAUS...30...57E }}</ref> Temperature (ι Ori Aa) = 32,500 K<ref name=apj554_1_362/>, Rotational velocity = 122 km/s,<ref name=ciako>{{citation | last1=Uesugi | first1=Akira | last2=Fukuda | first2=Ichiro | title=Catalogue of rotational velocities of the stars | journal=Contributions from the Institute of Astrophysics and Kwasan Observatory | date=1970 | publisher=University of Kyoto | bibcode=1970crvs.book.....U }}</ref> Temperature (ι Ori Ab) = 27,000 K<ref name=apj554_1_362/>, Temperature (ι Ori B) = 18,000 K.<ref name=conti/> Iota Orionis (ι Orionis, abbreviated ι Ori) is a multiple star system in the equatorial constellation of Orion the hunter, the eighth-brightest member of Orion with an apparent visual magnitude of 2.77, the brightest member of the asterism known as Orion's Sword, a member of the NGC 1980 open cluster, and from parallax measurements, is located at a distance of roughly {{Convert|2300|ly|pc|abbr=off}} from the [[Stars/Sun|Sun]].<ref name=aaa474_2_653>{{citation | first=F. | last=van Leeuwen |date=November 2007 | title=Validation of the new Hipparcos reduction | journal=Astronomy and Astrophysics | volume=474 | issue=2 | pages=653–664 | bibcode=2007A&A...474..653V | doi=10.1051/0004-6361:20078357 |arxiv = 0708.1752 }}</ref> The system has three components designated Iota Orionis A, B and C, where Iota Orionis A is itself a massive spectroscopic binary, with components Iota Orionis Aa (officially named Hatysa<ref name="IAU-LSN">{{cite web | url=https://www.iau.org/public/themes/naming_stars/ | title=Naming Stars |publisher=IAU.org |accessdate=16 December 2017 }}</ref> and Ab, plus B and C.<ref name="planetnaming">{{cite arXiv |title=On the naming convention used for multiple star systems and extrasolar planets |date=2010 |eprint=1012.0707 |class=astro-ph.SR |last1= Hessman |first1=F. V. |last2= Dhillon |first2=V. S. |last3= Winget |first3=D. E. |last4= Schreiber |first4=M. R. |last5= Horne |first5=K. |last6= Marsh |first6=T. R. |last7= Guenther |first7=E. |last8= Schwope |first8=A. |last9= Heber |first9=U. }}</ref> Iota Orionis is dominated by Iota Orionis A whose two components are a stellar class O9&nbsp;III star (blue giant) and a class B0.8&nbsp;III/IV star about 2 magnitudes fainter.<ref name=apj554_1_362/> The collision of the stellar winds from this pair makes the system a strong X-ray source, but the two objects of this system appear to have different ages, with the secondary being about double the age of the primary, where in combination with the high eccentricity (e=0.764) of their 29-day orbit, the binary system may have been created through a capture, rather than by being formed together and undergoing a mass transfer, for example, through an encounter between two binary systems.<ref name=apj554_1_362/><ref>{{cite web |url=https://www.stardate.org/radio/program/2018-03-23 |title=Runaways |accessdate=March 23, 2018 }}</ref> Iota Orionis B is a B8 giant at 11" (approximately 5,000 AU<ref name=conti>{{cite journal |bibcode=1970A&A.....8..197C |title=Coarse analysis of the helium weak B star Iota Ori B |journal=Astronomy and Astrophysics |volume=8 |pages=197 |author1=Conti |first1=P. S. |last2=Loonen |first2=J. P. |year=1970 }}</ref>) which has been shown to be variable, and likely to be a young stellar object.<ref name=Abt>{{cite journal |bibcode=2008ApJS..176..216A |title=Visual Multiples. IX. MK Spectral Types |journal=The Astrophysical Journal Supplement Series |volume=176 |pages=216–217 |author1=Abt |first1=Helmut A. |year=2008 |doi=10.1086/525529 }}</ref> The fainter Iota Orionis C is an A0 star at 49".<ref>{{cite journal |bibcode= 1954TrSht..25....1P |title= Untersuchung der Sterne im Gebiet des Orion-Nebels. Tabelle III: Katalog der genauen Positionen. (Bestimmung von photographischen Beobachtungen) |journal= Publ. Astr. Inst. Sternberg |volume= 25 |pages= 393 |author1= Parenago |first1= P. P. |year= 1954 }}</ref> NGC 1980 contains few bright stars other than Iota Orionis, where only eighteen other stars are considered members in a survey down to 14th magnitude, most around 9th magnitude but including the 5th magnitude stars HR 1886 and 1887.<ref name=Kharchenko2004>{{cite journal |bibcode=2004AN....325..740K |title=Astrophysical supplements to the ASCC-2.5. II. Membership probabilities in 520 Galactic open cluster sky areas |journal=Astronomische Nachrichten |volume=325 |issue=9 |pages=740 |author1=Kharchenko |first1=N. V. |last2=Piskunov |first2=A. E. |last3=Röser |first3=S. |last4=Schilbach |first4=E. |last5=Scholz |first5=R.-D. |year=2004 |doi=10.1002/asna.200410256 }}</ref> {{clear}} ==Hypervelocity stars== "As a class, the fastest stars in our Galaxy are expected to be hypervelocity stars (HVSs). These were first theoretically predicted by Hills (1988) as the result of a three-body interaction between a binary star and the massive black hole in the Galactic Centre (GC), Sagittarius A^*. Following this close encounter, a star can be ejected with a velocity ∼ 1000 km s⁻¹, sufficiently high to escape from the gravitational field of the Milky Way (Kenyon et al. 2008; Brown 2015). The first HVS candidate was discovered by Brown et al. (2005): a B-type star with a velocity more than twice the Galactic escape speed at its position. Currently about ∼ 20 unbound HVSs with velocities ∼ 300 - 700 km s⁻¹ have been discovered by targeting young stars in the outer halo of the Milky Way (Brown et al. 2014)."<ref name=Marchetti/> "HVSs are predicted to be ejected from the GC with an uncertain rate around 10⁻⁴ yr⁻¹ (Yu & Tremaine 2003; Zhang et al. 2013), two orders of magnitude larger than the rate of ejection of runaway stars with comparable velocities from the stellar disk (Brown 2015). Because of their extremely high velocities, HVS trajectories span a large range of distances, from the GC to the outer halo."<ref name=Marchetti/> Stars considered hypervelocity stars are those with radial velocity greater than |299| km/s, or 299 km/s < v < -299 km/s. ==Bound hypervelocity stars== Stars "sharing the same formation scenario as HVSs, but with an ejection velocity which is not sufficiently high to escape from the whole Milky Way (e.g. Bromley et al. 2006). Most of the deceleration occurs in the inner few kpc due to the bulge potential (Kenyon et al. 2008), and the minimum velocity necessary at ejection to be unbound is of the order of ∼ 800 km s⁻¹ (a precise value depends on the choice of the Galactic potential, Brown 2015; Rossi et al. 2017). If we consider the Hills mechanism , this population of bound stars is expected to be dominant over the sample of HVSs (Rossi et al. 2014; Marchetti et al. 2018)."<ref name=Marchetti/> "At the moment, the fastest star discovered in our Galaxy is US 708, traveling away from the Milky Way with a total velocity ∼ 1200 km s⁻¹ (Hirsch et al. 2005). Its orbit is not consistent with coming from the GC (Brown et al. 2015), and the most likely mechanism responsible for its acceleration is the explosion of a thermonuclear supernova in an ultra-compact binary in the Galactic disk (Geier et al. 2015)."<ref name=Marchetti/> ==Gamma rays== {{main|Radiation astronomy/Gamma rays|Gamma-ray astronomy}} Radial velocity (cz) = -55.99 ± ~ km/s, ROSAT X-ray source 1RXS J011758.8+651730, Ariel X-ray source 3A 0114+650, SWIFT J0117.8+6516 X-ray source, and INTEGRAL1 1 gamma-ray source.<ref name=SimbadV662>{{ cite web |author=Simbad |title=V* V662 Cas -- High Mass X-ray Binary |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=V*+V662+Cas&submit=SIMBAD+search |accessdate=9 June 2019 }}</ref> ==X-rays== {{main|Radiation astronomy/X-rays|X-ray astronomy}} 4U 1700-37 is one of the stronger binary X-ray sources in the sky, and is classified as a high-mass X-ray binary that was discovered by the Uhuru satellite.<ref>{{cite journal |bibcode=1973ApJ...181L..43J |doi=10.1086/181181 |title=Evidence for the Binary Nature of 2U 1700-37 |journal=The Astrophysical Journal |volume=181 |pages=L43 |year=1973 |last1=Jones |first1=C. |last2=Forman |first2=W. |last3=Tananbaum |first3=H. |last4=Schreier |first4=E. |last5=Gursky |first5=H. |last6=Kellogg |first6=E. |last7=Giacconi |first7=R. }}</ref> Radial velocity = −75.00 ± 7.4 km/s.<ref name=Kharchenko2007>{{cite journal |title=Astrophysical supplements to the ASCC-2.5: Ia. Radial velocities of ~55000 stars and mean radial velocities of 516 Galactic open clusters and associations |author=Kharchenko, N. V. |journal=Astronomische Nachrichten |volume=328 |issue=9 |page=889 |date=2007 |bibcode=2007AN....328..889K |doi=10.1002/asna.200710776 |arxiv=0705.0878 }}</ref> Distance = 2120 ± 343 pc.<ref name=Megier>{{cite journal |bibcode=2009A&A...507..833M |doi=10.1051/0004-6361/20079144 |title=The interstellar Ca II distance scale |journal=Astronomy & Astrophysics |volume=507 |issue=2 |pages=833 |year=2009 |last1=Megier |first1=A. |last2=Strobel |first2=A. |last3=Galazutdinov |first3=G. A. |last4=Krełowski |first4=J. }}</ref> Variable type is Ellipsoidal]] + High-mass X-ray binaries (HMXB)<ref name=gcvs2009/> Optical component is HD 153919, Radial velocity (cz) = 33.38 ± 6.93 km/s, INTEGRAL1 39 (gamma-ray source), Einstein catalog 2E 1700.5-3746 (X-ray source), TD1 19850 (ultraviolet source).<ref name=Simbad1539>{{ cite web |author=Simbad |title=HD 153919 -- High Mass X-ray Binary |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=HD+153919&submit=SIMBAD+search |accessdate=9 June 2019 }}</ref> ==Ultraviolets== {{main|Radiation astronomy/Ultraviolets|Ultraviolet astronomy}} [[Image:Mira the star-by Nasa alt crop.jpg|thumb|left|350px|This ultraviolet-wavelength image mosaic, taken by NASA's Galaxy Evolution Explorer (GALEX), shows a comet-like "tail" stretching 13 light year across space. Credit: NASA.{{tlx|free media}}]] [[Image:Features in Mira's Tail.jpg|thumb|right|250px|A close-up view of a star racing through space faster than a speeding bullet can be seen in this image from NASA's Galaxy Evolution Explorer. Credit: NASA/JPL-Caltech/C. Martin (Caltech)/M. Seibert(OCIW).{{tlx|free media}}]] [[Image:Mira xray scale.jpg|thumb|right|250px|The Chandra image shows Mira A (right), a highly evolved red giant star, and Mira B (left), a white dwarf. Scalebar: 0.3 arcsec. Credit: NASA/CXC/SAO/M. Karovska ''et al''.{{tlx|fairuse}}]] The image on the left shows a high velocity binary star and the comet-like trail behind it is light years long. The binary is plowing through the [[interstellar medium]]. It's radiating, been radiated, and packs a punch! "Ultra-violet studies of Mira by NASA's [[w:Galaxy Evolution Explorer|Galaxy Evolution Explorer]] (Galex) space telescope have revealed that it sheds a trail of material from the outer envelope, leaving a tail 13 light-years in length, formed over tens of thousands of years.<ref name=Martin>{{ cite journal |last=Martin|first=Christopher | journal=Nature |volume=448 |title=A turbulent wake as a tracer of 30,000 years of Mira's mass loss history |doi=10.1038/nature06003 |date=August 17, 2007 |pages=780–783 |accessdate=2007-12-11 |pmid=17700694 |last2=Seibert|first2=M|last3=Neill|first3=JD|last4=Schiminovich|first4=D|last5=Forster|first5=K|last6=Rich|first6=RM|last7=Welsh|first7=BY|last8=Madore|first8=BF|last9=Wheatley|first9=JM |issue=7155 |bibcode=2007Natur.448..780M }}</ref><ref name=Minkel>Minkel, JR.[http://www.sciam.com/article.cfm?articleID=6AE74053-E7F2-99DF-353EB7B9AE43FCF6&chanID=sa007&ec=su_astro "Shooting Bullet Star Leaves Vast Ultraviolet Wake"], "The Scientific American", August 15, 2007 Accessed August 21, 2007.</ref> It is thought that a hot [[w:bow shock|bow-wave]] of compressed plasma/gas is the cause of the tail; the bow-wave is a result of the interaction of the stellar wind from Mira A with gas in interstellar space, through which Mira is moving at an extremely high speed of 130 kilometres/second (291,000 miles per hour).<ref name=wareing2007>{{cite journal | url=http://www.iop.org/EJ/article/1538-4357/670/2/L125/22252.html |last=Wareing |first=Christopher | journal=Astrophysical Journal Letters |volume=670 |issue=2 |title=It's a wonderful tail: the mass-loss history of Mira |doi= 10.1086/524407 |date=November 6, 2007 |pages=L125–L129 |last2=Zijlstra |first2=A. A. |last3=O'Brien |first3=T. J. |last4=Seibert |first4=M. |bibcode=2007ApJ...670L.125W |arxiv = 0710.3010 }}</ref><ref name=Clavin>{{ cite book |url=http://www.galex.caltech.edu/MEDIA/2007-04/images.html |title=GALEX finds link between big and small stellar blasts |accessdate=2007-08-16 |author=W. Clavin |date= August 15, 2007 |publisher=California Institute of Technology |archiveurl = http://web.archive.org/web/20070827103038/http://www.galex.caltech.edu/MEDIA/2007-04/images.html <!-- Bot retrieved archive --> |archivedate = 2007-08-27 }}</ref> The tail consists of material stripped from the head of the bow-wave, which is also visible in ultra-violet observations. Mira's bow-shock will eventually evolve into a [[w:planetary nebula|planetary nebula]], the form of which will be considerably affected by the motion through the [[w:interstellar medium|interstellar medium]] (ISM).<ref name=Wareing>{{ cite journal | author=Christopher Wareing | journal=Philosophical Transactions of the Royal Society A | volume=366 | issue=1884 | title=Wonderful Mira | doi=10.1098/rsta.2008.0167 | pmid=18812301 | date=December 13, 2008 | pages=4429–40 |bibcode = 2008RSPTA.366.4429W }}</ref> At second right is the only available X-ray image, by the Chandra X-ray Observatory, of Mira A on the right and Mira B (left). "Mira A is losing gas rapidly from its upper atmosphere [apparently] via a stellar wind. [Mira B is asserted to be a white dwarf. In theory] Mira B exerts a gravitational tug that creates a gaseous bridge between the two stars. Gas from the wind and bridge accumulates in an accretion disk around Mira B and collisions between rapidly moving particles in the disk produce X-rays."<ref name=Karovska>{{ cite book |author=M. Karovska |title=More Images of Mira |publisher=NASA/CXC/SAO/M. Karovska, et al. |location= |date=April 28, 2005 |url=http://chandra.harvard.edu/photo/2005/mira/more.html |accessdate=2012-12-22 }}</ref> Mira A, spectral type M7&nbsp;IIIe<ref name=Castelaz>{{ cite journal | last=Castelaz | first=Michael W. | author2=Luttermoser, Donald G. | title=Spectroscopy of Mira Variables at Different Phases. | journal=The Astronomical Journal | year=1997 | volume=114 | pages=1584–1591 | bibcode=1997AJ....114.1584C | doi=10.1086/118589 }}</ref>, has an effective surface temperature of 2918–3192<ref name=aaa421>{{ cite journal | last=Woodruff | first=H. C. | author2=Eberhardt, M. |author3=Driebe, T. |author4=Hofmann, K.-H. |author5=Ohnaka, K. |author6=Richichi, A. |author7=Schert, D. |author8=Schöller, M. |author9=Scholz, M. |author10=Weigelt, G. |author11=Wittkowski, M. |author12=Wood, P. R. | title=Interferometric observations of the Mira star o Ceti with the VLTI/VINCI instrument in the near-infrared | journal=Astronomy & Astrophysics | year=2004 | volume=421 | issue=2 | pages=703–714 | url=http://www.eso.org/~mwittkow/publications/conferences/SPIECWo5491199.pdf |format=PDF | accessdate=2007-12-07 | doi=10.1051/0004-6361:20035826 | bibcode=2004A&A...421..703W |arxiv = astro-ph/0404248 }}</ref>. Mira A is not a known X-ray source according to SIMBAD, but here is shown to be one. {{clear}} ==Visuals== {{main|Radiation astronomy/Visuals|Visual astronomy}} [[Image:Mira 1997.jpg|thumb|right|250px|This is a real visual image of the red giant [[w:Mira|Mira]] by the Hubble Space Telescope. Credit: Margarita Karovska (Harvard-Smithsonian Center for Astrophysics) and NASA.{{tlx|free media}}]] [[Image:Hs-1997-26-b-full jpg.jpg|thumb|right|250px|This is a NASA Hubble Space Telescope image of the cool red giant star Mira A (right) and its nearby hot companion (left) taken on December 11, 1995 in visible light. Credit: Margarita Karovska (Harvard-Smithsonian Center for Astrophysics) and NASA.{{tlx|free media}}]] [[Image:Gaia’s stellar motion for the next 400 thousand years ESA22358019.png|thumb|right|250px|Expected motion of 40 000 stars in the next 400 thousand years, is determined by Gaia EDR3. Credit: European Space Agency.{{tlx|free media}}]] Mira A, spectral type M7&nbsp;IIIe,<ref name=Castelaz/> has an effective surface temperature of 2918–3192<ref name=Woodruff>{{ cite journal | last=Woodruff | first=H. C. | author2=Eberhardt, M. |author3=Driebe, T. |author4=Hofmann, K.-H. |author5=Ohnaka, K. |author6=Richichi, A. |author7=Schert, D. |author8=Schöller, M. |author9=Scholz, M. |author10=Weigelt, G. |author11=Wittkowski, M. |author12=Wood, P. R. | title=Interferometric observations of the Mira star o Ceti with the VLTI/VINCI instrument in the near-infrared | journal=Astronomy & Astrophysics | year=2004 | volume=421 | issue=2 | pages=703–714 | url=http://www.eso.org/~mwittkow/publications/conferences/SPIECWo5491199.pdf |format=PDF | accessdate=2007-12-07 | doi=10.1051/0004-6361:20035826 | bibcode=2004A&A...421..703W |arxiv = astro-ph/0404248 }}</ref> At right "is a NASA Hubble Space Telescope image of the cool red giant star Mira A (right), officially called Omicron Ceti in the constellation Cetus, and its nearby hot companion (left) taken on December 11, 1995 in visible light using the European Space Agency's Faint Object Camera (FOC). The stars in this false-color picture are separated by an angular size of only 0.6 arcseconds (equal to 70 times the distance between Earth and the Sun), but clearly resolved by the FOC. Image reconstruction techniques have been used to further enhance the details in the Mira images."<ref name=Karovska1997>{{ cite book |author=Margarita Karovska |title=Hubble Separates Stars in the Mira Binary System |publisher=STSci and NASA |location=Harvard-Smithsonian Center for Astrophysics, Boston, Massachusetts |date=August 6, 1997 |url=http://hubblesite.org/newscenter/archive/releases/1997/26/image/b/ |accessdate=2012-08-06 }}</ref> '''Mira B''', also known as '''VZ Ceti''', is the companion star to the [[w:variable star|variable star]] Mira. Its [[w:orbit|orbit]] around Mira is poorly known; the most recent estimate listed in the [[w:Sixth Orbit Catalog of Visual Binary Stars|Sixth Orbit Catalog of Visual Binary Stars]] gives an orbital period of roughly 500 years, with a [[w:periastron|periastron]] around the year 2285. Assuming the distance in the [[w:Hipparcos|Hipparcos]] catalog and orbit are correct, Mira A and B are separated by an average of 100 [[w:Astronomical unit|AU]]. Long-known to be erratically variable itself, its fluctuations seem to be related to its accretion of matter from Mira's stellar wind, which makes it a [[w:symbiotic star|symbiotic star]].<ref>Robert Burnham, Jr., ''Burnham's Celestial Handbook'', Vol. 1, (New York: Dover Publications, Inc., 1978), 637-8. </ref><ref name=Kaler/> The new data suggest that Mira B is a normal [[w:main sequence|main sequence]] star of [[w:stellar classification|spectral type]] K and roughly 0.7 solar masses, rather than a [[w:white dwarf|white dwarf]] as first envisioned.<ref>{{ cite book |title=First Planet-Forming Disk Found in the Environment of a Dying Star |accessdate=10 January 2007 |url=http://keckobservatory.org/news/first_planet-forming_disk_found_in_the_environment_of_a_dying_star }}</ref> Even more recently (2010) analysis of rapid optical brightness variations has indicated that Mira B is in fact a white dwarf.<ref name=Sokoloski>{{ cite journal |archive=1009.2509v1 |author=Sokoloski and Lars Bildsten |title=Evidence for the White Dwarf Nature of Mira B |url=https://arxiv.org/abs/1009.2509 |year=2010 }}</ref> The ''Gaia'' data release 2 has yielded an unprecedented number of high-quality stellar kinematic measurements as well as stellar parallax measurements which will greatly increase our understanding of the structure of the Milky Way. The Gaia data has also made it possible to determine the proper motions of many objects whose proper motions were previously unknown, including the absolute proper motions of 75 globular clusters orbiting at distances as far as 21 kpc.<ref name=Schoenrich>{{Cite journal |arxiv=1609.04172|last1=Schoenrich|first1=R.|title=Gaia Data Release 1. Summary of the astrometric, photometric, and survey properties|journal=Astronomy & Astrophysics|volume=595|pages=A2|last2=Binney|first2=J.|last3=Dehnen|first3=W.|last4=De Bruijne|first4=J. H.J.|last5=Mignard|first5=F.|last6=Drimmel|first6=R.|last7=Babusiaux|first7=C.|last8=Bailer-Jones|first8=C. A.L.|last9=Bastian|first9=U.|last10=Biermann|first10=M.|last11=Evans|first11=D. W.|last12=Eyer|first12=L.|last13=Jansen|first13=F.|last14=Jordi|first14=C.|last15=Katz|first15=D.|last16=Klioner|first16=S. A.|last17=Lammers|first17=U.|last18=Lindegren|first18=L.|last19=Luri|first19=X.|last20=o'Mullane|first20=W.|last21=Panem|first21=C.|last22=Pourbaix|first22=D.|last23=Randich|first23=S.|last24=Sartoretti|first24=P.|last25=Siddiqui|first25=H. I.|last26=Soubiran|first26=C.|last27=Valette|first27=V.|last28=Van Leeuwen|first28=F.|last29=Walton|first29=N. A.|last30=Aerts|first30=C.|year=2016|doi=10.1051/0004-6361/201629512|display-authors=29|bibcode=2016A&A...595A...2G|s2cid=1828208}}</ref> In addition, the absolute proper motions of nearby dwarf spheroidal galaxies have also been measured, providing multiple tracers of mass for the Milky Way.<ref name=Watkins>{{Cite journal |last=Watkins |first=Laura |date=May 2018 |title=Evidence for an Intermediate-Mass Milky Way from Gaia DR2 Halo Globular Cluster Motions |journal=The Astrophysical Journal |volume=873 |issue=2 |pages=118 |arxiv=1804.11348 |doi=10.3847/1538-4357/ab089f |bibcode=2019ApJ...873..118W |s2cid=85463973 }}</ref> This increase in accurate measurement of absolute proper motion at such large distances is a major improvement over past surveys, such as those conducted with the Hubble Space Telescope. The stars are in constant motion. To the human eye this movement – known as proper motion – is imperceptible, but Gaia is measuring it with more and more precision. The trails on this image show how 40 000 stars, all located within 100 parsecs (326 light years) of the Solar System, will move across the sky in the next 400 thousand years. These proper motions are released as part of the Gaia Early Data Release 3 (Gaia EDR3). They are twice as precise as the proper motions released in the previous Gaia DR2. The increase in precision is because Gaia has now measured the stars more times and over a longer interval of time. This represents a major improvement in Gaia EDR3 with respect to Gaia DR2. {{clear}} ==CD-52 2174== Radial velocity (cz) = 338.45 ± 2.62 km/s, Spectral type: F2V, aka Gaia DR1 5489531875795980032, Gaia DR2 5489531880096156416, and 2MASS J07532122-5239133.<ref name=Simbad2174>{{ cite web |author=Simbad |title=CD-52 2174 -- Double or multiple star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403008114&Name=CD-52%20%202174&submit=submit |accessdate=7 June 2019 }}</ref> ==CD-55 1892== Radial velocity (cz) = 333.17 ± 0.35 km/s, Spectral type: G5V, 2MASS J07393021-5548171 is aka Gaia DR1 5487974692453649792, Gaia DR2 5487974692453649792 and OM 96.<ref name=SimbadJ1892>{{ cite web |author=Simbad |title=CD-55 1892 -- Double or multiple star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403021278&Name=CD-55%20%201892&submit=submit |accessdate=7 June 2019 }}</ref> ==Gaia DR2 1396963577886583296== "The extragalactic star with a highest probability of being unbound from our Galaxy is Gaia DR2 1396963577886583296, with a total velocity ∼ 700 km s⁻¹, resulting in a probability P_ub = 0.98. [...] This star is at ∼ 30 kpc from the GC, with an elevation of ∼ 25 kpc above the Galactic plane."<ref name=Marchetti/> ==Gaia DR2 3736372993468775424== Radial velocity (cz) = 378.65 ± 1.11 km/s.<ref name=Simbad3736>{{ cite web |author=Simbad |title=Gaia DR2 3736372993468775424 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4013286277&Name=Gaia%20DR2%203736372993468775424&submit=submit |accessdate=7 June 2019 }}</ref> ==Gaia DR2 4554190291969378048== Radial velocity (cz) = -318.40 ± 0.59 km/s<ref name=Simbad4554>{{ cite web |author=Simbad |title=Gaia DR2 4554190291969378048 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4013286283&Name=Gaia%20DR2%204554190291969378048&submit=submit |accessdate=8 June 2019 }}</ref> ==Gaia DR2 4692184601887720064== Radial velocity (cz) = 319.79 ± 0.67 km/s, 2MASS J01095931-6808494 is aka OM 1, RAVE J010959.3-680849, UCAC2 2064411, UCAC3 44-2237, and UCAC4 110-001006.<ref name=Simbad8925>{{ cite web |author=Simbad |title=OM 1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408925240&Name=OM%20%20%201&submit=submit |accessdate=8 June 2019 }}</ref> ==HD 271924== Radial velocity (cz) = 300.36 ± 5.02 km/s, Spectral type: A5III, ASAS J060746-6658.6 is aka CSV 725, GCRV 26604, GSC 08905-00975, HIP 29055, 2MASS J06074571-6658388, Gaia DR1 5283957629860435072, Gaia DR2 5283957629860435072, OM 89, RAVE J060745.7-665839, SSTISAGEMC J060745.70-665838.9, SV* BV 458, SV* HV 7641, SV* HV 12250, TYC 8905-975-1, UCAC4 110-001006, and uvby98 620198089.<ref name=Simbad2719>{{ cite web |author=Simbad |title=V* VW Dor -- Variable Star of RR Lyr type |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403067185&Name=V*%20VW%20Dor&submit=submit |accessdate=8 June 2019 }}</ref> ==HD 271791== HD 271791 is a B-type hyperrunaway star ejected from the Galactic disk.<ref name=Li/> "HD 271791 (Heber et al. 2008) [is] a 11 ± 1 M_⊙ B-giant stars established to be a run-away star with velocity similar to those of hypervelocity stars. HD 271791 is 21.8 ± 3.7 kpc away from the GC and −10.4 ± 2.0 kpc below the disk plane (Heber et al. 2008)".<ref name=Zheng/> Radial velocity (cz) = 366.22 ± ~ km/s, Spectral type: B2(III), 2MASS J06022786-6647286 is aka Gaia DR2 5284151216932205312, GCRV 26603, HIP 28618, OM 88, SSTISAGEMC J060227.86-664728.7, TYC 8905-1908-1, and uvby98 620198088.<ref name=Simbad2717>{{ cite web |author=Simbad |title=HD 271791 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403067295&Name=HD%20271791&submit=submit |accessdate=8 June 2019 }}</ref> ==HE 0437-5439== [[Image:HE 0437-5439 HST.jpg|right|thumb|300px|HE 0437-5439 star - photo is by HST. Credit: NASA, ESA, O. Gnedin (University of Michigan, Ann Arbor), and W. Brown (Harvard-Smithsonian Center for Astrophysics, Cambridge, Mass.).{{tlx|free media}}]] "A hundred million years ago, a triple-star system was traveling through the bustling center of our Milky Way galaxy when it made a life-changing misstep. The trio wandered too close to the galaxy's giant black hole, which captured one of the stars and hurled the other two out of the Milky Way. Adding to the stellar game of musical chairs, the two outbound stars merged to form a super-hot, blue star."<ref name=Gnedin/> "This story may seem like science fiction, but astronomers using NASA's Hubble Space Telescope say it is the most likely scenario for a so-called hypervelocity star, known as HE 0437-5439, one of the fastest ever detected. It is blazing across space at a speed of 1.6 million miles (2.5 million kilometers) an hour, three times faster than our Sun's orbital velocity in the Milky Way. Hubble observations confirm that the stellar speedster hails from the Milky Way's core, settling some confusion over where it originally called home."<ref name=Gnedin/> "Most of the roughly 16 known hypervelocity stars, all discovered since 2005, are thought to be exiles from the heart of our galaxy. But this Hubble result is the first direct observation linking a high-flying star to a galactic center origin."<ref name=Gnedin/> "Using Hubble, we can for the first time trace back to where the star comes from by measuring the star's direction of motion on the sky. Its motion points directly from the Milky Way center. These exiled stars are rare in the Milky Way's population of 100 billion stars. For every 100 million stars in the galaxy lurks one hypervelocity star."<ref name=Brown/> "Studying these stars could provide more clues about the nature of some of the universe's unseen mass, and it could help astronomers better understand how galaxies form. Dark matter's gravitational pull is measured by the shape of the hyperfast stars' trajectories out of the Milky Way."<ref name=Gnedin/> "The stellar outcast is already cruising in the Milky Way's distant outskirts, high above the galaxy's disk, about 200,000 light-years from the center. By comparison, the diameter of the Milky Way's disk is approximately 100,000 light-years. Using Hubble to measure the runaway star's direction of motion and determine the Milky Way's core as its starting point, [the] team calculated how fast the star had to have been ejected to reach its current location."<ref name=Gnedin/> "The star is traveling at an absurd velocity, twice as much as the star needs to escape the galaxy's gravitational field. There is no star that travels that quickly under normal circumstances – something exotic has to happen."<ref name=Brown/> "There's another twist to this story. Based on the speed and position of HE 0437-5439, the star would have to be 100 million years old to have journeyed from the Milky Way's core. Yet its mass – nine times that of our Sun – and blue color mean that it should have burned out after only 20 million years – far shorter than the transit time it took to get to its current location."<ref name=Gnedin/> "The most likely explanation for the star's blue color and extreme speed is that it was part of a triple-star system that was involved in a gravitational billiard-ball game with the galaxy's monster black hole. This concept for imparting an escape velocity on stars was first proposed in 1988. The theory predicted that the Milky Way's black hole should eject a star about once every 100,000 years."<ref name=Gnedin/> "The triple-star system contained a pair of closely orbiting stars and a third outer member also gravitationally tied to the group. The black hole pulled the outer star away from the tight binary system. The doomed star's momentum was transferred to the stellar twosome, boosting the duo to escape velocity from the galaxy. As the pair rocketed away, they went on with normal stellar evolution. The more massive companion evolved more quickly, puffing up to become a red giant. It enveloped its partner, and the two stars spiraled together, merging into one superstar – a blue straggler."<ref name=Brown/> "While the blue straggler story may seem odd, you do see them in the Milky Way, and most stars are in multiple systems."<ref name=Brown/> "This vagabond star has puzzled astronomers since its discovery in 2005 by the Hamburg/European Southern Observatory sky survey. Astronomers had proposed two possibilities to solve the age problem. The star either dipped into the Fountain of Youth by becoming a blue straggler, or it was flung out of the Large Magellanic Cloud, a neighboring galaxy."<ref name=Gnedin/> "In 2008 a team of astronomers thought they had solved the mystery. They found a match between the exiled star's chemical makeup and the characteristics of stars in the Large Magellanic Cloud. The rogue star's position also is close to the neighboring galaxy, only 65,000 light-years away. The new Hubble result settles the debate over the star's birthplace."<ref name=Gnedin/> "Astronomers used the sharp vision of Hubble's Advanced Camera for Surveys to make two separate observations of the wayward star 3 1/2 years apart. Team member Jay Anderson of the Space Telescope Science Institute in Baltimore, Md., developed a technique to measure the star's position relative to each of 11 distant background galaxies, which form a reference frame."<ref name=Gnedin/> "Anderson then compared the star's position in images taken in 2006 with those taken in 2009 to calculate how far the star moved against the background galaxies. The star appeared to move, but only by 0.04 of a pixel (picture element) against the sky background."<ref name=Gnedin/> "Hubble excels with this type of measurement. This observation would be challenging to do from the ground."<ref name=Anderson>{{ cite web |author=Jay Anderson |title=Hyperfast Star Was Booted from Milky Way |publisher=Hubblesite |location=Baltimore, Maryland USA |date=July 22, 2010 |url=http://hubblesite.org/news_release/news/2010-19 |accessdate=6 June 2019 }}</ref> "The team is trying to determine the homes of four other unbound stars, all located on the fringes of the Milky Way."<ref name=Gnedin>{{ cite web |author=Oleg Gnedin |title=Hyperfast Star Was Booted from Milky Way |publisher=Hubblesite |location=Baltimore, Maryland USA |date=July 22, 2010 |url=http://hubblesite.org/news_release/news/2010-19 |accessdate=6 June 2019 }}</ref> "We are targeting massive 'B' stars, like HE 0437-5439. These stars shouldn't live long enough to reach the distant outskirts of the Milky Way, so we shouldn't expect to find them there. The density of stars in the outer region is much less than in the core, so we have a better chance to find these unusual objects."<ref name=Brown>{{ cite web |author=Warren Brown |title=Hyperfast Star Was Booted from Milky Way |publisher=Hubblesite |location=Baltimore, Maryland USA |date=July 22, 2010 |url=http://hubblesite.org/news_release/news/2010-19 |accessdate=6 June 2019 }}</ref> "HE 0437-5439 is a B-type star, and is likely to be originated from the centre of the Large Magellanic Cloud (LMC) (Erkal et al. 2018)."<ref name=Li/> "HE 0437-5439 (a.k.a HVS 3; e.g., Edelmann et al. 2005; Bonanos et al. 2008; Przybilla et al. 2008), which is also a ∼9 M_⊙ B-type star".<ref name=Zheng/> Radial velocity (cz) = 723.87 ± ~ km/s, Spectral type: sdB+F, [BGK2006] HV 3 is aka Gaia DR2 4777328613382967040.<ref name=Simbad5439>{{ cite web |author=Simbad |title=HE 0437-5439 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403024480&Name=HE%200437-5439&submit=submit |accessdate=7 June 2019 }}</ref> {{clear}} ==LAMOST-HVS3== [[Image:LAMOST spectra of LAMOST-HVS1 (top), LAMOST-HVS2 (middle) and LAMOST-HVS3 (bottom).png|right|thumb|300px|LAMOST spectra of LAMOST-HVS1 (top), LAMOST-HVS2 (middle) and LAMOST-HVS3 (bottom) and the inset in each panel with the enlarged normalized blue-arm spectrum for a better view of the various spectral features detected. Credit: Y. Huang, X.-W. Liu, H.-W. Zhang, B.-Q. Chen, M.-S. Xiang, C. Wang, H.-B. Yuan, Z.-J. Tian, Y.-B. Li, and B. Wang.{{tlx|fairuse}}]] [[Image:Values of radial velocity in the Galactic rest-frame.png|left|thumb|300px|Values of radial velocity in the Galactic rest-frame discovered in other surveys and of LAMOST-HVS1,2,3 (red stars), plotted against the Galactocentric radius r. Credit: Y. Huang, X.-W. Liu, H.-W. Zhang, B.-Q. Chen, M.-S. Xiang, C. Wang, H.-B. Yuan, Z.-J. Tian, Y.-B. Li, and B. Wang..{{tlx|fairuse}}]] Radial velocity (cz) = 361.60 ± 12.52 km/s, Spectral type: B, aka 2MASS J03211707+1907363 and Gaia DR2 56282900715073664.<ref name=SimbadJ0321>{{ cite web |author=Simbad |title=LAMOST-HVS3 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012559671&Name=LAMOST-HVS3&submit=submit |accessdate=8 June 2019 }}</ref> Heliocentric distance = 22.32 ± 2.50 kpc, Radial velocity v_los = 361.38 ± 12.52 km/s, v_rf = 408.33 ± 12.57 km/s, Spectral type B7V, Luminosity (L_⊙) = 309, T_eff = 14000 K, r = 29.59 ± 2.51 kpc, Z = −11.56 ± 1.30 kpc.<ref name=Huang/> LAMOST-HVS3 is the lowest spectrum in the figures on the right. In the figure on the left, "Values of radial velocity in the Galactic rest-frame v_rf of 24 HVSs (blue circles; Brown ''et al.'' 2014; Brown 2015) discovered in other surveys and of LAMOST-HVS1,2,3 (red stars), plotted against the Galactocentric radius r. The blue circles represent the 21 B-type HVSs discovered from systematic searches (e.g. Brown et al. 2014) while the blue box, triangle and inverted triangle represent the three serendipitously discovered HVSs: US 708 (Hirsch et al. 2005), HD 271791 and HE 0437-5439 respectively. We note that the velocity plotted of star HD 271791 is the total velocity rather than the Galactic rest-frame radial velocity. Black long and short dashed lines represent the Galactic escape velocity curve predicted by the Milky Way mass model constructed by Huang et al. 2016 and 2017, respectively."<ref name=Huang/> "According to Lu et al. 2010 and Zhang et al. (2010, 2013), for HVSs originating from the GC, their spatial distribution can be used to trace the parent population of their progenitors directly. Lu et al. (2010) suggest that HVSs identified hitherto may arise from the two young star-forming regions near the GC [...]: a clockwise young stellar disk (CWS) and a northern arm (Narm). Similar to Lu ''et al.'' (2010), [...] the spatial distribution in the Galactic coordinate [can be plotted] as viewed from the GC) [including] the three HVSs discovered by LAMOST. The planes (projected to infinity) of several young stellar structures near the GC [include] the CWS, the Narm, the counter-clockwise young stellar disk (CCWS), the outer warped CWS and the bar. As pointed out by Z14 [Zheng et al. (2014)], LAMOST-HVS1 is spatially very close to the outer CWS but also not far from the Narm. LAMOST-HVS2 is spatially very close to the CCWS but also not far from the outer CWS. LAMOST-HVS3 is very close to the bar. The spatial association may suggest that all the three LAMOST HVSs may originate from the GC and their progenitors are spatially associated with young stellar structures near the GC, including the outer CWS, the CCWS, and the bar. In addition, the discovery of the three LAMOST HVSs reduces the apparent anisotropy of spatial distribution of known HVSs on the sky."<ref name=Huang/> Assuming "that the three LAMOST HVSs arise from the GC, one can calculate their flight times. It should be noted that the flight times derived here are actually upper limits since it is assumed that the observed radial velocities represent the full space motion of the HVSs. The [...] flight times of LAMOST-HVS1 and 2 are larger than their life times, implying that they do not have enough time to travel to their current positions from the GC. If their GC origin holds, the possible explanation is that these two stars are blue stragglers that have experienced a similar process to HVS HE 0437-5439. The flight time (∼ 58 Myr) of LAMOST-HVS3 is substantially smaller than its life time (∼ 80 Myr), suggesting that it has enough time to travel to its current position even there is a few million delay in its ejection from the GC (Brown et al. 2012)."<ref name=Huang/> {{clear}} ==LAMOST J080608.76+063349.8== Radial velocity (cz) = 427.30 ± ~ km/s, Spectral type: A0, aka 2MASS J08060876+0633499.<ref name=SimbadJ0806>{{ cite web |author=Simbad |title=LAMOST J080608.76+063349.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827042&Name=LAMOST%20J080608.76%2b063349.8&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J085819.90+150352.4== Radial velocity (cz) = 428.3 ± ~ km/s, Spectral type: A5, aka 2MASS J08581989+1503526.<ref name=SimbadA5>{{ cite web |author=Simbad |title=LAMOST J085819.90+150352.4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827020&Name=LAMOST%20J085819.90%2b150352.4&submit=submit |accessdate=7 June 2019 }}</ref> ==LAMOST J091206.52+091621.8== LAMOST J091206.52+091621.8 is LAMOST-HVS1.<ref name=Zheng>{{ cite journal |author=Zheng Zheng, Jeffrey L. Carlin, Timothy C. Beers, Licai Deng, Carl J. Grillmair, Puragra Guhathakurta, Sébastien Lépine, Heidi Jo Newberg, Brian Yanny, Haotong Zhang, Chao Liu, Ge Jin, and Yong Zhang |title=THE FIRST HYPERVELOCITY STAR FROM THE LAMOST SURVEY |journal=The Astrophysical Journal Letters |date=2 April 2014 2 |volume=785 |issue=2 |pages=L23 |url=https://arxiv.org/pdf/1401.5063 |arxiv=1401.5063 |bibcode= |doi=10.1088/2041-8205/785/2/L23 |pmid= |accessdate=7 June 2019 }}</ref> The "first hypervelocity star (HVS) discovered from the LAMOST spectroscopic survey [...] is a B-type star with a heliocentric radial velocity about 620 km s⁻¹, which projects to a Galactocentric radial velocity component of ∼477 km s⁻¹. With a heliocentric distance of ∼13 kpc and an apparent magnitude of ∼13 mag, it is the nearest bright HVS currently known. With a mass of ∼9M_⊙, it is one of the three most massive HVSs discovered so far."<ref name=Zheng/> T_eff = (2.07 ± 0.12) × 10⁴ K.<ref name=Zheng/> Metallicity [Fe/H] = −0.13 ± 0.07.<ref name=Zheng/> Radial velocity (cz) = 612.28 ± 4.63 km/s, 2MASS J09120652+0916216 and Gaia DR2 590511484409775360.<ref name=SimbadJ0912>{{ cite web |author=Simbad |title=LAMOST-HVS1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408593681&Name=LAMOST-HVS1&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J091849.92-005331.5== Radial velocity (cz) = 453.34 ± ~ km/s, Spectral type: A5, 2MASS J09184992-0053313.<ref name=SimbadJ0918>{{ cite web |author=Simbad |title=LAMOST J091849.92-005331.5 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827037&Name=LAMOST%20J091849.92-005331.5&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J092707.09+242752.9== Radial velocity (cz) = 306.16 ± - km/s, Spectral type: F5, 2MASS J09270711+2427530.<ref name=Simbad0927>{{ cite web |author=Simbad |title=LAMOST J092707.09+242752.9 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827021&Name=LAMOST%20J092707.09%2b242752.9&submit=submit |accessdate=7 June 2019 }}</ref> ==LAMOST J094122.37-000822.2== Radial velocity (cz) = 430.31 ± - km/s, Spectral type: F0, aka 2MASS J09412236-0008221.<ref name=SimbadJ0941>{{ cite web |author=Simbad |title=LAMOST J094122.37-000822.2 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012827031&Name=LAMOST%20J094122.37-000822.2&submit=submit |accessdate=8 June 2019 }}</ref> ==LAMOST J115209.12+120258.0== "Only one late-type star, LAMOST J115209.12+120258.0 (Li et al. 2015), is most likely unbound, but the Hills mechanisms is ruled out as a possible explanation of its extremely high velocity."<ref name=Marchetti/> "LAMOST J115209.12+120258.0 (Li et al. 2015) [...] moves on an unbound orbit not originating in the [Galactic Centre] GC."<ref name=Fragione>{{ cite journal |author=Giacomo Fragione and Alessia Gualandris |title=Hypervelocity stars from star clusters hosting Intermediate-Mass Black Holes |journal=Mon. Not. R. Astron. Soc. |date=27 August 2018 |volume= |issue= |pages=9 |url=https://arxiv.org/pdf/1808.07878 |arxiv=1808.07878 |bibcode= |doi= |pmid= |accessdate=7 June 2019 }}</ref> "According to its atmospheric parameters, it is either a B-type main-sequence (MS) star or a blue horizontal branch (BHB) star. Its Galactocentric distance and velocity are 30.3 ± 1.6 kpc and 586 ± 7 kms⁻¹ if it is an MS star, and they are 13.2 ± 3.7 kpc and 590 ± 7 kms⁻¹ if a BHB star."<ref name=Li>{{ cite journal |author=Yin-Bi Li, A-Li Luo, Gang Zhao, You-Jun Lu, Xue-Sen Zhang, Fu-Peng Zhang, Bing Du, Fang Zuo, Lan Zhang, Yang Huang, Mao-Sheng Xiang, Jing-Kun Zhao, Yonh-Heng Zhao, and Zhan-Wen Han |title=A NEW HYPER-RUNAWAY STAR DISCOVERED FROM LAMOST AND GAIA: EJECTED ALMOST IN THE GALACTIC ROTATION DIRECTION |journal= |date=July 3, 2018 |volume= |issue= |pages=1-7 |url=https://arxiv.org/pdf/1808.07878 |arxiv=1807.00167 |bibcode= |doi= |pmid= |accessdate=7 June 2019 }}</ref> LAMOST J115209.12+120258.0 is an F-type runaway star "ejected from the Galactic disk".<ref name=Li/> ==LAMOST J225837.56+400005.2== "The star (J225837.56+400005.2; LAMOST-HVS4) was observed on November 21, 2017, and it has magnitudes (g/r/i/z/y) of the Panoramic Survey Telescope and Rapid Response System (Pan-STARRS; Kaiser et al. 2002, 2010; Chambers et al. 2016) larger than 16.7 mag. The heliocentric radial velocity is v_r⊙ = 359 ± 7 km s⁻¹, and we check it using the cross-correlation package RVSAO of IRAF (Kurtz & Mink 1998). The value is consistent with the radial velocity provided by LAMOST."<ref name=Li/> The "heliocentric radial velocity (v_r⊙) [is translated] to a Galactocentric radial component of v_rf = 585 ± 7 km s⁻¹ according to :<math>v_{rf} = v_{r\odot} + U_0coslcosb + (V_{LSR}+V_0)sinlcosb + W_0sinb,</math> where "V_LSR = 235 km s⁻¹ for the motion of the local standard of rest (LSR) (Hogg et al. 2005; Bovy et al. 2012; Reid et al. 2014) and (U₀, V₀, W₀) = (9.58, 10.52, 7.01) km s⁻¹ for the peculiar motion of the Sun with respect to the LSR (Tian et al. 2015; c.f., Schönrich et al. 2010; Huang et al. 2015)."<ref name=Li/> Radial velocity (cz) = 359.22 ± 7.00 km/s, LAMOST-HVS4 is aka Gaia DR2 1928660566125735680.<ref name=SimbadDR21928>{{ cite web |author=Simbad |title=LAMOST-HVS4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4012559669&Name=LAMOST-HVS4&submit=submit |accessdate=7 June 2019 }}</ref> ==LP 40-365== [[Image:LP40 365.gif|right|thumb|250px|Tangential movement of LP 40-365 between 1955 and 1995 is shown in the field of view 8 &times; 8 arcminutes. Credit: [[c:user:Brankiddo|Brankiddo]].{{tlx|free media}}]] LP 40-365 is a low-mass white dwarf in the constellation Ursa Minor that travels at high speed through the Milky Way, has a very unusual elemental composition, lacking hydrogen, helium or carbon and may have been produced in a subluminous supernova type Iax that failed to destroy its host star totally.<ref name=Vennes>{{cite journal |last1=Vennes |first1=Stephane |last2=Nemeth |first2=Peter |last3=Kawka |first3=Adela |last4=Thorstensen |first4=John R. |last5=Khalack |first5=Viktor |last6=Ferrario |first6=Lilia |last7=Alper |first7=Erek H. |date=18 August 2017 |title=An unusual white dwarf star may be a surviving remnant of a subluminous Type Ia supernova |url=http://science.sciencemag.org/content/357/6352/680 |journal=Science |volume=357 |issue=6352 |page=680-683 |doi=10.1126/science.aam8378 |accessdate=18 August 2017 |arxiv = 1708.05568 |bibcode = 2017Sci...357..680V }}</ref><ref name="R1">{{cite web |url=https://astroserver.org/references/NWKZKA/ |title=Science Press Release |website=Astroserver.org |accessdate=17 August 2017 }}</ref><ref>{{cite journal |author=Javier Barbuzano |date=17 August 2017 |title=The White Dwarf That Survived - Sky & Telescope |url=http://www.skyandtelescope.com/astronomy-news/white-dwarf-survived-supernova/ |journal=Sky & Telescope }}</ref> The "LP" name is derived from the Luyten-Palomar proper motion catalogue in which it appeared in the 1960s.<ref>{{cite journal |author=Luyten, W. J. |date=1963–1981 |title=Proper Motion Survey with the 48 inch Schmidt Telescope |url= |journal=University of Minnesota }}</ref> Another catalog name for this star is "GD 492".<ref name=SimbadGD492>{{cite web |title=GD 492 |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=GD+492&submit=SIMBAD+search }}</ref> The star was cataloged as a Giclas object with the designation "GD 492" being assigned by Henry Giclas in 1970.<ref>{{cite journal |author1=Giclas |first1=Henry L. |last2=Burnham |first2=Robert |last3=Thomas |first3=Norman Gene |year=1970 |title=A list of white dwarf suspects III : Special objects of small proper motion from the Lowell survey |journal=Bulletin / Lowell Observatory ; no. 153 |language=en |volume=7 |pages=183 |bibcode=1970LowOB...7..183G }}</ref> Radial velocity (cz) = 498.01 ± 1.10 km/s.<ref name=SimbadGD492/> {{clear}} ==PG 1618+379== Radial velocity (cz) = 341.29 ± 7.79 km/s, Spectral type: sdB, LAMOST-HVS2 is aka 2MASS J16202076+3747399, Gaia DR2 1330715287893559936, KUV 16186+3755, and SDSS J162020.76+374740.0.<ref name=Simbad1618>{{ cite web |author=Simbad |title=PG 1618+379 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%402915024&Name=PG%201618%2b379&submit=submit |accessdate=7 June 2019 }}</ref> Spectral type: B2V, Radial velocity (cz) v_los = 341.10 ± 7.79 km/s, v_rf = 502.33 ± 8.37 km/s, Luminosity (L_⊙) = 2399, T_eff = 20600 K, r 20.86 ± 4.57 kpc, Z 15.80 ± 3.25 kpc, Heliocentric distance 22.24 ± 4.57 kpc.<ref name=Huang>{{ cite journal |author=Y. Huang, X.-W. Liu, H.-W. Zhang, B.-Q. Chen, M.-S. Xiang, C. Wang, H.-B. Yuan, Z.-J. Tian, Y.-B. Li, and B. Wang |title=Discovery of Two New Hypervelocity Stars from the LAMOST Spectroscopic Surveys |journal=The Astrophysical Journal Letters |date=21 September 2017 |volume=847 |issue=1 |pages= |url=https://arxiv.org/pdf/1708.08602 |arxiv=1708.08602 |bibcode= |doi= |pmid= |accessdate=7 June 2019 }}</ref> ==RX J0822−4300== [[Image:Puppis scale.jpg|right|thumb|250px|This graphic shows motion of the neutron star RX J0822-4300 from the Puppis A supernova event. Credit: NASA.{{tlx|free media}}]] "The [image on the right] shows two observations of [the] neutron star [RX J0822-4300] obtained with the Chandra X-ray Observatory over the span of five years, between December 1999 [on the left] and April 2005 [on the right]. By combining how far it has moved across the sky with its distance from Earth [at about 7,000 light years], astronomers determined the cosmic cannonball is moving at over 3 million miles per hour, one of the fastest moving stars ever observed. At this rate, RX J0822-4300 [at (J2000) RA 08h 23m 08.16s Dec -42° 41' 41.40" in Puppis] is destined to escape from the Milky Way after millions of years, even though it has only traveled about 20 light years so far."<ref name=Winkler>{{ cite book |author=F. Winkler |title=RX J0822-4300 in Puppis A: Chandra Discovers Cosmic Cannonball |publisher=Harvard-Smithsonian Center for Astrophysics |location=Cambridge, Massachusetts, USA |date=December 21, 1999 |url=http://chandra.harvard.edu/photo/2007/puppis/ |accessdate=2016-12-16 }}</ref> A recoil velocity of 672±115&nbsp;km/s is much less problematic theoretically.<ref>{{cite arXiv |eprint=1204.3510 |title=The Proper Motion of the Central Compact Object RX J0822-4300 in the Supernova Remnant Puppis A |class= astro-ph.HE |date=2012 |last1= Becker |first1= Werner |last2= Prinz |first2= Tobias |last3= Frank Winkler |first3= P. |last4= Petre |first4= Robert }}</ref> {{clear}} ==SDSS J013655.91+242546.0== SDSS J013655.91+242546.0 is an A-type hyperrunaway star "ejected from the Galactic disk".<ref name=Li/> Radial velocity (cz) = 357.01 ± 2.80 km/s<ref name=SimbadJ0136>{{ cite web |author=Simbad |title=SDSS J013655.91+242546.0 -- Blue Straggler Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-basic?Ident=SDSS+J013655.91%2B242546.0&submit=SIMBAD+search |accessdate=8 June 2019 }}</ref> ==SDSS J065827.16+291313.1== Radial velocity (cz) = 350.8 ± 6.0 km/s, Gaia DR2 887676144156721664.<ref name=SimbadJ0658>{{ cite web |author=Simbad |title=SDSS J065827.16%2b291313.1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4011278367&Name=SDSS%20J065827.16%2b291313.1&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J074950.24+243841.2== Radial velocity (cz) = 361.42 km/s, Spectral type: B8, [BGK2006] J074950.24+243841.2 is aka Gaia DR2 867705370863613056.<ref name=SimbadJ0749>{{ cite web |author=Simbad |title=SDSS J074950.24+243841.2 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880714&Name=SDSS%20J074950.24%2b243841.2&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J090744.99+024506.8== Sloan Digital Sky Survey (SDSS) J090744.99+024506.8 (SDSS 090745.0+024507), a short period variable star which has a Galactic rest-frame radial velocity of 709&nbsp;km/s, may have been originally part of a binary system that was tidally disrupted by the supermassive black hole at the centre of the Milky Way, causing it to be ejected at high velocity, having an effective temperature of 10,500 K (spectral type B9) and age estimated at 350 million years, a heliocentric distance of 71 kpc, ejected from the centre of the galaxy less than 100 million years ago, which implies the existence of a population of young stars at the galactic centre less than 100 million years ago.<ref>{{cite journal |arxiv= astro-ph/0507520 |title= The Hypervelocity Star SDSS J090745.0+024507 is a Short-Period Variable|work=Cornell University Library|author1=Cesar I. Fuentes |author2=K. Z. Stanek |author3=B. Scott Gaudi |author4=Brian A. McLeod |author5=Slavko B. Bogdanov |author6=Joel D. Hartman |author7=Ryan C. Hickox |author8=Matthew J. Holman |date=21 July 2005 |journal=The Astrophysical Journal|bibcode=2006ApJ...636L..37F |doi=10.1086/499233 |accessedate= 18 January 2016 }}</ref> The '''Outcast Star''' is the first discovered member of a class of objects named hypervelocity stars,<ref>{{cite journal |title=In The Stars: Odd Stars, Odder Planets |first=Phil |last=Berardelli |work=Space Daily |date=February 10, 2005 |url=http://www.spacedaily.com/news/extrasolar-05h.html }}</ref> discovered in 2005 at the MMT Observatory of the Harvard-Smithsonian Center for Astrophysics (CfA).<ref>{{Cite journal |last=Brown |first=Warren R. |last2=Geller |first2=Margaret J. |last3=Kenyon |first3=Scott J. |last4=Kurtz |first4=Michael J. |lastauthoramp=yes |year=2005 |title=Discovery of an Unbound Hypervelocity Star in the Milky Way Halo |journal=The Astrophysical Journal |volume=622 |issue=1 |pages=L33–L36 |doi=10.1086/429378 |bibcode=2005ApJ...622L..33B |arxiv = astro-ph/0501177 }}</ref> Radial velocity (cz) = 832.36 ± 8.90 km/s, Spectral type: B, aka [BGK2006] HV 1 and Gaia DR2 577294697514301440.<ref name=SimbadJ0907>{{ cite web |author=Simbad |title=[BGK2006] HV 1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401606526&Name=%5bBGK2006%5d%20HV%201&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J091301.00+305120.0== Radial velocity (cz) = 605.6 ± 6.0 km/s, Spectral type: B, [BGK2006] J091301.01+305119.8, Gaia DR2 699811079173836928, and USNO-B1.0 1208-00168480.<ref name=SimbadJ0913>{{ cite web |author=Simbad |title=[BGK2006] HV 4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401615047&Name=%5bBGK2006%5d%20HV%204&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J091759.42+672238.7== Radial velocity (cz) = 553.51 ± 9.00 km/s, Spectral type: B, [BGK2006] HV 5 is aka [BGK2006] J091759.48+672238.3, Gaia DR2 1069326945513133952, and USNO-B1.0 1573-00143533.<ref name=SimbadJ0917>{{ cite web |author=Simbad |title=[BGK2006] HV 5 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%40436848&Name=%5bBGK2006%5d%20HV%205&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J094214.04+200322.1== Radial velocity (cz) = 512.64 ± 7.30 km/s, Spectral type: B, [BGK2006] HV 8 is aka USNO-B1.0 1100-00174712 and Gaia DR2 633599760258827776<ref name=SimbadJ0942>{{ cite web |author=Simbad |title=[BGK2006] HV 8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404069038&Name=%5bBGK2006%5d%20HV%208&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J095906.47+000853.4== Radial velocity (cz) = 467.7 ± 9.0 km/s, Spectral type: A, aka [BGK2006] HV 11 and Gaia DR2 3833516903071703040.<ref name=SimbadJ0959>{{ cite web |author=Simbad |title=[BGK2006] HV 11 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404699782&Name=%5bBGK2006%5d%20HV%2011&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J102137.08-005234.8== Radial velocity (cz) = 627.46 ± 9.20 km/s, Spectral type: B, aka USNO-B1.0 0891-00196913 and Gaia DR2 3830584196322129920.<ref name=SimbadJ1021>{{ cite web |author=Simbad |title=[BGK2006] HV 9 -- Horizontal Branch Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404069039&Name=%5bBGK2006%5d%20HV%209&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J103357.26-011507.3== Radial velocity (cz) = 504.42 ± 8.70 km/s, Spectral type: B, aka SDSS J103357.26-011507.4 and Gaia DR2 3782644733437017984.<ref name=SimbadJ1033>{{ cite web |author=Simbad |title=2QZ J103357.2-011508 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267848&Name=2QZ%20J103357.2-011508&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J103418.25+481134.5== Radial velocity (cz) = 355.11 ± 10.70 km/s, Spectral type: B, aka [BGK2006] HV 21 and Gaia DR2 834069905715968640.<ref name=SimbadJ1034>{{ cite web |author=Simbad |title=SDSS J103418.25+481134.5 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%407836866&Name=SDSS%20J103418.25%2b481134.5&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J104318.29-013502.5== Radial velocity (cz) = 448.34 ± 13.30 km/s, Spectral type: B, aka [BGK2006] HV 21 and Gaia DR2 3805700495839529088.<ref name=SimbadJ1043>{{ cite web |author=Simbad |title=2QZ J104318.2-013503 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401754644&Name=2QZ%20J104318.2-013503&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J104401.75+061139.0== [BGK2006] HV 14 is a high-velocity star with radial velocity (cz) = 538.08 ± 9.30 km/s, Spectral type: B, aka Gaia DR2 3859275333773935488.<ref name=SimbadBGK2006>{{ cite web |author=Simbad |title=[BGK2006] HV 14 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404699786&Name=%5bBGK2006%5d%20HV%2014&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J105009.60+031550.7== [BGK2006] HV 12 is a high-velocity star with radial velocity (cz) = 503.7 ± 24.0 km/s, Spectral type: B, aka Gaia DR2 3809777626689513216 and USNO-B1.0 0932-00228004.<ref name=SimbadJ1050>{{ cite web |author=Simbad |title=[BGK2006] HV 12 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404176769&Name=%5bBGK2006%5d%20HV%2012&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J105248.31-000133.9== Radial velocity (cz) = 579.26 ± 8.30 km/s, Spectral type: B, [BGK2006] HV 13 is aka Gaia DR2 3804790100211231104.<ref name=SimbadJ1052>{{ cite web |author=Simbad |title=[BGK2006] HV 13 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404699785&Name=%5bBGK2006%5d%20HV%2013&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J110224.37+025002.7== Radial velocity (cz) = 451.74 ± 9.60 km/s, Spectral type: A1, [BGK2006] J110224.37+025002.8 is aka Gaia DR2 3814622895259904256.<ref name=SimbadJ1102>{{ cite web |author=Simbad |title=SDSS J110224.37+025002.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880719&Name=SDSS%20J110224.37%2b025002.8&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J110557.45+093439.5== "Here we report the [...] recently discovered HVSs: SDSS J110557.45+093439.5 [...] traveling with Galactic rest-frame velocities at least +508+/-12 [...]."<ref name=TheAstrophysicalJournal/> Radial velocity (cz) = 625.25 ± 8.40 km/s, Spectral type: B, is aka [BGK2006] HV 6, [BGK2006] J110557.45+093439.5, Gaia DR2 3867267443277880320, and SDSS J110557.45+093439.4.<ref name=SimbadJ1105>{{ cite web |author=Simbad |title=[BGK2006] HV 6 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401787407&Name=%5bBGK2006%5d%20HV%206&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J111136.44+005856.4== Radial velocity (cz) = 496.61 ± 9.80 km/s, Spectral type: B, is aka [BGK2006] HV 24 and Gaia DR2 3810351984075984768.<ref name=SimbadJ1111>{{ cite web |author=Simbad |title=2QZ J111136.4+005855 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267844&Name=2QZ%20J111136.4%2b005855&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J112255.77-094734.9== Gaia DR2 3590660794817798016 has a radial velocity (cz) = 482.39 ± 8.10 km/s, Spectral type: B.<ref name=SimbadJ1122>{{ cite web |author=Simbad |title=SDSS J112255.77-094734.9 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267849&Name=SDSS%20J112255.77-094734.9&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J113312.12+010824.9== HVS 7 -- hyper-velocity star 7, otherwise known as SDSS J113312.12+010824.9 is a rare star that has been accelerated to faster than our Milky Way Galaxy's escape velocity.<ref name=Astro2013-02-21>{{cite journal | arxiv = 0810.0864| title = HVS 7: a chemically peculiar hyper-velocity star | journal = Astronomy & Astrophysics | author = N. Przybilla, M. F. Nieva1, A. Tillich1, U. Heber1, K. Butler, W. R. Brown | date = 2013-02-21 | page = | location = |doi = 10.1051/0004-6361:200810455 |bibcode = 2008A&A...488L..51P }}</ref><ref name=TheAstrophysicalJournal>{{cite journal | arxiv = astro-ph/0604111| title = Hypervelocity Stars. I. The Spectroscopic Survey | publisher = Harvard University |author1=Brown, Warren R. |author2=Geller, Margaret J. |author3=Kenyon, Scott J. |author4=Kurtz, Michael J. | date = 2006-04-13 | pages = 303–311 | location = | journal = The Astrophysical Journal |bibcode = 2006ApJ...647..303B |doi = 10.1086/505165 }}</ref> "Such a surface abundance pattern is caused by atomic diffusion in a possibly magnetically stabilised, non-convective atmosphere. Hence all chemical information on the star’s place of birth and its evolution has been washed out. High precision astrometry is the only means to validate a GC origin for HVS 7."<ref name=Astro2013-02-21/> "Here we report the [...] most recently discovered HVSs: [...] SDSS J113312.12+010824, traveling with Galactic rest-frame velocities at least [...] +418+/-10 km s^-1 [...]."<ref name=TheAstrophysicalJournal/> In 2013 a team under N. Przybilla wrote that the star had a chemically peculiar photosphere, which masked its origins.<ref name=Astro2013-02-21/> The star was first cataloged during the Sloan Digital Sky Survey and was identified as a hyper-velocity star in 2006.<ref name=TheAstrophysicalJournal/> Radial velocity (cz) = 518.6 ± 3.0 km/s, Spectral type: sdB, [BGK2006] HV 7 are aka [BGK2006] J113312.12+010824.9, EPIC 201540171, Gaia DR2 3799146650623432704, GALEX 2413439155581226272, and USNO-A2.0 0900-06954189.<ref name=SimbadJ1133>{{ cite web |author=Simbad |title=SDSS J113312.12+010824.8 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401828697&Name=SDSS%20J113312.12%2b010824.8&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J113341.09-012114.2== Radial velocity (cz) = 464.7 ± 12.0 km/s, Spectral type: B, 2QZ J113341.0-012115, [BGK2006] HV 15 are aka [BGK2006] J113341.09-012114.3 and Gaia DR2 3794074603484360704.<ref name=SimbadJ11334>{{ cite web |author=Simbad |title=[BGK2006] HV 15 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401830277&Name=%5bBGK2006%5d%20HV%2015&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J113517.76+080201.4== Radial velocity (cz) = 597.60 ± ~ km/s, Spectral type: B, aka [BGK2006] HV 19 and Gaia DR2 3911105521632982400.<ref name=SimbadJ1135>{{ cite web |author=Simbad |title=SDSS J113517.76+080201.4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267842&Name=SDSS%20J113517.76%2b080201.4&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J113637.13+033106.8== Radial velocity (cz) = 504.42 ± - km/s, Spectral type: B, aka [BGK2006] HV 20 and Gaia DR2 3800802102817768832.<ref name=SimbadJ1136>{{ cite web |author=Simbad |title=SDSS J113637.13+033106.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267843&Name=SDSS%20J113637.13%2b033106.8&submit=submit |accessdate=8 June 2019 }}</ref> ==SDSS J115245.91-021116.2== Radial velocity (cz) = 424.40 ± 8.60 km/s, Spectral type: A1, aka 2QZ J115245.9-021117, [BGK2006] J115245.91-021116.2 and Gaia DR2 3602104614919092736.<ref name=SimbadJ1152>{{ cite web |author=Simbad |title=SDSS J115245.91-021116.2 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880721&Name=SDSS%20J115245.91-021116.2&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J120337.85+180250.4== [BGK2006] HV 10 aka Gaia DR2 3926757653770374272 or USNO-B1.0 1080-00234374 has a Radial velocity (cz) = 455.7 ± 9.0 km/s, Spectral type: B.<ref name=SimbadJ1203>{{ cite web |author=Simbad |title=[BGK2006] HV 10 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%404069041&Name=%5bBGK2006%5d%20HV%2010&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J122523.40+052233.8== Radial velocity (cz) = 434.41 ± 9.90 km/s, Spectral type: B, [BGK2006] HV 16 is aka Gaia DR2 3708104343359742848.<ref name=SimbadJ1225>{{ cite web |author=Simbad |title=SDSS J122523.40+052233.8 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%408267849&Name=SDSS%20J122523.40+052233.8&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J144955.58+310351.4== Radial velocity (cz) = 363.22 ± 10.00 km/s, Spectral type: A1, 2MASS J14495559+3103510 is aka [BGK2006] J144955.58+310351.4, Gaia DR2 1283080527168129536 and USNO-B1.0 1210-00225097.<ref name=SimbadJ1449>{{ cite web |author=Simbad |title=SDSS J144955.58+310351.4 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%403880711&Name=SDSS%20J144955.58%2b310351.4&submit=submit |accessdate=7 June 2019 }}</ref> ==SDSS J175010.68+262448.3== Radial velocity (cz) = -359.8 ± 9.0 km/s, Gaia DR2 4582309129318356352.<ref name=SimbadJ1750>{{ cite web |author=Simbad |title=SDSS J175010.68+262448.3 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%4011278336&Name=SDSS%20J175010.68%2b262448.3&submit=submit |accessdate=7 June 2019 }}</ref> ==TYC 6428-1841-1== Radial velocity (cz) = -375.78 ± 2.95 km/s, 2MASS J01332653-2904447, Gaia DR2 5035174402313161472, and [SRA98] 8-1103.<ref name=Simbad1841>{{ cite web |author=Simbad |title=TYC 6428-1841-1 -- High-velocity Star |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%401228406&Name=TYC%206428-1841-1&submit=submit |accessdate=8 June 2019 }}</ref> ==US 708== [[Image:US 708.jpg|thumb|right|250px|US 708 is a hyper velocity white dwarf in the Milky Way Galaxy. Credit: ESA/Hubble, NASA, S. Geier, artist's impression.{{tlx|free media}}]] US 708, a hyper-velocity O class subdwarf in Ursa Major in the halo of the Milky Way Galaxy, was first surveyed in 1982.<ref name=Science2015-03-06>{{cite journal | arxiv = 1503.01650 | doi=10.1126/science.1259063 | pmid=25745168 | title = The fastest unbound star in our Galaxy ejected by a thermonuclear supernova | journal=Science | volume=347 | issue=6226 | pages=1126 | publisher= Science magazine |author1=Stephan Geier |author2=F. Fürst |author3=E. Ziegerer |author4=T. Kupfer |author5=U. Heber |author6=A. Irrgang |author7=B. Wang |author8=Z. Liu |author9=Z. Han |author10=B. Sesar |author11=D. Levitan |author12=R. Kotak |author13=E. Magnier |author14=K. Smith |author15=W. S. Burgett |author16=K. Chambers |author17=H. Flewelling |author18=N. Kaiser |author19=R. Wainscoat |author20=C. Waters | date = 2015-03-06 | page = | location = |bibcode = 2015Sci...347.1126G }}</ref><ref>{{cite web | url=https://www.forbes.com/sites/ericmack/2015/03/08/shrapnel-star-spotted-setting-galactic-speed-record/ | publisher = Forbes magazine | title = 'Shrapnel' Star Sets Milky Way Speed Record | author = Eric Mack | date = 2015-03-08 | accessdate=March 11, 2015 }}</ref> "Hypervelocity stars (HVSs) travel with velocities so high that they exceed the escape velocity of the Galaxy."<ref name=Science2015-03-06/> "Scientists using the W. M. Keck Observatory and Pan-STARRS1 telescopes on Hawaii have discovered a star that breaks the galactic speed record, traveling with a velocity of about 2.7 million mph (1,200 km/s). This velocity is so high, the star will escape the gravity of our galaxy. In contrast to the other known unbound stars, the team showed that this compact star was ejected from an extremely tight binary by a thermonuclear supernova explosion."<ref name=Astronomy2015-03-09>{{cite news | url = http://www.astronomy.com/news/2015/03/thermonuclear-supernova-ejects-galaxys-fastest-star | title = Thermonuclear supernova ejects galaxy’s fastest star | publisher = Astronomy magazine | date = 2015-03-09 | page = | location = | accessdate = 2015-03-11 }}</ref> "US 708 is a helium-rich sub-dwarf O-type star with a mass of ∼ 0.3 M_⊙".<ref name=Li/> Radial velocity (cz) = 708.84 ± - km/s, Spectral type: sdOHe, [BGK2006] HV 2 is aka Gaia DR2 815106177700219392, SDSS J093320.86+441705.5, USNO-B1.0 1342-00209722.<ref name=Simbad708>{{ cite web |author=Simbad |title=US 708 -- Hot subdwarf |publisher=Université de Strasbourg/CNRS |location=Strasbourg, France |date= |url=http://simbad.u-strasbg.fr/simbad/sim-id?Ident=%40595919&Name=US%20%20708&submit=submit |accessdate=8 June 2019 }}</ref> {{clear}} ==See also== {{div col|colwidth=20em}} * [[Stars/Flares|Flare stars]] * [[Radiation/Meteors|Meteor radiation astronomy]] * [[Stars/Nova-likes|Nova-like stars]] * [[Stars/Novas|Novas]] * [[Stars/Quasars|Quasars]] * [[Stars/Astronomy|Stellar astronomy]] * [[Radiation astronomy/Stars|Stellar radiation astronomy]] * [[Stars/Supernovas|Supernovas]] * [[Stars/X-rays|X-ray stars]] {{Div col end}} ==References== {{reflist|2}} ==External links== * [http://simbad.u-strasbg.fr/simbad/ Simbad at Strasbourg] <!-- footer templates --> {{Radiation astronomy resources}}{{Sisterlinks|Hypervelocity stars}} <!-- footer categories --> [[Category:Radiation astronomy/Lectures]] 15j7rrxeab29nknsik630d197h4paxv 0 234450 2413941 2369802 2022-08-12T08:49:21Z Marshallsumter 311529 wikitext text/x-wiki [[Image:Mira 1997.jpg|thumb|right|250px|This is a real visual image of the red giant [[w:Mira|Mira]] by the Hubble Space Telescope. Credit: Margarita Karovska (Harvard-Smithsonian Center for Astrophysics) and NASA.{{tlx|free media}}]] “A '''red giant''' is a luminous [[w:giant star|giant star]] The outer atmosphere is inflated and tenuous, making the radius immense and the surface temperature low, somewhere from 5,000 K and lower. The appearance of the red giant is from yellow orange to red, including the [[w:stellar classification|spectral types]] K and M, but also class S stars and most [[w:carbon star|carbon star]]s. The most common red giants are the so-called red giant branch stars (RGB stars). Another case of red giants are the [[w:asymptotic giant branch|asymptotic giant branch]] stars (AGB). To the AGB stars belong the carbon stars of type C-N and late C-R. The stellar limb of a red giant is not sharply-defined, as depicted in many illustrations. Instead, due to the very low mass density of the envelope, such stars lack a well-defined [[w:photosphere|photosphere]]. The body of the star gradually transitions into a '[[w:corona|corona]]' with increasing radii.<ref name=Orange>[http://solarscience.msfc.nasa.gov/feature1.shtml orange sphere of the sun]</ref> {{clear}} ==Theoretical stellar radiation astronomy== [[Image:65Cyb-LB3-apmag.jpg|250px|thumb|right|Asteroid 65 Cybele and 2 stars with their '''apparent magnitudes''' are labeled. Credit: [[c:user:Kheider|Kevin Heider]].{{tlx|free media}}]] '''Def.''' any "astronomical object of known diameter whose distance can then be calculated from the angle it subtends"<ref name=StandardRulerWikt>{{ cite web |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=standard ruler |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=3 October 2007 |url=https://en.wiktionary.org/wiki/standard_ruler |accessdate=11 June 2019 }}</ref> is called a '''standard ruler'''. '''Def.''' "a numerical measure of the brightness of a star, planet etc.; a decrease of 1 unit represents an increase in the light received by a factor of 2.512"<ref name=ApparentMagnitudeWikt>{{ cite web |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=apparent magnitude |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=15 August 2005 |url=https://en.wiktionary.org/wiki/apparent_magnitude |accessdate=11 June 2019 }}</ref> is called an '''apparent magnitude''' (<math>m\!\,</math>). '''Def.''' "the apparent magnitude [intrinsic luminosity]<ref name=AbsoluteMagnitudeWikt1>{{ cite web |author=[[wikt:User:Speednat|Speednat]] |title=absolute magnitude |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=15 July 2012 |url=https://en.wiktionary.org/wiki/absolute_magnitude |accessdate=11 June 2019 }}</ref> that a star etc. [celestial body]<ref name=AbsoluteMagnitudeWikt1/> would have if viewed from a distance of 10 parsecs [or about 32.6 light years]<ref name=AbsoluteMagnitudeWikt2>{{ cite web |author=[[wikt:User:Speednat|Speednat]] |title=absolute magnitude |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=24 December 2012 |url=https://en.wiktionary.org/wiki/absolute_magnitude |accessdate=11 June 2019 }}</ref>"<ref name=AbsoluteMagnitudeWikt>{{ cite web |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=absolute magnitude |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=15 August 2005 |url=https://en.wiktionary.org/wiki/absolute_magnitude |accessdate=11 June 2019 }}</ref> is called an '''absolute magnitude''' (<math>M\!\,</math>). '''Def.''' the "magnitude of a star in terms of the total amount of radiation received at all wavelengths"<ref name=BolometricMagnitudeWikt>{{ cite web |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=bolometric magnitude |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=11 December 2008 |url=https://en.wiktionary.org/wiki/bolometric_magnitude |accessdate=11 June 2019 }}</ref> is called a '''bolometric magnitude'''. '''Def.''' a "difference between the bolometric magnitude [<math>M_{bol}</math>] and and visual magnitude [<math>M_V</math>] of a star"<ref name=BolometricCorrectionWikt>{{ cite web |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=bolometric correction |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=22 January 2008 |url=https://en.wiktionary.org/wiki/bolometric_correction |accessdate=11 June 2019 }}</ref> is called a '''bolometric correction'''. :<math>M_{bol}=M_V+BC.</math> '''Def.''' any "astronomical object of known absolute magnitude"<ref name=StandardCandleWikt>{{ cite web |author=[[wikt:User:Prim Ethics|Prim Ethics]] |title=standard candle |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=12 March 2010 |url=https://en.wiktionary.org/wiki/standard_candle |accessdate=11 June 2019 }}</ref> is called a '''standard candle'''. Its luminosity distance [<math>D_L\!\,</math> in parsecs] can then be calculated from its apparent magnitude. :<math> M = m - 5 ((\log_{10}{D_L}) - 1)\!\,</math> An object's absolute magnitude may be calculated from its distance modulus (<math>\mu\!\,</math>) and apparent magnitude using :<math> M = m - {\mu}.\!\,</math> :<math> m = M + {\mu}.\!\,</math> Using the Sun (<math>\odot</math>) as a standard candle: :<math>M_{bol_{\rm star}} - M_{bol_{\rm Sun}} = -2.5 \log_{10} {\frac{L_{\rm star}}{L_{\odot}}},</math> Or, :<math>\frac{L_{\rm star}}{L_{\odot}} = 10^{((M_{bol_{\rm Sun}} - M_{bol_{\rm star}})/2.5)},</math> where :<math>L_{\odot}</math> is the Sun's (sol) luminosity (bolometric luminosity) :<math>L_{\rm star}</math> is the star's luminosity (bolometric luminosity) :<math>M_{bol_{\rm Sun}}</math> is the bolometric magnitude of the Sun :<math>M_{bol_{\rm star}}</math> is the bolometric magnitude of the star. :<math>m = H + 2.5 \log_{10}{\left(\frac{d_{OS}^2 d_{OOb}^2}{p(\chi) d_0^4}\right)}\!\,</math> where <math>H</math> is the absolute magnitude for a solar system object, the observer is Ob, the Sun (S), and the object is O. :<math>d_0\!\, = 1AU</math> :<math>\chi\!\, = phaseangle</math> The phase angle lies between the Sun-object and object-observer lines. :<math>\cos{\chi} = \frac{ d_{OOb}^2 + d_{OS}^2 - d_{ObS}^2 } {2 d_{OOb} d_{OS}}.\!\,</math> where <math>p(\chi)\!\,</math> is between 0 and 1 for the integration of reflected light. :<math>p(\chi) = \frac{2}{3} \left( \left(1 - \frac{\chi}{\pi}\right) \cos{\chi} + \frac{1}{\pi} \sin{\chi} \right).\!\,</math> :<math>d_{OOb}\!\,</math> where the distance (d) is between the observer (O) and the object (O). :<math>d_{OS}\!\,</math> where S is the Sun. :<math>d_{ObS}\!\,</math> {{clear}} ==Hypervelocity stars== {{main|Radiation astronomy/Hypervelocity stars}} [[Image:Hs-2009-03-a-web_print.jpg|thumb|right|250px|The Hubble Space Telescope image shows four high-velocity, runaway stars plowing through their local interstellar medium. Credit: NASA - Hubble's Advanced Camera for Surveys.{{tlx|free media}}]] [[Image:Mira the star-by Nasa alt crop.jpg|thumb|left|250px|This ultraviolet-wavelength image mosaic, taken by NASA's Galaxy Evolution Explorer (GALEX), shows a comet-like "tail" stretching 13 light years across space behind the star Mira. Credit: NASA.{{tlx|free media}}]] [[Image:Features in Mira's Tail.jpg|thumb|right|250px|A close-up view of a star racing through space faster than a speeding bullet can be seen in this image from NASA's Galaxy Evolution Explorer. Credit: NASA/JPL-Caltech/C. Martin (Caltech)/M. Seibert(OCIW).{{tlx|free media}}]] [[Image:Mira xray scale.jpg|thumb|right|250px|The Chandra image shows Mira A (right), a highly evolved red giant star, and Mira B (left), a white dwarf. Scalebar: 0.3 arcsec. Credit: NASA/CXC/SAO/M. Karovska ''et al''.{{tlx|fairuse}}]] "To date, all of the reported hypervelocity stars (HVSs), which are believed to be ejected from the Galactic center, are blue and therefore almost certainly young.”<ref name=Kollmeier>{{ cite journal |author=Juna A. Kollmeier |author2=Andrew Gould |title=Where Are the Old-Population Hypervelocity Stars? |journal=The Astrophysical Journal |month=July 20, |year=2007 |volume=664 |issue=1 |pages=343-8 |url=http://iopscience.iop.org/0004-637X/664/1/343 |arxiv= |bibcode= |doi=10.1086/518405 |pmid= |accessdate=2012-03-05 }}</ref> '''Def.''' a high-velocity star moving through space with an abnormally high velocity relative to the surrounding interstellar medium is called a '''runaway star'''. "Of particular importance has been access to high resolution R~40,000-100,000 echelle spectra providing an ability to study the dynamics of hot plasma and separate multiple stellar and interstellar absorption components."<ref name=Barstow>{{ cite book |author=Martin A. Barstow |author2=L. Binette |author3=Noah Brosch |author4=F.Z. Cheng |author5=Michel Dennefeld |author6=A.I. G. de Castro |author7=H. Haubold |author8=K.A. van der Hucht |author9=N. Kappelmann |author10=P. Martinez |author11=A. Moisheev |author12=I. Pagano |author13=Erez N. Ribak |author14=J. Sahade |author15=B. I. Shustov |author16=J.-E. Solheim |author17=W. Wamsteker |author18=K. Werner |author19=Helmut Becker-Ross |author20=Stefan Florek |title=The WSO: a world-class observatory for the ultraviolet, In: ''Future EUV/UV and Visible Space Astrophysics Missions and Instrumentation'' |publisher=The International Society for Optical Engineering |location= |date=February 26, 2003 |editor=J. Chris Blades |editor2=Oswald H. W. Siegmund |volume=4854 |issue=364 |pages= |url=http://proceedings.spiedigitallibrary.org/proceeding.aspx?articleid=876587 |arxiv= |bibcode= |doi=10.1117/12.459779 |pmid= |isbn= |accessdate=2013-07-15 }}</ref> At left is a radiated object, the binary star Mira, and its associated phenomena. "Ultra-violet studies of Mira by NASA's Galaxy Evolution Explorer (Galex) space telescope have revealed that it sheds a trail of material from the outer envelope, leaving a tail 13 light-years in length, formed over tens of thousands of years.<ref name=Martin>{{ cite journal |last=Martin|first=Christopher | journal=Nature |volume=448 |title=A turbulent wake as a tracer of 30,000 years of Mira's mass loss history |doi=10.1038/nature06003 |date=August 17, 2007 |pages=780–783 |accessdate=2007-12-11 |pmid=17700694 |last2=Seibert|first2=M|last3=Neill|first3=JD|last4=Schiminovich|first4=D|last5=Forster|first5=K|last6=Rich|first6=RM|last7=Welsh|first7=BY|last8=Madore|first8=BF|last9=Wheatley|first9=JM |issue=7155 |bibcode=2007Natur.448..780M }}</ref><ref name=Minkel>Minkel, JR.[http://www.sciam.com/article.cfm?articleID=6AE74053-E7F2-99DF-353EB7B9AE43FCF6&chanID=sa007&ec=su_astro "Shooting Bullet Star Leaves Vast Ultraviolet Wake"], "The Scientific American", August 15, 2007 Accessed August 21, 2007.</ref> It is thought that a hot [[w:bow shock|bow-wave]] of compressed plasma/gas is the cause of the tail; the bow-wave is a result of the interaction of the stellar wind from Mira A with gas in interstellar space, through which Mira is moving at an extremely high speed of 130 kilometres/second (291,000 miles per hour).<ref name=wareing2007>{{cite journal | url=http://www.iop.org/EJ/article/1538-4357/670/2/L125/22252.html |last=Wareing |first=Christopher | journal=Astrophysical Journal Letters |volume=670 |issue=2 |title=It's a wonderful tail: the mass-loss history of Mira |doi= 10.1086/524407 |date=November 6, 2007 |pages=L125–L129 |last2=Zijlstra |first2=A. A. |last3=O'Brien |first3=T. J. |last4=Seibert |first4=M. |bibcode=2007ApJ...670L.125W |arxiv = 0710.3010 }}</ref><ref name=Clavin>{{ cite book |url=http://www.galex.caltech.edu/MEDIA/2007-04/images.html |title=GALEX finds link between big and small stellar blasts |accessdate=2007-08-16 |author=W. Clavin |date= August 15, 2007 |publisher=California Institute of Technology |archiveurl = http://web.archive.org/web/20070827103038/http://www.galex.caltech.edu/MEDIA/2007-04/images.html <!-- Bot retrieved archive --> |archivedate = 2007-08-27 }}</ref> The tail consists of material stripped from the head of the bow-wave, which is also visible in ultra-violet observations. Mira's bow-shock will eventually evolve into a [[w:planetary nebula|planetary nebula]], the form of which will be considerably affected by the motion through the [[w:interstellar medium|interstellar medium]] (ISM).<ref name=Wareing>{{ cite journal | author=Christopher Wareing | journal=Philosophical Transactions of the Royal Society A | volume=366 | issue=1884 | title=Wonderful Mira | doi=10.1098/rsta.2008.0167 | pmid=18812301 | date=December 13, 2008 | pages=4429–40 |bibcode = 2008RSPTA.366.4429W }}</ref> At second right is the only available X-ray image, by the Chandra X-ray Observatory, of Mira A on the right and Mira B (left). "Mira A is losing gas rapidly from its upper atmosphere [apparently] via a stellar wind. [Mira B is asserted to be a white dwarf. In theory] Mira B exerts a gravitational tug that creates a gaseous bridge between the two stars. Gas from the wind and bridge accumulates in an accretion disk around Mira B and collisions between rapidly moving particles in the disk produce X-rays."<ref name=Karovska>{{ cite book |author=M. Karovska |display-authors=etal |title=More Images of Mira |publisher=NASA/CXC/SAO/M. Karovska, et al. |location= |date=April 28, 2005 |url=http://chandra.harvard.edu/photo/2005/mira/more.html |accessdate=2012-12-22 }}</ref> Mira A, spectral type M7&nbsp;IIIe<ref name=aj114_1584>{{ cite journal | last=Castelaz | first=Michael W. | author2=Luttermoser, Donald G. | title=Spectroscopy of Mira Variables at Different Phases. | journal=The Astronomical Journal | year=1997 | volume=114 | pages=1584–1591 | bibcode=1997AJ....114.1584C | doi=10.1086/118589 }}</ref>, has an effective surface temperature of 2918–3192<ref name=aaa421>{{ cite journal | last=Woodruff | first=H. C. | author2=Eberhardt, M. |author3=Driebe, T. |author4=Hofmann, K.-H. |author5=Ohnaka, K. |author6=Richichi, A. |author7=Schert, D. |author8=Schöller, M. |author9=Scholz, M. |author10=Weigelt, G. |author11=Wittkowski, M. |author12=Wood, P. R. | title=Interferometric observations of the Mira star o Ceti with the VLTI/VINCI instrument in the near-infrared | journal=Astronomy & Astrophysics | year=2004 | volume=421 | issue=2 | pages=703–714 | url=http://www.eso.org/~mwittkow/publications/conferences/SPIECWo5491199.pdf | accessdate=2007-12-07 | doi=10.1051/0004-6361:20035826 | bibcode=2004A&A...421..703W |arxiv = astro-ph/0404248 }}</ref>. Mira A is not a known X-ray source according to SIMBAD, but here is shown to be one. {{clear}} ==CME stars== [[Image:Coronal Mass Ejection.gif|thumb|right|250px|Arcs rise above an active region on the surface of the Sun in this series of images taken by the STEREO (Behind) spacecraft. Credit: Images courtesy of the NASA STEREO Science Center.{{tlx|free media}}]] A '''magnetic cloud''' is a transient event observed in the solar wind. It was defined in 1981 by Burlaga et al. 1981 as a region of enhanced magnetic field strength, smooth rotation of the magnetic field vector and low proton temperature <ref name=Burlaga>Burlaga, L. F., E. Sittler, F. Mariani, and R. Schwenn, "Magnetic loop behind an interplanetary shock: Voyager, Helios and IMP-8 observations" in "Journal of Geophysical Research", 86, 6673, 1981</ref>. Magnetic clouds are a possible manifestation of a Coronal Mass Ejection (CME). The association between CMEs and magnetic clouds was made by Burlaga et al. in 1982 when a magnetic cloud was observed by Helios-1 two days after being observed by the Solar Maximum Mission (SMM)<ref name=Burlaga82>Burlaga, L. F. et al., "A magnetic cloud and a coronal mass ejection" in "Geophysical Research Letter"s, 9, 1317-1320, 1982</ref>. However, because observations near Earth are usually done by a single spacecraft, many CMEs are not seen as being associated with magnetic clouds. The typical structure observed for a fast CME by a satellite such as the Advanced Composition Explorer (ACE) is a fast-mode shock wave followed by a dense (and hot) sheath of plasma (the downstream region of the shock) and a magnetic cloud. Other signatures of magnetic clouds are now used in addition to the one described above: among other, bidirectional superthermal electrons, unusual charge state or abundance of iron, helium, carbon and/or oxygen. The typical time for a magnetic cloud to move past a satellite at the Lagrange Point (L1) point is 1 day corresponding to a radius of 0.15 Astronomical Unit (AU) with a typical speed of 450&nbsp;km s⁻¹ and magnetic field strength of 20 nT <ref name=Lepping>Lepping, R. P. et al. "Magnetic field structure of interplanetary magnetic clouds at 1 AU" in "Journal of Geophysical Research", 95, 11957-11965, 1990.</ref> '''Def.''' a "massive burst of solar wind, other light isotope plasma, and magnetic fields rising above the solar corona or being released into space"<ref name=CoronalMassEjectionWikt>{{ cite web |title=coronal mass ejection |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=June 21, 2013 |url=http://en.wiktionary.org/wiki/coronal_mass_ejection |accessdate=2013-07-07 }}</ref> is called a '''coronal mass ejection''' (CME). An explosive limb flare occurred above 30,000 km in the corona of the [[Stars/Sun|Sun]].<ref name=Zirin/> "So the aftermath of the flare explosion, usually visible in disk pictures as extensive Hα brightening, but hidden from us in this case, was seen by the ionosphere as an intense flux of ionizing radiation from the coronal cloud created by the explosion."<ref name=Zirin>{{ cite journal |author=Harold Zirin |title=The Limb Flare of November 20, 1960: a Coronal Phenomenon |journal=Astrophysical Journal |month=October |year=1964 |volume=140 |issue=10 |pages=1216-35 |url= |bibcode=1964ApJ...140.1216Z |doi=10.1086/148019 |pmid= |accessdate=2011-08-01 }}</ref> "The November 20, 1960, event is very similar to that of February 10, 1956, which was observed at Sacramento Peak. A bright ball appears above the surface, grows in size and Hα brightness, and explodes upward and outward."<ref name=Zirin/> "The great breadth and intensity of the Hα emission from the suspended ball at 2013 U.T. testify to the large amount of energy stored there, as no corresponding macroscopic motion was observed until the explosion at 2023 U.T."<ref name=Zirin/> "[T]he great energy of the preflare cloud was released into the corona by the explosion of 2023 U.T., and Hα radiation disappeared by 2035 U.T."<ref name=Zirin/> "On 16 June 1972, the [[w:Naval Research Laboratory|Naval Research Laboratory]]'s coronagraph aboard [[w:OSO-7|OSO-7]] tracked a huge coronal cloud moving outward from the Sun."<ref name=Koomen>{{ cite journal |author=Martin Koomen |author2=Russell Howard |author3=Richard Hansen |author4=Shirley Hansen |title=The coronal transient of 16 June 1972 |journal=Solar Physics |month=February |year=1974 |volume=34 |issue=2 |pages=447-52 |url=http://link.springer.com/article/10.1007/BF00153680 |arxiv= |bibcode= |doi=10.1007/BF00153680 |pmid= |accessdate=2013-07-10 }}</ref> A [[w:coronal mass ejection|coronal mass ejection]] (CME) is an ejected plasma consisting primarily of electrons and [[w:proton|proton]]s (in addition to small quantities of heavier elements such as helium, oxygen, and iron), plus the entraining coronal closed magnetic field regions. Evolution of these closed magnetic structures in response to various photospheric motions over different time scales (convection, differential rotation, meridional circulation) somehow leads to the CME.<ref name=Gopalswamy>{{ cite journal |author=Gopalswamy N |author2=Mikic Z |author3=Maia D |author4=Alexander D |author5=Cremades H |author6=Kaufmann P |author7=Tripathi D |author8=Wang YM |title=The pre-CME Sun |journal=Space Sci Rev |year=2006 |volume=123 |issue=1–3 |page=303 |doi=10.1007/s11214-006-9020-2 |bibcode = 2006SSRv..123..303G }}</ref> Small-scale energetic signatures such as plasma heating (observed as compact soft X-ray brightening) may be indicative of impending CMEs. The soft X-ray sigmoid (an S-shaped intensity of soft X-rays) is an observational manifestation of the connection between coronal structure and CME production.<ref name=Gopalswamy/> "Relating the sigmoids at X-ray (and other) wavelengths to magnetic structures and current systems in the solar atmosphere is the key to understanding their relationship to CMEs."<ref name=Gopalswamy/> The "Chandra X-ray Observatory detected a CME from a star other than our own for the first time, providing a novel insight into these powerful phenomena. As the name implies these events occur in the corona, which is the outer atmosphere of a star."<ref name=Smith>{{ cite web |author=Yvette Smith |title=Chandra Detects a Coronal Mass Ejection From Another Star |publisher=NASA |location=Washington, DC USA |date=June 5, 2019 |url=https://www.nasa.gov/image-feature/chandra-detects-a-coronal-mass-ejection-from-another-star |accessdate=12 June 2019 }}</ref> "This "extrasolar" CME was seen emanating from a star called HR 9024, which is located about 450 light years from Earth. This represents the first time that researchers have thoroughly identified and characterized a CME from a star other than our Sun. This event was marked by an intense flash of X-rays followed by the emission of a giant bubble of plasma, i.e., hot gas containing charged particles."<ref name=Smith/> "The results confirm that CMEs are produced in magnetically active stars, and they also open the opportunity to systematically study such dramatic events in stars other than the Sun."<ref name=Smith/> "The High-Energy Transmission Grating Spectrometer, or HETGS, aboard Chandra is the only instrument that allows measurements of the motions of coronal plasmas with speeds of just a few tens of thousands of miles per hour, like those observed in HR 9024. During the flare, the Chandra observations clearly detected very hot material (between 18 to 45 million degrees Fahrenheit) that first rises and then drops with speeds between 225,000 to 900,000 miles per hour. This is in excellent agreement with the expected behavior for material linked to the stellar flare."<ref name=Smith/> "Coronal mass ejections (CMEs), often associated with flares^1,2,3, are the most powerful magnetic phenomena occurring on the Sun. Stars show magnetic activity levels up to 10⁴ times higher⁴, and CME effects on stellar physics and circumstellar environments are predicted to be significant^5,6,7,8,9."<ref name=Argiroffi>{{ cite journal |author=C. Argiroffi |author2=F. Reale |author3=J. J. Drake |author4=A. Ciaravella |author5=P. Testa |author6=R. Bonito |author7=M. Miceli |author8=S. Orlando |author9=G. Peres |title=A stellar flare-coronal mass ejection event revealed by X-ray plasma motions |journal= |date= |volume= |issue= |pages= |url= |arxiv=1905.11325 |bibcode= |doi=10.1038/s41550-019-0781-4 |pmid= |accessdate=12 June 2019 }}</ref> "Using time-resolved high-resolution X-ray spectroscopy of a stellar flare on the active star HR 9024 observed with Chandra/HETGS, Doppler shifts in SXVI, SiXIV, and MgXII lines that indicate upward and downward motions of hot plasmas (∼ 10 − 25 MK) within the flaring loop, with velocity v ∼ 100 − 400 km s⁻¹, in agreement with a model of flaring magnetic tube [were detected]."<ref name=Argiroffi/> A "later blueshift in the O VIII line which reveals an upward motion, with v = 90 ± 30 km s⁻¹, of cool plasma (∼ 4 MK), that we ascribe to a CME coupled to the flare [was detected]."<ref name=Argiroffi/> A "CME mass of <math>1.2^{+2.6}_{-0.8} \times 10^{21}</math> g and a CME kinetic energy of <math>5.2^{+27.7}_{-3.6} \times 10^{34}</math> erg [was derived]."<ref name=Argiroffi/> "Active stars have stronger magnetic fields, higher flare energies, hotter and denser coronal plasma¹². Their activity level, measured by the X-ray to bolometric luminosity ratio, ''L''_X/''L''_bol, can be up to 10⁴ times higher than the solar one. Currently, the properties of stellar CMEs can only be presumed extrapolating the solar flare-CME relation up to several orders of magnitude, even though active stellar coronae differ profoundly from the solar one. This extrapolation suggests that stellar CMEs should cause enormous amounts of mass and kinetic energy loss^6,7,8,9 (up to ∼ 10⁻⁹ M_⊙ yr⁻¹ and ∼ 0.1''L''_bol, respectively), and could significantly influence exoplanets⁵."<ref name=Argiroffi/> "HR 9024 is a G1III single giant²², with M_* ∼ 2.85 M_⊙ and R_* ∼ 9.45 R_⊙, located at 139.5 pc. Its convective envelope and rotational period²³ (24.2 d) indicate that an efficient dynamo is at work²², as expected in single G-type giants²⁴."<ref name=Argiroffi/> "HR 9024 indeed shows coronal²¹ (''L''_X ∼ 10³¹ erg s⁻¹, with T ∼ 1 − 100 MK) and magnetic field properties²² (a dominant poloidal field with ''B''_max ∼ 10² G) analogous to that of other active stars."<ref name=Argiroffi/> "HR 9024 X-ray spectrum was collected during a 98 ks-long Chandra/HETGS observation [...], during which a strong flare (peak luminosity ∼ 10³² erg s⁻¹ and X-ray fluence ∼ 10³⁶ erg) was registered [...]."<ref name=Argiroffi/> Significant "blueshifts during the rising phase of the flare in the S XVI line at significant blueshifts during the rising phase of the flare in the S XV line at 4.73 Å (−400 ± 180 km s⁻¹) and in the Si XIV line at 6.18 Å (−270 ± 120 km s⁻¹), with a 99.99% combined significance of the two line shifts [occurred]."<ref name=Argiroffi/> Significant "redshifts in the SiXIV line at 6.18 Å (140 ± 80 km s⁻¹) and Mg XII line at 8.42 Å (70 ± 50 and 90 ± 40 km s⁻¹), during the maximum and decay phases of the flare, with a 99.997% combined significance of the three line shifts [occurred]."<ref name=Argiroffi/> A "significant blueshift in the O VIII line at 18.97 Å (−90 ± 30 km s⁻¹), after the flare, significant at 99.9% level [occurred]."<ref name=Argiroffi/> {{clear}} ==Neutron stars== {{main|Radiation/Neutrons}} [[Image:Puppis scale.jpg|right|thumb|250px|This graphic shows motion of the neutron star RX J0822-4300 from the Puppis A supernova event. Credit: NASA.{{tlx|free media}}]] It is a type of [[w:stellar remnant|stellar remnant]] [(a [[w:compact star|compact star]])] that can result from the [[w:gravitational collapse|gravitational collapse]] of a massive [[w:star|star]] during a [[w:Type II supernova|Type II]], [[w:Type Ib and Ic supernovae|Type Ib or Type Ic]] [[w:supernova|supernova]] event. Such stars are composed almost entirely of [[w:neutron|neutron]]s. Neutron stars are theorized as the radiation source for [[w:Anomalous X-ray pulsar|anomalous X-ray pulsar]]s (AXPs), [[w:Binary pulsar|binary pulsar]]s, [[w:High-mass X-ray binaries|high-mass X-ray binaries]], [[w:Intermediate-mass X-ray binaries|intermediate-mass X-ray binaries]], [[w:Low-mass X-ray binaries|low-mass X-ray binaries]] (LMXB), [[w:Pulsar|pulsar]]s, and [[w:Soft gamma repeater|soft gamma-ray repeater]]s (SGRs). "The [image on the right] shows two observations of [the] neutron star [RX J0822-4300] obtained with the Chandra X-ray Observatory over the span of five years, between December 1999 [on the left] and April 2005 [on the right]. By combining how far it has moved across the sky with its distance from Earth [at about 7,000 light years], astronomers determined the cosmic cannonball is moving at over 3 million miles per hour, one of the fastest moving stars ever observed. At this rate, RX J0822-4300 [at (J2000) RA 08h 23m 08.16s Dec -42° 41' 41.40" in Puppis] is destined to escape from the Milky Way after millions of years, even though it has only traveled about 20 light years so far."<ref name=Winkler>{{ cite book |author=F. Winkler |display-authors=etal |title=RX J0822-4300 in Puppis A: Chandra Discovers Cosmic Cannonball |publisher=Harvard-Smithsonian Center for Astrophysics |location=Cambridge, Massachusetts, USA |date=21 December 1999 |url=http://chandra.harvard.edu/photo/2007/puppis/ |accessdate=2016-12-16 }}</ref> {{clear}} ==Electron stars== {{main|Radiation astronomy/Electrons}} "IN the standard model for type Ia supernovae¹, a massive white dwarf in a binary system accretes matter from the companion star until it reaches the Chandrasekhar mass (the stability limit for degenerate-electron stars, corresponding to ~1.4 solar masses), and a runaway thermonuclear explosion ensues."<ref name=Lapuente>{{ cite journal |author=Pilar Ruiz-Lapuente |author2=David J. Jeffery |author3=Peter M. Challis |author4=Alexei V. Filippenko |author5=Robert P. Kirshner |author6=Luis C. Ho |author7=Brian P. Schmidt |author8=Francisco Sanchez |author9=Ramon Canal |title=A possible low-mass type Ia supernova |journal=Nature |month=21 October |year=1993 |volume=365 |issue=6448 |pages=728 - 730 |url=http://www.nature.com/nature/journal/v365/n6448/abs/365728a0.html |arxiv= |bibcode= |doi=10.1038/365728a0 |pmid= |accessdate=2017-05-02 }}</ref> ==Neutrino stars== {{main|Radiation astronomy/Neutrinos}} "In the 1980s two early water-Cherenkov experiments were built. The Irvine-Michigan-Brookhaven detector in an Ohio salt mine and the Kamiokande detector in a Japanese zinc mine were tanks containing thousands of tons of purified water, monitored with phototubes. The two detectors launched the field of neutrino astronomy by detecting some 20 low-energy (about 10 MeV) neutrinos from Supernova 1987A—the first supernova since the 17th century that was visible to the naked eye."<ref name="Halzen2008">{{cite journal |author=Francis Halzen |author2=Spencer R. Klein |title=Astronomy and astrophysics with neutrinos |journal=Physics Today |month=May |year=2008 |volume= |issue= |pages=29-35 |url=http://www.lbl.gov/today/2008/Jun/06-Fri/PTNuAstronomy.pdf |arxiv= |bibcode= |doi= |pmid= |accessdate=2012-07-28 }}</ref> "The water-based detectors [[w:Kamiokande II|Kamiokande II]] and [[w:Irvine-Michigan-Brookhaven (detector)|IMB]] detected 11 and 8 antineutrinos of thermal origin,<ref name="Mannbook">{{cite book |author=A.K. Mann |year=1997 |title=Shadow of a star: The neutrino story of Supernova 1987A |url=http://www.whfreeman.com/GeneralReaders/book.asp?disc=TRAD&id_product=1058001008&@id_course=1058000240 |page=122 |publisher=W. H. Freeman |isbn=0-7167-3097-9 }}</ref> respectively, while the scintillator-based [[w:Baksan Neutrino Observatory|Baksan]] detector found 5 neutrinos ([[w:lepton number|lepton number]] = 1) of either thermal or electron-capture origin, in a burst lasting less than 13 seconds. "In 1987, astronomers counted 19 neutrinos from an explosion of a star in the nearby Large Magellanic Cloud, 19 out of the billion trillion trillion trillion trillion neutrinos that flew from the supernova."<ref name="Chang">{{cite book |author= KENNETH CHANG |title= Tiny, Plentiful and Really Hard to Catch, In: ''The New York Times'' |date= April 26, 2005 |url= http://www.nytimes.com/2005/04/26/science/26neut.html?pagewanted=print&position= |accessdate= 2011-06-16 }}</ref> ==Gamma-ray stars== {{main|Radiation astronomy/Gamma rays}} Gamma-ray stars have surface temperatures starting at 300,000,000 K (300 MK) corresponding to a peak wavelength of 0.010 nm (10 pm) for the beginning of super soft gamma-ray sources. ==X-ray stars== {{main|Stars/X-rays|Radiation astronomy/X-rays}} [[Image:Chandra image of Cygnus X-1.jpg|thumb|250px|right|This is a Chandra X-ray Observatory image of Cygnus X-1. Credit: NASA/CXC.{{tlx|free media}}]] '''X-ray stars''' have surface temperatures starting at 300,000 K corresponding to a peak wavelength of 10 nm for the beginning of super soft X-ray sources. Cygnus X-1 may be just such a star. Its stellar companion is spectral class O9.7Iab<ref name=SIMBAD/> with Radial velocity = −13 km/s<ref name=SIMBAD/>, Temperature = 31000 K<ref name=eas030610>{{cite web | author=Staff | date=June 10, 2003 | url=http://sci.esa.int/integral/32700-integral-s-view-of-cygnus-x-1/ | title=Integral's view of Cygnus&nbsp;X-1 | publisher=ESA | accessdate=2008-03-20 }}</ref>, rotation = every 5.6 days, in catalogs: Astronomische Gesellschaft Katalog (AG or AGK2)+35&nbsp;1910, Bonner Durchmusterung BD +34 3815, Henry Draper catalogue (HD (or HDE)&nbsp;226868, Hipparcos catalogue (HIP)&nbsp;98298, Smithsonian Astrophysical Observatory (SAO)&nbsp;69181, V1357&nbsp;Cyg.<ref name=SIMBAD/> Cygnus&nbsp;X-1 (abbreviated Cyg&nbsp;X-1)<ref name=Bowyer>{{cite journal | last1=Bowyer | first1=S. | last2=Byram | first2=E. T. | last3=Chubb | first3=T. A. | last4=Friedman | first4=H. | date=1965 | title=Cosmic X-ray Sources | journal=Science | volume=147 | issue=3656 | pages=394–398 | doi=10.1126/science.147.3656.394 | pmid=17832788 | bibcode=1965Sci...147..394B }}</ref> is a galactic X-ray source in the constellation Cygnus, and the first such source widely accepted to be a black hole.<ref name=esa20041105>{{cite web | author=Staff | date=2004-11-05 | publisher=ESA | title=Observations: Seeing in X-ray wavelengths | url=http://www.esa.int/Our_Activities/Space_Science/Observations_Seeing_in_X-ray_wavelengths | accessdate=2008-08-12 }}</ref><ref>Glister, Paul (2011), "[http://www.centauri-dreams.org/?p=20738 Cygnus X-1: A Black Hole Confirmed]." [http://www.centauri-dreams.org Centauri Dreams: Imagining and Planning Interstellar Exploration], 2011-11-29. Accessed 2016-09-16.</ref> It was discovered in 1964 during a rocket flight and is one of the strongest X-ray sources seen from Earth, producing a peak X-ray flux density of {{val|2.3|e=-23|u=Wm⁻² Hertz Hz⁻¹}} ({{val|2.3|e=3|u=Jansky}}).<ref name=Lewin2006>{{cite book | first1=Walter | last1=Lewin | last2=Van Der Klis | first2=Michiel | date=2006 | title=Compact Stellar X-ray Sources | publisher=Cambridge University Press | pages=159 | {{isbn|0-521-82659-4}} }}</ref><ref name=usno2010>{{cite web | title=2010 X-Ray Sources | publisher=U.S. Naval Observatory | work=The Astronomical Almanac | url=http://asa.usno.navy.mil/SecH/Xray.html | accessdate=2009-08-04 }} gives a range of 235–{{val |1320 |u=μJy}} at energies of 2–{{val|10 |u=kEv}}, where a Jansky (Jy) is {{val |e=-26 |u=Wm⁻² Hz⁻¹}}.</ref> The compact object is now estimated to have a mass about 14.8 times the mass of the Sun<ref name=orosz2011/> and has been shown to be too small to be any known kind of normal star, or other likely object besides a black hole.<ref>{{Cite book |title=The Illustrated Encyclopedia of the Universe |last= |first= |publisher=Watson-Guptill |year=2001 |{{isbn|0-8230-2512-8}} |location=New York, NY |pages=175 }}</ref> If so, the radius of its event horizon has 300 km "as upper bound to the linear dimension of the source region" of occasional X-ray bursts lasting only for about 1 ms.<ref name=harko20060628>{{cite web |last=Harko |first=T. |date=June 28, 2006 |title=Black Holes |publisher=University of Hong Kong |accessdate=2008-03-28 |url=https://web.archive.org/web/20090210234214/http://www.physics.hku.hk/~astro/harko_science.html |archivedate=February 10, 2009 }}</ref> Cygnus&nbsp;X-1 belongs to a high-mass X-ray binary system, located about 6,070&nbsp;light-years from the Sun, that includes a blue supergiant variable star designated '''HDE&nbsp;226868'''<ref>{{Cite journal |arxiv=1401.1035 |last1=Ziolkowski |first1=Janusz |title=Masses of the components of the HDE 226868/Cyg X-1 binary system |journal=Monthly Notices of the Royal Astronomical Society: Letters |volume=440 |pages=L61 |year=2014 |doi=10.1093/mnrasl/slu002 |bibcode = 2014MNRAS.440L..61Z }}</ref> which it orbits at about 0.2 AU, or 20% of the distance from the Earth to the Sun. A stellar wind from the star provides material for an accretion disk around the X-ray source.<ref name=apj304_371/> Matter in the inner disk is heated to millions of degrees, generating the observed X-rays.<ref name=nayashin_dove1998>{{cite arxiv | last1=Nayakshin | first1=Sergei | first2=James B. | last2=Dove | date=November 3, 1998 | title=X-rays From Magnetic Flares In Cygnus X-1: The Role Of A Transition Layer | eprint=astro-ph/9811059 |mode=cs2 }}</ref> <ref name=mnras325_3_1045/> A pair of jets, arranged perpendicular to the disk, are carrying part of the energy of the infalling material away into interstellar space.<ref name=mdsai76_600>{{cite journal | last=Gallo | first=Elena | last2=Fender | first2=Rob | date=2005 | title=Accretion modes and jet production in black hole X-ray binaries | journal=Memorie della Società Astronomica Italiana | volume=76 | pages=600–607 | arxiv=astro-ph/0509172 | bibcode=2005MmSAI..76..600G }}</ref> This system may belong to a stellar association called Cygnus&nbsp;OB3, which would mean that Cygnus&nbsp;X-1 is about five million years old and formed from a progenitor star that had more than {{val|40|u=solar masses}}. The majority of the star's mass was shed, most likely as a stellar wind. If this star had then exploded as a supernova, the resulting force would most likely have ejected the remnant from the system. Hence the star may have instead collapsed directly into a black hole.<ref name=science300_5622_1119>{{cite journal | last1=Mirabel | first1=I. Félix | last2=Rodrigues | first2=Irapuan | title=Formation of a Black Hole in the Dark | journal=Science | date=2003 | volume=300 | issue=5622 | pages=1119–1120 | doi=10.1126/science.1083451 | pmid=12714674 | arxiv = astro-ph/0305205 | bibcode = 2003Sci...300.1119M }}</ref> Observation of X-ray emissions allows astronomers to study celestial phenomena involving gas with temperatures in the millions of degrees. However, because X-ray emissions are blocked by the Earth's atmosphere, observation of celestial X-ray sources is not possible without lifting instruments to altitudes where the X-rays can penetrate.<ref name=herbert2002>{{cite book | first=Friedman | last=Herbert | date=2002 | title=From the ionosphere to high energy astronomy&nbsp;– a personal experience, In: ''The Century of Space Science'' | {{isbn|0-7923-7196-8}} | publisher=Springer }}</ref><ref name=Liu>{{cite journal | last1=Liu | first1=C. Z. | last2=Li | first2=T. P. | title=X-Ray Spectral Variability in Cygnus&nbsp;X-1 | journal=The Astrophysical Journal | date=1999 | volume=611 | issue=2 | pages=1084–1090 | doi=10.1086/422209 | bibcode=2004ApJ...611.1084L |arxiv = astro-ph/0405246 }}</ref> Cygnus&nbsp;X-1 was discovered using X-ray instruments that were carried aloft by a sounding rocket launched from White Sands Missile Range in New Mexico. As part of an ongoing effort to map these sources, a survey was conducted in 1964 using two Aerobee suborbital rockets. The rockets carried Geiger counters to measure X-ray emission in [[wavelength]] range 1–{{val|15|u=Å}} across an 8.4° section of the sky. These instruments swept across the sky as the rockets rotated, producing a map of closely spaced scans.<ref name=Bowyer/> As a result of these surveys, eight new sources of cosmic X-rays were discovered, including Cyg&nbsp;XR-1 (later Cyg&nbsp;X-1) in the constellation Cygnus. The celestial coordinates of this source were estimated as right ascension 19^h53^m and declination 34.6°. It was not associated with any especially prominent radio or optical source at that position.<ref name=Bowyer/> Seeing a need for longer duration studies, in 1963 Riccardo Giacconi and Herbert Gursky proposed the first orbital satellite to study X-ray sources. NASA launched their Uhuru Satellite in 1970,<ref name=heasarc20030626>{{citation | author=Staff | date=June 26, 2003 | url=http://heasarc.gsfc.nasa.gov/docs/uhuru/uhuru.html | title=The Uhuru Satellite | publisher=NASA | accessdate=2008-05-09 }}</ref> which led to the discovery of 300 new X-ray sources.<ref name=giacconi20021208>{{citation | last=Giacconi | first=Riccardo | date=December 8, 2002 | url=http://nobelprize.org/nobel_prizes/physics/laureates/2002/giacconi-lecture.html | title=The Dawn of X-Ray Astronomy | publisher=The Nobel Foundation | accessdate=2008-03-24 }}</ref> Extended Uhuru observations of Cygnus&nbsp;X-1 showed fluctuations in the X-ray intensity that occurs several times a second.<ref name=apj166_L1>{{citation | display-authors=1 | last=Oda | first=M. | last2=Gorenstein | first2=P. | last3=Gursky | first3=H. | last4=Kellogg | first4=E. | last5=Schreier | first5=E. | last6=Tananbaum | first6=H. | last7=Giacconi | first7=R. | title=X-Ray Pulsations from Cygnus&nbsp;X-1 Observed from UHURU | journal=The Astrophysical Journal | date=1999 | volume=166 | pages=L1–L7 | bibcode=1971ApJ...166L...1O | doi=10.1086/180726 }}</ref> This rapid variation meant that the energy generation must take place over a relatively small region of roughly {{val|e=5|u=km}},<ref>This is the distance light can travel in a third of a second.</ref> as the speed of light restricts communication between more distant regions. For a size comparison, the diameter of the Sun is about {{val|1.4|e=6|u=km}}. In April–May 1971, Luc Braes and George K. Miley from Leiden Observatory, and independently Robert M. Hjellming and Campbell Wade at the National Radio Astronomy Observatory,<ref name=apj168_L91>{{citation | display-authors=1 | last=Kristian | first=J. | last2=Brucato | first2=R. | last3=Visvanathan | first3=N. | last4=Lanning | first4=H. | last5=Sandage | first5=A. | date=1971 | title=On the Optical Identification of Cygnus&nbsp;X-1 | bibcode=1971ApJ...168L..91K | journal=The Astrophysical Journal | volume=168 | pages=L91–L93 | doi=10.1086/180790 }}</ref> detected radio emission from Cygnus&nbsp;X-1, and their accurate radio position pinpointed the X-ray source to the star AGK2&nbsp;+35 1910 = HDE&nbsp;226868.<ref name=nature232_5308_246>{{citation | last=Braes | first=L.L.E. | last2=Miley | first2=G.K. | date=July 23, 1971 | title=Physical Sciences: Detection of Radio Emission from Cygnus&nbsp;X-1 | journal=Nature | volume=232 | issue=5308 | pages=246 | bibcode=1971Natur.232Q.246B | doi=10.1038/232246a0 | pmid=16062947 }}</ref><ref name=vrsb9_100_173>{{citation | last=Braes | first=L.L.E. | last2=Miley | first2=G.K. | date=1971 | title=Variable Radio Emission from X-Ray Sources | journal=Veröffentlichungen Remeis-Sternwarte Bamberg | volume=9 | issue=100 | pages=173 | bibcode=1972VeBam.100...... }}</ref> On the celestial sphere, this star lies about half a degree from the 4th-magnitude star Eta Cygni.<ref name=bernard_stecker1999>{{citation | first=Bernard | last=Abrams | last2=Stecker | first2=Michael | date=1999 | title=Structures in Space: Hidden Secrets of the Deep Sky | pages=91 | publisher=Springer | isbn=1-85233-165-8 | quote=Eta Cygni is 25 arc minutes to the west-south-west of this star. }}</ref> It is a supergiant star that is, by itself, incapable of emitting the observed quantities of X-rays. Hence, the star must have a companion that could heat gas to the millions of degrees needed to produce the radiation source for Cygnus&nbsp;X-1. Louise Webster and Paul Murdin, at the Royal Greenwich Observatory,<ref name=nature235_2_37>{{citation | last=Webster | first=B. Louise | last2=Murdin | first2=Paul | date=1972 | title=Cygnus&nbsp;X-1—a Spectroscopic Binary with a Heavy Companion? | journal=Nature | volume=235 | issue=5332 | pages=37–38 | doi=10.1038/235037a0 | bibcode = 1972Natur.235...37W }}</ref> and Charles Thomas Bolton, working independently at the University of Toronto's David Dunlap Observatory,<ref name=nature235_2_271>{{citation | last=Bolton | first=C. T. | date=1972 | title=Identification of Cygnus&nbsp;X-1 with HDE&nbsp;226868 | journal=Nature | volume=235 | issue=5336 | pages=271–273 | doi=10.1038/235271b0 | bibcode = 1972Natur.235..271B }}</ref> announced the discovery of a massive hidden companion to HDE&nbsp;226868 in 1971. Measurements of the Doppler shift of the star's spectrum demonstrated the companion's presence and allowed its mass to be estimated from the orbital parameters.<ref name=luminet1992>{{citation | first=Jean-Pierre | last=Luminet | date=1992 | title=Black Holes | publisher=Cambridge University Press | isbn=0-521-40906-3 }}</ref> Based on the high predicted mass of the object, they surmised that it may be a black hole as the largest possible neutron star cannot exceed three times the mass of the Sun.<ref name=aaa305_871>{{citation | last=Bombaci | first=I. | title=The maximum mass of a neutron star | journal=Astronomy and Astrophysics | date=1996 | volume=305 | pages=871–877 | bibcode=1996A&A...305..871B | arxiv=astro-ph/9608059 }}</ref> With further observations strengthening the evidence, by the end of 1973 the astronomical community generally conceded that Cygnus&nbsp;X-1 was most likely a black hole.<ref name=rolston1997>{{citation | last=Rolston | first=Bruce | date=November 10, 1997 | url=http://news.utoronto.ca/bin/bulletin/nov10_97/art4.htm | title=The First Black Hole | publisher=University of Toronto | accessdate=2008-03-11 | archiveurl = https://web.archive.org/web/20080307181205/http://www.news.utoronto.ca/bin/bulletin/nov10_97/art4.htm | archivedate = March 7, 2008 }}</ref><ref name=apl16_1_9>{{citation | last=Shipman | first=H. L. | date=1975 | title=The implausible history of triple star models for Cygnus&nbsp;X-1 Evidence for a black hole | journal=Astrophysical Letters | volume=16 | issue=1 | pages=9–12 | bibcode=1975ApL....16....9S | doi=10.1016/S0304-8853(99)00384-4 | last2=Yu | first2=Z | last3=Du | first3=Y.W }}</ref> More precise measurements of Cygnus&nbsp;X-1 demonstrated variability down to a single millisecond. This interval is consistent with turbulence in a disk of accreted matter surrounding a black hole—the accretion disk. X-ray bursts that last for about a third of a second match the expected time frame of matter falling toward a black hole.<ref name=apj189_77>{{citation | display-authors=1 | last=Rothschild | first=R. E. | last2=Boldt | first2=E. A. | last3=Holt | first3=S. S. | last4=Serlemitsos | first4=P. J. | title=Millisecond Temporal Structure in Cygnus&nbsp;X-1 | journal=The Astrophysical Journal | date=1974 | volume=189 | pages=77–115 | bibcode=1974ApJ...189L..13R | doi=10.1086/181452 }}</ref> [[Image:Cygnus x1 xray.jpg|right|thumb|250px|This X-ray image of Cygnus&nbsp;X-1 was taken by a balloon-borne telescope, the High-Energy Replicated Optics (HERO) project. Credit: ''NASA image.''{{tlx|free media}}]] Cygnus&nbsp;X-1 has since been studied extensively using observations by orbiting and ground-based instruments.<ref name=SIMBAD/> The similarities between the emissions of X-ray binaries such as HDE&nbsp;226868/Cygnus&nbsp;X-1 and active galactic nuclei suggests a common mechanism of energy generation involving a black hole, an orbiting accretion disk and associated jets.<ref name=mnras372_3_1366>{{citation | last=Koerding | first=Elmar | last2=Jester | first2=Sebastian | last3=Fender | first3=Rob | title=Accretion states and radio loudness in Active Galactic Nuclei: analogies with X-ray binaries | journal=Monthly Notices of the Royal Astronomical Society | date=2006 | volume=372 | issue=3 | pages=1366–1378 | arxiv=astro-ph/0608628 | doi=10.1111/j.1365-2966.2006.10954.x | bibcode=2006MNRAS.372.1366K }}</ref> For this reason, Cygnus&nbsp;X-1 is identified among a class of objects called microquasars; an analog of the quasars, or quasi-stellar radio sources, now known to be distant active galactic nuclei. Scientific studies of binary systems such as HDE&nbsp;226868/Cygnus&nbsp;X-1 may lead to further insights into the mechanics of active galaxies.<ref name=brainerd20050720>{{citation | last=Brainerd | first=Jim | date=July 20, 2005 | url=http://www.astrophysicsspectator.com/topics/observation/XRayAGN.html | title=X-rays from AGNs | publisher=The Astrophysics Spectator | accessdate=2008-03-24 }}</ref> The compact object and blue supergiant star form a binary system in which they orbit around their center of mass every 5.599829 days.<ref name=aaa343_861>{{citation | display-authors=1 | last1=Brocksopp | first1=C. | last2=Tarasov | first2=A. E. | last3=Lyuty | first3=V. M. | last4=Roche | first4=P. | title=An Improved Orbital Ephemeris for Cygnus&nbsp;X-1 | journal=Astronomy & Astrophysics | date=1999 | volume=343 | pages=861–864 | arxiv=astro-ph/9812077 | bibcode = 1999A&A...343..861B }}</ref> From the perspective of the Earth, the compact object never goes behind the other star; in other words, the system does not eclipse. However, the inclination of the orbital plane to the line of sight from the Earth remains uncertain, with predictions ranging from 27–65°. A 2007 study estimated the inclination is {{val|48.0|6.8|s=°}}, which would mean that the semi-major axis is about {{val|0.2|u=AU}}, or 20% of the distance from the Earth to the Sun. The orbital eccentricity is thought to be only {{val|0.0018|0.002}}; a nearly circular orbit.<ref name=orosz2011/><ref name=apj200>{{citation | last=Bolton | first=C. T. | title=Optical observations and model for Cygnus&nbsp;X-1 | journal=The Astrophysical Journal | date=1975 | volume=200 | pages=269–277 | bibcode=1975ApJ...200..269B | doi=10.1086/153785 }}</ref> Earth's distance to this system is about {{Convert|1860|+/-|120|pc|ly|abbr=off}}.<ref name=apj742_2>{{citation | display-authors=1 | last1=Reid | first1=Mark J. | last2=McClintock | first2=Jeffrey E. | last3=Narayan | first3=Ramesh | last4=Gou | first4=Lijun | last5=Remillard | first5=Ronald A. | last6=Orosz | first6=Jerome A. | title=The Trigonometric Parallax of Cygnus&nbsp;X-1 | journal=The Astrophysical Journal | volume=742 | issue=2 | pages=83 |date=December 2011 | doi=10.1088/0004-637X/742/2/83 | bibcode=2011ApJ...742...83R |arxiv = 1106.3688 }}</ref> The HDE&nbsp;226868/Cygnus&nbsp;X-1 system shares a common motion through space with an association of massive stars named Cygnus&nbsp;OB3, which is located at roughly 2,000 parsecs from the Sun. This implies that HDE&nbsp;226868, Cygnus&nbsp;X-1 and this OB association may have formed at the same time and location. If so, then the age of the system is about {{val|5|1.5|u=million year}}. The motion of HDE&nbsp;226868 with respect to Cygnus&nbsp;OB3 is {{val|9|3|ul=km/s}}; a typical value for random motion within a stellar association. HDE&nbsp;226868 is about {{val|60|u=parsecs}} from the center of the association, and could have reached that separation in about {{val|7|2|u=million year}}—which roughly agrees with estimated age of the association.<ref name=science300_5622_1119/> With a galactic latitude of 4 degrees and galactic longitude 71 degrees,<ref name=SIMBAD/> this system lies inward along the same Orion Spur in which the Sun is located within the [[Milky Way]],<ref name=apj167_L15>{{citation | display-authors=1 | last1=Gursky | first=H. | date=1971 | last2=Gorenstein | first2=P. | last3=Kerr | first3=F. J. | last4=Grayzeck | first4=E. J. | bibcode=1971ApJ...167L..15G | title=The Estimated Distance to Cygnus&nbsp;X-1 Based on its Low-Energy X-Ray Spectrum | journal=Astrophysical Journal | volume=167 | pages=L15 | doi=10.1086/180751 }}</ref> near where the spur approaches the Sagittarius Arm. Cygnus&nbsp;X-1 has been described as belonging to the Sagittarius Arm,<ref name=goebel>{{citation | first=Greg | last=Goebel | url=http://www.vectorsite.net/tastgal_07.html | title=7.0 The Milky Way Galaxy | publisher=In The Public Domain | accessdate=2008-06-29 | archive-url=https://web.archive.org/web/20080612014659/http://www.vectorsite.net/tastgal_07.html | archive-date=2008-06-12 | df= }}</ref> though the structure of the Milky Way is not well established. From various techniques, the mass of the compact object appears to be greater than the maximum mass for a neutron star. Stellar evolutionary models suggest a mass of {{val|20|5|u=solar masses}},<ref name=MNRAS358_3_851/> while other techniques resulted in 10 solar masses. Measuring periodicities in the X-ray emission near the object has yielded a more precise value of {{val|14.8|1|u=solar masses}}. In all cases, the object is most likely a black hole<ref name=orosz2011/><ref name=esa070516>{{citation | last1=Strohmayer | first1=Tod | date=May 16, 2007 | last2=Shaposhnikov | first2=Nikolai | last3=Schartel | first3=Norbert | url=http://www.esa.int/Our_Activities/Space_Science/New_technique_for_weighing_black_holes | title=New technique for ‘weighing’ black holes | publisher=European Space Agency | accessdate=2008-03-10 }}</ref>—a region of space with a gravitational field that is strong enough to prevent the escape of electromagnetic radiation from the interior. The boundary of this region is called the event horizon and has an effective radius called the Schwarzschild radius, which is about {{val|44|u=km}} for Cygnus&nbsp;X-1. Anything (including matter and photons) that passes through this boundary is unable to escape.<ref name=mit20060109>{{citation | author=Staff | date=January 9, 2006 | url=http://www.nasa.gov/centers/goddard/news/topstory/2005/blackhole_noreturn.html | title=Scientists find black hole's 'point of no return' | publisher=Massachusetts Institute of Technology | accessdate=2008-03-28 | archiveurl = https://web.archive.org/web/20060113032611/http://web.mit.edu/newsoffice/2006/blackhole1.html | archivedate = 13 January 2006 }}</ref> Evidence of just such an event horizon may have been detected in 1992 using ultraviolet (UV) observations with the High Speed Photometer on the Hubble Space Telescope. As self-luminous clumps of matter spiral into a black hole, their radiation will be emitted in a series of pulses that are subject to gravitational redshift as the material approaches the horizon. That is, the [[wavelength]]s of the radiation will steadily increase, as predicted by general relativity. Matter hitting a solid, compact object would emit a final burst of energy, whereas material passing through an event horizon would not. Two such "dying pulse trains" were observed, which is consistent with the existence of a black hole.<ref name=pasp113>{{citation | last=Dolan | first=Joseph F. | title=Dying Pulse Trains in Cygnus&nbsp;XR-1: Evidence for an Event Horizon? | journal=The Publications of the Astronomical Society of the Pacific | date=2001 | volume=113 | issue=786 | pages=974–982 | bibcode=2001PASP..113..974D | doi=10.1086/322917 }}</ref> The spin of the compact object is not yet well determined. Past analysis of data from the space-based Chandra X-ray Observatory suggested that Cygnus&nbsp;X-1 was not rotating to any significant degree.<ref name=mgmgr10>{{citation | display-authors=1 | last1=Miller | first1=J. M. | last2=Fabian | first2=A. C. | last3=Nowak | first3=M. A. | last4=Lewin | first4=W. H. G. | contribution=Relativistic Iron Lines in Galactic Black Holes: Recent Results and Lines in the ASCA Archive | title=Proceedings of the 10th Annual Marcel Grossmann Meeting on General Relativity | pages=1296 | location=Rio de Janeiro, Brazil | date=July 20–26, 2003 | arxiv=astro-ph/0402101 |bibcode = 2006tmgm.meet.1296M |doi = 10.1142/9789812704030_0093 | isbn=9789812566676 }}</ref><ref name=roy_watzke2003>{{citation | last1=Roy | first1=Steve | last2=Watzke | first2=Megan | date=September 17, 2003 | title="Iron-Clad" Evidence For Spinning Black Hole | publisher=Chandra press Room | url=http://chandra.harvard.edu/press/03_releases/press_091703.html | accessdate=2008-03-11 }}</ref> However, evidence announced in 2011 suggests it is rotating extremely rapidly, approximately 790 times per second.<ref name="rapid rotation">{{citation | display-authors=1 | last1=Gou | first1=Lijun | last2=McClintock | first2=Jeffrey E. | last3=Reid | first3=Mark J. | last4=Orosz | first4=Jerome A. | last5=Steiner | first5=James F. | last6=Narayan | first6=Ramesh | last7=Xiang | first7=Jingen | last8=Remillard | first8=Ronald A. | last9=Arnaud | first9=Keith A. | last10=Davis | first10=Shane W. | date=November 9, 2011 | title=The Extreme Spin of the Black Hole in Cygnus X-1 | journal=The Astrophysical Journal | volume=742 | issue=85 | pages=85 | publisher=American Astronomical Society | arxiv=1106.3690 | doi=10.1088/0004-637X/742/2/85 |bibcode = 2011ApJ...742...85G }}</ref> The largest star in the Cygnus&nbsp;OB3 association has a mass 40 times that of the Sun. As more massive stars evolve more rapidly, this implies that the progenitor star for Cygnus&nbsp;X-1 had more than 40 solar masses. Given the current estimated mass of the black hole, the progenitor star must have lost over 30 solar masses of material. Part of this mass may have been lost to HDE&nbsp;226868, while the remainder was most likely expelled by a strong stellar wind. The helium enrichment of HDE&nbsp;226868's outer atmosphere may be evidence for this mass transfer.<ref name=mnras341_2_385>{{citation | last1=Podsiadlowski | first1=Philipp | last2=Saul | first2=Rappaport | last3=Han | first3=Zhanwen | title=On the formation and evolution of black-hole binaries | journal=Monthly Notices of the Royal Astronomical Society | date=2002 | issue=2 | volume=341 | pages=385–404 | arxiv=astro-ph/0207153 | doi=10.1046/j.1365-8711.2003.06464.x | bibcode = 2003MNRAS.341..385P }}</ref> Possibly the progenitor may have evolved into a Wolf–Rayet star, which ejects a substantial proportion of its atmosphere using just such a powerful stellar wind.<ref name=science300_5622_1119/> If the progenitor star had exploded as a supernova, then observations of similar objects show that the remnant would most likely have been ejected from the system at a relatively high velocity. As the object remained in orbit, this indicates that the progenitor may have collapsed directly into a black hole without exploding (or at most produced only a relatively modest explosion).<ref name=science300_5622_1119/> [[Image:Cygx1 spectrum.jpg|right|thumb|250px|A Chandra X-ray Observatory X-ray spectrum of Cygnus&nbsp;X-1 showing a characteristic peak near 6.4 keV due to ionized iron in the accretion disk, but the peak is gravitationally red-shifted, broadened by the Doppler effect, and skewed toward lower energies.<ref name=chandra20060830>{{cite web | author=Staff | date=August 30, 2006 | url=http://chandra.harvard.edu/photo/2003/bhspin/more.html | title=More Images of Cygnus&nbsp;X-1, XTE J1650-500 & GX 339-4 | publisher=Harvard-Smithsonian Center for Astrophysics/Chandra X-ray Center | accessdate=2008-03-30 }}</ref> Credit: NASA/CXC/SAO/J.Miller ''et al''.{{tlx|free media}}]] The compact object is thought to be orbited by a thin, flat disk of accreting matter known as an accretion disk. This disk is intensely heated by friction between ionized gas in faster-moving inner orbits and that in slower outer ones. It is divided into a hot inner region with a relatively high level of ionization—forming a plasma—and a cooler, less ionized outer region that extends to an estimated 500 times the Schwarzschild radius,<ref name=mnras325_3_1045>{{citation | display-authors=1 | last1=Young | first1=A. J. | last2=Fabian | first2=A. C. | last3=Ross | first3=R. R. | last4=Tanaka | first4=Y. | title=A Complete Relativistic Ionized Accretion Disc in Cygnus&nbsp;X-1 | journal=Monthly Notices of the Royal Astronomical Society | date=2001 | volume=325 | issue=3 | pages=1045–1052 | arxiv=astro-ph/0103214 | doi=10.1046/j.1365-8711.2001.04498.x |bibcode = 2001MNRAS.325.1045Y }}</ref> or about 15,000&nbsp;km. Though highly and erratically variable, Cygnus&nbsp;X-1 is typically the brightest persistent source of hard X-rays—those with energies from about 30 up to several hundred keV—in the sky.<ref name=Liu/> The X-rays are produced as lower-energy photons in the thin inner accretion disk, then given more energy through Compton scattering with very high-temperature electrons in a geometrically thicker, but nearly transparent corona enveloping it, as well as by some further reflection from the surface of the thin disk.<ref name=apj484_1_375>{{citation | display-authors=1 | last1=Ling | first1=J. C. | last2=Wheaton | first2=Wm. A. | last3=Wallyn | first3=P. | last4=Mahoney | first4=W. A. | last5=Paciesas | first5=W. S. | last6=Harmon | first6=B. A. | last7=Fishman | first7=G. J. | last8=Zhang | first8=S. N. | last9=Hua | first9=X. M. | title=Gamma-Ray Spectra and Variability of Cygnus&nbsp;X-1 Observed by BATSE | journal=The Astrophysical Journal | date=1997 | volume=484 | issue=1 | pages=375–382 | doi=10.1086/304323 | bibcode=1997ApJ...484..375L }}</ref> An alternative possibility is that the X-rays may be Compton scattered by the base of a jet instead of a disk corona.<ref name=asr38_12_2810>{{citation | last1=Kylafis | first1=N. | last2=Giannios | first2=D. | last3=Psaltis | first3=D. | title=Spectra and time variability of black-hole binaries in the low/hard state | journal=Advances in Space Research | date=2006 | volume=38 | issue=12 | pages=2810–2812 | doi=10.1016/j.asr.2005.09.045 | bibcode=2006AdSpR..38.2810K }}</ref> The X-ray emission from Cygnus&nbsp;X-1 can vary in a somewhat repetitive pattern called quasi-periodic oscillations (QPO). The mass of the compact object appears to determine the distance at which the surrounding plasma begins to emit these QPOs, with the emission radius decreasing as the mass decreases. This technique has been used to estimate the mass of Cygnus&nbsp;X-1, providing a cross-check with other mass derivations.<ref name=apj678_2_1230>{{citation | last1=Titarchuk | first1=Lev | last2=Shaposhnikov | first2=Nikolai | title=On the nature of the variability power decay towards soft spectral states in X-ray binaries. Case study in Cyg&nbsp;X-1 | date=February 9, 2008 | volume=678 | issue=2 | pages=1230–1236 | arxiv=0802.1278 | work=The Astrophysical Journal | bibcode = 2008ApJ...678.1230T | doi = 10.1086/587124 }}</ref> Pulsations with a stable period, similar to those resulting from the spin of a neutron star, have never been seen from Cygnus&nbsp;X-1.<ref name=science297_5583_947>{{citation | last1=Fabian | first1=A. C. | last2=Miller | first2=J. M. | title=Black Holes Reveal Their Innermost Secrets | journal=Science | date=August 9, 2002 | volume=297 | issue=5583 | pages=947–948 | doi=10.1126/science.1074957 | pmid=12169716 }}</ref><ref name=wen1998>{{citation | last1=Wen | first1=Han Chin |date=March 1998 | bibcode=1997PhDT.........6W | title=Ten Microsecond Time Resolution Studies of Cygnus&nbsp;X-1 | pages=6 | publisher=Stanford University }}</ref> The pulsations from neutron stars are caused by the neutron star's magnetic field; however, the no-hair theorem guarantees that black holes do not have magnetic poles; for example, the X-ray binary V 0332+53 was thought to be a possible black hole until pulsations were found.<ref name=apj2le288_L45>{{citation | display-authors=1 | last1=Stella | first1=L. | last2=White | first2=N. E. | last3=Davelaar | first3=J. | last4=Parmar | first4=A. N. | last5=Blissett | first5=R. J. | last6=van der Klis | first6=M. | title=The discovery of 4.4 second X-ray pulsations from the rapidly variable X-ray transient V0332 + 53 | journal=Astrophysical Journal Letters | date=1985 | volume=288 | pages=L45–L49 | bibcode=1985ApJ...288L..45S | doi=10.1086/184419 }}</ref> Cygnus&nbsp;X-1 has also never displayed X-ray bursts similar to those seen from neutron stars.<ref name=ag44_6_77>{{citation | last=Narayan | first=Ramesh | title=Evidence for the black hole event horizon | journal=Astronomy & Geophysics | date=2003 | volume=44 | issue=6 | pages=77–115 | bibcode = 2003A&G....44f..22N | doi=10.1046/j.1468-4004.2003.44622.x | arxiv=gr-qc/0204080 }}</ref> Cygnus&nbsp;X-1 unpredictably changes between two X-ray states, although the X-rays may vary continuously between those states as well. In the most common state, the X-rays are "hard", which means that more of the X-rays have high energy. In the less common state, the X-rays are "soft", with more of the X-rays having lower energy. The soft state also shows greater variability. The hard state is believed to originate in a corona surrounding the inner part of the more opaque accretion disk. The soft state occurs when the disk draws closer to the compact object (possibly as close as {{val|150|u=km}}), accompanied by cooling or ejection of the corona. When a new corona is generated, Cygnus&nbsp;X-1 transitions back to the hard state.<ref name=apj626_2_1015/> The spectral transition of Cygnus X-1 can be explained using a two component advective flow solution:<ref name=CHTI_1>{{cite journal | title=Spectral Properties of Accretion Disks around Galactic and Extragalactic Black Holes | author1=S.K. Chakrabarti | author2=L.G. Titarchuk | journal=Astrophysical Journal | date=1995 | volume=455 | pages=623–668 | arxiv=astro-ph/9510005v2 | bibcode=1995ApJ...455..623C | doi=10.1086/176610 }}</ref> a hard state is generated by the inverse Comptonisation of seed photons from the Keplarian disk and likewise synchrotron photons produced by the hot electrons in the Centrifugal Pressure-supported Boundary Layer (CENBOL).<ref name=CHM_1>{{cite journal | title=The Spectral Properties of Shocked Two-Component Accretion Flows in the Presence of Synchrotron Emission | author1=S.K. Chakrabarti | author2=S. Mandal | journal=The Astrophysical Journal | volume=642 | issue=1 | pages=L49–L52 | bibcode=2006ApJ...642L..49C | doi=10.1086/504319 | year=2006 }}</ref> The X-ray flux from Cygnus&nbsp;X-1 varies periodically every {{val|5.6|u=days}}, especially during superior conjunction when the orbiting objects are most closely aligned with the Earth and the compact source is the more distant, which indicates that the emissions are being partially blocked by circumstellar matter, which may be the stellar wind from the star HDE&nbsp;226868; there is a roughly {{val|300|u=day}} periodicity in the emission that could be caused by the precession of the accretion disk.<ref name=apj531_1_546>{{citation | display-authors=1 | last1=Kitamoto | first1=S. | last2=E. Wataru | first2=E. | last3=Miyamoto | first3=S. | last4=Tsunemi | first4=H. | last5=Ling | first5=J. C. | last6=Wheaton | first6=W. A. | last7=Paul | first7=B. | title=''GINGA'' All-Sky Monitor Observations of Cygnus&nbsp;X-1 | journal=The Astrophysical Journal | date=2000 | volume=531 | issue=1 | pages=546–552 | doi=10.1086/308423 | bibcode=2000ApJ...531..546K }}</ref> As accreted matter falls toward the compact object, it loses gravitational potential energy, with part of this released energy dissipated by jets of particles, aligned perpendicular to the accretion disk, that flow outward with relativistic velocities; (i.e., the particles are moving at a significant fraction of the speed of light,) this pair of jets provide a means for an accretion disk to shed excess energy and angular momentum and they may be created by magnetic fields within the gas that surrounds the compact object.<ref name=science300_5627>{{citation | last1=Begelman | first1=Mitchell C. | title=Evidence for Black Holes | pages=1898–1903 | journal=Science | date=2003 | volume=300 | issue=5627 | doi=10.1126/science.1085334 | pmid=12817138 |bibcode = 2003Sci...300.1898B }}</ref> The Cygnus&nbsp;X-1 jets are inefficient radiators and so release only a small proportion of their energy in the electromagnetic spectrum; i.e., they appear "dark",with the estimated angle of the jets to the line of sight is 30° and they may be precessing.<ref name=apj626_2_1015>{{citation | display-authors=1 | last1=Torres | first1=Diego F. | last2=Romero | first2=Gustavo E. | last3=Barcons | first3=Xavier | last4=Lu | first4=Youjun | title=Probing the Precession of the Inner Accretion Disk in Cygnus&nbsp;X-1 | journal=The Astrophysical Journal | date=2005 | volume=626 | issue=2 | pages=1015–1019 | arxiv=astro-ph/0503186 | doi=10.1086/430125 | bibcode=2005ApJ...626.1015T }}</ref> One of the jets is colliding with a relatively dense part of the [[interstellar medium]] (ISM), forming an energized ring that can be detected by its radio emission. This collision appears to be forming a nebula that has been observed in the optical wavelengths. To produce this nebula, the jet must have an estimated average power of 4–{{val|14|e=36|u=erg/s}}, or {{val|9|5|e=29|ul=W}}.<ref name=nature436_7052_819>{{citation | display-authors=1 | last1=Gallo | first1=E. | last2=Fender | first2=Rob | last3=Kaiser | first3=Christian | last4=Russell | first4=David | last5=Morganti | first5=Raffaella | last6=Oosterloo | first6=Tom | last7=Heinz | first7=Sebastian | title=A dark jet dominates the power output of the stellar black hole Cygnus&nbsp;X-1 | journal=Nature | date=2005 | volume=436 | issue=7052 | pages=819–821 | arxiv=astro-ph/0508228 | doi=10.1038/nature03879 | pmid=16094361 |bibcode = 2005Natur.436..819G }}</ref> This is more than 1,000 times the power emitted by the Sun.<ref name=apj418_457>{{citation | last1=Sackmann | first1=I.-Juliana | last2=Boothroyd | first2=Arnold I. | last3=Kraemer | first3=Kathleen E. | title=Our Sun. III. Present and Future | journal=The Astrophysical Journal | date=1993 | volume=418 | pages=457–468 | bibcode=1993ApJ...418..457S | doi=10.1086/173407 }}</ref> There is no corresponding ring in the opposite direction because that jet is facing a lower density region of the [[Interstellar medium|ISM]].<ref name=nature436_7052_819>{{citation | display-authors=1 | last1=Gallo | first1=E. | last2=Fender | first2=Rob | last3=Kaiser | first3=Christian | last4=Russell | first4=David | last5=Morganti | first5=Raffaella | last6=Oosterloo | first6=Tom | last7=Heinz | first7=Sebastian | title=A dark jet dominates the power output of the stellar black hole Cygnus&nbsp;X-1 | journal=Nature | date=2005 | volume=436 | issue=7052 | pages=819–821 | arxiv=astro-ph/0508228 | doi=10.1038/nature03879 | pmid=16094361 |bibcode = 2005Natur.436..819G }}</ref> In 2006, Cygnus&nbsp;X-1 became the first stellar mass black hole found to display evidence of gamma ray emission in the very high energy band, above 100 GeV, where the signal was observed at the same time as a flare of hard X-rays, suggesting a link between the events; the X-ray flare may have been produced at the base of the jet while the gamma rays could have been generated where the jet interacts with the stellar wind of HDE&nbsp;226868.<ref name=apjl665_1_L51>{{citation | display-authors=1 | last1=Albert | first1=J. | last2=Aliu | first2=E. | last3=Anderhub | first3=H. | last4=Antoranz | first4=P. | last5=Armada | first5=A. | last6=Baixeras | first6=C. | last7=Barrio | first7=J. A. | last8=Bartko | first8=H. | last9=Bastieri | first9=D. | last10=Becker | first10=J. K. | last11=Bednarek | first11=W. | last12=Berger | first12=K. | last13=Bigongiari | first13=C. | last14=Biland | first14=A. | last15=Bock | first15=R. K. | last16=Bordas | first16=P. | last17=Bosch-Ramon | first17=V. | last18=Bretz | first18=T. | last19=Britvitch | first19=I. | last20=Camara | first20=M. | last21=Carmona | first21=E. | last22=Chilingarian | first22=A. | last23=Coarasa | first23=J. A. | last24=Commichau | first24=S. | last25=Contreras | first25=J. L. | last26=Cortina | first26=J. | last27=Costado | first27=M. T. | last28=Curtef | first28=V. | last29=Danielyan | first29=V. | last30=Dazzi | first30=F. | title=Very High Energy Gamma-ray Radiation from the Stellar-mass Black Hole Cygnus&nbsp;X-1 | journal=Astrophysical Journal Letters | date=2007 | volume=665 | issue=1 | pages=L51–L54 | arxiv=0706.1505 | doi = 10.1086/521145 | bibcode=2007ApJ...665L..51A }}</ref> HDE&nbsp;226868 is a supergiant star with a spectral class of O9.7&nbsp;Iab,<ref name=SIMBAD>{{citation | author=Staff | date=March 3, 2003 | url=http://simbad.u-strasbg.fr/simbad/sim-id?protocol=html&Ident=HDE+226868 | title=V* V1357 Cyg -- High Mass X-ray Binary | publisher=Centre de Données astronomiques de Strasbourg | accessdate=2008-03-03 }}</ref> which is on the borderline between class O and class B stars. It has an estimated surface temperature of 31,000 K<ref name=eas030610/> and mass approximately 20–40 times the mass of the Sun. Based on a stellar evolutionary model, at the estimated distance of 2,000 parsecs this star may have a radius equal to about 15–17<ref name=orosz2011>{{citation |last=Orosz |first=Jerome |date=December 1, 2011 |journal=The Astrophysical Journal |volume=742 |issue=2 |pages=84 |title=The Mass of the Black Hole In Cygnux X-1 |doi=10.1088/0004-637X/742/2/84 |arxiv = 1106.3689 |bibcode = 2011ApJ...742...84O }}</ref> times the solar radius and is approximately 300,000–400,000 times the luminosity of the Sun.<ref name=MNRAS358_3_851>{{citation | last=Ziółkowski | first=J. | title=Evolutionary constraints on the masses of the components of HDE&nbsp;226868/Cyg&nbsp;X-1 binary system | journal=Monthly Notices of the Royal Astronomical Society | date=2005 | volume=358 | issue=3 | pages=851–859 | arxiv=astro-ph/0501102 | doi=10.1111/j.1365-2966.2005.08796.x | bibcode=2005MNRAS.358..851Z}} Note: for radius and luminosity, see Table 1 with ''d''=2&nbsp;kpc.</ref><ref name=iorio2007>{{citation | last=Iorio | first=Lorenzo | date=July 24, 2007 | journal=Astrophysics and Space Science | title=On the orbital and physical parameters of the HDE&nbsp;226868/Cygnus&nbsp;X-1 binary system | bibcode=2008Ap&SS.315..335I | doi=10.1007/s10509-008-9839-y | volume=315 | issue=1–4 | pages=335 | arxiv=0707.3525 }}</ref> For comparison, the compact object is estimated to be orbiting HDE&nbsp;226868 at a distance of about 40 solar radii, or twice the radius of this star.<ref name=apj620_1_398/> The surface of HDE&nbsp;226868 is being tidally distorted by the gravity of the massive companion, forming a tear-drop shape that is further distorted by rotation. This causes the optical brightness of the star to vary by 0.06 magnitudes during each 5.6-day binary orbit, with the minimum magnitude occurring when the system is aligned with the line of sight.<ref name=caballero>{{citation | first1=M. D. | last1=Caballero | title=OMC-INTEGRAL: Optical Observations of X-Ray Sources | journal=Proceedings of the 5th INTEGRAL Workshop on the INTEGRAL Universe (ESA SP-552). 16–20 February 2004 | volume=552 | pages=875–878 | publisher=ESA | date=16–20 February 2004 | location=Munich, Germany | bibcode=2004ESASP.552..875C }}</ref> The "ellipsoidal" pattern of light variation results from the limb darkening and gravity darkening of the star's surface.<ref name=cox2001>{{citation | first1=Arthur C. | last1=Cox | date=2001 | pages=407 | title=Allen's Astrophysical Quantities | publisher=Springer | isbn=0-387-95189-X }}</ref> When the spectrum of HDE&nbsp;226868 is compared to the similar star Epsilon Orionis, the former shows an overabundance of helium and an underabundance of carbon in its atmosphere.<ref name=rmaa31_1_63>{{citation | display-authors=1 | last1=Canalizo | first1=G. | last2=Koenigsberger | first2=G. | last3=Peña | first3=D. | last4=Ruiz | first4=E. | title=Spectral variations and a classical curve-of-growth analysis of HDE&nbsp;226868 (Cyg&nbsp;X-1) | journal=Revista Mexicana de Astronomía y Astrofísica | date=1995 | volume=31 | issue=1 | pages=63–86 | bibcode=1995RMxAA..31...63C }}</ref> The ultraviolet and hydrogen alpha spectral lines of HDE&nbsp;226868 show profiles similar to the star P Cygni, which indicates that the star is surrounded by a gaseous envelope that is being accelerated away from the star at speeds of about 1,500 km/S.<ref name=aaa63_1>{{citation | last1=Conti | first1=P. S. | title=Stellar parameters of five early type companions of X-ray sources | journal=Astronomy and Astrophysics | date=1978 | volume=63 | pages=1–2 | bibcode=1978A&A....63..225C }}</ref><ref name=apj506_1_424>{{citation | display-authors=1 | last1=Sowers | first1=J. W. | last2=Gies | first2=D. R. | last3=Bagnuolo | first3=W. G. | last4=Shafter | first4=A. W. | last5=Wiemker | first5=R. | last6=Wiggs | first6=M. S. | title=Tomographic Analysis of Hα Profiles in HDE&nbsp;226868/Cygnus&nbsp;X-1 | journal=The Astrophysical Journal | date=1998 | volume=506 | issue=1 | pages=424–430 | bibcode=1998ApJ...506..424S | doi=10.1086/306246 }}</ref> Like other stars of its spectral type, HDE&nbsp;226868 is thought to be shedding mass in a stellar wind at an estimated rate of {{val|2.5|e=-6}} solar masses per year.<ref name=apj620_1_398/> This is the equivalent of losing a mass equal to the Sun's every 400,000 years. The gravitational influence of the compact object appears to be reshaping this stellar wind, producing a focused wind geometry rather than a spherically symmetrical wind.<ref name=apj620_1_398>{{citation | display-authors=1 | last1=Miller | first1=J. M. | last2=Wojdowski | first2=P. | last3=Schulz | first3=N. S. | last4=Marshall | first4=H. L. | last5=Fabian | first5=A. C. | last6=Remillard | first6=R. A. | last7=Wijnands | first7=R. | last8=Lewin | first8=W. H. G. | title=Revealing the Focused Companion Wind in Cygnus&nbsp;X-1 with ''Chandra'' | journal=The Astrophysical Journal | date=2005 | volume=620 | issue=1 | pages=398–404 | doi=10.1086/426701 | bibcode=2005ApJ...620..398M | arxiv = astro-ph/0208463 }}</ref> X-rays from the region surrounding the compact object heat and ionize this stellar wind. As the object moves through different regions of the stellar wind during its 5.6-day orbit, the UV lines,<ref name=baas38_334>{{citation | last1=Vrtilek | first1=Saeqa D. | last2=Hunacek | first2=A. | last3=Boroson | first3=B. S. | title=X-Ray Ionization Effects on the Stellar Wind of Cygnus&nbsp;X-1 | journal=Bulletin of the American Astronomical Society | date=2006 | volume=38 | pages=334 | bibcode=2006HEAD....9.0131V }}</ref> the radio emission,<ref name=mnras302_1_L1>{{citation | last1=Pooley | first1=G. G. | last2=Fender | first2=R. P. | last3=Brocksopp | first3=C. | title=Orbital modulation and longer-term variability in the radio emission from Cygnus&nbsp;X-1 | journal=Monthly Notices of the Royal Astronomical Society | date=1999 | volume=302 | issue=1 | pages=L1–L5 | arxiv=astro-ph/9809305 | doi=10.1046/j.1365-8711.1999.02225.x |bibcode = 1999MNRAS.302L...1P }}</ref> and the X-rays themselves all vary.<ref name=apj583_1_424>{{citation | display-authors=1 | last1=Gies | first1=D. R. | last2=Bolton | first2=C. T. | last3=Thomson | first3=J. R. | last4=Huang | first4=W. | last5=McSwain | first5=M. V. | last6=Riddle | first6=R. L. | last7=Wang | first7=Z. | last8=Wiita | first8=P. J. | last9=Wingert | first9=D. W. | last10=Csák | first10=B. | last11=Kiss | first11=L. L. | title=Wind Accretion and State Transitions in Cygnus&nbsp;X-1 | journal=The Astrophysical Journal | date=2003 | volume=583 | issue=1 | pages=424–436 | doi = 10.1086/345345 | bibcode=2003ApJ...583..424G | arxiv = astro-ph/0206253 }}</ref> The Roche lobe of HDE&nbsp;226868 defines the region of space around the star where orbiting material remains gravitationally bound, where material that passes beyond this lobe may fall toward the orbiting companion; the Roche lobe is believed to be close to the surface of HDE&nbsp;226868 but not overflowing, so the material at the stellar surface is not being stripped away by its companion; but, a significant proportion of the stellar wind emitted by the star is being drawn onto the compact object's accretion disk after passing beyond this lobe.<ref name=apj304_371>{{cite journal | last1=Gies | first1=D. R. | last2=Bolton | first2=C. T. | title=The optical spectrum of HDE&nbsp;226868 = Cygnus&nbsp;X-1. II&nbsp;— Spectrophotometry and mass estimates | journal=The Astrophysical Journal | date=1986 | volume=304 | pages=371–393 | bibcode=1986ApJ...304..371G | doi=10.1086/164171 }}</ref> The gas and dust between the Sun and HDE&nbsp;226868 results in a reduction in the apparent magnitude of the star as well as a reddening of the hue—red light can more effectively penetrate the dust in the interstellar medium, where the estimated value of the interstellar extinction (A_V) is 3.3 magnitudes.<ref name=apj185_2_L113>{{cite journal | last1=Margon | first1=Bruce | last2=Bowyer | first2=Stuart | last3=Stone | first3=Remington P. S. | title=On the Distance to Cygnus&nbsp;X-1 | journal=The Astrophysical Journal | date=1973 | volume=185 | issue=2 | pages=L113–L116 | bibcode=1973ApJ...185L.113M | doi=10.1086/181333 }}</ref> Without the intervening matter, HDE&nbsp;226868 would be a fifth-magnitude star<ref name=sut_ir>{{citation | url=http://astronomy.swin.edu.au/cosmos/I/Interstellar+Reddening | title=Interstellar Reddening | publisher=Swinburne University of Technology | accessdate=2006-08-10 }}</ref> and, thus, visible to the unaided eye.<ref name=kaler>{{citation | last=Kaler | first=Jim | url=http://stars.astro.illinois.edu/sow/cygx1.html | title=Cygnus&nbsp;X-1 | publisher=University of Illinois | accessdate=2008-03-19 }}</ref> {{clear}} ==Ultraviolet stars== {{main|Stars/Ultraviolets|Radiation astronomy/Ultraviolets}} [[Image:NGC 6826HSTFull.jpg|right|thumb|250px|The central star of NGC 6826 is a low-mass O6 star. Credit: Bruce Balick (University of Washington), Jason Alexander (University of Washington), Arsen Hajian (U.S. Naval Observatory), Yervant Terzian (Cornell University), Mario Perinotto (University of Florence, Italy), Patrizio Patriarchi (Arcetri Observatory, Italy) and NASA.{{tlx|free media}}]] [[Image:NGC 6826 "Blinking Eye".jpg|left|thumb|250px|A distinctive feature of this nebula are the two bright patches on either side. Credit: [[flickruser:54209675@N00|Judy Schmidt]].{{tlx|free media}}]] [[Image:NGC 6826 X-ray.png|right|thumb|250px|The diffuse X-ray emission from the central star inside NGC 6826 seen with the Chandra X-ray Observatory caused by shock waves as a wind from the hot remnant of the star collides with the ejected atmosphere. Credit: J. Kastner, et al.{{tlx|fairuse}}]] [[Image:NGC 6826 optical.png|left|thumb|250px|The diffuse optical (red, green, and blue) emission from the central star seen with the Hubble Space Telescope is caused by shock waves as a wind from the hot remnant of the star collides with the ejected atmosphere. Credit: J. Kastner, et al.{{tlx|fairuse}}]] [[Image:NGC 6826 composite.png|center|thumb|250px|The diffuse X-ray emission from Chandra is colored purple and the optical emission from the Hubble Space Telescope is colored red, green, and blue. Credit: J. Kastner, et al.{{tlx|fairuse}}]] [[Image:Balmer lines of BD+28° 4211.png|right|thumb|250px|These line profiles show best fits to the different Balmer lines of BD+28° 4211. Credit: R. Napiwotzki.{{tlx|fairuse}}]] A distinctive feature of this planetary nebula (NGC 6826) are the two bright patches on either side, which are known as Fast Low-Ionization Emission Regions, or FLIERS which appear to be relatively young, moving outwards at supersonic speeds.<ref>{{cite web | website=astroimages.org | title=NGC 6826 : The Blinking Nebula | url=http://www.astroimages.org/ccd/ngc6826.html | accessdate=2007-10-05}}</ref> For NGC 6826 "the electron temperatures derived from both [O II] and [S II] lines are consistently above those determined from [O III] and [N II]. One possible explanation is the hardening of the radiation field as it passes from the high-ionization zones nearer to the star where [O III] is found, out to the lower-ionization regions where [O II] and [S II] are formed."<ref name=Kwitter>{{ cite journal |author=K.B. Kwitter |author2=R.B.C. Henry |title=A New Look At Carbon Abundances in Planetary Nebulae. III. DDDM1, IC 3568, IC 4593, NGC 6210, NGC 6720, NGC 6826, & NGC 7009 |journal=The Astrophysical Journal |date=20 January 1998 |volume=493 |issue= |pages=247–259 |url=https://iopscience.iop.org/article/10.1086/305094/fulltext/35815.text.html |arxiv= |bibcode= |doi= |pmid= |accessdate=11 June 2019 }}</ref> In the image on the right, "NGC 6826's eye-like appearance is marred by two sets of blood-red "fliers" that lie horizontally across the image. The surrounding faint green "white" of the eye is believed to be gas that made up almost half of the star's mass for most of its life. The hot remnant star (in the center of the green oval) drives a fast wind into older material, forming a hot interior bubble which pushes the older gas ahead of it to form a bright rim. (The star is one of the brightest stars in any planetary.) NGC 6826 is 2,200 light-years away in the constellation Cygnus. The Hubble telescope observation was taken Jan. 27, 1996 with the Wide Field and Planetary Camera 2."<ref name=Balick>{{ cite web |author=Bruce Balick |author2=Jason Alexander |author3=Arsen Hajian |author4=Yervant Terzian |author5=Mario Perinotto |author6=Patrizio Patriarchi |author7=NASA |title=Eye-Shaped Planetary Nebula NGC 6826 |publisher=Hubble Site |location= |date=December 17, 1997 |url=http://hubblesite.org/image/574/news_release/1997-38 |accessdate=11 June 2019 }}</ref> In the image second down on the right, "Chandra X-ray data is in purple and optical Hubble Space Telescope data [when present] is red, green and blue. The diffuse X-ray emission seen with Chandra is caused by shock waves as a wind from the hot remnant of the star at the center [of NGC 6826] collides with the ejected atmosphere."<ref name=Kastner>{{ cite web |author=Joel Kastner |author2=Rodolfo Montez Jr. |display-authors=etal |title=NGC 6543: A Planetary Nebula Gallery |publisher=Harvard-Smithsonian Center for Astrophysics |location=Cambridge, Massachusetts, USA |date=11 June 2011 |url=http://chandra.si.edu/photo/2012/pne/ |accessdate=12 June 2019 }}</ref> "A planetary nebula represents a phase of stellar evolution that the Sun should experience several billion years from now. When a star like the Sun uses up all of the hydrogen in its core, it expands into a red giant, with a radius that increases by tens to hundreds of times. In this phase, a star sheds most of its outer layers, eventually leaving behind a hot core that will soon contract to form a dense white dwarf star. A fast wind emanating from the hot core rams into the ejected atmosphere, pushes it outward, and creates the graceful, shell-like filamentary structures seen with optical telescopes."<ref name=Kastner/> In the image second down on the left, the diffuse "optical Hubble Space Telescope data is red, green and blue. The diffuse [optical] emission [from the central star] seen with [the Hubble Space Telescope] is caused by shock waves as a wind from the hot remnant of the star at the center [of NGC 6826] collides with the ejected atmosphere."<ref name=Kastner/> The center image is a composite of the two left and right lower down images, where the diffuse X-ray emission from Chandra is colored purple and the optical emission from the Hubble Space Telescope is colored red, green, and blue. Stellar class O stars have surface temperatures high enough that most of their luminescence is in the ultraviolet. The peaks of their Planckian spectra start at about 38,000 K and increase, and 79 nm and decrease in the ultraviolet. Each star class is subdivided into temperature ranges using numbers: hottest - 0 to coolest - 9.9. For example, O00 or O0 0 is an O hypergiant star having the hottest known photospheric temperature. A "new subclass, O1, has been created".<ref name=Drilling>{{ cite journal |author=J. S. Drilling |author2=C. S. Jeffery |author3=U. Heber |author4=S. Moehler |author5=R. Napiwotzki |title=An MK-like system of spectral classification for hot subdwarfs |journal=Astronomy & Astrophysics |month=March |year= 2013 |volume=551 |issue= |pages=12 |url=http://www.aanda.org/articles/aa/full_html/2013/03/aa19433-12/aa19433-12.html |arxiv= |bibcode= |doi=10.1051/0004-6361/201219433 |pmid= |accessdate=2016-12-27 }}</ref> "Clegg and Walsh (1989) determined ''T''_''eff'' = 120 000 K for the central star NGC 7293 from the nebular lines. This is in reasonable agreement with the temperature determined from Hδ (''T''_''eff'' = 110 000 K)."<ref name=Napiwotzki/> An O2 VIII [BD+28 4211, sdO2VIII:He5, on the right] can have an effective temperature of 82,000 K and an O9 V can have an effective temperature of 38,000 K.<ref name=Drilling/> "For BD+28° 4211 [...] the He I 5876 Å line in a high-resolution spectrum taken at the McDonald Observatory [has a] best fit [of] ''T''_''eff'' = 82000 K in good agreement with Hε [on the right at the bottom]."<ref name=Napiwotzki>{{ cite journal |author=R. Napiwotzki |title=White dwarfs in old planetary nebulae |journal=Acta Astronomica |month=October |year=1993 |volume=43 |issue=4 |pages=343-352 |url=http://articles.adsabs.harvard.edu/full/1993AcA....43..343N |arxiv= |bibcode=1993AcA....43..343N |doi= |pmid= |accessdate=2016-12-27 }}</ref> The "effective temperatures [are] derived from [spectral] lines".<ref name=Drilling/> If "the [helium] lines are significantly wider than the average [class VII], we use luminosity class “VIII”."<ref name=Drilling/> {| border="1" cellspacing="0" cellpadding="4" style="margin: 0 0 0 0.5em; background: {{{bgc|white}}}; border-collapse: collapse; border-color: {{{bc|#C0C090}}};" |- |width="60" align="center" bgcolor="E0E0E0"|'''Stars''' |width="50" align="center" bgcolor="E0E0E0"|''' ''T''_''eff'' [10³ K]''' |width="110" align="center" bgcolor="E0E0E0"|'''log ''g'' [cm·s^-2]''' |width="110" align="center" bgcolor="E0E0E0"|'''log [''n''(He)/''n''(H)]''' |width="110" align="center" bgcolor="E0E0E0"|'''Spectral type''' |- |WR 142||200.0|| || ||WO2 |- |H1504||170.0||7||0.00||DZQ.3 |- |NGC 7293||120.0|| ||0.00||DA.5 |- |PG 1159||110.0||7||0.00||DQZO.4, DOQZ1 (SIMBAD) |- |KPD 0311+4801||100.8|| || ||DA.5 |- |BD+28 4211||82.0||6.20||−1.00||sdO2VIII:He5 |- |PG1249+762||68.0||5.80||1.00||sdOC2VIII:He36 |- |PG2158+082||67.0||5.50||1.00||sdO2VIII:He40 |- |PG1536+690||63.0||5.80||1.00||sdOC2VIII:He40 |- |WR11||57.0|| || ||WC8 |- |PG1646+607||48.0||6.00||0.00||sdO7VIII:He36 |- |PG1401+289||47.0||5.50||1.30||sdOC7VII:He40 |- |PG0039+135||45.0||5.00||1.00||sdOC7VII:He40 |- |PG0838+133||44.0||4.80||1.00||sdOC7VII:He40 |- |PG1325+054||41.0||5.00||1.30||sdO8VII:He40 |- |PG1624+085||40.0||5.30||1.30||sdO9VII:He39 |- |PG0208+016||40.0||5.00||1.00||sdO9VII:He39 |- |PG1127+019||39.9||5.00||2.00||sdOC9VII:He40 |- |PG1658+273||38.8||4.90||2.00||sdOC9.5VII:He39 |- |PG2120+062||38.0||4.25||−1.06||sdO9V:He17 |} {{clear}} ==Optical stars== {{main|Radiation astronomy/Opticals}} [[Image:RedGiantMiraAndHotCompanion.jpg|left|thumb|250px|This is a NASA Hubble Space Telescope image of the cool red giant star Mira A (right), officially called Omicron Ceti in the constellation Cetus, and its nearby hot companion (left) taken on December 11, 1995 in visible light using the European Space Agency's Faint Object Camera (FOC). Credit: NASA.{{tlx|free media}}]] Some data suggest that Mira B is a normal main sequence star of spectral type K and roughly 0.7 solar masses, rather than a white dwarf as first envisioned.<ref>"First Planet-Forming Disk Found in the Environment of a Dying Star." Accessed 1/10/07. http://www.keckobservatory.org/article.php?id=99</ref> Analysis in 2010 of rapid optical brightness variations has indicated that Mira B is in fact a white dwarf.<ref name=Sokoloski>{{ cite journal |author=Jennifer L. Sokoloski, Lars Bildsten |title=Evidence for the White Dwarf Nature of Mira B |journal=The Astrophysical Journal |month=November |year=2010 |volume=723 |issue=2 |pages=1188-94 |url= |arxiv=1009.2509v1 |bibcode=2010ApJ...723.1188S |doi=10.1088/0004-637X/723/2/1188 |pmid= |accessdate=2012-12-22 }}</ref> {{clear}} ==Violet stars== {{main|Radiation astronomy/Violets|Stars/Violets}} [[Image:Eta Carinae.jpg|thumb|right|250px|This [[w:Hubble Space Telescope|Hubble Space Telescope]] image shows excess violet light escaping along the equatorial plane between the bipolar lobes of the [[w:Eta Carinae|Eta Carinae]] Homunculus. Credit: Jon Morse (University of Colorado) & NASA Hubble Space Telescope.{{tlx|free media}}]] "The “Purple Haze” is a diffuse blueish/purple glow within a few arcseconds of the central star in HST images of the [[w:Homunculus Nebula|Homunculus]] (Morse et al. 1998; Smith et al. 2000, 2004). This emission is seen in excess of violet starlight scattered by dust, and the strength of the excess increases into the far UV (Smith et al. 2004; hereafter Paper I)."<ref name=NSmith>{{ cite journal |author=Nathan Smith |author2=Jon A. Morse |author3=Nicholas R. Collins |author4=Theodore R. Gull |title=The Purple Haze of eta Carinae: Binary-induced Variability? |journal=The Astrophysical Journal |month=August |year=2004 |volume=610 |issue=2 |pages=L105-8 |url= |arxiv=astro-ph/0406408v1 |bibcode=2004ApJ...610L.105S |doi=10.1086/423341 |pmid= |accessdate=2012-01-08 }}</ref> '''Notation''': let the symbol '''LH''' stand for the '''Little Homunculus'''. "The '''LH''' has no outstanding correspondence with any of the clumps and filaments seen in scattered light in normal UV or visual-wavelength images of η Car, although it does match the spatial extent of the "Purple Haze"".<ref name=Smith05/> Bold added. The Fe II emission line at 489.1 nm occurs in the Little Homunculus (Eta Carinae)<ref name=Smith05>{{ cite journal |author=Nathan Smith |title=Doppler tomography of the Little Homunculus: High‐resolution spectra of [Fe II] λ16 435 around Eta Carinae |journal=Monthly Notices of the Royal Astronomical Society |month=March |year=2005 |volume=357 |issue=4 |pages=1330-6 |url=http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2966.2005.08750.x/full |arxiv=astro-ph/0412580.pdf |bibcode= |doi=10.1111/j.1365-2966.2005.08750.x |pmid= |accessdate=2012-02-27 }}</ref> Mass "loss at the η Carinae rate produces considerable changes of ''T''_eff on a human timescale. As an example, for the 120 ''M''_ʘ model, a change from about 20,000 K to 34,000 K was obtained over a time of 50 yr as a result of the secular bluewards evolution following the rapid ejection."<ref name=Maeder>{{ cite journal |author=A. Maeder |title=Evolution of chemical abundances in massive stars. I - OB stars, Hubble-Sandage variables and Wolf-Rayet stars - Changes at stellar surfaces and galactic enrichment by stellar winds. II - Abundance anomalies in Wolf-Rayet stars in relation with cosmic rays and 22/Ne in meteorites |journal=Astronomy and Astrophysics |month=April |year=1983 |volume=120 |issue=1 |pages=113-35 |url=http://adsabs.harvard.edu/full/1983A%26A...120..113M |arxiv= |bibcode=1983A&A...120..113M |doi= |pmid= |accessdate=2013-09-19 }}</ref> {{clear}} ==Blue stars== {{main|Stars/Blues|Radiation astronomy/Blues}} [[Image:Ngc6397 hst blue straggler.jpg|thumb|right|250px|This [[w:Hubble Space Telescope|Hubble Space Telescope]] image of [[w:NGC 6397|NGC 6397]] shows a number of bright blue stragglers present.<ref name=hubblesite>{{ cite book | title=Too Close for Comfort | date=August 7, 2003 | work=Hubble Site | publisher=NASA | url=http://hubblesite.org/newscenter/archive/releases/2003/21/ | accessdate=2010-01-21 }}</ref> Credit: NASA.{{tlx|free media}}]] Stars are often referred to by their predominant color. For example, '''blue stragglers''' are found among the galactic halo globular clusters.<ref name=Preston>{{ cite journal |author=Preston, G. W. |author2=Beers, T. C. |author3=Shectman, S. A. |title=The Space Density and Kinematics of Metal-Poor Blue Main Sequence Stars Near the Solar Circle |journal=Bulletin of the American Astronomical Society |month=December |year=1993 |volume=25 |issue=12 |pages=1415 |url= |arxiv= |bibcode=1993BAAS...25Q1415P |doi= |pmid= |accessdate=2011-11-24 }}</ref> Blue main sequence stars, that are metal poor, ([Fe/H] ≤ -1.0) are most likely not analogous to blue stragglers.<ref name=Preston/> {{clear}} ==Cyan stars== {{main|Stars/Cyans|Radiation astronomy/Cyans}} [[Image:HR 3775.jpeg|thumb|right|250px|This is an optical image in the visual range of Theta Ursae Majoris. It is listed in SIMBAD as an F7V spectral type star with a parallax of 74.19 mas. Credit: Aladin at SIMBAD.{{tlx|free media}}]] [[w:Theta Ursae Majoris|Theta Ursae Majoris]] is a spectral type F7V star.<ref name=Abt>{{ cite journal | author=Helmut A. Abt | title=MK Classifications of Spectroscopic Binaries | journal=The Astrophysical Journal Supplement | volume=180 | issue=1 | pages=117–8 | month=January | year=2009 | doi=10.1088/0067-0049/180/1/117 | bibcode=2009ApJS..180..117A }}</ref> It has a surface temperature of 6300 ± 33 K.<ref name=Boyajian>{{ cite journal | author=Tabetha S. Boyajian, | last2=McAlister | first2=Harold A. | last3=van Belle | first3=Gerard | last4=Gies | first4=Douglas R. | last5=ten Brummelaar | first5=Theo A. | last6=von Braun | first6=Kaspar | last7=Farrington | first7=Chris | last8=Goldfinger | first8=P. J. | last9=O'Brien | first9=David | last10=Parks | first10=J. Robert | last11=Richardson | first11=Noel D. | last12=Ridgway | first12=Stephen | last13=Schaefer | first13=Gail | last14=Sturmann | first14=Laszlo | last15=Sturmann | first15=Judit | last16=Touhami | first16=Yamina | last17=Turner | first17=Nils H. | last18=White | first18=Russel | title=Stellar Diameters and Temperatures. I. Main-sequence A, F, and G Stars | journal=The Astrophysical Journal | volume=746 | issue=1 | page=101 | month=February | year=2012 | doi=10.1088/0004-637X/746/1/101 | bibcode=2012ApJ...746..101B }}. See Table 10.</ref> Such an effective surface temperature has a Planckian black body peak wavelength of 476 nm which places this star at the high temperature end of the cyan band. {{clear}} ==Green stars== {{main|Radiation astronomy/Greens|Stars/Greens}} [[Image:Capella B Aladin.jpg|thumb|right|200px|This is an optical image of Capella B. Credit: Aladin at SIMBAD.{{tlx|free media}}]] '''Capella B''', the image at right, has a surface temperature of approximately 5700 K, a radius of approximately 9 solar radii, a mass of approximately 2.6 solar masses, and a luminosity, again measured over all wavelengths, approximately 78 times that of the Sun.<ref name=Hummel>{{ cite journal |title=Very high precision orbit of Capella by long baseline interferometry |author=C. A. Hummel |display-authors=etal |journal=The Astronomical Journal |volume=107 |issue=5 |month=May |year=1994 |pages=1859–67 |doi=10.1086/116995 |bibcode=1994AJ....107.1859H }}</ref> Capella B is spectral type G0III star and an X-ray source from the catalog [FS2003] 0255 by ROSAT. Its surface temperature has an uncertainty of 100 K. It is part of a binary star with Capella A a G8III. From [[w:SIMBAD|SIMBAD]], the orbital period is 104.0217 d with an eccentricity is 0.001 and inclination of 137.2° to the line of sight. Although the binary star Capella is not an eclipsing binary, it is a RS Canum Venaticorum variable. These are close [[w:binary stars|binary stars]]<ref name="B24">Berdyugina [http://solarphysics.livingreviews.org/Articles/lrsp-2005-8/articlesu4.html#x9-60002.4 2.4 RS CVn stars]</ref> having active [[w:chromosphere|chromosphere]]s which can cause large stellar spots. These spots are believed to cause variations in their observed [[w:luminosity|luminosity]]. Systems can exhibit variations on timescales of years due to variation in the spot surface coverage fraction, as well as periodic variations which are, in general, close to the orbital period of the binary system. Typical brightness fluctuation is around 0.2 [[w:Apparent magnitude|magnitudes]]. {{clear}} ==Yellow stars== {{main|Stars/Yellows|Radiation astronomy/Yellows}} [[Image:V972 Scorpii.jpeg|thumb|right|250px|V972 Scorpii is a variable star of the [[w:Delta Scuti variable|delta Scuti]] type. Spectral type is G2IV. Credit: Aladin at SIMBAD.{{tlx|free media}}]] A '''subgiant star''' is a [[w:star|star]] that is slightly brighter than a normal [[w:main sequence|main-sequence]] (dwarf) star of the same [[w:stellar classification|spectral class]], but not as bright as true [[w:giant star|giant star]]s. Although certain subgiants appear to be simply unusually bright metal-rich hydrogen-fusing stars (in the same way [[w:subdwarf|subdwarf]]s are unusually dim metal-poor hydrogen-fusing stars), they are generally believed to be stars that are ceasing or have already ceased [[w:nuclear fusion|fusing]] [[w:hydrogen|hydrogen]] in their cores. "Many subgiants are rich in metals, and commonly host orbiting planets. At right is a visual image in close to true color of V972 Scorpii, which is a variable star of the delta Sct type. It has spectral type G2IV and is a star in a cluster. The system includes components CCDM J16234-2622 A and CCDM J16234-2622 B. Component A is a dwarf star in a double star system with component B. Component A is apparently V972 Scuti. {{clear}} ==Orange stars== {{main|Stars/Oranges|Radiation astronomy/Oranges}} [[Image:The Southern Milky Way Above ALMA.jpg|thumb|right|250px|The bright orange star in the upper left is Suhail in Vela. Credit: ESO/B. Tafreshi/TWAN (twanight.org).{{tlx|free media}}]] The variability of BD +50 961 (SY Persei, an orange star) is confirmed.<ref name=Backhouse>{{ cite journal |author=T. W. Backhouse |title=Confirmed or New Variable Stars |journal=The Observatory |month=July |year=1899 |volume=22 |issue=281 |pages=275-6 |url=http://adsabs.harvard.edu//abs/1899Obs....22..276 |arxiv= |bibcode=1899Obs....22..276 |doi= |pmid= |accessdate=2012-02-01 }}</ref> "ESO Photo Ambassador Babak Tafreshi snapped this remarkable image [at right] of the antennas of the Atacama Large Millimeter/submillimeter Array (ALMA), set against the splendour of the Milky Way. The richness of the sky in this picture attests to the unsurpassed conditions for astronomy on the 5000-metre-high Chajnantor plateau in Chile’s Atacama region."<ref name=Tafreshi>{{ cite book |author=Babak Tafreshi |title=The Southern Milky Way Above ALMA |publisher= |location=Chajnantor plateau in Chile’s Atacama region |date=May 28, 2012 |url=http://www.eso.org/public/images/potw1222a/ |accessdate=2014-03-01 }}</ref> "This view shows the constellations of Carina (The Keel) and Vela (The Sails). The dark, wispy dust clouds of the Milky Way streak from middle top left to middle bottom right. The bright orange star in the upper left is Suhail in Vela, while the similarly orange star in the upper middle is Avior, in Carina. Of the three bright blue stars that form an “L” near these stars, the left two belong to Vela, and the right one to Carina. And exactly in the centre of the image below these stars gleams the pink glow of the Carina Nebula"<ref name=Tafreshi/> {{clear}} ==Reds== {{main|Radiation astronomy/Reds|Red astronomy|Stars/Reds}} [[Image:AZCancriCloseup.jpg|thumb|right|250px|AZ Cancri. Credit: SDSS Data Release 6.{{tlx|free media}}]] With respect to the color 'red', there are studies of the redness of objects such as the red dwarf AZ Cancri shown in the visual image at right. Cool stars of spectral class M appear red; they are (depending on their size) referred to as "red giants" or "red dwarfs". "Ideally all intrinsic colours should be found from unreddened stars. This is possible for dwarf and giant stars later than about A0 (Johnson, 1964) ... However, it cannot be used for stars of other spectral classes since they are all relatively infrequent in space, and generally reddened."<ref name="FitzGerald">{{cite journal |author=M. Pim FitzGerald |title=The Intrinsic Colours of Stars and Two-Colour Reddening Lines |journal=Astronomy and Astrophysics |month=February |year=1970 |volume=4 |issue=2 |pages=234-43 |url= |arxiv= |bibcode=1970A&A.....4..234F |doi= |pmid= |accessdate=2011-11-24 }}</ref> A very important wavelength in this region is the Balmer alpha line, 656.28 nm. It is emitted or absorbed by hydrogen atoms when electrons move between the second and third electron shells. Other Balmer lines, known as beta, gamma and delta, have wavelengths of 486.13, 434.05 and 410.17 nm respectively;[http://www.phys.utk.edu/labs/modphys/BalmerSeries.pdf] these are also in the visual range but are less important than the alpha line. {{clear}} ==Infrared stars== {{main|Radiation astronomy/Infrareds|Stars/Infrareds}} Stars "of spectral type S are characterized by unusual photospheric abundances which imply enrichment of the stellar surface by [[Plasmas/Plasma objects/Nucleosynthesis|nucleosynthesis]] products. Spectroscopically, S stars are identified by bands of ZrO and LaO, replacing the TiO bands found in M stars. The spectra of S stars indicate strong enhancement of ''s''-process elements in the photosphere (an accident of nomenclature - when the S spectral type was introduced, the slow neutron capture process was unknown). Abundance analyses show that in S stars, the C/O ratio is very close to unity [...], which also implies the presence of the products of nucleosynthesis at the stellar surface."<ref name=Bieging>{{ cite journal |author=John H. Bieging |author2=William B. Latter |title=A Millimeter-Wavelength Survey of S Stars for Mass Loss and Chemistry |journal=The Astrophysical Journal |month=February 20, |year=1994 |volume=422 |issue=2 |pages=765-82 |url=http://adsabs.harvard.edu/full/1994ApJ...422..765B |arxiv= |bibcode=1994ApJ...422..765B |doi=10.1086/173769 |pmid= |accessdate=2014-04-18 }}</ref> The "''extrinsic'' S stars, includes stars which have elemental abundances which appear to have been altered by mass transfer from a binary companion."<ref name=Bieging/> The "''intrinsic'' S stars, includes stars which have high luminosity and lie on the asymptotic giant branch (AGB). They show evidence that their compositional abnormalities are a result of nucleosynthesis and [perhaps] convective mixing to the surface. In particular, a defining characteristic which distinguishes the two types is that the intrinsic S stars contain technetium, while the extrinsic S stars do not."<ref name=Bieging/> "Both HCN and SiO have readily observable lines at 3 mm."<ref name=Bieging/> χ Cyg is at a distance of 170 pc, but parallax measurements put it at ''D'' = 144 ± 25 pc (Stein 1991), parallax of 5.53 mas (198 ± 38) pc as of 2007 according to SIMBAD. "All of these stars are bright at 2 µm and therefore have circumstellar dust [...] In one observing session, we obtained a 5 x 5 cross at HPBW spacings for the star χ Cyg in the CO ''J'' = 2-1 line. The data were relatively noisy because of limited integration time and weather conditions but do indicate that the envelope is extended with respect to the 25" telescope beam."<ref name=Bieging/> χ Cyg was "detected in the SiO v = 1 ''J'' = 2-1 maser emission line [...] χ Cyg has an unusually large dust/gas ratio of 9.0 x 10^-3 [The dust-to-gas ratio for S stars detected in CO ''J'' = 1-0 is] 9.0 x 10^-3 [...] For one star in our sample namely χ Cyg, the SiO ''J'' = 2-1, v = 0 emission has been mapped interferometrically [...] the SiO abundance at the base of the expanding envelope must be ~ 2 x 10^-5 to explain the observed intensity distribution of the SiO emission. Thus, a substantial fraction (30%-50%) of all silicon atoms are in the form of gas phase SiO at the point where molecules are injected into the stellar wind. As the gas moves away from the star, the SiO is depleted from the gas, presumably by the process of grain formation, such that at radii of several x 10¹⁵ cm, the SiO gas phase abundance has fallen by > 90%. [...] χ Cyg, which has a relatively low mass-loss rate and hence low envelope opacity to UV photons."<ref name=Bieging/> ==See also== {{div col|colwidth=20em}} * [[Radiation astronomy/Galaxies|Galaxy astronomy]] * [[Radiation astronomy/High-velocity galaxies|High-velocity galaxy astronomy]] * [[Radiation astronomy/Hypervelocity stars|Hypervelocity stellar astronomy]] * [[Radiation astronomy/Nebulas|Nebula astronomy]] * [[Radiation astronomy/Plasmas|Plasma-meteor astronomy]] * [[Radiation astronomy/Standard candles|Standard candle radiation astronomy]] * [[Radiation astronomy/Stars|Stellar astronomy]] {{Div col end}} ==References== {{reflist|2}} ==External links== * [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database] <!-- footer templates --> {{Principles of radiation astronomy}}{{tlx|Radiation astronomy resources}}{{tlx|Stars resources}}{{Sisterlinks|Stars}} [[Category:Radiation astronomy/Lectures]] mt447nakf1qlb8y2de4xri7irrnuegc 0 250264 2413842 2023469 2022-08-11T20:04:36Z Marshallsumter 311529 wikitext text/x-wiki [[Image:The Orion Nebula M42.jpg|thumb|right|upright=1.2|300px|ι Orionis is the bright star to the right (south) of the Orion Nebula. Credit: [[c:user:Rawastrodata|Rawastrodata]].{{tlx|free media}}]] '''[[Radiation astronomy/Hypervelocity stars|Hypervelocity stellar astronomy]]''' is a lecture about the astrophysics of [[Radiation astronomy/Hypervelocity stars|hypervelocity stars]]. You are free to take this quiz based on [[Radiation astronomy/Hypervelocity stars|hypervelocity stellar astronomy]] at any time. To improve your score, read and study the lecture, the links contained within, listed under [[Radiation astronomy/Hypervelocity stars/Quiz#See also|'''See also''']], [[Radiation astronomy/Hypervelocity stars/Quiz#External links|'''External links''']], and in the {{tlx|Principles of radiation astronomy}} template. This should give you adequate background to get 100 %. As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score. '''Suggestion:''' Have the lecture available in a separate window. To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association. Enjoy learning by doing! {{clear}} ==Quiz== <quiz> {Complete the text: |type="{}"} Match up the item letter with each of the possibilities below: Einstein ring - A stellar nebula - B Andromeda galaxy - C Triplet galaxies interacting - D Hubble galaxies - E Dark matter halo simulation - F Fairall 9 (Seyfert galaxy in X-rays) - G Tycho Brahe observatory, remotely controlled telescope, captured galaxy - H [[Image:Andromeda's Colorful Rings.jpg|thumb|left|100px]] { C (i) }. [[Image:Galax.png|thumb|left|100px]] { H (i) }. [[Image:A Horseshoe Einstein Ring from Hubble.JPG|thumb|left|100px]] { A (i) }. [[Image:SWIFT J0123.9-5846 Hard X-ray.jpg|thumb|left|100px]] { G (i) }. [[Image:Dark matter halo.png|thumb|left|100px]] { F (i) }. [[Image:AmCyc Nebula - Stellar Nebula.jpg|thumb|left|100px]] { B (i) }. [[Image:Dorian Gray.jpg|thumb|left|100px]] { E (i) }. [[Image:Cosmic Interactions.jpg|thumb|left|100px]] { D (i) }. {{clear}} {Which of the following are radiation astronomy phenomena associated with a star? |type="[]"} + ultraviolet emission + X-ray emission + gamma-ray emission + neutron emission + ⁷Be emission + meteor emission {Which of the following is not a spectral class B star? |type="()"} - Spica + Tau Canis Majoris - Bellatrix - Rigel - Regulus - Achernar {Which of the following is not a spectral class A star? |type="()"} - Sirius A - Vega + Bellatrix - Deneb - Altair - Fomalhaut {True or False, An O class star is not hot enough on the surface of its photosphere to emit X-rays. |type="()"} + TRUE - FALSE {Which of the following are associated with classical Cepheids as a standard candle? |type="[]"} - characteristic mottling + young, disk objects + recent star formation - incipient resolution + pulsation phenomenon - easy to recognize + correction for absorption {True or False, To date, all of the reported hypervelocity stars (HVSs), which are believed to be ejected from the Galactic center, are blue. |type="()"} + TRUE - FALSE {Complete the text: |type="{}"} Match up the object viewed in the ultraviolet with its image: Sun's chromosphere- L calcite - M Venus - N Jupiter's aurora - O Jupiter - P Io - Q Saturn - R Betelgeuse - S Mira - T LAB-1 - U Messier 101 - V [[Image:STEREO B EUVI 171.jpg|thumb|left|100px]] { L (i) }. [[Image:Opo9913e.jpg|thumb|left|100px]] { Q (i) }. [[Image:Mira the star-by Nasa alt crop.jpg|thumb|left|100px]] { T (i) }. [[Image:Venuspioneeruv.jpg|thumb|left|100px]] { N (i) }. [[Image:Aurora Saturn.jpg|thumb|left|100px]] { R (i) }. [[Image:Jupiter.Aurora.HST.UV.jpg|thumb|left|100px]] { O (i) }. [[Image:Lyman-alpha blob LAB-1.jpg|thumb|left|100px]] { U (i) } [[Image:Betelgeuse star hubble-580x580.jpg|thumb|left|100px]] { S (i) }. [[Image:Hubble Space Telescope Image of Fragment BDGLNQ12R Impacts.jpg|thumb|left|100px]] { P (i) }. [[Image:Calcite LongWaveUV HAGAM.jpg|thumb|left|100px]] { M (i) }. [[Image:M101 UIT.gif|thumb|left|100px]] { V (i) }. {{clear}} {True or False, The red shift cannot affect blue stars. |type="()"} - TRUE + FALSE {Complete the text: |type="{}"} Match up the likely type of star fission with each of the possibilities below: a triple-component stellar multiple - A massive star fission - B semidetached binary - C a separating close contact binary - D ZAMS system - E tight, circular orbit, impossible to tell eclipses - F lobate star - G coronal mass ejection - H BH Centauri { D (i) }. Plaskett's Star (HR 2422) { B (i) }. Betelgeuse { G (i) } W Ursae Majoris { F (i) }. Beta Lyrae { C (i) }. V1010 Ophiuchi { E (i) } object is confirmed to be co-moving { A (i) }. Sun { H (i) }. {Yes or No, A clumpiness in the galactic halo is through a spatially continuous elevation in the density of dark matter, rather than the more realistic discrete distribution of clumps. |type="()"} + Yes - No {True or False, Cosmological redshift is seen due to the expansion of the universe, and sufficiently distant light sources (generally more than a few million light years away) show redshift corresponding to the rate of increase of their distance from Earth. |type="()"} + TRUE - FALSE {Which of the following is not a spectral class O star? |type="()"} - Alpha Camelopardalis - Tau Canis Majoris - Plaskett's star + Sirius A - Pistol Star - Zeta Puppis {Complete the text: |type="{}"} Match up the white dwarf classification with its distinctive characteristic: DA - A DB - B DC - C DO - D DQ - E DX - F DZ - G a helium-rich atmosphere, indicated He II spectral lines { D (i) }. a helium-rich atmosphere, indicated He I spectral lines { B (i) }. spectral lines are insufficiently clear to classify { F (i) }. no strong spectral lines { C (i) }. a metal-rich atmosphere { G (i) }. a carbon-rich atmosphere { E (i) } a hydrogen-rich atmosphere { A (i) }. {Complete the text: |type="{}"} Match up the approximate luminosity class with each of the stellar class possibilities below: 0 - A I - B II - C III - D IV - E V - F VI - G VII - H giants { D (i) }. supergiants { B (i) }. white dwarfs { H (i) }. main-sequence { F (i) }. bright giants { C (i) }. subdwarfs { G (i) }. subgiants { E (i) } hypergiants { A (i) }. {Complete the text: |type="{}"} Match up the effective temperature with its spectral class: O - A B - B A - C F - D G - E K - F M - G L - H T - I Y - J 7,000 K { D (i) }. 2,000 K { H (i) } 15,000 K { B (i) }. 4,000 K { F (i) }. 400 K { J (i) }. 9,000 K { C (i) }. 3,000 K { G (i) }. 5,500 K { E (i) } 45,000 K { A (i) }. 1,000 K { I (i) }. {Which of the following are theoretical radiation astronomy phenomena associated with a star? |type="[]"} + possible orbits + a hyperbolic orbit + nuclear fusion at its core + nuclear fusion in its chromosphere + near the barycenter of its planetary system + accretion + electric arcs - impact craters - radar signature </quiz> ==Hypotheses== {{main|Hypotheses}} # The current metallicity of a star may depend on the presence of coronal clouds. ==See also== {{div col|colwidth=20em}} * [[Green astronomy/Quiz]] * [[Planetary science/Quiz]] * [[Radiation chemistry/Quiz|Radiation astrochemistry/Quiz]] * [[Radiation geography/Quiz|Radiation astrogeography/Quiz]] * [[Radiation history/Quiz|Radiation astrohistory/Quiz]] * [[Radiation astronomy/Quiz]] * [[Theoretical radiation astronomy/Quiz]] {{Div col end}} ==External links== * [http://www.iau.org/ International Astronomical Union] * [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED] * [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center] * [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System] * [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer] * [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database] * [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate] * [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA] * [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter] <!-- footer templates --> {{Principles of radiation astronomy}}{{tlx|Radiation astronomy resources}}{{Sisterlinks|Hypervelocity stellar astronomy}} <!-- categories --> [[Category:Astrophysics quizzes]] [[Category:Atmospheric sciences quizzes]] [[Category:Radiation astronomy quizzes]] [[Category:Stars quizzes]] 7yzn0crn13sx48da3ys401r4t4gbgk2 2 257428 2413849 2413724 2022-08-11T22:07:19Z A020f0ff 2928078 wikitext text/x-wiki WashingtonCounty.OR.US:case#22CN03334 𝑓(◯) allostatis https://vim.rtorr.com/ https://github.com/rtorr/vim-cheat-sheet {| + 𝑓(◯) |- || ◯ | style="background:#000 ;" | <span style="color:#fff; font-size: 11px; "> <center>⟁ ◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000; font-size: 11px; "> <center>⟁ ◁ #000 ○ #fff △ ⟁</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink; font-size: 11px; "> <center>⟁ ◁ pink ○ gray △ ⟁</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 11px;"><center> ⟁ </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#111;" | <span style="color:#ff0; font-size: 11px; "> <center>◁ #ff0 ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#F0f; font-size: 11px; "> <center>◁ #f0f ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#0ff; font-size: 11px; "> <center>◁ #0ff ○ #111 △</center></span> |- || 人 | style="background:#111;" | <span style="color:#ff0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#f0f; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#0ff; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#333;" | <span style="color:#f00; font-size: 11px; "> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0f0; font-size: 11px; "> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#00f; font-size: 11px; "> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#f00; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#0f0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#00f; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#555;" | <span style="color:black; font-size: 11px; "> ◁ black ≡ #000 △ </span> || 人 || 人 | style="background:#555;" | <span style="color:indigo; font-size: 9px; "> ◁ indigo ≡ #4B0082△</span> || 人 || 人 | style="background:#555;" | <span style="color:midnightblue; font-size: 11px; "> ◁ midnightblue ≡ #191970△</span> |- || 人 | style="background:#555;" | <span style="color:black; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:indigo; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:midnightblue; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px; "> ◁ #fff9c4 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px; "> ◁ #FFCDD2 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px; "> ◁ #BBDEFB ○ #777 △ </span> |- || 人 | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px; "> ◁ #ffe0b2 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px; "> ◁ #e1bee7 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px; "> ◁ #C8E6C9 ○ #999 △ </span> |- || 人 | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px;"><center> ⌂ </center></span> || |- || ⟁ | style="background:#aaa;" | <span style="color:#efefef; font-size: 11px; "> ◁ #efefef ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#222; font-size: 11px; "> ◁ #e1bee7 ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#777; font-size: 11px; "> ◁ #ababab ○ #aaa △ </span> |- || 人 | style="background:#aaa;" | <span style="color:#efefef ; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#222; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#777; font-size: 33px;"><center> ⚞人⚟ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} == Salem Accord == ===/əˈkôrd/=== ===アコード=== ===符合=== ===与える=== ==◯== {| + font-size: 222px; primary |- || ◯ | style="background:#000 ;" | <span style="color:#fff "> <center>◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000 "> <center>◁ #000 ○ #fff △ ⧋</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink "> <center>◁ pink ○ gray △ 📐</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 77px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 77px;"><center> ⧋ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 77px;"><center> 📐 </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#333;" | <span style="color:#ff0"> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#F0f"> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0ff"> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#ff0; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#f0f; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#0ff; font-size: 277px;"><center> ⌂ </center></span> || |- || 2 | style="background:#808080;" | <span style="color:pink"> ◁ pink ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:midnightblue"> ◁ midnightblue ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:indigo"> ◁ indigo ○ #808080 △</span> |- || 人 | style="background:#808080;" | <span style="color:pink; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:midnightblue; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:indigo; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || |} or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + {| + font-size: 100px; |- || ◯ | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 46px;"><center> ∨↯∧ </center></span> || |} {| + font-size: 222px; primary |- || 1 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ #fff9c4 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ #FFCDD2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ #BBDEFB ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 111px; secondary |- || 2 | style="background:#808080;" | <span style="color:#ffe0b2"> ◁ #ffe0b2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#e1bee7"> ◁ #e1bee7 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#C8E6C9"> ◁ #C8E6C9 ○</span> |- || 人 | style="background:#808080;" | <span style="color:#ffe0b2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#e1bee7; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#C8E6C9; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 100px; |- || 5 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 6 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} == 0 == {| |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家] || 小 |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ∨↯∧ </center></span> || || | style="background:#808080;" | <span style="color:#fff9c4; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} == or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + .us == ==⌂== {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ==✪⚪⬤🔥◍⚫⨁ 👀 ≡ odd → +1 [ { ( East ⚫🔴⚪○💮⭕ West ) } ] iff even ⇒ ÷2== ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] || ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪ || || ○人∘🧿⚪⬤◍⚫ || || ⨁⚉⨂❂✧✷✸✡✵ |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |} == ya == ◯ ○ ∘ ⬤ 大 【 ヤ / や 】 (ya) 人 【 ジン、 ニン / ひと 】(jean、he toe) 大家 (ya ya) Ya (hiragana: や, katakana: ヤ) ヤフー 屋 - Wiktionaryhttps://en.wiktionary.org › wiki › 屋 Semantic compound of 尸+至. 尸 does not represent the radical for death, but is a pictogram depicting a cloth draped. 至 means "dead end". Home (家) A home, or domicile, is a space used as a permanent or semi-permanent residence for one or many humans. It is a fully or semi sheltered space and can have both interior and exterior aspects to it. Ya (や) Kana Ya is one of the Japanese kana, each of which represents one mora. The hiragana is written in three strokes, while the katakana is written in two. Both represent. Their shapes have origins in the character 也. Wikipedia hiragana origin: 也 spelling kana: 大和のヤ Yamato no "ya" transliteration: ya unicode: U+3084, U+30E4 What is the pronunciation of Ya line? In historical kana orthography, it is written as "yau", "say", and "eu", and read as "yo", "you", and "yo", respectively. Even in modern times, "saying" and "going" are sometimes pronounced as "yu" and "yuku . " From the above, it can be said that Ya line is the yoon of that line . [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] == g == {| + |- || g || ⌂ || 時 |- || nono || ⌂ || ◁ || 前 || の || ノ || 名 || "Salmon" || #fa8072 || || || || || || rgb(250, 128, 114) || :: || hsl(6, 93%, 71%) |- || "のノ" || ⌂ || <span style="color:salmon;"><center> ∅ </center></span> | style="background:#000;"|<span style="color:salmon;"><center> #000 </center></span> | style="background:#808080;" | <span style="color:salmon;"><center> #808080 </center></span> | style="background:#fff;" | <span style="color:salmon;"><center> #fff </center></span> | style="background:#333;" | <span style="color:salmon;"><center> #333 </center></span> | style="background:#333;" | <span style="color:#fa8072;"><center> #fa8072 </center></span> | style="background:#333;" | <span style="color:#fa8072ff;"><center> #fa8072ff </center></span> | style="background:#333;" | <span style="color:#fa8072aa;"><center> #fa8072aa </center></span> | style="background:#333;" | <span style="color:#fa807280;"><center> #fa807280 </center></span> | style="background:#333;" | <span style="color:#fa807233;"><center> #fa807233 </center></span> | style="background:#333;" | <span style="color:#fa807200;"><center> #fa807200 </center></span> |- || know no ノノ || ⌂ || <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#000;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#808080;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#fff;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072ff; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072aa; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807280; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807233; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807200; font-size: 100px;"> ☂ </span> |} {| + |- || hsl(0-33, 93%, 71%) || <span style="color:hsl(0, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(1, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(2, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(3, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(4, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(5, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(7, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(8, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(9, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(10, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(11, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(12, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(13, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(14, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(15, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(16, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(17, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(18, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(19, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(20, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(21, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(22, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(23, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(24, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(25, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(26, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(27, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(28, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(29, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(30, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(31, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(32, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(33, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6-606, 93%, 71%) || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(36, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(66, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(96, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(126, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(156, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(186, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(216, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(246, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(276, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(306, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(336, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(366, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(396, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(426, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(456, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(486, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(516, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(546, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(576, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(606, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 93%, 0-100%) || <span style="color:hsl(6, 93%, 0%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 10%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 20%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 30%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 40%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 50%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 60%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 70%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 80%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 90%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 100%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 0-100%, 71%) || <span style="color:hsl(6, 0%, 71%);"><center> ⌂ </center></span> || <span style="color:hsl(6, 10%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 20%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 30%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 40%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 50%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 60%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 70%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 80%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 90%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 100%, 71%);"><center>⌂ </center></span> |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |- ||ternary ||3 |- ||quaternary ||4 |- ||quinary ||5 |- ||senary ||6 |- ||septenary ||7 |- ||octal ||8 |- ||nonary |- ||decimal |- ||undenary |- ||duodecimal |- ||hexadecimal ||16 |- ||vigesimal ||20 |- ||sexagesimal ||60 |} How do you want your water served when you get here? https://pubs.usgs.gov/sir/2005/5168/pdf/sir2005-5168.pdf Robert Lee Stinson %VOX "tautology club says hi" w 11am "Naturalist Society for the Humane Treatment of Monsters" from dnd game on twitter [https://www.youtube.com/watch?v=n7uNA5fO1iI rice ex in CA] https://www.oregonwild.org/about/blog/oregon-grizzly-country https://therevelator.org/yellowstone-grizzlies-unbearable-divides/ https://developer.mozilla.org/en-US/docs/Web/CSS/color_value/hsl https://www.researchgate.net/about Amare, Nicole & Manning, A.. (2012). Seeing typeface personality: Emotional responses to form as tone. IEEE International Professional Communication Conference. 1-9. 10.1109/IPCC.2012.6408605. Various studies have correlated specific visual characteristics of typefaces with specific overall emotional effects: curvilinear forms and open letter shapes generally feel “friendly” but also “formal” or “informal,” depending on other factors; large contrasts in stroke widths, cap height, and aspect ratio generally feel “interesting,” but also “attractive” or “aggressive,” depending on other factors; low-variety and low-contrast forms generally feel “professional” but also “reliable” or “boring.” Although the current findings on typeface personality are useful, they have not indicated a systematic explanation for why specific physical typeface forms have the specific emotion effects that they do. This paper will report results of an empirical study in which 102 participants indicated their immediate emotional responses to each of 36 distinct typeface designs. Results support correlation between specific typeface features (variety vs. contrast vs. pattern) and specific emotional parameters (amusement vs. agitation vs. focus), explaining findings of previous studies, suggesting various classroom approaches to purpose-driven typeface selection. {{User alternative account|VeronicaJeanAnderson}} {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( A B E ) } ] </span> | style="background:black;" | <span style="color:white"> [ { ( [https://www.twitch.tv/archie97305 👀] ) } ]</span> |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> index.html</span> || notepad/atom (atom is deprecated) |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> vue </span> || [https://www.vim.org/ vim] [https://github.com/vim/vim-win32-installer/releases installer] |- || Tertiary | style="background:white;" | <span style="color:black"> css </span> || global css @ || gg css @ || NPC css @ |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> pug </span> |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> |- || Senary || b |} https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/sandbox trying to create a 1 -> 2 -> 3 -> 4 -> 5 -> 6 system in the apartment here that can be copied from site to site using artistic threads to help a Nice And Proper NAP-er navigate between properties with ease while maintaining adequate supportive care that we all require to enable us to focus on whatever catches our fancy. sun; natural light; breathe; BGs carbs; hygiene; laundry away bedroom; needles; blood; garbage out kitchen/nutritional/study social/outreach/linking worlds back porch 0 -- Computer Science, information and general works {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( T O P ) } ] </span> | style="background:black;" | <span style="color:white"> [ ℳ ] </span> | style="background:white;" | <span style="color:black"> { ¢ } </span> | style="background:#F9F9F9;" | <span style="color:pink"> ( ৳ ) </span> | style="background:black;" | <span style="color:white"> [ { ( I.n C.ase of E.mergency ) } ] </span> | style="background:teal;" | <span style="color:lime"> ᐪ l i p s c h i t z </span> || [https://www.youtube.com/watch?v=qrrz54UtkCc ᐪ] |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> physical</span> | style="background:#FFE6E6;" | <span style="color:black"> emotional</span> | style="background:#E6EAFF;" | <span style="color:black"> social</span> || This reflects health enough to communicate with people intimately enough to address real immediate issues | style="background:#FFFFE6;" | <span style="color:teal"> ^ torikomu </span> ||[https://www.youtube.com/watch?v=YxvBPH4sArQ ^] |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> occupational</span> | style="background:#F2E6FF;" | <span style="color:black"> intellectual</span> | style="background:#E6FFEA;" | <span style="color:black"> environmental</span> || This reflects living somewhere promoting healthy reasoning | style="background:#FFE6E6;" | <span style="color: teal"> | kaizen | </span> || | |- || Tertiary | style="background:white;" | <span style="color:black"> spiritual</span> | style="background:#BFBFBF;" | <span style="color:white"> factual </span> | style="background:#F2F2F2;" | <span style="color:black"> nutritional</span> || This reflects healthy mindful every habits | style="background:#E6EAFF;" | <span style="color:teal"> . genkiness . .</span> || . |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> generational</span> | style="background:#E6FFFF;" | <span style="color:black"> miscellaneal</span> | style="background:#F2E0CE;" | <span style="color:black"> punctuational</span> || This reflects having it all together enough to enjoy the holidays | style="background:#FFF2E6;" | <span style="color:lime"> # goblin </span> || # |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> | style="background:white;" | <span style="color:black"> {verb} </span> | style="background:black;" | <span style="color:white"> [noun] </span> || This reflects deliberate professional progress | style="background:#F2E6FF;" | <span style="color:lime"> / tsugu /</span> || / |- || Senary || b || 〇 || x || This reflects influencing others | style="background:#E6FFEA;" | <span style="color:lime"> @ g @ g @ </span> || [https://www.youtube.com/watch?v=SYnVYJDxu2Q @] |} == 100 -- Philosophy and psychology == How can I use color to manipulate behavior and improve communication? ===named=== ==== Re⋮Beccaδ#639 ==== ===== rebeccapurple :: #663399 ===== https://meyerweb.com/eric/thoughts/2014/06/19/rebeccapurple/ ====black==== ====white==== ====græy==== ====pink==== ====indigo==== ====midnightblue==== ===hex=== ====#fff==== ====#fff==== {| class="wikitable" style="text-align: center;" |+ |- | style="background:black;" | <span style="color:white"> [ white { on black ⚞🧿⚟ #fff on #000 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:pink"> [ pink { on 50% grey ⚞🧿⚟ #ffc0cb on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#191970"> [ midnightblue { on 50% grey ⚞🧿⚟ #191970 on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#4b0082"> [ indigo { on 50% grey ⚞🧿⚟ #4b0082 on #808080 ⚞🧿⚟ } ] </span> |} ===cmyk=== https://colordesigner.io/convert/cmyktohex ====gg on cmyk(0,0,0,33.3) w|materializecss.com==== https://materializecss.com/color.html {| class="wikitable" style="text-align: center;" |+ |- | style="background:#ababab" | <span style="color:#fff9c4"> [ gg_yellow { on cmyk(0,0,0,33.3) ⚞🧿⚟ #fff9c4 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffe0b2"> [ gg_orange { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffe0b2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffcdd2"> [ gg_red { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffcdd2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#e1bee7"> [ gg_purple { on cmyk(0,0,0,33.3) ⚞🧿⚟ #e1bee7 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#bbdefb"> [ gg_blue { on cmyk(0,0,0,33.3) ⚞🧿⚟ #bbdefb on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#c8e6c9"> [ gg_green { on cmyk(0,0,0,33.3) ⚞🧿⚟ #c8e6c9 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#efefef"> [ gg_white { on cmyk(0,0,0,33.3) ⚞🧿⚟ #efefef on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#111"> [ gg_black { on cmyk(0,0,0,33.3) ⚞🧿⚟ #111 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#808080"> [ gg_grey { on cmyk(0,0,0,33.3) ⚞🧿⚟ #808080 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#f8bbd0"> [ gg_pink { on cmyk(0,0,0,33.3) ⚞🧿⚟ #f8bbd0 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#b2ebf2"> [ gg_cyan { on cmyk(0,0,0,33.3) ⚞🧿⚟ #b2ebf2 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#d7ccc8"> [ gg_brown { on cmyk(0,0,0,33.3) ⚞🧿⚟ #d7ccc8 on #ababab )⚞🧿⚟} ] </span> |} ===rgba=== === TrumPutin-ism === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. == 200 -- Religion == Royal We "spiritual warfare" 1000 things I did 1992-2022 other than lie my way onto the supreme court to overturn Roe v Wade {| |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |} == 300 -- Social sciences == https://wattention.com/traditional-rice-harvesting-in-japan/ https://www.wwoofjapan.com/home/index.php?lang=en == 400 -- Language == === Programming === ==== .png ==== ==== Esperanto ==== ==== HTML ==== ==== PUG ==== == 500 -- Pure Science == == 600 -- Technology == === local hosts=== [http://localhost:8080/ 8080] file:///D:/index.html === Roland SP 404MKII === https://www.roland.com/global/products/sp-404mk2/ https://www.roland.com/global/support/by_product/sp-404mk2/owners_manuals/ @https://static.roland.com/manuals/sp-404mk2_app/eng/19610757.html === VIM === https://vim-adventures.com/ == 700 -- Arts and recreation == == 800 -- Literature == == 900 -- History and geography == https://geology.com/stories/13/bear-areas/ === pre-2030 === 2022 "booked" by Hillsboro Police for sending email addressing "Christian Hate" and "Spiritual War" along with "exorcisms" and "Halloween Hysteria" in Marion County, OR where Salem Police Department abdicated from protecting some children in Salem from 2016-2021. 2021 Kaiser Permanente promised cash settlement to mitigate their abdication in Marion County. KP lawyer with intimate details about my vagina: terrence .j . loeber@kp.org 2012 "unliked" on FB by some Nazarene peers after openly questioning Alex Jones' allegation that Sandy Hook didn't happen and asking for compassion for parents who were called actors while they grieved publicly through no choice of their own. 2011 Lupron given by KP for menorrhagia as alternative to b/c pills first rxd in 86. How many women who have "mostly" been on b/c pills from 87-11 are obese? Why no menorrhagia while immersed in Japan? How close to a traditional Japanese diet can I get in the Willamette Valley and how close to no meat will my body allow? === TrumPutish War Against Humanity === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. === Ring of Fire === === Post "Roe v Wade" === Who did Roe v Wade protect? Why would a Nazarene raised pro-life support an "underground" network post Roe v Wade? === Our Contemporary "Underground Railroad" needs a submarine? === Why did Portland, OR close the Shanghai Tunnels recently? Human Trafficking through Astoria, OR has been going on "forever". How do we align an "underground railroad" with contemporary supports? == 10 -- A & + == == 11 -- B * x == == 12 -- C f(◯) == == 13 -- D Δ δ ƍ ≜ 𝜟 𝝳 == == 14 -- E 🐘 𓃰 == == 15 -- F == == 16 -- G == == 17 -- H == == 18 -- I == == 19 -- J == == 20 -- K == == 21 -- L == == 22 -- M == == 23 -- N == == 24 -- O == == 25 -- P == == 26 -- Q == == 27 -- R == == 28 -- S == == 29 -- T == == 30 -- U == == 31 -- V == == 32 -- W == == 33 -- X == == 34 -- Y == == 35 -- Z == eoz3ncs7y5fcaynhe9qn6450qaando3 2413851 2413849 2022-08-11T22:09:57Z A020f0ff 2928078 wikitext text/x-wiki 𝑓(◯) allostatis https://vim.rtorr.com/ https://github.com/rtorr/vim-cheat-sheet {| + 𝑓(◯) |- || ◯ | style="background:#000 ;" | <span style="color:#fff; font-size: 11px; "> <center>⟁ ◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000; font-size: 11px; "> <center>⟁ ◁ #000 ○ #fff △ ⟁</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink; font-size: 11px; "> <center>⟁ ◁ pink ○ gray △ ⟁</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 11px;"><center> ⟁ </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#111;" | <span style="color:#ff0; font-size: 11px; "> <center>◁ #ff0 ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#F0f; font-size: 11px; "> <center>◁ #f0f ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#0ff; font-size: 11px; "> <center>◁ #0ff ○ #111 △</center></span> |- || 人 | style="background:#111;" | <span style="color:#ff0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#f0f; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#0ff; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#333;" | <span style="color:#f00; font-size: 11px; "> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0f0; font-size: 11px; "> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#00f; font-size: 11px; "> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#f00; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#0f0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#00f; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#555;" | <span style="color:black; font-size: 11px; "> ◁ black ≡ #000 △ </span> || 人 || 人 | style="background:#555;" | <span style="color:indigo; font-size: 9px; "> ◁ indigo ≡ #4B0082△</span> || 人 || 人 | style="background:#555;" | <span style="color:midnightblue; font-size: 11px; "> ◁ midnightblue ≡ #191970△</span> |- || 人 | style="background:#555;" | <span style="color:black; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:indigo; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:midnightblue; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px; "> ◁ #fff9c4 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px; "> ◁ #FFCDD2 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px; "> ◁ #BBDEFB ○ #777 △ </span> |- || 人 | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px; "> ◁ #ffe0b2 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px; "> ◁ #e1bee7 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px; "> ◁ #C8E6C9 ○ #999 △ </span> |- || 人 | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px;"><center> ⌂ </center></span> || |- || ⟁ | style="background:#aaa;" | <span style="color:#efefef; font-size: 11px; "> ◁ #efefef ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#222; font-size: 11px; "> ◁ #e1bee7 ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#777; font-size: 11px; "> ◁ #ababab ○ #aaa △ </span> |- || 人 | style="background:#aaa;" | <span style="color:#efefef ; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#222; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#777; font-size: 33px;"><center> ⚞人⚟ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} == Salem Accord == ===/əˈkôrd/=== ===アコード=== ===符合=== ===与える=== ==◯== {| + font-size: 222px; primary |- || ◯ | style="background:#000 ;" | <span style="color:#fff "> <center>◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000 "> <center>◁ #000 ○ #fff △ ⧋</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink "> <center>◁ pink ○ gray △ 📐</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 77px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 77px;"><center> ⧋ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 77px;"><center> 📐 </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#333;" | <span style="color:#ff0"> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#F0f"> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0ff"> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#ff0; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#f0f; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#0ff; font-size: 277px;"><center> ⌂ </center></span> || |- || 2 | style="background:#808080;" | <span style="color:pink"> ◁ pink ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:midnightblue"> ◁ midnightblue ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:indigo"> ◁ indigo ○ #808080 △</span> |- || 人 | style="background:#808080;" | <span style="color:pink; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:midnightblue; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:indigo; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || |} or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + {| + font-size: 100px; |- || ◯ | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 46px;"><center> ∨↯∧ </center></span> || |} {| + font-size: 222px; primary |- || 1 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ #fff9c4 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ #FFCDD2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ #BBDEFB ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 111px; secondary |- || 2 | style="background:#808080;" | <span style="color:#ffe0b2"> ◁ #ffe0b2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#e1bee7"> ◁ #e1bee7 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#C8E6C9"> ◁ #C8E6C9 ○</span> |- || 人 | style="background:#808080;" | <span style="color:#ffe0b2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#e1bee7; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#C8E6C9; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 100px; |- || 5 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 6 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} == 0 == {| |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家] || 小 |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ∨↯∧ </center></span> || || | style="background:#808080;" | <span style="color:#fff9c4; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} == or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + .us == ==⌂== {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ==✪⚪⬤🔥◍⚫⨁ 👀 ≡ odd → +1 [ { ( East ⚫🔴⚪○💮⭕ West ) } ] iff even ⇒ ÷2== ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] || ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪ || || ○人∘🧿⚪⬤◍⚫ || || ⨁⚉⨂❂✧✷✸✡✵ |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |} == ya == ◯ ○ ∘ ⬤ 大 【 ヤ / や 】 (ya) 人 【 ジン、 ニン / ひと 】(jean、he toe) 大家 (ya ya) Ya (hiragana: や, katakana: ヤ) ヤフー 屋 - Wiktionaryhttps://en.wiktionary.org › wiki › 屋 Semantic compound of 尸+至. 尸 does not represent the radical for death, but is a pictogram depicting a cloth draped. 至 means "dead end". Home (家) A home, or domicile, is a space used as a permanent or semi-permanent residence for one or many humans. It is a fully or semi sheltered space and can have both interior and exterior aspects to it. Ya (や) Kana Ya is one of the Japanese kana, each of which represents one mora. The hiragana is written in three strokes, while the katakana is written in two. Both represent. Their shapes have origins in the character 也. Wikipedia hiragana origin: 也 spelling kana: 大和のヤ Yamato no "ya" transliteration: ya unicode: U+3084, U+30E4 What is the pronunciation of Ya line? In historical kana orthography, it is written as "yau", "say", and "eu", and read as "yo", "you", and "yo", respectively. Even in modern times, "saying" and "going" are sometimes pronounced as "yu" and "yuku . " From the above, it can be said that Ya line is the yoon of that line . [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] == g == {| + |- || g || ⌂ || 時 |- || nono || ⌂ || ◁ || 前 || の || ノ || 名 || "Salmon" || #fa8072 || || || || || || rgb(250, 128, 114) || :: || hsl(6, 93%, 71%) |- || "のノ" || ⌂ || <span style="color:salmon;"><center> ∅ </center></span> | style="background:#000;"|<span style="color:salmon;"><center> #000 </center></span> | style="background:#808080;" | <span style="color:salmon;"><center> #808080 </center></span> | style="background:#fff;" | <span style="color:salmon;"><center> #fff </center></span> | style="background:#333;" | <span style="color:salmon;"><center> #333 </center></span> | style="background:#333;" | <span style="color:#fa8072;"><center> #fa8072 </center></span> | style="background:#333;" | <span style="color:#fa8072ff;"><center> #fa8072ff </center></span> | style="background:#333;" | <span style="color:#fa8072aa;"><center> #fa8072aa </center></span> | style="background:#333;" | <span style="color:#fa807280;"><center> #fa807280 </center></span> | style="background:#333;" | <span style="color:#fa807233;"><center> #fa807233 </center></span> | style="background:#333;" | <span style="color:#fa807200;"><center> #fa807200 </center></span> |- || know no ノノ || ⌂ || <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#000;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#808080;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#fff;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072ff; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072aa; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807280; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807233; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807200; font-size: 100px;"> ☂ </span> |} {| + |- || hsl(0-33, 93%, 71%) || <span style="color:hsl(0, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(1, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(2, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(3, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(4, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(5, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(7, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(8, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(9, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(10, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(11, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(12, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(13, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(14, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(15, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(16, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(17, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(18, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(19, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(20, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(21, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(22, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(23, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(24, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(25, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(26, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(27, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(28, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(29, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(30, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(31, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(32, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(33, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6-606, 93%, 71%) || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(36, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(66, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(96, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(126, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(156, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(186, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(216, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(246, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(276, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(306, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(336, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(366, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(396, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(426, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(456, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(486, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(516, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(546, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(576, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(606, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 93%, 0-100%) || <span style="color:hsl(6, 93%, 0%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 10%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 20%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 30%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 40%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 50%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 60%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 70%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 80%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 90%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 100%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 0-100%, 71%) || <span style="color:hsl(6, 0%, 71%);"><center> ⌂ </center></span> || <span style="color:hsl(6, 10%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 20%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 30%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 40%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 50%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 60%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 70%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 80%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 90%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 100%, 71%);"><center>⌂ </center></span> |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |- ||ternary ||3 |- ||quaternary ||4 |- ||quinary ||5 |- ||senary ||6 |- ||septenary ||7 |- ||octal ||8 |- ||nonary |- ||decimal |- ||undenary |- ||duodecimal |- ||hexadecimal ||16 |- ||vigesimal ||20 |- ||sexagesimal ||60 |} How do you want your water served when you get here? https://pubs.usgs.gov/sir/2005/5168/pdf/sir2005-5168.pdf Robert Lee Stinson %VOX "tautology club says hi" w 11am "Naturalist Society for the Humane Treatment of Monsters" from dnd game on twitter [https://www.youtube.com/watch?v=n7uNA5fO1iI rice ex in CA] https://www.oregonwild.org/about/blog/oregon-grizzly-country https://therevelator.org/yellowstone-grizzlies-unbearable-divides/ https://developer.mozilla.org/en-US/docs/Web/CSS/color_value/hsl https://www.researchgate.net/about Amare, Nicole & Manning, A.. (2012). Seeing typeface personality: Emotional responses to form as tone. IEEE International Professional Communication Conference. 1-9. 10.1109/IPCC.2012.6408605. Various studies have correlated specific visual characteristics of typefaces with specific overall emotional effects: curvilinear forms and open letter shapes generally feel “friendly” but also “formal” or “informal,” depending on other factors; large contrasts in stroke widths, cap height, and aspect ratio generally feel “interesting,” but also “attractive” or “aggressive,” depending on other factors; low-variety and low-contrast forms generally feel “professional” but also “reliable” or “boring.” Although the current findings on typeface personality are useful, they have not indicated a systematic explanation for why specific physical typeface forms have the specific emotion effects that they do. This paper will report results of an empirical study in which 102 participants indicated their immediate emotional responses to each of 36 distinct typeface designs. Results support correlation between specific typeface features (variety vs. contrast vs. pattern) and specific emotional parameters (amusement vs. agitation vs. focus), explaining findings of previous studies, suggesting various classroom approaches to purpose-driven typeface selection. {{User alternative account|VeronicaJeanAnderson}} {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( A B E ) } ] </span> | style="background:black;" | <span style="color:white"> [ { ( [https://www.twitch.tv/archie97305 👀] ) } ]</span> |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> index.html</span> || notepad/atom (atom is deprecated) |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> vue </span> || [https://www.vim.org/ vim] [https://github.com/vim/vim-win32-installer/releases installer] |- || Tertiary | style="background:white;" | <span style="color:black"> css </span> || global css @ || gg css @ || NPC css @ |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> pug </span> |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> |- || Senary || b |} https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/sandbox trying to create a 1 -> 2 -> 3 -> 4 -> 5 -> 6 system in the apartment here that can be copied from site to site using artistic threads to help a Nice And Proper NAP-er navigate between properties with ease while maintaining adequate supportive care that we all require to enable us to focus on whatever catches our fancy. sun; natural light; breathe; BGs carbs; hygiene; laundry away bedroom; needles; blood; garbage out kitchen/nutritional/study social/outreach/linking worlds back porch 0 -- Computer Science, information and general works {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( T O P ) } ] </span> | style="background:black;" | <span style="color:white"> [ ℳ ] </span> | style="background:white;" | <span style="color:black"> { ¢ } </span> | style="background:#F9F9F9;" | <span style="color:pink"> ( ৳ ) </span> | style="background:black;" | <span style="color:white"> [ { ( I.n C.ase of E.mergency ) } ] </span> | style="background:teal;" | <span style="color:lime"> ᐪ l i p s c h i t z </span> || [https://www.youtube.com/watch?v=qrrz54UtkCc ᐪ] |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> physical</span> | style="background:#FFE6E6;" | <span style="color:black"> emotional</span> | style="background:#E6EAFF;" | <span style="color:black"> social</span> || This reflects health enough to communicate with people intimately enough to address real immediate issues | style="background:#FFFFE6;" | <span style="color:teal"> ^ torikomu </span> ||[https://www.youtube.com/watch?v=YxvBPH4sArQ ^] |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> occupational</span> | style="background:#F2E6FF;" | <span style="color:black"> intellectual</span> | style="background:#E6FFEA;" | <span style="color:black"> environmental</span> || This reflects living somewhere promoting healthy reasoning | style="background:#FFE6E6;" | <span style="color: teal"> | kaizen | </span> || | |- || Tertiary | style="background:white;" | <span style="color:black"> spiritual</span> | style="background:#BFBFBF;" | <span style="color:white"> factual </span> | style="background:#F2F2F2;" | <span style="color:black"> nutritional</span> || This reflects healthy mindful every habits | style="background:#E6EAFF;" | <span style="color:teal"> . genkiness . .</span> || . |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> generational</span> | style="background:#E6FFFF;" | <span style="color:black"> miscellaneal</span> | style="background:#F2E0CE;" | <span style="color:black"> punctuational</span> || This reflects having it all together enough to enjoy the holidays | style="background:#FFF2E6;" | <span style="color:lime"> # goblin </span> || # |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> | style="background:white;" | <span style="color:black"> {verb} </span> | style="background:black;" | <span style="color:white"> [noun] </span> || This reflects deliberate professional progress | style="background:#F2E6FF;" | <span style="color:lime"> / tsugu /</span> || / |- || Senary || b || 〇 || x || This reflects influencing others | style="background:#E6FFEA;" | <span style="color:lime"> @ g @ g @ </span> || [https://www.youtube.com/watch?v=SYnVYJDxu2Q @] |} == 100 -- Philosophy and psychology == How can I use color to manipulate behavior and improve communication? ===named=== ==== Re⋮Beccaδ#639 ==== ===== rebeccapurple :: #663399 ===== https://meyerweb.com/eric/thoughts/2014/06/19/rebeccapurple/ ====black==== ====white==== ====græy==== ====pink==== ====indigo==== ====midnightblue==== ===hex=== ====#fff==== ====#fff==== {| class="wikitable" style="text-align: center;" |+ |- | style="background:black;" | <span style="color:white"> [ white { on black ⚞🧿⚟ #fff on #000 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:pink"> [ pink { on 50% grey ⚞🧿⚟ #ffc0cb on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#191970"> [ midnightblue { on 50% grey ⚞🧿⚟ #191970 on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#4b0082"> [ indigo { on 50% grey ⚞🧿⚟ #4b0082 on #808080 ⚞🧿⚟ } ] </span> |} ===cmyk=== https://colordesigner.io/convert/cmyktohex ====gg on cmyk(0,0,0,33.3) w|materializecss.com==== https://materializecss.com/color.html {| class="wikitable" style="text-align: center;" |+ |- | style="background:#ababab" | <span style="color:#fff9c4"> [ gg_yellow { on cmyk(0,0,0,33.3) ⚞🧿⚟ #fff9c4 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffe0b2"> [ gg_orange { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffe0b2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffcdd2"> [ gg_red { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffcdd2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#e1bee7"> [ gg_purple { on cmyk(0,0,0,33.3) ⚞🧿⚟ #e1bee7 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#bbdefb"> [ gg_blue { on cmyk(0,0,0,33.3) ⚞🧿⚟ #bbdefb on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#c8e6c9"> [ gg_green { on cmyk(0,0,0,33.3) ⚞🧿⚟ #c8e6c9 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#efefef"> [ gg_white { on cmyk(0,0,0,33.3) ⚞🧿⚟ #efefef on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#111"> [ gg_black { on cmyk(0,0,0,33.3) ⚞🧿⚟ #111 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#808080"> [ gg_grey { on cmyk(0,0,0,33.3) ⚞🧿⚟ #808080 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#f8bbd0"> [ gg_pink { on cmyk(0,0,0,33.3) ⚞🧿⚟ #f8bbd0 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#b2ebf2"> [ gg_cyan { on cmyk(0,0,0,33.3) ⚞🧿⚟ #b2ebf2 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#d7ccc8"> [ gg_brown { on cmyk(0,0,0,33.3) ⚞🧿⚟ #d7ccc8 on #ababab )⚞🧿⚟} ] </span> |} ===rgba=== === TrumPutin-ism === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. == 200 -- Religion == Royal We "spiritual warfare" 1000 things I did 1992-2022 other than lie my way onto the supreme court to overturn Roe v Wade {| |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ 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|| ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |} == 300 -- Social sciences == https://wattention.com/traditional-rice-harvesting-in-japan/ https://www.wwoofjapan.com/home/index.php?lang=en == 400 -- Language == === Programming === ==== .png ==== ==== Esperanto ==== ==== HTML ==== ==== PUG ==== == 500 -- Pure Science == == 600 -- Technology == === local hosts=== [http://localhost:8080/ 8080] file:///D:/index.html === Roland SP 404MKII === https://www.roland.com/global/products/sp-404mk2/ https://www.roland.com/global/support/by_product/sp-404mk2/owners_manuals/ @https://static.roland.com/manuals/sp-404mk2_app/eng/19610757.html === VIM === https://vim-adventures.com/ == 700 -- Arts and recreation == == 800 -- Literature == == 900 -- History and geography == https://geology.com/stories/13/bear-areas/ === pre-2030 === 2022 "booked" by Hillsboro Police for sending email addressing "Christian Hate" and "Spiritual War" along with "exorcisms" and "Halloween Hysteria" in Marion County, OR where Salem Police Department abdicated from protecting some children in Salem from 2016-2021. 2021 Kaiser Permanente promised cash settlement to mitigate their abdication in Marion County. KP lawyer with intimate details about my vagina: terrence .j . loeber@kp.org 2012 "unliked" on FB by some Nazarene peers after openly questioning Alex Jones' allegation that Sandy Hook didn't happen and asking for compassion for parents who were called actors while they grieved publicly through no choice of their own. 2011 Lupron given by KP for menorrhagia as alternative to b/c pills first rxd in 86. How many women who have "mostly" been on b/c pills from 87-11 are obese? Why no menorrhagia while immersed in Japan? How close to a traditional Japanese diet can I get in the Willamette Valley and how close to no meat will my body allow? === TrumPutish War Against Humanity === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. === Ring of Fire === === Post "Roe v Wade" === Who did Roe v Wade protect? Why would a Nazarene raised pro-life support an "underground" network post Roe v Wade? === Our Contemporary "Underground Railroad" needs a submarine? === Why did Portland, OR close the Shanghai Tunnels recently? Human Trafficking through Astoria, OR has been going on "forever". How do we align an "underground railroad" with contemporary supports? == 10 -- A & + == == 11 -- B * x == == 12 -- C f(◯) == == 13 -- D Δ δ ƍ ≜ 𝜟 𝝳 == == 14 -- E 🐘 𓃰 == == 15 -- F == == 16 -- G == == 17 -- H == == 18 -- I == == 19 -- J == == 20 -- K == == 21 -- L == == 22 -- M == == 23 -- N == == 24 -- O == == 25 -- P == == 26 -- Q == == 27 -- R == == 28 -- S == == 29 -- T == == 30 -- U == == 31 -- V == == 32 -- W == == 33 -- X == == 34 -- Y == == 35 -- Z == strf7e6x2oghxrw2u6rkwjfolonpln1 2413852 2413851 2022-08-11T22:10:48Z A020f0ff 2928078 /* Salem Accord */ wikitext text/x-wiki 𝑓(◯) allostatis https://vim.rtorr.com/ https://github.com/rtorr/vim-cheat-sheet {| + 𝑓(◯) |- || ◯ | style="background:#000 ;" | <span style="color:#fff; font-size: 11px; "> <center>⟁ ◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000; font-size: 11px; "> <center>⟁ ◁ #000 ○ #fff △ ⟁</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink; font-size: 11px; "> <center>⟁ ◁ pink ○ gray △ ⟁</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 11px;"><center> ⟁ </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#111;" | <span style="color:#ff0; font-size: 11px; "> <center>◁ #ff0 ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#F0f; font-size: 11px; "> <center>◁ #f0f ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#0ff; font-size: 11px; "> <center>◁ #0ff ○ #111 △</center></span> |- || 人 | style="background:#111;" | <span style="color:#ff0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#f0f; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#0ff; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#333;" | <span style="color:#f00; font-size: 11px; "> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0f0; font-size: 11px; "> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#00f; font-size: 11px; "> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#f00; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#0f0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#00f; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#555;" | <span style="color:black; font-size: 11px; "> ◁ black ≡ #000 △ </span> || 人 || 人 | style="background:#555;" | <span style="color:indigo; font-size: 9px; "> ◁ indigo ≡ #4B0082△</span> || 人 || 人 | style="background:#555;" | <span style="color:midnightblue; font-size: 11px; "> ◁ midnightblue ≡ #191970△</span> |- || 人 | style="background:#555;" | <span style="color:black; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:indigo; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:midnightblue; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px; "> ◁ #fff9c4 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px; "> ◁ #FFCDD2 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px; "> ◁ #BBDEFB ○ #777 △ </span> |- || 人 | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px; "> ◁ #ffe0b2 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px; "> ◁ #e1bee7 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px; "> ◁ #C8E6C9 ○ #999 △ </span> |- || 人 | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px;"><center> ⌂ </center></span> || |- || ⟁ | style="background:#aaa;" | <span style="color:#efefef; font-size: 11px; "> ◁ #efefef ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#222; font-size: 11px; "> ◁ #e1bee7 ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#777; font-size: 11px; "> ◁ #ababab ○ #aaa △ </span> |- || 人 | style="background:#aaa;" | <span style="color:#efefef ; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#222; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#777; font-size: 33px;"><center> ⚞人⚟ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} ==WashingtonCounty.OR.US:case#22CN03334== This is the case holding up plans for a physical wikiversity site in 97305-2644 Next court date is 9/8/2022 == Salem Accord == ===/əˈkôrd/=== ===アコード=== ===符合=== ===与える=== ==◯== {| + font-size: 222px; primary |- || ◯ | style="background:#000 ;" | <span style="color:#fff "> <center>◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000 "> <center>◁ #000 ○ #fff △ ⧋</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink "> <center>◁ pink ○ gray △ 📐</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 77px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 77px;"><center> ⧋ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 77px;"><center> 📐 </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#333;" | <span style="color:#ff0"> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#F0f"> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0ff"> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#ff0; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#f0f; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#0ff; font-size: 277px;"><center> ⌂ </center></span> || |- || 2 | style="background:#808080;" | <span style="color:pink"> ◁ pink ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:midnightblue"> ◁ midnightblue ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:indigo"> ◁ indigo ○ #808080 △</span> |- || 人 | style="background:#808080;" | <span style="color:pink; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:midnightblue; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:indigo; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || |} or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + {| + font-size: 100px; |- || ◯ | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 46px;"><center> ∨↯∧ </center></span> || |} {| + font-size: 222px; primary |- || 1 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ #fff9c4 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ #FFCDD2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ #BBDEFB ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 111px; secondary |- || 2 | style="background:#808080;" | <span style="color:#ffe0b2"> ◁ #ffe0b2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#e1bee7"> ◁ #e1bee7 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#C8E6C9"> ◁ #C8E6C9 ○</span> |- || 人 | style="background:#808080;" | <span style="color:#ffe0b2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#e1bee7; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#C8E6C9; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 100px; |- || 5 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 6 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} == 0 == {| |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家] || 小 |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ∨↯∧ </center></span> || || | style="background:#808080;" | <span style="color:#fff9c4; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} == or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + .us == ==⌂== {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ==✪⚪⬤🔥◍⚫⨁ 👀 ≡ odd → +1 [ { ( East ⚫🔴⚪○💮⭕ West ) } ] iff even ⇒ ÷2== ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] || ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪ || || ○人∘🧿⚪⬤◍⚫ || || ⨁⚉⨂❂✧✷✸✡✵ |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |} == ya == ◯ ○ ∘ ⬤ 大 【 ヤ / や 】 (ya) 人 【 ジン、 ニン / ひと 】(jean、he toe) 大家 (ya ya) Ya (hiragana: や, katakana: ヤ) ヤフー 屋 - Wiktionaryhttps://en.wiktionary.org › wiki › 屋 Semantic compound of 尸+至. 尸 does not represent the radical for death, but is a pictogram depicting a cloth draped. 至 means "dead end". Home (家) A home, or domicile, is a space used as a permanent or semi-permanent residence for one or many humans. It is a fully or semi sheltered space and can have both interior and exterior aspects to it. Ya (や) Kana Ya is one of the Japanese kana, each of which represents one mora. The hiragana is written in three strokes, while the katakana is written in two. Both represent. Their shapes have origins in the character 也. Wikipedia hiragana origin: 也 spelling kana: 大和のヤ Yamato no "ya" transliteration: ya unicode: U+3084, U+30E4 What is the pronunciation of Ya line? In historical kana orthography, it is written as "yau", "say", and "eu", and read as "yo", "you", and "yo", respectively. Even in modern times, "saying" and "going" are sometimes pronounced as "yu" and "yuku . " From the above, it can be said that Ya line is the yoon of that line . [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] == g == {| + |- || g || ⌂ || 時 |- || nono || ⌂ || ◁ || 前 || の || ノ || 名 || "Salmon" || #fa8072 || || || || || || rgb(250, 128, 114) || :: || hsl(6, 93%, 71%) |- || "のノ" || ⌂ || <span style="color:salmon;"><center> ∅ </center></span> | style="background:#000;"|<span style="color:salmon;"><center> #000 </center></span> | style="background:#808080;" | <span style="color:salmon;"><center> #808080 </center></span> | style="background:#fff;" | <span style="color:salmon;"><center> #fff </center></span> | style="background:#333;" | <span style="color:salmon;"><center> #333 </center></span> | style="background:#333;" | <span style="color:#fa8072;"><center> #fa8072 </center></span> | style="background:#333;" | <span style="color:#fa8072ff;"><center> #fa8072ff </center></span> | style="background:#333;" | <span style="color:#fa8072aa;"><center> #fa8072aa </center></span> | style="background:#333;" | <span style="color:#fa807280;"><center> #fa807280 </center></span> | style="background:#333;" | <span style="color:#fa807233;"><center> #fa807233 </center></span> | style="background:#333;" | <span style="color:#fa807200;"><center> #fa807200 </center></span> |- || know no ノノ || ⌂ || <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#000;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#808080;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#fff;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072ff; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072aa; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807280; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807233; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807200; font-size: 100px;"> ☂ </span> |} {| + |- || hsl(0-33, 93%, 71%) || <span style="color:hsl(0, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(1, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(2, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(3, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(4, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(5, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(7, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(8, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(9, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(10, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(11, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(12, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(13, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(14, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(15, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(16, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(17, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(18, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(19, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(20, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(21, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(22, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(23, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(24, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(25, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(26, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(27, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(28, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(29, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(30, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(31, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(32, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(33, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6-606, 93%, 71%) || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(36, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(66, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(96, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(126, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(156, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(186, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(216, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(246, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(276, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(306, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(336, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(366, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(396, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(426, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(456, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(486, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(516, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(546, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(576, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(606, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 93%, 0-100%) || <span style="color:hsl(6, 93%, 0%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 10%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 20%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 30%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 40%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 50%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 60%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 70%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 80%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 90%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 100%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 0-100%, 71%) || <span style="color:hsl(6, 0%, 71%);"><center> ⌂ </center></span> || <span style="color:hsl(6, 10%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 20%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 30%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 40%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 50%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 60%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 70%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 80%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 90%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 100%, 71%);"><center>⌂ </center></span> |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |- ||ternary ||3 |- ||quaternary ||4 |- ||quinary ||5 |- ||senary ||6 |- ||septenary ||7 |- ||octal ||8 |- ||nonary |- ||decimal |- ||undenary |- ||duodecimal |- ||hexadecimal ||16 |- ||vigesimal ||20 |- ||sexagesimal ||60 |} How do you want your water served when you get here? https://pubs.usgs.gov/sir/2005/5168/pdf/sir2005-5168.pdf Robert Lee Stinson %VOX "tautology club says hi" w 11am "Naturalist Society for the Humane Treatment of Monsters" from dnd game on twitter [https://www.youtube.com/watch?v=n7uNA5fO1iI rice ex in CA] https://www.oregonwild.org/about/blog/oregon-grizzly-country https://therevelator.org/yellowstone-grizzlies-unbearable-divides/ https://developer.mozilla.org/en-US/docs/Web/CSS/color_value/hsl https://www.researchgate.net/about Amare, Nicole & Manning, A.. (2012). Seeing typeface personality: Emotional responses to form as tone. IEEE International Professional Communication Conference. 1-9. 10.1109/IPCC.2012.6408605. Various studies have correlated specific visual characteristics of typefaces with specific overall emotional effects: curvilinear forms and open letter shapes generally feel “friendly” but also “formal” or “informal,” depending on other factors; large contrasts in stroke widths, cap height, and aspect ratio generally feel “interesting,” but also “attractive” or “aggressive,” depending on other factors; low-variety and low-contrast forms generally feel “professional” but also “reliable” or “boring.” Although the current findings on typeface personality are useful, they have not indicated a systematic explanation for why specific physical typeface forms have the specific emotion effects that they do. This paper will report results of an empirical study in which 102 participants indicated their immediate emotional responses to each of 36 distinct typeface designs. Results support correlation between specific typeface features (variety vs. contrast vs. pattern) and specific emotional parameters (amusement vs. agitation vs. focus), explaining findings of previous studies, suggesting various classroom approaches to purpose-driven typeface selection. {{User alternative account|VeronicaJeanAnderson}} {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( A B E ) } ] </span> | style="background:black;" | <span style="color:white"> [ { ( [https://www.twitch.tv/archie97305 👀] ) } ]</span> |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> index.html</span> || notepad/atom (atom is deprecated) |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> vue </span> || [https://www.vim.org/ vim] [https://github.com/vim/vim-win32-installer/releases installer] |- || Tertiary | style="background:white;" | <span style="color:black"> css </span> || global css @ || gg css @ || NPC css @ |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> pug </span> |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> |- || Senary || b |} https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/sandbox trying to create a 1 -> 2 -> 3 -> 4 -> 5 -> 6 system in the apartment here that can be copied from site to site using artistic threads to help a Nice And Proper NAP-er navigate between properties with ease while maintaining adequate supportive care that we all require to enable us to focus on whatever catches our fancy. sun; natural light; breathe; BGs carbs; hygiene; laundry away bedroom; needles; blood; garbage out kitchen/nutritional/study social/outreach/linking worlds back porch 0 -- Computer Science, information and general works {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( T O P ) } ] </span> | style="background:black;" | <span style="color:white"> [ ℳ ] </span> | style="background:white;" | <span style="color:black"> { ¢ } </span> | style="background:#F9F9F9;" | <span style="color:pink"> ( ৳ ) </span> | style="background:black;" | <span style="color:white"> [ { ( I.n C.ase of E.mergency ) } ] </span> | style="background:teal;" | <span style="color:lime"> ᐪ l i p s c h i t z </span> || [https://www.youtube.com/watch?v=qrrz54UtkCc ᐪ] |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> physical</span> | style="background:#FFE6E6;" | <span style="color:black"> emotional</span> | style="background:#E6EAFF;" | <span style="color:black"> social</span> || This reflects health enough to communicate with people intimately enough to address real immediate issues | style="background:#FFFFE6;" | <span style="color:teal"> ^ torikomu </span> ||[https://www.youtube.com/watch?v=YxvBPH4sArQ ^] |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> occupational</span> | style="background:#F2E6FF;" | <span style="color:black"> intellectual</span> | style="background:#E6FFEA;" | <span style="color:black"> environmental</span> || This reflects living somewhere promoting healthy reasoning | style="background:#FFE6E6;" | <span style="color: teal"> | kaizen | </span> || | |- || Tertiary | style="background:white;" | <span style="color:black"> spiritual</span> | style="background:#BFBFBF;" | <span style="color:white"> factual </span> | style="background:#F2F2F2;" | <span style="color:black"> nutritional</span> || This reflects healthy mindful every habits | style="background:#E6EAFF;" | <span style="color:teal"> . genkiness . .</span> || . |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> generational</span> | style="background:#E6FFFF;" | <span style="color:black"> miscellaneal</span> | style="background:#F2E0CE;" | <span style="color:black"> punctuational</span> || This reflects having it all together enough to enjoy the holidays | style="background:#FFF2E6;" | <span style="color:lime"> # goblin </span> || # |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> | style="background:white;" | <span style="color:black"> {verb} </span> | style="background:black;" | <span style="color:white"> [noun] </span> || This reflects deliberate professional progress | style="background:#F2E6FF;" | <span style="color:lime"> / tsugu /</span> || / |- || Senary || b || 〇 || x || This reflects influencing others | style="background:#E6FFEA;" | <span style="color:lime"> @ g @ g @ </span> || [https://www.youtube.com/watch?v=SYnVYJDxu2Q @] |} == 100 -- Philosophy and psychology == How can I use color to manipulate behavior and improve communication? ===named=== ==== Re⋮Beccaδ#639 ==== ===== rebeccapurple :: #663399 ===== https://meyerweb.com/eric/thoughts/2014/06/19/rebeccapurple/ ====black==== ====white==== ====græy==== ====pink==== ====indigo==== ====midnightblue==== ===hex=== ====#fff==== ====#fff==== {| class="wikitable" style="text-align: center;" |+ |- | style="background:black;" | <span style="color:white"> [ white { on black ⚞🧿⚟ #fff on #000 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:pink"> [ pink { on 50% grey ⚞🧿⚟ #ffc0cb on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#191970"> [ midnightblue { on 50% grey ⚞🧿⚟ #191970 on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#4b0082"> [ indigo { on 50% grey ⚞🧿⚟ #4b0082 on #808080 ⚞🧿⚟ } ] </span> |} ===cmyk=== https://colordesigner.io/convert/cmyktohex ====gg on cmyk(0,0,0,33.3) w|materializecss.com==== https://materializecss.com/color.html {| class="wikitable" style="text-align: center;" |+ |- | style="background:#ababab" | <span style="color:#fff9c4"> [ gg_yellow { on cmyk(0,0,0,33.3) ⚞🧿⚟ #fff9c4 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffe0b2"> [ gg_orange { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffe0b2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffcdd2"> [ gg_red { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffcdd2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#e1bee7"> [ gg_purple { on cmyk(0,0,0,33.3) ⚞🧿⚟ #e1bee7 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#bbdefb"> [ gg_blue { on cmyk(0,0,0,33.3) ⚞🧿⚟ #bbdefb on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#c8e6c9"> [ gg_green { on cmyk(0,0,0,33.3) ⚞🧿⚟ #c8e6c9 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#efefef"> [ gg_white { on cmyk(0,0,0,33.3) ⚞🧿⚟ #efefef on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#111"> [ gg_black { on cmyk(0,0,0,33.3) ⚞🧿⚟ #111 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#808080"> [ gg_grey { on cmyk(0,0,0,33.3) ⚞🧿⚟ #808080 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#f8bbd0"> [ gg_pink { on cmyk(0,0,0,33.3) ⚞🧿⚟ #f8bbd0 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#b2ebf2"> [ gg_cyan { on cmyk(0,0,0,33.3) ⚞🧿⚟ #b2ebf2 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#d7ccc8"> [ gg_brown { on cmyk(0,0,0,33.3) ⚞🧿⚟ #d7ccc8 on #ababab )⚞🧿⚟} ] </span> |} ===rgba=== === TrumPutin-ism === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. == 200 -- Religion == Royal We "spiritual warfare" 1000 things I did 1992-2022 other than lie my way onto the supreme court to overturn Roe v Wade {| |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |} == 300 -- Social sciences == https://wattention.com/traditional-rice-harvesting-in-japan/ https://www.wwoofjapan.com/home/index.php?lang=en == 400 -- Language == === Programming === ==== .png ==== ==== Esperanto ==== ==== HTML ==== ==== PUG ==== == 500 -- Pure Science == == 600 -- Technology == === local hosts=== [http://localhost:8080/ 8080] file:///D:/index.html === Roland SP 404MKII === https://www.roland.com/global/products/sp-404mk2/ https://www.roland.com/global/support/by_product/sp-404mk2/owners_manuals/ @https://static.roland.com/manuals/sp-404mk2_app/eng/19610757.html === VIM === https://vim-adventures.com/ == 700 -- Arts and recreation == == 800 -- Literature == == 900 -- History and geography == https://geology.com/stories/13/bear-areas/ === pre-2030 === 2022 "booked" by Hillsboro Police for sending email addressing "Christian Hate" and "Spiritual War" along with "exorcisms" and "Halloween Hysteria" in Marion County, OR where Salem Police Department abdicated from protecting some children in Salem from 2016-2021. 2021 Kaiser Permanente promised cash settlement to mitigate their abdication in Marion County. KP lawyer with intimate details about my vagina: terrence .j . loeber@kp.org 2012 "unliked" on FB by some Nazarene peers after openly questioning Alex Jones' allegation that Sandy Hook didn't happen and asking for compassion for parents who were called actors while they grieved publicly through no choice of their own. 2011 Lupron given by KP for menorrhagia as alternative to b/c pills first rxd in 86. How many women who have "mostly" been on b/c pills from 87-11 are obese? Why no menorrhagia while immersed in Japan? How close to a traditional Japanese diet can I get in the Willamette Valley and how close to no meat will my body allow? === TrumPutish War Against Humanity === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. === Ring of Fire === === Post "Roe v Wade" === Who did Roe v Wade protect? Why would a Nazarene raised pro-life support an "underground" network post Roe v Wade? === Our Contemporary "Underground Railroad" needs a submarine? === Why did Portland, OR close the Shanghai Tunnels recently? Human Trafficking through Astoria, OR has been going on "forever". How do we align an "underground railroad" with contemporary supports? == 10 -- A & + == == 11 -- B * x == == 12 -- C f(◯) == == 13 -- D Δ δ ƍ ≜ 𝜟 𝝳 == == 14 -- E 🐘 𓃰 == == 15 -- F == == 16 -- G == == 17 -- H == == 18 -- I == == 19 -- J == == 20 -- K == == 21 -- L == == 22 -- M == == 23 -- N == == 24 -- O == == 25 -- P == == 26 -- Q == == 27 -- R == == 28 -- S == == 29 -- T == == 30 -- U == == 31 -- V == == 32 -- W == == 33 -- X == == 34 -- Y == == 35 -- Z == 187hwai76kl8uvaxmzg5gjpiyb9r5ua 2413864 2413852 2022-08-11T22:45:06Z A020f0ff 2928078 /* WashingtonCounty.OR.US:case#22CN03334 */ wikitext text/x-wiki 𝑓(◯) allostatis https://vim.rtorr.com/ https://github.com/rtorr/vim-cheat-sheet {| + 𝑓(◯) |- || ◯ | style="background:#000 ;" | <span style="color:#fff; font-size: 11px; "> <center>⟁ ◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000; font-size: 11px; "> <center>⟁ ◁ #000 ○ #fff △ ⟁</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink; font-size: 11px; "> <center>⟁ ◁ pink ○ gray △ ⟁</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 11px;"><center> ⟁ </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#111;" | <span style="color:#ff0; font-size: 11px; "> <center>◁ #ff0 ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#F0f; font-size: 11px; "> <center>◁ #f0f ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#0ff; font-size: 11px; "> <center>◁ #0ff ○ #111 △</center></span> |- || 人 | style="background:#111;" | <span style="color:#ff0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#f0f; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#0ff; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#333;" | <span style="color:#f00; font-size: 11px; "> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0f0; font-size: 11px; "> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#00f; font-size: 11px; "> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#f00; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#0f0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#00f; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#555;" | <span style="color:black; font-size: 11px; "> ◁ black ≡ #000 △ </span> || 人 || 人 | style="background:#555;" | <span style="color:indigo; font-size: 9px; "> ◁ indigo ≡ #4B0082△</span> || 人 || 人 | style="background:#555;" | <span style="color:midnightblue; font-size: 11px; "> ◁ midnightblue ≡ #191970△</span> |- || 人 | style="background:#555;" | <span style="color:black; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:indigo; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:midnightblue; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px; "> ◁ #fff9c4 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px; "> ◁ #FFCDD2 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px; "> ◁ #BBDEFB ○ #777 △ </span> |- || 人 | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px; "> ◁ #ffe0b2 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px; "> ◁ #e1bee7 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px; "> ◁ #C8E6C9 ○ #999 △ </span> |- || 人 | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px;"><center> ⌂ </center></span> || |- || ⟁ | style="background:#aaa;" | <span style="color:#efefef; font-size: 11px; "> ◁ #efefef ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#222; font-size: 11px; "> ◁ #e1bee7 ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#777; font-size: 11px; "> ◁ #ababab ○ #aaa △ </span> |- || 人 | style="background:#aaa;" | <span style="color:#efefef ; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#222; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#777; font-size: 33px;"><center> ⚞人⚟ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} ==WashingtonCounty.OR.US.case#22CN03334== [http://themetawiki.clu/w/index.php/WashingtonCounty.OR.US.case http://themetawiki.clu/w/index.php/WashingtonCounty.OR.US.case] This is the case holding up plans for a physical wikiversity site in 97305-2644 Next court date is 9/8/2022 == Salem Accord == ===/əˈkôrd/=== ===アコード=== ===符合=== ===与える=== ==◯== {| + font-size: 222px; primary |- || ◯ | style="background:#000 ;" | <span style="color:#fff "> <center>◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000 "> <center>◁ #000 ○ #fff △ ⧋</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink "> <center>◁ pink ○ gray △ 📐</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 77px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 77px;"><center> ⧋ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 77px;"><center> 📐 </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#333;" | <span style="color:#ff0"> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#F0f"> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0ff"> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#ff0; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#f0f; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#0ff; font-size: 277px;"><center> ⌂ </center></span> || |- || 2 | style="background:#808080;" | <span style="color:pink"> ◁ pink ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:midnightblue"> ◁ midnightblue ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:indigo"> ◁ indigo ○ #808080 △</span> |- || 人 | style="background:#808080;" | <span style="color:pink; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:midnightblue; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:indigo; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || |} or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + {| + font-size: 100px; |- || ◯ | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 46px;"><center> ∨↯∧ </center></span> || |} {| + font-size: 222px; primary |- || 1 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ #fff9c4 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ #FFCDD2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ #BBDEFB ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 111px; secondary |- || 2 | style="background:#808080;" | <span style="color:#ffe0b2"> ◁ #ffe0b2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#e1bee7"> ◁ #e1bee7 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#C8E6C9"> ◁ #C8E6C9 ○</span> |- || 人 | style="background:#808080;" | <span style="color:#ffe0b2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#e1bee7; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#C8E6C9; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 100px; |- || 5 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 6 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} == 0 == {| |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家] || 小 |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ∨↯∧ </center></span> || || | style="background:#808080;" | <span style="color:#fff9c4; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} == or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + .us == ==⌂== {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ==✪⚪⬤🔥◍⚫⨁ 👀 ≡ odd → +1 [ { ( East ⚫🔴⚪○💮⭕ West ) } ] iff even ⇒ ÷2== ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] || ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪ || || ○人∘🧿⚪⬤◍⚫ || || ⨁⚉⨂❂✧✷✸✡✵ |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |} == ya == ◯ ○ ∘ ⬤ 大 【 ヤ / や 】 (ya) 人 【 ジン、 ニン / ひと 】(jean、he toe) 大家 (ya ya) Ya (hiragana: や, katakana: ヤ) ヤフー 屋 - Wiktionaryhttps://en.wiktionary.org › wiki › 屋 Semantic compound of 尸+至. 尸 does not represent the radical for death, but is a pictogram depicting a cloth draped. 至 means "dead end". Home (家) A home, or domicile, is a space used as a permanent or semi-permanent residence for one or many humans. It is a fully or semi sheltered space and can have both interior and exterior aspects to it. Ya (や) Kana Ya is one of the Japanese kana, each of which represents one mora. The hiragana is written in three strokes, while the katakana is written in two. Both represent. Their shapes have origins in the character 也. Wikipedia hiragana origin: 也 spelling kana: 大和のヤ Yamato no "ya" transliteration: ya unicode: U+3084, U+30E4 What is the pronunciation of Ya line? In historical kana orthography, it is written as "yau", "say", and "eu", and read as "yo", "you", and "yo", respectively. Even in modern times, "saying" and "going" are sometimes pronounced as "yu" and "yuku . " From the above, it can be said that Ya line is the yoon of that line . [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] == g == {| + |- || g || ⌂ || 時 |- || nono || ⌂ || ◁ || 前 || の || ノ || 名 || "Salmon" || #fa8072 || || || || || || rgb(250, 128, 114) || :: || hsl(6, 93%, 71%) |- || "のノ" || ⌂ || <span style="color:salmon;"><center> ∅ </center></span> | style="background:#000;"|<span style="color:salmon;"><center> #000 </center></span> | style="background:#808080;" | <span style="color:salmon;"><center> #808080 </center></span> | style="background:#fff;" | <span style="color:salmon;"><center> #fff </center></span> | style="background:#333;" | <span style="color:salmon;"><center> #333 </center></span> | style="background:#333;" | <span style="color:#fa8072;"><center> #fa8072 </center></span> | style="background:#333;" | <span style="color:#fa8072ff;"><center> #fa8072ff </center></span> | style="background:#333;" | <span style="color:#fa8072aa;"><center> #fa8072aa </center></span> | style="background:#333;" | <span style="color:#fa807280;"><center> #fa807280 </center></span> | style="background:#333;" | <span style="color:#fa807233;"><center> #fa807233 </center></span> | style="background:#333;" | <span style="color:#fa807200;"><center> #fa807200 </center></span> |- || know no ノノ || ⌂ || <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#000;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#808080;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#fff;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072ff; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072aa; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807280; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807233; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807200; font-size: 100px;"> ☂ </span> |} {| + |- || hsl(0-33, 93%, 71%) || <span style="color:hsl(0, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(1, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(2, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(3, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(4, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(5, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(7, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(8, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(9, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(10, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(11, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(12, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(13, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(14, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(15, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(16, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(17, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(18, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(19, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(20, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(21, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(22, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(23, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(24, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(25, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(26, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(27, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(28, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(29, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(30, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(31, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(32, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(33, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6-606, 93%, 71%) || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(36, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(66, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(96, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(126, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(156, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(186, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(216, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(246, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(276, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(306, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(336, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(366, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(396, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(426, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(456, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(486, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(516, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(546, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(576, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(606, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 93%, 0-100%) || <span style="color:hsl(6, 93%, 0%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 10%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 20%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 30%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 40%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 50%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 60%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 70%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 80%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 90%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 100%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 0-100%, 71%) || <span style="color:hsl(6, 0%, 71%);"><center> ⌂ </center></span> || <span style="color:hsl(6, 10%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 20%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 30%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 40%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 50%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 60%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 70%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 80%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 90%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 100%, 71%);"><center>⌂ </center></span> |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |- ||ternary ||3 |- ||quaternary ||4 |- ||quinary ||5 |- ||senary ||6 |- ||septenary ||7 |- ||octal ||8 |- ||nonary |- ||decimal |- ||undenary |- ||duodecimal |- ||hexadecimal ||16 |- ||vigesimal ||20 |- ||sexagesimal ||60 |} How do you want your water served when you get here? https://pubs.usgs.gov/sir/2005/5168/pdf/sir2005-5168.pdf Robert Lee Stinson %VOX "tautology club says hi" w 11am "Naturalist Society for the Humane Treatment of Monsters" from dnd game on twitter [https://www.youtube.com/watch?v=n7uNA5fO1iI rice ex in CA] https://www.oregonwild.org/about/blog/oregon-grizzly-country https://therevelator.org/yellowstone-grizzlies-unbearable-divides/ https://developer.mozilla.org/en-US/docs/Web/CSS/color_value/hsl https://www.researchgate.net/about Amare, Nicole & Manning, A.. (2012). Seeing typeface personality: Emotional responses to form as tone. IEEE International Professional Communication Conference. 1-9. 10.1109/IPCC.2012.6408605. Various studies have correlated specific visual characteristics of typefaces with specific overall emotional effects: curvilinear forms and open letter shapes generally feel “friendly” but also “formal” or “informal,” depending on other factors; large contrasts in stroke widths, cap height, and aspect ratio generally feel “interesting,” but also “attractive” or “aggressive,” depending on other factors; low-variety and low-contrast forms generally feel “professional” but also “reliable” or “boring.” Although the current findings on typeface personality are useful, they have not indicated a systematic explanation for why specific physical typeface forms have the specific emotion effects that they do. This paper will report results of an empirical study in which 102 participants indicated their immediate emotional responses to each of 36 distinct typeface designs. Results support correlation between specific typeface features (variety vs. contrast vs. pattern) and specific emotional parameters (amusement vs. agitation vs. focus), explaining findings of previous studies, suggesting various classroom approaches to purpose-driven typeface selection. {{User alternative account|VeronicaJeanAnderson}} {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( A B E ) } ] </span> | style="background:black;" | <span style="color:white"> [ { ( [https://www.twitch.tv/archie97305 👀] ) } ]</span> |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> index.html</span> || notepad/atom (atom is deprecated) |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> vue </span> || [https://www.vim.org/ vim] [https://github.com/vim/vim-win32-installer/releases installer] |- || Tertiary | style="background:white;" | <span style="color:black"> css </span> || global css @ || gg css @ || NPC css @ |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> pug </span> |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> |- || Senary || b |} https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/sandbox trying to create a 1 -> 2 -> 3 -> 4 -> 5 -> 6 system in the apartment here that can be copied from site to site using artistic threads to help a Nice And Proper NAP-er navigate between properties with ease while maintaining adequate supportive care that we all require to enable us to focus on whatever catches our fancy. sun; natural light; breathe; BGs carbs; hygiene; laundry away bedroom; needles; blood; garbage out kitchen/nutritional/study social/outreach/linking worlds back porch 0 -- Computer Science, information and general works {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( T O P ) } ] </span> | style="background:black;" | <span style="color:white"> [ ℳ ] </span> | style="background:white;" | <span style="color:black"> { ¢ } </span> | style="background:#F9F9F9;" | <span style="color:pink"> ( ৳ ) </span> | style="background:black;" | <span style="color:white"> [ { ( I.n C.ase of E.mergency ) } ] </span> | style="background:teal;" | <span style="color:lime"> ᐪ l i p s c h i t z </span> || [https://www.youtube.com/watch?v=qrrz54UtkCc ᐪ] |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> physical</span> | style="background:#FFE6E6;" | <span style="color:black"> emotional</span> | style="background:#E6EAFF;" | <span style="color:black"> social</span> || This reflects health enough to communicate with people intimately enough to address real immediate issues | style="background:#FFFFE6;" | <span style="color:teal"> ^ torikomu </span> ||[https://www.youtube.com/watch?v=YxvBPH4sArQ ^] |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> occupational</span> | style="background:#F2E6FF;" | <span style="color:black"> intellectual</span> | style="background:#E6FFEA;" | <span style="color:black"> environmental</span> || This reflects living somewhere promoting healthy reasoning | style="background:#FFE6E6;" | <span style="color: teal"> | kaizen | </span> || | |- || Tertiary | style="background:white;" | <span style="color:black"> spiritual</span> | style="background:#BFBFBF;" | <span style="color:white"> factual </span> | style="background:#F2F2F2;" | <span style="color:black"> nutritional</span> || This reflects healthy mindful every habits | style="background:#E6EAFF;" | <span style="color:teal"> . genkiness . .</span> || . |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> generational</span> | style="background:#E6FFFF;" | <span style="color:black"> miscellaneal</span> | style="background:#F2E0CE;" | <span style="color:black"> punctuational</span> || This reflects having it all together enough to enjoy the holidays | style="background:#FFF2E6;" | <span style="color:lime"> # goblin </span> || # |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> | style="background:white;" | <span style="color:black"> {verb} </span> | style="background:black;" | <span style="color:white"> [noun] </span> || This reflects deliberate professional progress | style="background:#F2E6FF;" | <span style="color:lime"> / tsugu /</span> || / |- || Senary || b || 〇 || x || This reflects influencing others | style="background:#E6FFEA;" | <span style="color:lime"> @ g @ g @ </span> || [https://www.youtube.com/watch?v=SYnVYJDxu2Q @] |} == 100 -- Philosophy and psychology == How can I use color to manipulate behavior and improve communication? ===named=== ==== Re⋮Beccaδ#639 ==== ===== rebeccapurple :: #663399 ===== https://meyerweb.com/eric/thoughts/2014/06/19/rebeccapurple/ ====black==== ====white==== ====græy==== ====pink==== ====indigo==== ====midnightblue==== ===hex=== ====#fff==== ====#fff==== {| class="wikitable" style="text-align: center;" |+ |- | style="background:black;" | <span style="color:white"> [ white { on black ⚞🧿⚟ #fff on #000 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:pink"> [ pink { on 50% grey ⚞🧿⚟ #ffc0cb on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#191970"> [ midnightblue { on 50% grey ⚞🧿⚟ #191970 on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#4b0082"> [ indigo { on 50% grey ⚞🧿⚟ #4b0082 on #808080 ⚞🧿⚟ } ] </span> |} ===cmyk=== https://colordesigner.io/convert/cmyktohex ====gg on cmyk(0,0,0,33.3) w|materializecss.com==== https://materializecss.com/color.html {| class="wikitable" style="text-align: center;" |+ |- | style="background:#ababab" | <span style="color:#fff9c4"> [ gg_yellow { on cmyk(0,0,0,33.3) ⚞🧿⚟ #fff9c4 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffe0b2"> [ gg_orange { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffe0b2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffcdd2"> [ gg_red { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffcdd2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#e1bee7"> [ gg_purple { on cmyk(0,0,0,33.3) ⚞🧿⚟ #e1bee7 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#bbdefb"> [ gg_blue { on cmyk(0,0,0,33.3) ⚞🧿⚟ #bbdefb on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#c8e6c9"> [ gg_green { on cmyk(0,0,0,33.3) ⚞🧿⚟ #c8e6c9 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#efefef"> [ gg_white { on cmyk(0,0,0,33.3) ⚞🧿⚟ #efefef on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#111"> [ gg_black { on cmyk(0,0,0,33.3) ⚞🧿⚟ #111 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#808080"> [ gg_grey { on cmyk(0,0,0,33.3) ⚞🧿⚟ #808080 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#f8bbd0"> [ gg_pink { on cmyk(0,0,0,33.3) ⚞🧿⚟ #f8bbd0 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#b2ebf2"> [ gg_cyan { on cmyk(0,0,0,33.3) ⚞🧿⚟ #b2ebf2 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#d7ccc8"> [ gg_brown { on cmyk(0,0,0,33.3) ⚞🧿⚟ #d7ccc8 on #ababab )⚞🧿⚟} ] </span> |} ===rgba=== === TrumPutin-ism === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. == 200 -- Religion == Royal We "spiritual warfare" 1000 things I did 1992-2022 other than lie my way onto the supreme court to overturn Roe v Wade {| |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |} == 300 -- Social sciences == https://wattention.com/traditional-rice-harvesting-in-japan/ https://www.wwoofjapan.com/home/index.php?lang=en == 400 -- Language == === Programming === ==== .png ==== ==== Esperanto ==== ==== HTML ==== ==== PUG ==== == 500 -- Pure Science == == 600 -- Technology == === local hosts=== [http://localhost:8080/ 8080] file:///D:/index.html === Roland SP 404MKII === https://www.roland.com/global/products/sp-404mk2/ https://www.roland.com/global/support/by_product/sp-404mk2/owners_manuals/ @https://static.roland.com/manuals/sp-404mk2_app/eng/19610757.html === VIM === https://vim-adventures.com/ == 700 -- Arts and recreation == == 800 -- Literature == == 900 -- History and geography == https://geology.com/stories/13/bear-areas/ === pre-2030 === 2022 "booked" by Hillsboro Police for sending email addressing "Christian Hate" and "Spiritual War" along with "exorcisms" and "Halloween Hysteria" in Marion County, OR where Salem Police Department abdicated from protecting some children in Salem from 2016-2021. 2021 Kaiser Permanente promised cash settlement to mitigate their abdication in Marion County. KP lawyer with intimate details about my vagina: terrence .j . loeber@kp.org 2012 "unliked" on FB by some Nazarene peers after openly questioning Alex Jones' allegation that Sandy Hook didn't happen and asking for compassion for parents who were called actors while they grieved publicly through no choice of their own. 2011 Lupron given by KP for menorrhagia as alternative to b/c pills first rxd in 86. How many women who have "mostly" been on b/c pills from 87-11 are obese? Why no menorrhagia while immersed in Japan? How close to a traditional Japanese diet can I get in the Willamette Valley and how close to no meat will my body allow? === TrumPutish War Against Humanity === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. === Ring of Fire === === Post "Roe v Wade" === Who did Roe v Wade protect? Why would a Nazarene raised pro-life support an "underground" network post Roe v Wade? === Our Contemporary "Underground Railroad" needs a submarine? === Why did Portland, OR close the Shanghai Tunnels recently? Human Trafficking through Astoria, OR has been going on "forever". How do we align an "underground railroad" with contemporary supports? == 10 -- A & + == == 11 -- B * x == == 12 -- C f(◯) == == 13 -- D Δ δ ƍ ≜ 𝜟 𝝳 == == 14 -- E 🐘 𓃰 == == 15 -- F == == 16 -- G == == 17 -- H == == 18 -- I == == 19 -- J == == 20 -- K == == 21 -- L == == 22 -- M == == 23 -- N == == 24 -- O == == 25 -- P == == 26 -- Q == == 27 -- R == == 28 -- S == == 29 -- T == == 30 -- U == == 31 -- V == == 32 -- W == == 33 -- X == == 34 -- Y == == 35 -- Z == 4br57bbg544e6l1fv65ia9uef6fjvni 2413865 2413864 2022-08-11T22:45:39Z A020f0ff 2928078 /* WashingtonCounty.OR.US.case#22CN03334 */ wikitext text/x-wiki 𝑓(◯) allostatis https://vim.rtorr.com/ https://github.com/rtorr/vim-cheat-sheet {| + 𝑓(◯) |- || ◯ | style="background:#000 ;" | <span style="color:#fff; font-size: 11px; "> <center>⟁ ◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000; font-size: 11px; "> <center>⟁ ◁ #000 ○ #fff △ ⟁</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink; font-size: 11px; "> <center>⟁ ◁ pink ○ gray △ ⟁</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 11px;"><center> ⟁ </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#111;" | <span style="color:#ff0; font-size: 11px; "> <center>◁ #ff0 ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#F0f; font-size: 11px; "> <center>◁ #f0f ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#0ff; font-size: 11px; "> <center>◁ #0ff ○ #111 △</center></span> |- || 人 | style="background:#111;" | <span style="color:#ff0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#f0f; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#0ff; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#333;" | <span style="color:#f00; font-size: 11px; "> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0f0; font-size: 11px; "> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#00f; font-size: 11px; "> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#f00; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#0f0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#00f; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#555;" | <span style="color:black; font-size: 11px; "> ◁ black ≡ #000 △ </span> || 人 || 人 | style="background:#555;" | <span style="color:indigo; font-size: 9px; "> ◁ indigo ≡ #4B0082△</span> || 人 || 人 | style="background:#555;" | <span style="color:midnightblue; font-size: 11px; "> ◁ midnightblue ≡ #191970△</span> |- || 人 | style="background:#555;" | <span style="color:black; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:indigo; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:midnightblue; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px; "> ◁ #fff9c4 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px; "> ◁ #FFCDD2 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px; "> ◁ #BBDEFB ○ #777 △ </span> |- || 人 | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px; "> ◁ #ffe0b2 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px; "> ◁ #e1bee7 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px; "> ◁ #C8E6C9 ○ #999 △ </span> |- || 人 | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px;"><center> ⌂ </center></span> || |- || ⟁ | style="background:#aaa;" | <span style="color:#efefef; font-size: 11px; "> ◁ #efefef ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#222; font-size: 11px; "> ◁ #e1bee7 ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#777; font-size: 11px; "> ◁ #ababab ○ #aaa △ </span> |- || 人 | style="background:#aaa;" | <span style="color:#efefef ; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#222; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#777; font-size: 33px;"><center> ⚞人⚟ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} ==WashingtonCounty.OR.US.case.22CN03334== [http://themetawiki.clu/w/index.php/WashingtonCounty.OR.US.case.22CN03334 http://themetawiki.clu/w/index.php/WashingtonCounty.OR.US.case.22CN03334] This is the case holding up plans for a physical wikiversity site in 97305-2644 Next court date is 9/8/2022 == Salem Accord == ===/əˈkôrd/=== ===アコード=== ===符合=== ===与える=== ==◯== {| + font-size: 222px; primary |- || ◯ | style="background:#000 ;" | <span style="color:#fff "> <center>◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000 "> <center>◁ #000 ○ #fff △ ⧋</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink "> <center>◁ pink ○ gray △ 📐</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 77px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 77px;"><center> ⧋ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 77px;"><center> 📐 </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#333;" | <span style="color:#ff0"> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#F0f"> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0ff"> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#ff0; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#f0f; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#0ff; font-size: 277px;"><center> ⌂ </center></span> || |- || 2 | style="background:#808080;" | <span style="color:pink"> ◁ pink ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:midnightblue"> ◁ midnightblue ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:indigo"> ◁ indigo ○ #808080 △</span> |- || 人 | style="background:#808080;" | <span style="color:pink; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:midnightblue; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:indigo; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || |} or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + {| + font-size: 100px; |- || ◯ | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 46px;"><center> ∨↯∧ </center></span> || |} {| + font-size: 222px; primary |- || 1 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ #fff9c4 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ #FFCDD2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ #BBDEFB ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 111px; secondary |- || 2 | style="background:#808080;" | <span style="color:#ffe0b2"> ◁ #ffe0b2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#e1bee7"> ◁ #e1bee7 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#C8E6C9"> ◁ #C8E6C9 ○</span> |- || 人 | style="background:#808080;" | <span style="color:#ffe0b2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#e1bee7; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#C8E6C9; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 100px; |- || 5 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 6 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} == 0 == {| |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家] || 小 |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ∨↯∧ </center></span> || || | style="background:#808080;" | <span style="color:#fff9c4; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} == or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + .us == ==⌂== {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ==✪⚪⬤🔥◍⚫⨁ 👀 ≡ odd → +1 [ { ( East ⚫🔴⚪○💮⭕ West ) } ] iff even ⇒ ÷2== ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] || ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪ || || ○人∘🧿⚪⬤◍⚫ || || ⨁⚉⨂❂✧✷✸✡✵ |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |} == ya == ◯ ○ ∘ ⬤ 大 【 ヤ / や 】 (ya) 人 【 ジン、 ニン / ひと 】(jean、he toe) 大家 (ya ya) Ya (hiragana: や, katakana: ヤ) ヤフー 屋 - Wiktionaryhttps://en.wiktionary.org › wiki › 屋 Semantic compound of 尸+至. 尸 does not represent the radical for death, but is a pictogram depicting a cloth draped. 至 means "dead end". Home (家) A home, or domicile, is a space used as a permanent or semi-permanent residence for one or many humans. It is a fully or semi sheltered space and can have both interior and exterior aspects to it. Ya (や) Kana Ya is one of the Japanese kana, each of which represents one mora. The hiragana is written in three strokes, while the katakana is written in two. Both represent. Their shapes have origins in the character 也. Wikipedia hiragana origin: 也 spelling kana: 大和のヤ Yamato no "ya" transliteration: ya unicode: U+3084, U+30E4 What is the pronunciation of Ya line? In historical kana orthography, it is written as "yau", "say", and "eu", and read as "yo", "you", and "yo", respectively. Even in modern times, "saying" and "going" are sometimes pronounced as "yu" and "yuku . " From the above, it can be said that Ya line is the yoon of that line . [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] == g == {| + |- || g || ⌂ || 時 |- || nono || ⌂ || ◁ || 前 || の || ノ || 名 || "Salmon" || #fa8072 || || || || || || rgb(250, 128, 114) || :: || hsl(6, 93%, 71%) |- || "のノ" || ⌂ || <span style="color:salmon;"><center> ∅ </center></span> | style="background:#000;"|<span style="color:salmon;"><center> #000 </center></span> | style="background:#808080;" | <span style="color:salmon;"><center> #808080 </center></span> | style="background:#fff;" | <span style="color:salmon;"><center> #fff </center></span> | style="background:#333;" | <span style="color:salmon;"><center> #333 </center></span> | style="background:#333;" | <span style="color:#fa8072;"><center> #fa8072 </center></span> | style="background:#333;" | <span style="color:#fa8072ff;"><center> #fa8072ff </center></span> | style="background:#333;" | <span style="color:#fa8072aa;"><center> #fa8072aa </center></span> | style="background:#333;" | <span style="color:#fa807280;"><center> #fa807280 </center></span> | style="background:#333;" | <span style="color:#fa807233;"><center> #fa807233 </center></span> | style="background:#333;" | <span style="color:#fa807200;"><center> #fa807200 </center></span> |- || know no ノノ || ⌂ || <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#000;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#808080;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#fff;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072ff; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072aa; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807280; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807233; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807200; font-size: 100px;"> ☂ </span> |} {| + |- || hsl(0-33, 93%, 71%) || <span style="color:hsl(0, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(1, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(2, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(3, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(4, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(5, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(7, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(8, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(9, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(10, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(11, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(12, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(13, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(14, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(15, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(16, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(17, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(18, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(19, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(20, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(21, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(22, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(23, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(24, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(25, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(26, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(27, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(28, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(29, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(30, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(31, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(32, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(33, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6-606, 93%, 71%) || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(36, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(66, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(96, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(126, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(156, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(186, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(216, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(246, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(276, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(306, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(336, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(366, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(396, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(426, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(456, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(486, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(516, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(546, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(576, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(606, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 93%, 0-100%) || <span style="color:hsl(6, 93%, 0%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 10%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 20%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 30%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 40%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 50%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 60%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 70%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 80%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 90%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 100%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 0-100%, 71%) || <span style="color:hsl(6, 0%, 71%);"><center> ⌂ </center></span> || <span style="color:hsl(6, 10%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 20%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 30%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 40%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 50%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 60%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 70%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 80%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 90%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 100%, 71%);"><center>⌂ </center></span> |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |- ||ternary ||3 |- ||quaternary ||4 |- ||quinary ||5 |- ||senary ||6 |- ||septenary ||7 |- ||octal ||8 |- ||nonary |- ||decimal |- ||undenary |- ||duodecimal |- ||hexadecimal ||16 |- ||vigesimal ||20 |- ||sexagesimal ||60 |} How do you want your water served when you get here? https://pubs.usgs.gov/sir/2005/5168/pdf/sir2005-5168.pdf Robert Lee Stinson %VOX "tautology club says hi" w 11am "Naturalist Society for the Humane Treatment of Monsters" from dnd game on twitter [https://www.youtube.com/watch?v=n7uNA5fO1iI rice ex in CA] https://www.oregonwild.org/about/blog/oregon-grizzly-country https://therevelator.org/yellowstone-grizzlies-unbearable-divides/ https://developer.mozilla.org/en-US/docs/Web/CSS/color_value/hsl https://www.researchgate.net/about Amare, Nicole & Manning, A.. (2012). Seeing typeface personality: Emotional responses to form as tone. IEEE International Professional Communication Conference. 1-9. 10.1109/IPCC.2012.6408605. Various studies have correlated specific visual characteristics of typefaces with specific overall emotional effects: curvilinear forms and open letter shapes generally feel “friendly” but also “formal” or “informal,” depending on other factors; large contrasts in stroke widths, cap height, and aspect ratio generally feel “interesting,” but also “attractive” or “aggressive,” depending on other factors; low-variety and low-contrast forms generally feel “professional” but also “reliable” or “boring.” Although the current findings on typeface personality are useful, they have not indicated a systematic explanation for why specific physical typeface forms have the specific emotion effects that they do. This paper will report results of an empirical study in which 102 participants indicated their immediate emotional responses to each of 36 distinct typeface designs. Results support correlation between specific typeface features (variety vs. contrast vs. pattern) and specific emotional parameters (amusement vs. agitation vs. focus), explaining findings of previous studies, suggesting various classroom approaches to purpose-driven typeface selection. {{User alternative account|VeronicaJeanAnderson}} {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( A B E ) } ] </span> | style="background:black;" | <span style="color:white"> [ { ( [https://www.twitch.tv/archie97305 👀] ) } ]</span> |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> index.html</span> || notepad/atom (atom is deprecated) |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> vue </span> || [https://www.vim.org/ vim] [https://github.com/vim/vim-win32-installer/releases installer] |- || Tertiary | style="background:white;" | <span style="color:black"> css </span> || global css @ || gg css @ || NPC css @ |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> pug </span> |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> |- || Senary || b |} https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/sandbox trying to create a 1 -> 2 -> 3 -> 4 -> 5 -> 6 system in the apartment here that can be copied from site to site using artistic threads to help a Nice And Proper NAP-er navigate between properties with ease while maintaining adequate supportive care that we all require to enable us to focus on whatever catches our fancy. sun; natural light; breathe; BGs carbs; hygiene; laundry away bedroom; needles; blood; garbage out kitchen/nutritional/study social/outreach/linking worlds back porch 0 -- Computer Science, information and general works {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( T O P ) } ] </span> | style="background:black;" | <span style="color:white"> [ ℳ ] </span> | style="background:white;" | <span style="color:black"> { ¢ } </span> | style="background:#F9F9F9;" | <span style="color:pink"> ( ৳ ) </span> | style="background:black;" | <span style="color:white"> [ { ( I.n C.ase of E.mergency ) } ] </span> | style="background:teal;" | <span style="color:lime"> ᐪ l i p s c h i t z </span> || [https://www.youtube.com/watch?v=qrrz54UtkCc ᐪ] |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> physical</span> | style="background:#FFE6E6;" | <span style="color:black"> emotional</span> | style="background:#E6EAFF;" | <span style="color:black"> social</span> || This reflects health enough to communicate with people intimately enough to address real immediate issues | style="background:#FFFFE6;" | <span style="color:teal"> ^ torikomu </span> ||[https://www.youtube.com/watch?v=YxvBPH4sArQ ^] |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> occupational</span> | style="background:#F2E6FF;" | <span style="color:black"> intellectual</span> | style="background:#E6FFEA;" | <span style="color:black"> environmental</span> || This reflects living somewhere promoting healthy reasoning | style="background:#FFE6E6;" | <span style="color: teal"> | kaizen | </span> || | |- || Tertiary | style="background:white;" | <span style="color:black"> spiritual</span> | style="background:#BFBFBF;" | <span style="color:white"> factual </span> | style="background:#F2F2F2;" | <span style="color:black"> nutritional</span> || This reflects healthy mindful every habits | style="background:#E6EAFF;" | <span style="color:teal"> . genkiness . .</span> || . |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> generational</span> | style="background:#E6FFFF;" | <span style="color:black"> miscellaneal</span> | style="background:#F2E0CE;" | <span style="color:black"> punctuational</span> || This reflects having it all together enough to enjoy the holidays | style="background:#FFF2E6;" | <span style="color:lime"> # goblin </span> || # |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> | style="background:white;" | <span style="color:black"> {verb} </span> | style="background:black;" | <span style="color:white"> [noun] </span> || This reflects deliberate professional progress | style="background:#F2E6FF;" | <span style="color:lime"> / tsugu /</span> || / |- || Senary || b || 〇 || x || This reflects influencing others | style="background:#E6FFEA;" | <span style="color:lime"> @ g @ g @ </span> || [https://www.youtube.com/watch?v=SYnVYJDxu2Q @] |} == 100 -- Philosophy and psychology == How can I use color to manipulate behavior and improve communication? ===named=== ==== Re⋮Beccaδ#639 ==== ===== rebeccapurple :: #663399 ===== https://meyerweb.com/eric/thoughts/2014/06/19/rebeccapurple/ ====black==== ====white==== ====græy==== ====pink==== ====indigo==== ====midnightblue==== ===hex=== ====#fff==== ====#fff==== {| class="wikitable" style="text-align: center;" |+ |- | style="background:black;" | <span style="color:white"> [ white { on black ⚞🧿⚟ #fff on #000 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:pink"> [ pink { on 50% grey ⚞🧿⚟ #ffc0cb on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#191970"> [ midnightblue { on 50% grey ⚞🧿⚟ #191970 on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#4b0082"> [ indigo { on 50% grey ⚞🧿⚟ #4b0082 on #808080 ⚞🧿⚟ } ] </span> |} ===cmyk=== https://colordesigner.io/convert/cmyktohex ====gg on cmyk(0,0,0,33.3) w|materializecss.com==== https://materializecss.com/color.html {| class="wikitable" style="text-align: center;" |+ |- | style="background:#ababab" | <span style="color:#fff9c4"> [ gg_yellow { on cmyk(0,0,0,33.3) ⚞🧿⚟ #fff9c4 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffe0b2"> [ gg_orange { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffe0b2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffcdd2"> [ gg_red { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffcdd2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#e1bee7"> [ gg_purple { on cmyk(0,0,0,33.3) ⚞🧿⚟ #e1bee7 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#bbdefb"> [ gg_blue { on cmyk(0,0,0,33.3) ⚞🧿⚟ #bbdefb on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#c8e6c9"> [ gg_green { on cmyk(0,0,0,33.3) ⚞🧿⚟ #c8e6c9 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#efefef"> [ gg_white { on cmyk(0,0,0,33.3) ⚞🧿⚟ #efefef on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#111"> [ gg_black { on cmyk(0,0,0,33.3) ⚞🧿⚟ #111 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#808080"> [ gg_grey { on cmyk(0,0,0,33.3) ⚞🧿⚟ #808080 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#f8bbd0"> [ gg_pink { on cmyk(0,0,0,33.3) ⚞🧿⚟ #f8bbd0 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#b2ebf2"> [ gg_cyan { on cmyk(0,0,0,33.3) ⚞🧿⚟ #b2ebf2 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#d7ccc8"> [ gg_brown { on cmyk(0,0,0,33.3) ⚞🧿⚟ #d7ccc8 on #ababab )⚞🧿⚟} ] </span> |} ===rgba=== === TrumPutin-ism === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. == 200 -- Religion == Royal We "spiritual warfare" 1000 things I did 1992-2022 other than lie my way onto the supreme court to overturn Roe v Wade {| |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ 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|| ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |} == 300 -- Social sciences == https://wattention.com/traditional-rice-harvesting-in-japan/ https://www.wwoofjapan.com/home/index.php?lang=en == 400 -- Language == === Programming === ==== .png ==== ==== Esperanto ==== ==== HTML ==== ==== PUG ==== == 500 -- Pure Science == == 600 -- Technology == === local hosts=== [http://localhost:8080/ 8080] file:///D:/index.html === Roland SP 404MKII === https://www.roland.com/global/products/sp-404mk2/ https://www.roland.com/global/support/by_product/sp-404mk2/owners_manuals/ @https://static.roland.com/manuals/sp-404mk2_app/eng/19610757.html === VIM === https://vim-adventures.com/ == 700 -- Arts and recreation == == 800 -- Literature == == 900 -- History and geography == https://geology.com/stories/13/bear-areas/ === pre-2030 === 2022 "booked" by Hillsboro Police for sending email addressing "Christian Hate" and "Spiritual War" along with "exorcisms" and "Halloween Hysteria" in Marion County, OR where Salem Police Department abdicated from protecting some children in Salem from 2016-2021. 2021 Kaiser Permanente promised cash settlement to mitigate their abdication in Marion County. KP lawyer with intimate details about my vagina: terrence .j . loeber@kp.org 2012 "unliked" on FB by some Nazarene peers after openly questioning Alex Jones' allegation that Sandy Hook didn't happen and asking for compassion for parents who were called actors while they grieved publicly through no choice of their own. 2011 Lupron given by KP for menorrhagia as alternative to b/c pills first rxd in 86. How many women who have "mostly" been on b/c pills from 87-11 are obese? Why no menorrhagia while immersed in Japan? How close to a traditional Japanese diet can I get in the Willamette Valley and how close to no meat will my body allow? === TrumPutish War Against Humanity === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. === Ring of Fire === === Post "Roe v Wade" === Who did Roe v Wade protect? Why would a Nazarene raised pro-life support an "underground" network post Roe v Wade? === Our Contemporary "Underground Railroad" needs a submarine? === Why did Portland, OR close the Shanghai Tunnels recently? Human Trafficking through Astoria, OR has been going on "forever". How do we align an "underground railroad" with contemporary supports? == 10 -- A & + == == 11 -- B * x == == 12 -- C f(◯) == == 13 -- D Δ δ ƍ ≜ 𝜟 𝝳 == == 14 -- E 🐘 𓃰 == == 15 -- F == == 16 -- G == == 17 -- H == == 18 -- I == == 19 -- J == == 20 -- K == == 21 -- L == == 22 -- M == == 23 -- N == == 24 -- O == == 25 -- P == == 26 -- Q == == 27 -- R == == 28 -- S == == 29 -- T == == 30 -- U == == 31 -- V == == 32 -- W == == 33 -- X == == 34 -- Y == == 35 -- Z == kfjb1tlav516gkd6z9q0z8qc6cargw8 2413896 2413865 2022-08-12T02:08:51Z Archie97305 2915204 wikitext text/x-wiki https://architecturenotes.co/redis/ 𝑓(◯) allostatis https://vim.rtorr.com/ https://github.com/rtorr/vim-cheat-sheet {| + 𝑓(◯) |- || ◯ | style="background:#000 ;" | <span style="color:#fff; font-size: 11px; "> <center>⟁ ◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000; font-size: 11px; "> <center>⟁ ◁ #000 ○ #fff △ ⟁</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink; font-size: 11px; "> <center>⟁ ◁ pink ○ gray △ ⟁</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 11px;"><center> ⟁ </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#111;" | <span style="color:#ff0; font-size: 11px; "> <center>◁ #ff0 ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#F0f; font-size: 11px; "> <center>◁ #f0f ○ #111△</center></span> || 人 || 人 | style="background:#111;" | <span style="color:#0ff; font-size: 11px; "> <center>◁ #0ff ○ #111 △</center></span> |- || 人 | style="background:#111;" | <span style="color:#ff0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#f0f; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#111;" | <span style="color:#0ff; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#333;" | <span style="color:#f00; font-size: 11px; "> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0f0; font-size: 11px; "> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#00f; font-size: 11px; "> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#f00; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#0f0; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#333;" | <span style="color:#00f; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#555;" | <span style="color:black; font-size: 11px; "> ◁ black ≡ #000 △ </span> || 人 || 人 | style="background:#555;" | <span style="color:indigo; font-size: 9px; "> ◁ indigo ≡ #4B0082△</span> || 人 || 人 | style="background:#555;" | <span style="color:midnightblue; font-size: 11px; "> ◁ midnightblue ≡ #191970△</span> |- || 人 | style="background:#555;" | <span style="color:black; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:indigo; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#555;" | <span style="color:midnightblue; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px; "> ◁ #fff9c4 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px; "> ◁ #FFCDD2 ○ #777 △ </span> || 人 || 人 | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px; "> ◁ #BBDEFB ○ #777 △ </span> |- || 人 | style="background:#777;" | <span style="color:#fff9c4; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#FFCDD2; font-size: 11px;"><center> ⟁ </center></span> || || | style="background:#777;" | <span style="color:#BBDEFB; font-size: 11px;"><center> ⟁ </center></span> || |- || ⟁ | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px; "> ◁ #ffe0b2 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px; "> ◁ #e1bee7 ○ #999 △ </span> || 人 || 人 | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px; "> ◁ #C8E6C9 ○ #999 △ </span> |- || 人 | style="background:#999;" | <span style="color:#ffe0b2; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#e1bee7; font-size: 11px;"><center> ⌂ </center></span> || || | style="background:#999;" | <span style="color:#C8E6C9; font-size: 11px;"><center> ⌂ </center></span> || |- || ⟁ | style="background:#aaa;" | <span style="color:#efefef; font-size: 11px; "> ◁ #efefef ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#222; font-size: 11px; "> ◁ #e1bee7 ○ #aaa △ </span> || 人 || 人 | style="background:#aaa;" | <span style="color:#777; font-size: 11px; "> ◁ #ababab ○ #aaa △ </span> |- || 人 | style="background:#aaa;" | <span style="color:#efefef ; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#222; font-size: 33px;"><center> ⚞人⚟ </center></span> || || | style="background:#aaa;" | <span style="color:#777; font-size: 33px;"><center> ⚞人⚟ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} ==WashingtonCounty.OR.US.case.22CN03334== [http://themetawiki.clu/w/index.php/WashingtonCounty.OR.US.case.22CN03334 http://themetawiki.clu/w/index.php/WashingtonCounty.OR.US.case.22CN03334] This is the case holding up plans for a physical wikiversity site in 97305-2644 Next court date is 9/8/2022 == Salem Accord == ===/əˈkôrd/=== ===アコード=== ===符合=== ===与える=== ==◯== {| + font-size: 222px; primary |- || ◯ | style="background:#000 ;" | <span style="color:#fff "> <center>◁ #fff ○ #000 △ ⟁ </span> || 人 || 人 | style="background:#fff ;" | <span style="color:#000 "> <center>◁ #000 ○ #fff △ ⧋</span> || 人 || 人 | style="background:gray ;" | <span style="color:pink "> <center>◁ pink ○ gray △ 📐</span> |- || 人 | style="background:#000;" | <span style="color:#fff; font-size: 77px;"><center> ⟁ </center></span> || || | style="background:#fff ;" | <span style="color:#000; font-size: 77px;"><center> ⧋ </center></span> || || | style="background:gray;" | <span style="color:pink; font-size: 77px;"><center> 📐 </center></span> || [http://www.amp-what.com/unicode/search/triangle |- || 1 | style="background:#333;" | <span style="color:#ff0"> <center>◁ #ff0 ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#F0f"> <center>◁ #f0f ○ #333 △</center></span> || 人 || 人 | style="background:#333;" | <span style="color:#0ff"> <center>◁ #0ff ○ #333 △</center></span> |- || 人 | style="background:#333;" | <span style="color:#ff0; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#f0f; font-size: 277px;"><center> ⌂ </center></span> || || | style="background:#333;" | <span style="color:#0ff; font-size: 277px;"><center> ⌂ </center></span> || |- || 2 | style="background:#808080;" | <span style="color:pink"> ◁ pink ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:midnightblue"> ◁ midnightblue ○ #808080 △</span> || 人 || 人 | style="background:#808080;" | <span style="color:indigo"> ◁ indigo ○ #808080 △</span> |- || 人 | style="background:#808080;" | <span style="color:pink; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:midnightblue; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || || | style="background:#808080;" | <span style="color:indigo; font-size: 33px;"><center> ⚞🧿⚟ </center></span> || |} or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + {| + font-size: 100px; |- || ◯ | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 46px;"><center> ∨↯∧ </center></span> || |} {| + font-size: 222px; primary |- || 1 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ #fff9c4 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ #FFCDD2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ #BBDEFB ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 111px; secondary |- || 2 | style="background:#808080;" | <span style="color:#ffe0b2"> ◁ #ffe0b2 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#e1bee7"> ◁ #e1bee7 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#C8E6C9"> ◁ #C8E6C9 ○</span> |- || 人 | style="background:#808080;" | <span style="color:#ffe0b2; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#e1bee7; font-size: 222px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#C8E6C9; font-size: 222px;"><center> ⌂ </center></span> || |} {| + font-size: 25px; |- || 3 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 25px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 25px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 4 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 100px; |- || 5 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} {| + font-size: 10px; |- || 6 | style="background:#808080;" | <span style="color:#fff9c4"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#FFCDD2"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:#BBDEFB"> ◁ ○</span> |- || 人 | style="background:#808080;" | <span style="color:#fff9c4; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 10px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 10px;"><center> ⌂ </center></span> || |} == 0 == {| |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家] || 小 |- || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 || 人 | style="background:#808080;" | <span style="color:white"> ◁ ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ∨↯∧ </center></span> || || | style="background:#808080;" | <span style="color:#fff9c4; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#FFCDD2; font-size: 100px;"><center> ⌂ </center></span> || || | style="background:#808080;" | <span style="color:#BBDEFB; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} == or ∨↯∧ & + 🔥 十 ⨁ ⨂ ❂ ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○ ⌂ + .us == ==⌂== {| + font-size: 100px; |- || 人 | style="background:#333;" | <span style="color:white"> ◁ ⭕ 💮 ⚪ ⚫ 🔴 ○</span> || 人 |- || | style="background:#333;" | <span style="color:salmon; font-size: 100px;"><center> ⌂ </center></span> || |- || |- || |} [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ==✪⚪⬤🔥◍⚫⨁ 👀 ≡ odd → +1 [ { ( East ⚫🔴⚪○💮⭕ West ) } ] iff even ⇒ ÷2== ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] || ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪ || || ○人∘🧿⚪⬤◍⚫ || || ⨁⚉⨂❂✧✷✸✡✵ |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |} == ya == ◯ ○ ∘ ⬤ 大 【 ヤ / や 】 (ya) 人 【 ジン、 ニン / ひと 】(jean、he toe) 大家 (ya ya) Ya (hiragana: や, katakana: ヤ) ヤフー 屋 - Wiktionaryhttps://en.wiktionary.org › wiki › 屋 Semantic compound of 尸+至. 尸 does not represent the radical for death, but is a pictogram depicting a cloth draped. 至 means "dead end". Home (家) A home, or domicile, is a space used as a permanent or semi-permanent residence for one or many humans. It is a fully or semi sheltered space and can have both interior and exterior aspects to it. Ya (や) Kana Ya is one of the Japanese kana, each of which represents one mora. The hiragana is written in three strokes, while the katakana is written in two. Both represent. Their shapes have origins in the character 也. Wikipedia hiragana origin: 也 spelling kana: 大和のヤ Yamato no "ya" transliteration: ya unicode: U+3084, U+30E4 What is the pronunciation of Ya line? In historical kana orthography, it is written as "yau", "say", and "eu", and read as "yo", "you", and "yo", respectively. Even in modern times, "saying" and "going" are sometimes pronounced as "yu" and "yuku . " From the above, it can be said that Ya line is the yoon of that line . [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/Sandbox ⬤] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/plenary ◯] [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/inKind 大家][https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/specialdelivery ○ 人 ∘] == g == {| + |- || g || ⌂ || 時 |- || nono || ⌂ || ◁ || 前 || の || ノ || 名 || "Salmon" || #fa8072 || || || || || || rgb(250, 128, 114) || :: || hsl(6, 93%, 71%) |- || "のノ" || ⌂ || <span style="color:salmon;"><center> ∅ </center></span> | style="background:#000;"|<span style="color:salmon;"><center> #000 </center></span> | style="background:#808080;" | <span style="color:salmon;"><center> #808080 </center></span> | style="background:#fff;" | <span style="color:salmon;"><center> #fff </center></span> | style="background:#333;" | <span style="color:salmon;"><center> #333 </center></span> | style="background:#333;" | <span style="color:#fa8072;"><center> #fa8072 </center></span> | style="background:#333;" | <span style="color:#fa8072ff;"><center> #fa8072ff </center></span> | style="background:#333;" | <span style="color:#fa8072aa;"><center> #fa8072aa </center></span> | style="background:#333;" | <span style="color:#fa807280;"><center> #fa807280 </center></span> | style="background:#333;" | <span style="color:#fa807233;"><center> #fa807233 </center></span> | style="background:#333;" | <span style="color:#fa807200;"><center> #fa807200 </center></span> |- || know no ノノ || ⌂ || <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#000;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#808080;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#fff;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:salmon; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072ff; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa8072aa; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807280; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807233; font-size: 100px;"> ☂ </span> | style="background:#333;" | <span style="color:#fa807200; font-size: 100px;"> ☂ </span> |} {| + |- || hsl(0-33, 93%, 71%) || <span style="color:hsl(0, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(1, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(2, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(3, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(4, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(5, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(7, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(8, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(9, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(10, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(11, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(12, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(13, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(14, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(15, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(16, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(17, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(18, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(19, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(20, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(21, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(22, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(23, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(24, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(25, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(26, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(27, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(28, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(29, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(30, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(31, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(32, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(33, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6-606, 93%, 71%) || <span style="color:hsl(6, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(36, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(66, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(96, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(126, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(156, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(186, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(216, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(246, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(276, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(306, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(336, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(366, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(396, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(426, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(456, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(486, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(516, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(546, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(576, 93%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(606, 93%, 71%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 93%, 0-100%) || <span style="color:hsl(6, 93%, 0%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 10%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 20%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 30%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 40%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 50%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 60%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 70%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 80%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 90%);"><center>⌂ </center></span> || <span style="color:hsl(6, 93%, 100%);"><center>⌂ </center></span> |} {| + |- || hsl(6, 0-100%, 71%) || <span style="color:hsl(6, 0%, 71%);"><center> ⌂ </center></span> || <span style="color:hsl(6, 10%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 20%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 30%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 40%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 50%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 60%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 70%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 80%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 90%, 71%);"><center>⌂ </center></span> || <span style="color:hsl(6, 100%, 71%);"><center>⌂ </center></span> |} meritorium . meritorious : merit .or.iou.us {{User alternative account|VeronicaJeanAnderson}} ∨⚡\🗲↯/ϟ∧ ✮☆⚝⛤🟊✰✭▲◂◁◀◢⍟◶✪⚪⬤🔥◍⚫⨁⚉⨂❂✧✷✸✡✵ http://slither.io/ https://www.thescienceofpsychotherapy.com/behaviour-affection-and-emotional-control/ {| class="wikitable" style="text-align: center;" |+ ⚞🧿⚟_◞◜↷◝◟_◞◜⚞🧿⚟🧿⚞🧿⚟◝◟_◞◜↶◝◟_⚞🧿⚟ |- || ✪⚪⬤🔥◍⚫⨁ || [https://www.twitch.tv/archie97305 👀] | style="background:pink;" | <span style="color:#808080"> ≡ odd → +1 </span> | style="background:pink;" | <span style="color:#808080"> [ { ( East </span> | style="background:black;" | <span style="color:white"> ⚫🔴⚪○💮⭕</span> | style="background:#808080;" | <span style="color:pink"> West ) } ] </span> | style="background:#808080;" | <span style="color:pink"> iff even ⇒ ÷2 </span> |- || Primary || [https://www.amnesty.org/en/ 1] |- || Secondary || [https://philosophy.stackexchange.com/questions/31029/why-was-the-horseshoe-symbol-%E2%8A%83-selected-for-material-implication 2] |- || Tertiary || [https://en.wikiversity.org/wiki/Wikiversity:Main_Page 3] |- || Quaternary || [http://localhost:8080/ 4] |- || Quinary || [https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson 5] |- || Senary || [https://en.wikiversity.org/wiki/User:Archie97305 6] |- || Septenary || [https://maritimearchaeological.org/beeswax-wreck/ 7] |- || Octenary || [https://www.youtube.com/freecodecamp 8] |- || nonary || [https://www.freecodecamp.org/ 9] |- ||Base Name ||[https://wordsmith.org/board/ubbthreads.php?ubb=showflat&Number=84101 `] |- || binary || 2 |- ||ternary ||3 |- ||quaternary ||4 |- ||quinary ||5 |- ||senary ||6 |- ||septenary ||7 |- ||octal ||8 |- ||nonary |- ||decimal |- ||undenary |- ||duodecimal |- ||hexadecimal ||16 |- ||vigesimal ||20 |- ||sexagesimal ||60 |} How do you want your water served when you get here? https://pubs.usgs.gov/sir/2005/5168/pdf/sir2005-5168.pdf Robert Lee Stinson %VOX "tautology club says hi" w 11am "Naturalist Society for the Humane Treatment of Monsters" from dnd game on twitter [https://www.youtube.com/watch?v=n7uNA5fO1iI rice ex in CA] https://www.oregonwild.org/about/blog/oregon-grizzly-country https://therevelator.org/yellowstone-grizzlies-unbearable-divides/ https://developer.mozilla.org/en-US/docs/Web/CSS/color_value/hsl https://www.researchgate.net/about Amare, Nicole & Manning, A.. (2012). Seeing typeface personality: Emotional responses to form as tone. IEEE International Professional Communication Conference. 1-9. 10.1109/IPCC.2012.6408605. Various studies have correlated specific visual characteristics of typefaces with specific overall emotional effects: curvilinear forms and open letter shapes generally feel “friendly” but also “formal” or “informal,” depending on other factors; large contrasts in stroke widths, cap height, and aspect ratio generally feel “interesting,” but also “attractive” or “aggressive,” depending on other factors; low-variety and low-contrast forms generally feel “professional” but also “reliable” or “boring.” Although the current findings on typeface personality are useful, they have not indicated a systematic explanation for why specific physical typeface forms have the specific emotion effects that they do. This paper will report results of an empirical study in which 102 participants indicated their immediate emotional responses to each of 36 distinct typeface designs. Results support correlation between specific typeface features (variety vs. contrast vs. pattern) and specific emotional parameters (amusement vs. agitation vs. focus), explaining findings of previous studies, suggesting various classroom approaches to purpose-driven typeface selection. {{User alternative account|VeronicaJeanAnderson}} {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( A B E ) } ] </span> | style="background:black;" | <span style="color:white"> [ { ( [https://www.twitch.tv/archie97305 👀] ) } ]</span> |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> index.html</span> || notepad/atom (atom is deprecated) |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> vue </span> || [https://www.vim.org/ vim] [https://github.com/vim/vim-win32-installer/releases installer] |- || Tertiary | style="background:white;" | <span style="color:black"> css </span> || global css @ || gg css @ || NPC css @ |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> pug </span> |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> |- || Senary || b |} https://en.wikiversity.org/wiki/User:VeronicaJeanAnderson/sandbox trying to create a 1 -> 2 -> 3 -> 4 -> 5 -> 6 system in the apartment here that can be copied from site to site using artistic threads to help a Nice And Proper NAP-er navigate between properties with ease while maintaining adequate supportive care that we all require to enable us to focus on whatever catches our fancy. sun; natural light; breathe; BGs carbs; hygiene; laundry away bedroom; needles; blood; garbage out kitchen/nutritional/study social/outreach/linking worlds back porch 0 -- Computer Science, information and general works {| class="wikitable" style="text-align: center;" |+ ᐪgenki-ness; +, -tachi . . . |- | style="background:black;" | <span style="color:white"> [ { ( T O P ) } ] </span> | style="background:black;" | <span style="color:white"> [ ℳ ] </span> | style="background:white;" | <span style="color:black"> { ¢ } </span> | style="background:#F9F9F9;" | <span style="color:pink"> ( ৳ ) </span> | style="background:black;" | <span style="color:white"> [ { ( I.n C.ase of E.mergency ) } ] </span> | style="background:teal;" | <span style="color:lime"> ᐪ l i p s c h i t z </span> || [https://www.youtube.com/watch?v=qrrz54UtkCc ᐪ] |- || Primary | style="background:#FFFFE6;" | <span style="color:black"> physical</span> | style="background:#FFE6E6;" | <span style="color:black"> emotional</span> | style="background:#E6EAFF;" | <span style="color:black"> social</span> || This reflects health enough to communicate with people intimately enough to address real immediate issues | style="background:#FFFFE6;" | <span style="color:teal"> ^ torikomu </span> ||[https://www.youtube.com/watch?v=YxvBPH4sArQ ^] |- || Secondary | style="background:#FFF2E6;" | <span style="color:black"> occupational</span> | style="background:#F2E6FF;" | <span style="color:black"> intellectual</span> | style="background:#E6FFEA;" | <span style="color:black"> environmental</span> || This reflects living somewhere promoting healthy reasoning | style="background:#FFE6E6;" | <span style="color: teal"> | kaizen | </span> || | |- || Tertiary | style="background:white;" | <span style="color:black"> spiritual</span> | style="background:#BFBFBF;" | <span style="color:white"> factual </span> | style="background:#F2F2F2;" | <span style="color:black"> nutritional</span> || This reflects healthy mindful every habits | style="background:#E6EAFF;" | <span style="color:teal"> . genkiness . .</span> || . |- || Quaternary | style="background:#FFE6FB;" | <span style="color:black"> generational</span> | style="background:#E6FFFF;" | <span style="color:black"> miscellaneal</span> | style="background:#F2E0CE;" | <span style="color:black"> punctuational</span> || This reflects having it all together enough to enjoy the holidays | style="background:#FFF2E6;" | <span style="color:lime"> # goblin </span> || # |- || Quinary | style="background:#F9F9F9;" | <span style="color:pink"> (direct object) </span> | style="background:white;" | <span style="color:black"> {verb} </span> | style="background:black;" | <span style="color:white"> [noun] </span> || This reflects deliberate professional progress | style="background:#F2E6FF;" | <span style="color:lime"> / tsugu /</span> || / |- || Senary || b || 〇 || x || This reflects influencing others | style="background:#E6FFEA;" | <span style="color:lime"> @ g @ g @ </span> || [https://www.youtube.com/watch?v=SYnVYJDxu2Q @] |} == 100 -- Philosophy and psychology == How can I use color to manipulate behavior and improve communication? ===named=== ==== Re⋮Beccaδ#639 ==== ===== rebeccapurple :: #663399 ===== https://meyerweb.com/eric/thoughts/2014/06/19/rebeccapurple/ ====black==== ====white==== ====græy==== ====pink==== ====indigo==== ====midnightblue==== ===hex=== ====#fff==== ====#fff==== {| class="wikitable" style="text-align: center;" |+ |- | style="background:black;" | <span style="color:white"> [ white { on black ⚞🧿⚟ #fff on #000 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:pink"> [ pink { on 50% grey ⚞🧿⚟ #ffc0cb on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#191970"> [ midnightblue { on 50% grey ⚞🧿⚟ #191970 on #808080 ⚞🧿⚟ } ] </span> |- | style="background:#808080;" | <span style="color:#4b0082"> [ indigo { on 50% grey ⚞🧿⚟ #4b0082 on #808080 ⚞🧿⚟ } ] </span> |} ===cmyk=== https://colordesigner.io/convert/cmyktohex ====gg on cmyk(0,0,0,33.3) w|materializecss.com==== https://materializecss.com/color.html {| class="wikitable" style="text-align: center;" |+ |- | style="background:#ababab" | <span style="color:#fff9c4"> [ gg_yellow { on cmyk(0,0,0,33.3) ⚞🧿⚟ #fff9c4 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffe0b2"> [ gg_orange { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffe0b2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#ffcdd2"> [ gg_red { on cmyk(0,0,0,33.3) ⚞🧿⚟ #ffcdd2 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#e1bee7"> [ gg_purple { on cmyk(0,0,0,33.3) ⚞🧿⚟ #e1bee7 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#bbdefb"> [ gg_blue { on cmyk(0,0,0,33.3) ⚞🧿⚟ #bbdefb on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#c8e6c9"> [ gg_green { on cmyk(0,0,0,33.3) ⚞🧿⚟ #c8e6c9 on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#efefef"> [ gg_white { on cmyk(0,0,0,33.3) ⚞🧿⚟ #efefef on #ababab⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#111"> [ gg_black { on cmyk(0,0,0,33.3) ⚞🧿⚟ #111 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#808080"> [ gg_grey { on cmyk(0,0,0,33.3) ⚞🧿⚟ #808080 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#f8bbd0"> [ gg_pink { on cmyk(0,0,0,33.3) ⚞🧿⚟ #f8bbd0 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#b2ebf2"> [ gg_cyan { on cmyk(0,0,0,33.3) ⚞🧿⚟ #b2ebf2 on #ababab ⚞🧿⚟ } ] </span> |- | style="background:#ababab;" | <span style="color:#d7ccc8"> [ gg_brown { on cmyk(0,0,0,33.3) ⚞🧿⚟ #d7ccc8 on #ababab )⚞🧿⚟} ] </span> |} ===rgba=== === TrumPutin-ism === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. == 200 -- Religion == Royal We "spiritual warfare" 1000 things I did 1992-2022 other than lie my way onto the supreme court to overturn Roe v Wade {| |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |- || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ 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|| ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ || ɸ |} == 300 -- Social sciences == https://wattention.com/traditional-rice-harvesting-in-japan/ https://www.wwoofjapan.com/home/index.php?lang=en == 400 -- Language == === Programming === ==== .png ==== ==== Esperanto ==== ==== HTML ==== ==== PUG ==== == 500 -- Pure Science == == 600 -- Technology == === local hosts=== [http://localhost:8080/ 8080] file:///D:/index.html === Roland SP 404MKII === https://www.roland.com/global/products/sp-404mk2/ https://www.roland.com/global/support/by_product/sp-404mk2/owners_manuals/ @https://static.roland.com/manuals/sp-404mk2_app/eng/19610757.html === VIM === https://vim-adventures.com/ == 700 -- Arts and recreation == == 800 -- Literature == == 900 -- History and geography == https://geology.com/stories/13/bear-areas/ === pre-2030 === 2022 "booked" by Hillsboro Police for sending email addressing "Christian Hate" and "Spiritual War" along with "exorcisms" and "Halloween Hysteria" in Marion County, OR where Salem Police Department abdicated from protecting some children in Salem from 2016-2021. 2021 Kaiser Permanente promised cash settlement to mitigate their abdication in Marion County. KP lawyer with intimate details about my vagina: terrence .j . loeber@kp.org 2012 "unliked" on FB by some Nazarene peers after openly questioning Alex Jones' allegation that Sandy Hook didn't happen and asking for compassion for parents who were called actors while they grieved publicly through no choice of their own. 2011 Lupron given by KP for menorrhagia as alternative to b/c pills first rxd in 86. How many women who have "mostly" been on b/c pills from 87-11 are obese? Why no menorrhagia while immersed in Japan? How close to a traditional Japanese diet can I get in the Willamette Valley and how close to no meat will my body allow? === TrumPutish War Against Humanity === Trump has demonstrably alienated the USA from allies both foreign and domestic. While Oregon's AG works on Epstein and Weinstein, contemporaneous crimes go unabated and have created a new problem where otherwise law abiding folk find themselves on the wrong side of the law. Oregon doesn't have enough public defenders to fight violent crime, yet children are alienated from their church and families to hide atrocities they don't even know about. === Ring of Fire === === Post "Roe v Wade" === Who did Roe v Wade protect? Why would a Nazarene raised pro-life support an "underground" network post Roe v Wade? === Our Contemporary "Underground Railroad" needs a submarine? === Why did Portland, OR close the Shanghai Tunnels recently? Human Trafficking through Astoria, OR has been going on "forever". How do we align an "underground railroad" with contemporary supports? == 10 -- A & + == == 11 -- B * x == == 12 -- C f(◯) == == 13 -- D Δ δ ƍ ≜ 𝜟 𝝳 == == 14 -- E 🐘 𓃰 == == 15 -- F == == 16 -- G == == 17 -- H == == 18 -- I == == 19 -- J == == 20 -- K == == 21 -- L == == 22 -- M == == 23 -- N == == 24 -- O == == 25 -- P == == 26 -- Q == == 27 -- R == == 28 -- S == == 29 -- T == == 30 -- U == == 31 -- V == == 32 -- W == == 33 -- X == == 34 -- Y == == 35 -- Z == 6n7plhf9f5bbacejpvbhxmcii4jp48c 0 263444 2413857 2413381 2022-08-11T22:30:43Z Scogdill 1331941 wikitext text/x-wiki == Overview == * Louise, Duchess of Devonshire was the subject of much comment and gossip in her life, arising in part from her prominence in society and in part from her conduct, which was not particularly controlled by middle-class notions of "respectability." * "Louise Alten, for her part, exemplifies another vanished feature [of Victorian England], the role of the political hostess. The part she played in Hartington's career even while she was his mistress gives a special twist to this function, and her more conventional ascendancy as Duchess of Devonshire, when she was said to be the most powerful person outside the government, shows the influence that could be wielded by women in a political system from which they were formally excluded."<ref name=":20">Vane, Henry. ''Affair of State: A Biography of the 8th Duke and Duchess of Devonshire''. Peter Owen, 2004.</ref>(12) == Also Known As == *Louise, Duchess of Devonshire (15 January 1832 – 15 November 1911) *Louisa, Duchess of Manchester *Luise Friederike August Gräfin von Alten *Louisa Montagu *Louise Cavendish *The Double Duchess == Acquaintances, Friends and Enemies == === Friends === *[[Social Victorians/People/Albert Edward, Prince of Wales | Albert Edward, Prince of Wales]] (beginning about 1852) *[[Social Victorians/People/Spencer Compton Cavendish|Spencer Compton Cavendish]], Lord Hartington (later 8th Duke of Devonshire) *Daisy, Lady Warwick *Lady Mayoress, Mrs. Benjamin Samuel Faudel-Phillips, 2nd Baronet,<ref>{{Cite journal|date=2020-08-25|title=Faudel-Phillips baronets|url=https://en.wikipedia.org/w/index.php?title=Faudel-Phillips_baronets&oldid=974879290|journal=Wikipedia|language=en}}</ref> presented to Victoria by Louisa Cavendish at a Queen's Drawing-room on Wednesday, 24 February 1897 at Buckingham Palace.<ref name=":4">"The Queen's Drawing Room" ''Morning Post'' 25 February 1897 Thursday: 5 [of 10], Col. 5a–7b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970225/047/0005.</ref>{{rp|p. 5, Col. 6c}} *Mrs. J. E. Mellor, presented to Victoria by Louisa Cavendish at a Queen's Drawing-room on Wednesday, 24 February 1897 at Buckingham Palace.<ref name=":4" />{{rp|p. 5, Col. 6c}} === Enemies === * Consuelo, Duchess of Marlborough (at least, in 1901)<ref name=":1">Murphy, Sophia. ''The Duchess of Devonshire's Ball''. London: Sidgwick & Jackson, 1984.</ref>{{rp|pp. 31–32}} == Organizations == == Timeline == '''1852 July 22''', Luise Friederike Auguste Gräfin von Alten and William Drogo Montagu married.<ref name=":2">"Luise Friederike Auguste Gräfin von Alten." {{Cite web|url=http://www.thepeerage.com/p10947.htm#i109469|title=Person Page|website=www.thepeerage.com|access-date=2020-09-25}}</ref> '''1859''': "As for Louise, a glimpse of her unconventional ways is given by Lady Eleanor Stanley, describing a paper-chase at Kimbolton in 1859: 'The Duchess of Manchester, in getting too hastily over a stile, caught a hoop of her cage in it, and went head over heels, alighting on her feet with her cage and whole petticoats remaining 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 underclothing consisted of a pair of scarlet tartan knickerbockers (the things Charles shoots in) — which were revealed to all the world in general and the Duc de Malakoff in particular.' Lady Eleanor says that the other ladies hardly knew whether to be thankful because at this date a lady's normal wear under her petticoats was only a pair of leggings laced up to the waistband, an arrangement that could be unduly revealing in combination with a crinoline. ... But some of the more active ladies were beginning to adopt / Louise's expedient of donning a hidden pair of breeches for rambles in the country."<ref name=":20" />(25–26) '''1863, early, or late 1862''', Louise and Spencer Compton Cavendish began a relationship.<ref name=":1" />{{rp|p. 26}} '''1873 December 10''', Mary Louise Elizabeth Montagu (daughter) and William Douglas-Hamilton married. '''1876 May 22''', Consuelo Iznaga y Clement and George Victor Drogo Montagu (son) married in Grace Church, New York City.<ref>{{Cite journal|date=2020-08-24|title=George Montagu, 8th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=George_Montagu,_8th_Duke_of_Manchester&oldid=974659520|journal=Wikipedia|language=en}}</ref><ref>{{Cite journal|date=2020-07-27|title=Consuelo Montagu, Duchess of Manchester|url=https://en.wikipedia.org/w/index.php?title=Consuelo_Montagu,_Duchess_of_Manchester&oldid=969888488|journal=Wikipedia|language=en}}</ref> '''1876 August 10''', Louisa Augusta Beatrice Montagu (daughter) and Archibald Acheson married. '''1889 January 5''', Alice Maude Olivia Montagu (daughter) and Edward Stanley married. '''1890 March 22''', William Drogo Montagu (7th Duke) died.<ref name=":3">"William Drogo Montagu, 7th Duke of Manchester." {{Cite web|url=http://www.thepeerage.com/p10128.htm#i101274|title=Person Page|website=www.thepeerage.com|access-date=2020-09-25}}</ref> '''1890 November 14''', William Angus Drogo Montagu (grandson) and Helena Zimmerman married secretly, in London.<ref>"Helena Zimmerman." {{Cite web|url=http://www.thepeerage.com/p34555.htm#i345545|title=Person Page|website=www.thepeerage.com|access-date=2020-09-25}}</ref> '''1892 August 16''', Louise Friederike Auguste Gräfin von Alten Montagu and Spencer Compton Cavendish, her second husband, married.<ref name=":2" /> '''1897 July 2, Friday''', Louise Cavendish (#18 on the list of attendees) hosted her famous [[Social Victorians/1897 Fancy Dress Ball| fancy-dress ball]] at Devonshire House in London. '''1897 July 20''', Mary Louise Elizabeth Montagu Douglas-Hamilton and Robert Carnaby Foster married. '''1900 November 14''', William Angus Drogo Montagu and Helena Zimmerman married.<ref>{{Cite journal|date=2020-07-17|title=Helena, Countess of Kintore|url=https://en.wikipedia.org/w/index.php?title=Helena,_Countess_of_Kintore&oldid=968067371|journal=Wikipedia|language=en}}</ref> '''1901 Spring''', Paris, Consuelo Spencer-Churchill, Duchess of Marlborough, describes a meeting with Louise Cavendish in the spring following Queen Victoria's death at the horse racetrack, Longchamps:<blockquote>A renowned character and virtually dictator of what was known as the fast set as opposed to the Victorian, Her Grace was a German aristocrat by birth. She had first been married to the impoverished Duke of Manchester, and when he died had improved her status by marriage to the rich Duke of Devonshire, who waged an undisputed influence in politics. Rumour had her beautiful, but when I knew her she was a raddled old woman, covering her wrinkles with paint and her pate with a brown wig. Her mouth was a red gash and from it, when she saw me, issued a stream of abuse. How could I, she complained, pointing to my white gloves, show so little respect to the memory of a great Queen? What a carefree world we must have lived in, that etiquette even in such small matters could assume so much importance?<ref>Balsan, Consuelo Vanderbilt. ''The Glitter and the Gold: The American Duchess — In Her Own Words''. New York: St. Martin's, 1953.</ref>{{rp|p. 115}}</blockquote> === Annual Events === Every year, as Duchess of Devonshire, Louise held a dance on the night after the Derby at Epsom Downs, which at this point was held on Wednesdays after Easter. == The Duchess of Devonshire's 2 July 1897 Fancy-dress Ball == Louise, Duchess of Devonshire and Spencer Compton, 8th Duke of Devonshire hosted the famous [[Social Victorians/Terminology#Fancy-dress ball|fancy-dress ball]], which took place on Friday night. According to ''House Style: Five Centuries of Fashion at Chatsworth'',<blockquote>Such an event required extensive planning and attention to detail. The housekeeper aided by two secretaries was in charge of organisation inside the house with precise instructions from the Duchess on menus and all arrangements.<ref name=":18" />(137)</blockquote> === The Devonshire House Staff at the Ball === The Dukes of Devonshire did not keep employment records of the staff working at their various properties. The Servants and Staff Database managed by Chatsworth House has a list of everyone ever named in any documents as a servant or staff member, and by 1891 census records included employment at places like the properties owned by the Duke of Devonshire.<ref name=":19" /> === Questions === # Who was housekeeper? Who were the secretaries? # Where did this info about the "precise instructions" come from? == The Duchess of Devonshire's Costume == [[File:Louise Frederica Augusta Cavendish (née von Alten), Duchess of Devonshire (formerly Duchess of Manchester) as Zenobia, Queen of Palmyra.jpg|thumb|Louise, Duchess of Devonshire as Zenobia, Queen of Palmyra|alt=Louise, Duchess of Devonshire in costume as Zenobia, Queen of Palmyra]] At their fancy-dress ball, Louisa, Duchess of Devonshire sat at Table 1 during the first seating for supper, escorted in to the table by the Prince of Wales.<ref name=":7">"Fancy Dress Ball at Devonshire House." ''Morning Post'' Saturday 3 July 1897: 7 [of 12], Col. 4a–8 Col. 2b. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970703/054/0007.</ref>{{rp|p. 7, Col. 4c}} Her costume was designed by M. Comelli (Attillo Giuseppe Comelli, 1858–1925, artist and costumier for opera, ballet and theatre in London as well as Europe and the U.S.<ref name=":13">{{Cite book|url=https://books.google.com/books?id=SZh2DwAAQBAJ&pg=PT207&lpg=PT207&dq=Attilio+Comelli&source=bl&ots=lFB0If7CwV&sig=ACfU3U1_Ost_lhmMvzMMs6NvuhK5SlRhJw&hl=en&sa=X&ved=2ahUKEwjKlsTw2sH3AhXYAp0JHVIxDWA4KBDoAXoECBAQAw#v=onepage&q=Attilio%20Comelli&f=false|title=Forgotten Designers Costume Designers of American Broadway Revues and Musicals From 1900-1930|last=Unruh|first=Delbert|date=2018-11-06|publisher=Page Publishing Inc|isbn=978-1-64082-758-5|language=en}} N.P.</ref>)<ref name=":5">“The Devonshire House Ball.” The ''Man of Ross'' 10 July 1897, Saturday: 2 [of 8], Col. 4b. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0001463/18970710/033/0002.</ref> <ref name=":8">"The Duchess of Devonshire's Fancy Dress Ball. Special Telegram." ''Belfast News-Letter'' Saturday 03 July 1897: 5 [of 8], Col. 9 [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/BL/0000038/18970703/015/0005.</ref>{{rp|p. 5, Col. 9a}} <ref name=":9">"By One Who Was There." “The Duchess’s Costume Ball.” ''Westminster Gazette'' 03 July 1897 Saturday: 5 [of 8], Cols. 1a–3b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002947/18970703/035/0005.</ref> and constructed by the House of Worth. Comelli seems to have designed [[Social Victorians/People/Louisa Montagu Cavendish#The Duchess and Her Entourage|the costumes of her retinue as well]]. According to Russell Harris,<blockquote>For her costume, the Duchess commissioned Monsieur Comelli (1858-1925), a well-known designer of opera costumes for the London theatre and opera stage, and then had the design made up by Worth of Paris. ''Munsey’s Magazine'' noted “it is safe to say that the Queen of Palmyra never owned such a sumptuous costume in her lifetime.”<ref>Harris, Russell. {{Cite web|url=http://www.rvondeh.dircon.co.uk/incalmprose/devonshiredss.html|title=Louise, Duchess of Devonshire, née Countess von Alten of Hanover (1832-1911), as Zenobia, Queen of Palmyra|website=www.rvondeh.dircon.co.uk|access-date=2022-05-05}} ''Narrated in Calm Prose: Photographs from the V&A's Lafayette Archive of Guests in Costume at the Duchess of Devonshire's Diamond Jubilee Ball, July 1897''. http://www.rvondeh.dircon.co.uk/incalmprose/devonshiredss.html.</ref></blockquote>Lafayette's portrait of "Louise Frederica Augusta Cavendish (née von Alten), Duchess of Devonshire (formerly Duchess of Manchester)" in costume is photogravure #5 in the album presented to the Duchess of Devonshire and now in the National Portrait Gallery.<ref>"Devonshire House Fancy Dress Ball (1897): photogravures by Walker & Boutall after various photographers." 1899. National Portrait Gallery https://www.npg.org.uk/collections/search/portrait-list.php?set=515.</ref> The printing on the portrait says, "The Duchess of Devonshire as Zenobia Queen of Palmyra," with a Long S in ''Duchess''.<ref>"Louise Frederica Augusta Cavendish (née von Alten), Duchess of Devonshire (formerly Duchess of Manchester) as Zenobia, Queen of Palmyra." Devonshire House Fancy Dress Ball Album. National Portrait Gallery https://www.npg.org.uk/collections/search/portrait/mw158357/Louise-Frederica-Augusta-Cavendish-ne-von-Alten-Duchess-of-Devonshire-formerly-Duchess-of-Manchester-as-Zenobia-Queen-of-Palmyra.</ref> Often, the V&A Lafayette Archive contains more than one portrait of a sitter for this ball, but the uncropped portrait (above right), which shows the unfinished end of the balustrade in front of the Duchess and the edge of the painted flat behind it, seems to have been the only portrait taken by Lafayette of the Duchess in costume. The copy owned by the National Portrait Gallery in London and the copy included in the album are cropped so that those unfinished edges do not show, but they appear to be from the same photograph. === Newspaper Descriptions of the Duchess's Costume === Newspaper articles about the Duchess's presence at the ball focused on her hosting, her costume, [[Social Victorians/People/Louisa Montagu Cavendish#The Duchess's Jewelry|her jewelry]], and [[Social Victorians/People/Louisa Montagu Cavendish#The Duchess's Entourage|her entourage]], often in the same story. These almost exactly identical descriptions suggest [[Social Victorians/1897 Fancy Dress Ball/anthology#Scissors-and-Paste Journalism|scissors-and-paste journalism]] or a shared primary source: * The London ''Evening Standard'', ''Morning Post'' and ''Times'' published almost identical descriptions, varying only by the occasional punctuation mark or short phrase ("supplied by Worth, of Paris"). The fullest version is this one: "The Duchess of Devonshire, as Zenobia, Queen of Palmyra, wore a magnificent costume, supplied by Worth, of Paris. The skirt of gold tissue was embroidered all over in a star-like design in emeralds, sapphires, diamonds, and other jewels, outlined with gold, the corners where it opened in front being elaborately wrought in the same jewels and gold to represent peacocks' outspread tails. This opened to show an under-dress of cream crêpe de chine, delicately embroidered in silver, gold, and pearls, and sprinkled all over with diamonds. The train was attached to the shoulders by two slender points, and was fastened at the waist with a large diamond ornament. It was of green velvet of a lovely shade, and was superbly embroidered in Oriental designs, introducing the lotus flower in rubies, sapphires, amethysts, emeralds, and diamonds, in four borderings on contrasting grounds, separated with gold cord. The train was lined with turquoise satin. The bodice was composed of gold tissue to match the skirt, and the front was of crêpe de chine, hidden with a [[Social Victorians/Terminology#Stomacher|stomacher]] of real diamonds, rubies, and emeralds, and there was a jewelled belt."<ref name=":16">“The Ball at Devonshire House. Magnificent Spectacle. Description of the Dresses.” London ''Evening Standard'' 3 July 1897 Saturday: 3 [of 12], Cols. 1a–5b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000183/18970703/015/0004.</ref>{{rp|p. 3, Col. 2b}} <ref name=":7" />{{rp|p. 7, Col. 7a}} <ref name=":6">"Ball at Devonshire House." The ''Times'' Saturday 3 July 1897: 12, Cols. 1A–4C ''The Times Digital Archive''. Web. 28 Nov. 2015.</ref>{{rp|p. 12, Col. 3b}} *"The Duchess of Devonshire was a dazzling vision, dressed as 'Zenobia,' in a glistening gold gauze gown, elaborately ornamented with suns and discs, wrought in purple and green gems outlined with gold, and having a large diamond as centre. The space between was fluted with fine silver spangles. This robe was open in front over an under dress of white crépe de chine, delicately worked in crystals, and at each side of the opening on the gold robe were large fan-shaped groups of peacock feathers, worked in multicoloured jewels. The [[Social Victorians/Terminology#Corsage|corsage]] was to correspond, and had a magnificent [[Social Victorians/Terminology#Girdle|girdle]] of jewels, the train of bright green velvet, hung like a fan, without folds, being fastened at each side of the shoulders by diamond brooches, and caught at the waist with a similar ornament. It was a mass of gorgeous embroidery, carried out in heliotrope velvet, lotus flowers studded with tinted gems, and other devices in terra-cotta and electric blue velvet — all enriched with gold, diamond, and jewelled embroidery — and lined with pale blue satin. ... Attending the hostess were four children, four fan-bearers, and four trumpeters, all magnificently arrayed in artistically embroidered Assyrian robes, helmets, and other accessories, correct in every detail."<ref name=":15">"Duchess of Devonshire's Fancy Ball. A Brilliant Spectacle. Some of the Dresses." London ''Daily News'' Saturday 3 July 1897: 5 [of 10], Col. 6a–6, Col. 1b. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000051/18970703/024/0005 and http://www.britishnewspaperarchive.co.uk/viewer/BL/0000051/18970703/024/0006.</ref>{{rp|p. 5, Col. 6a}} * According to the article in ''The Graphic'' written by [[Social Victorians/People/Lady Violet Greville|Lady Violet Greville]], though this caption to the Lafayette photograph may not be hers, the Duchess of Devonshire wore a "Skirt of gold tissue, embroidered all over with emeralds, sapphires, diamonds, and other jewels outlined with gold. This opened to show an underdress of crème crêpe de chine, embroidered in silver, gold, and pearls, and sprinkled all over with diamonds. The train was green velvet, superbly embroidered in Oriental designs. The bodice was composed of gold tissue, and the front was of crêpe de chine hidden with a stomacher of diamonds, rubies, and emeralds."<ref name=":10">Greville, Violet, Lady. "Devonshire House Ball." The ''Graphic'' Saturday 10 July 1897: 15 [of 24]: Col. 1a–16, Col. 1c. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000057/18970710/019/0015.</ref>{{rp|p. 15, Col. 3b}} Because it is in black and white, the photograph of the Duchess taken by Lafayette in her costume (above right) can tell us almost nothing about the colors of the costume. Fortunately, this costume has survived and is held in Archives of the Duke of Devonshire (Devonshire Collections, Chatsworth). ''House Style: Five Centuries of Fashion at Chatsworth'', the volume about an exhibition mounted 25 March to 22 October 2017, has beautiful photographs from several perspective of the costume, including the train, and accessories. Published photographs of it '''show X'''.<ref name=":18">Burlington, Julia, and Hamish Bowles. ''House Style: Five Centuries of Fashion at Chatsworth''. Skira Rizzoli, 2017. Based on an exhibition 25 March to 22 October 2017.</ref> It has been worn by '''X, the xth duchess'''. Some accounts of her costume suggest that the reporter thought that all the jewels sewn onto the dress were actual precious or semiprecious stones, but the London ''Daily News'' says some of them were crystals.<ref name=":15" />(p. 5, Col. 6a) According to ''House Style: Five Centuries of Fashion at Chatsworth'',<blockquote>The skirt of gold gauze, appliquéd with tinsel medallions and peacock plumes worked in bright foils, wire coils and spangled with sequins, was worn over an ivory satin underskirt wrought over with silver thread and diamonds. Attached to the shoulders was a long graduated train in the most vivid emerald-green velvet, appliquéd with velvet and gold work in an eastern design and studied with jewels.<ref name=":18" />(128)</blockquote> === Observations on the Duchess's Costume === Also, because of the Duchess's three-quarter front pose in that photograph, which limits us to a single view of one two-dimensional image, it is difficult to see how the fabric draped, how tight the bodice was, what the stomacher looked like, what pearls she is wearing and exactly what is going on with her headdress: is her hair down or up? Do the horns go toward the back at all or do they stick straight out to the sides from the apex that rises from the jewel-encrusted band? Are there three white plumes? * The exhibitions of the dress show a different fit than what is shown in the Lafayette photograph of Louise, 8th Duchess. The 1897 bodice appears to be loose over the stomacher. * Recent photographs of the costume show that it may have been altered or adjusted to make the waist more defined and the line looks more Elizabethan (the wide, square neckline; the A-line, the split skirt with the petticoat in the middle). * The dress seems to have been designed to flatter the 8th Duchess's statuesque figure, especially her waist: the belt falls down to the hips, the A-line; the way what we can see of the under-dress is narrow at the top and widens toward the bottom. * The drape of the skirt is straighter on the 8th Duchess as well as the Dowager Duchess than on the mannequins. * The sleeve treatment on the 1897 photograph is caught up at the shoulder. On the Dowager Duchess and the mannequins, the sleeves are released. * The 1897 reports use different terminology for the parts of the dress than we would now: skirt, under-dress, bodice, stomacher as opposed to skirt, underskirt. under dress, robe, and train, corsage, girdle. * The train: very Victorian * There appears to be silver sequins, which appear to have tarnished, which is why they are dark now. * There appears to be silver and gold thread in the embroidery. The gold thread has not tarnished, silver thread has. it would have been sparklier at the ball than what we can see now. * The newspaper accounts of the Duchess's costume do not agree on several particulars, including the color of the train and its lining. * The reporter's description of the Duchess's costume in the London ''Daily News'' is confusing: it says the train is "bright green velvet" and "It was a mass of gorgeous embroidery, carried out in heliotrope velvet." Embroidery is not "carried out" in velvet. Heliotrope is not green, it's pinkish purple. Furthermore, heliotrope appears to have been a new word for a color, introduced perhaps in 1882 in Maerz and Paul A Dictionary of Colour, New York: 1930 McGraw-Hill Page 196; Color Sample of Heliotrope: Page 131 Plate 54 Colour Sample C10 ("Heliotrope," Wikipedia https://en.wikipedia.org/wiki/Heliotrope_(color)#cite_note-2<nowiki/>). The ''OED'' lists 3 periodical sources for the 1880s, The ''World'' (1882), ''Truth'' (1886), and the ''Daily News'' (1887) ("heliotrope" 1.d. Retrieved 6 August 2022). The ''Daily News'' describes it well: "that peculiar mauve known as heliotrope." * Can't tell how many strands of pearls are around Louise's neck in the Lafayette photo. * Color of green velvet on the train: the colors differ, depending on the photograph. One photograph shows a very vivid green, and the rest show a lighter green. We're not sure what's up with that. === The Historical Zenobia === Zenobia (240 – c. 274) was queen of the Syrian Palmyrene Empire, ruling as regent for her son after her husband's assassination.<ref>{{Cite journal|date=2022-05-03|title=Zenobia|url=https://en.wikipedia.org/w/index.php?title=Zenobia&oldid=1086005949|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Zenobia.</ref> She was the subject of much art in the 19th century, including literature, opera, sculpture, and paintings. Middle-eastern traveller Lady Hester Stanhope (1776–1839) discussed Zen<nowiki/>obia in her memoirs, published in 1847.<ref>{{Cite journal|date=2022-03-07|title=Lady Hester Stanhope|url=https://en.wikipedia.org/w/index.php?title=Lady_Hester_Stanhope&oldid=1075838273|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Lady_Hester_Stanhope.</ref> == The Duchess's Jewelry == The Duchess was known fo<nowiki/>r her jewelry, and as she aged and after her marriage to the 8th Duke in 1892, the jewelry she wore only increased in scale and notability. It is not surprising that her jewelry would make up copy for the newspapers. Newspaper reports before the ball gossiped about the jewelry associated with the costumes being developed. For example, according to the Edinburgh ''Evening News'' on 21 June 1897, less than two weeks before the party, "The ball being a fancy dress one, men as well as women will be able in certain characters to wear jewels. The Duchess of Devonshire, who is to appear as Zenobia, is getting her jewels reset after the antique style."<ref>“The Duchess of Devonshire’s Ball.” Edinburgh ''Evening News'' 21 June 1897, Monday: 4 [of 6], Col. 5c [of 7]. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000452/18970621/079/0004.</ref> While almost all descriptions of her mention her jewels because they were so much a topic of conversation and because they were sewn onto the costume itself, these emphasize her jewelry and most are very similar to each other: * "The Duchess was attired with great Oriental magnificence as Zenobia. Her dress was a tissue of silver, embroidered with gold and jewels, an overmantle of cloth of gold embroidered in the same manner hung from the shoulders, and she wore a bandeau of gold studded with gems, and surrounded by hanging chains of pearls over her elaborate headdress; strings and ropes of jewels and pearls were worn round the neck, and hung down almost to the knees."<ref>“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032. </ref>{{rp|p. 32, Cols. 1c–2a}} <ref name=":17">"Duchess of Devonshire's Fancy-Dress Ball. Brilliant Spectacle." The [Guernsey] ''Star'' 6 July 1897, Tuesday: 1 [of 4], Col. 1a–2b [of 7]. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000184/18970706/003/0001.</ref>{{rp|p. 1, Col. 2a}} * "A wonderfully beautiful dress was that which was worn by the Duchess of Devonshire as Zenobia, Queen of Palmyra. It was of golden tissue, sewn with silver paillettes, and jewelled with diamonds and other precious stones. In front there were silk embroideries, in many vivid shades of colour, and here the golden draperies opened to show a petticoat of white crêpe de chine, embroidered with pearls and gold. The short train was of brilliant green velvet, exquisitely embroidered. One of the Duchess of Devonshire’s beautiful diamond and emerald tiaras had been taken to pieces to form a stomacher, the effect of which was dazzling in its brilliancy. Long chains of pearls and other wonderful jewels were worn with this beautiful dress."<ref>“The Devonshire House Ball. A Brilliant Gathering.” The ''Pall Mall Gazette'' 3 July 1897, Saturday: 7 [of 10], Col. 2a–3a [of 3]. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000098/18970703/019/0007.</ref>{{rp|p. 7, Col. 2b}} * In the article about the ball in the ''Graphic'', [[Social Victorians/People/Lady Violet Greville|Lady Violet Greville]] says, "The Ducal hostess herself elected to appear as Zenobia, Queen of Palmyra, with lavish magnificence, and wearing a corruscation of jewels which must have eclipsed the state of even the all-subduing majesty the Duchess impersonated."<ref name=":10" />{{rp|p. 16, Col. 1a}} *The Duchess was dressed "as Zenobia, Queen of Palmyra, her dress a marvel of soft tissues and exquisite ornament, and her tiara a still greater marvel of the jeweller's art."<ref name=":6" />{{rp|p. 12, Col. 2a}} <ref>"The Duchess of Devonshire’s Historic Ball. Some of the Fancy Costumes." Supplement. The ''Leicester Chronicle and Leicestershire Mercury'' 10 July 1897, Saturday: 11 [of 12], Cols. 4a–b [of 7]. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000173/18970710/141/0011.</ref>{{rp|p. 11, 4a}} As with the colors, Lafayette's photograph of the Duchess in costume does not show the jewels very clearly. We cannot see the stomacher or the "long chains of pearls and other wonderful jewels" or the pearls that "hung down almost to the knees" (although, of course, any newspaper account can be wrong because reporters were not present at the ball). === Zenobia's Crown<ref name=":10" /> === The crown that the Duchess wore as Zenobia is difficult to see clearly in the Lafayette photograph (above right). It was lavish, "encrusted" with jewels and featuring pearls: * London ''Daily News'' says, "The crown worn with this was high, and of filigree gold, surmounted with two horns, each tipped with a large diamond. It was encrusted with large diamonds, rubies, and emeralds, and long chains of pearls fell under the chin and about the head — one magnificent pear-shaped pearl resting on the forehead."<ref name=":15" />(p. 5, Col. 6a) * These descriptions are all identical except for the addition or subtraction of an occasional comma: The London ''Evening Standard'' says, "A gold crown encrusted with emeralds, diamonds, and rubies, with a diamond drop at each curved end, and two upstanding white ostrich feathers in the centre, and round the front were festoons of pearls, with a large pear-shaped pearl in the centre falling on the forehead."<ref name=":16" />{{rp|p. 3, Col. 2b}} <ref name=":7" />{{rp|p. 7, Col. 7a}} <ref name=":6" />{{rp|p. 12, Col. 3b}} <ref name=":10" />{{rp|p. 15, Col. 3b}} * The Guernsey ''Star'' says, "Her Grace wore a bandeau of gold round her head, studded with diamonds, turquoise, and emeralds, and surrounded by hanging chains of superb pearls."<ref name=":17" />{{rp|p. 1, Col. 2a}} === Goldsmith, Pearl & Diamond Merchant, & Silversmith === The Duchess's pearls, which were an important feature of her costume, occasioned a great deal of direct commentary in the newspaper accounts. The Duchess's jewelry occasioned a great deal of reportage in the articles about the ball. '''It was reported that she had her jewels restrung to be used in the costume. stomacher and review of jewelry in more general articles''' An invoice and receipt in the Archives of the Duke of Devonshire (Devonshire Collections, Chatsworth) is from a concern whose preprinted stationery has a crown in the upper-left corner, suggesting that they had a royal warrant, and no name other than Goldsmith, Pearl & Diamond Merchant, & Silversmith. This document offers a unique view into the evolution of one necklace, at least, over the years. It lists what are apparently three restringing of some pearls of Louise, Duchess of Devonshire. The three restringings appear to be dated: The first necklace is a "Pearl Necklet in original 4 rows." The invoice is dated 20 October 1892 (but the stationery was printed to assume the invoice would be used in the 1880s, so the 9 is written over the second 8, and the 2 has been added).<ref name=":14">Invoice and receipt. Goldsmith, Pearl & Diamond Merchant & Silversmith. Date of itemized invoices for restringing pearls: 20 October 1892, 1 March 1897, 1909. The Devonshire Collections, Chatsworth, Reference number FIS/4/1/2.</ref>(p. 1) The necklet she brought in to be restrung contained a "Total [of] Total 224 large pearls": # 1st [row] 51 large pearls # 2nd 53 large pearls # 3rd 57 large pearls # 4th 63 large pearls The second necklace is a "Necklet as re-strung on October 15th 1892, with addition of small pearls supplied, now consists of 5 rows, containing" a total of "224 large pearls & 227 small"<ref name=":14" />(p. 1): # 1st 41 large pearls & 40 small # 2nd 42 large pearls & 42 small # 3rd 44 large pearls & 45 small # 4th 47 large pearls & 48 small # 5th 50 large pearls & 51 small The third necklace is a "Pearl Necklet as again re-strung with additional pearls supplied 1 March 1897, now consisting of 5 Rows containing" a total of "262 Large Pearls & 267 Small"<ref name=":14" />(p. 2): # 1st Row 45 Large Pearls & 44 Small # 2nd Row 48 large Pearls & 49 Small # 3rd Row 51 Large Pearls & 52 Small # 4th Row 56 Large Pearls & 65 small Possibly these pearls may have been restrung in 1909 into a coronet, but the handwriting is not clear enough to read.<ref name=":14" />(p. 2) If the Duchess wore one of these stringings of her pearls for the ball, then it must have been the second necklet, strung in 1892, a 5-strand necklace. None of the newspaper accounts refer to a 5-strand pearl necklace, although her pearls are often mentioned. == The Duchess's Entourage == Besides the Duke of Devonshire, the retinue of Louise, Duchess of Devonshire as Zenobia, Queen of Palmyra, included her grandson, [[Social Victorians/People/William Angus Drogo Montagu|William Angus Drago Montagu, 9th Duke of Manchester]], dressed as a Georgian courtier. Four newspapers say that the Duchess's entourage included three groups, all in costume: children, trumpeters and fan-bearers. The ''Westminster Gazette'' and the ''Man of Ross'' list the groups but do not mention the number of members of the groups. According to two sources, probably in error, the London ''Daily News''<ref name=":15" />{{rp|p. 5, Col. 6a}} and the Belfast ''News-Letter,''<ref name=":8" />{{rp|p. 5, Col. 9a}} these groups each had four members. The London ''Daily News'' is likely the source (because it was published at 5:00 a.m.<ref>Mitchell, Charles. ''Newspaper Press Directory'', 1895. [Hathi Trust via U Wisconsin Madison.] http://hdl.handle.net/2027/mdp.39015085486150.</ref>{{rp|55}}) for the Belfast ''News-Letter'', which took part in [[Social Victorians/1897 Fancy Dress Ball/anthology#Scissors-and-Paste Journalism|scissors-and-paste journalism]], like so many other newspapers of the 19th century. ['''check this: which one was published earlier in the day, and on which day?'''] These four sources describe the Duchess's retinue and how the people in it were dressed: *"The Duchess of Devonshire was dazzingly [sic] magnificent as 'Zenobia,' arrayed in the glistening fabrics and massive jewels in which artists have delighted to depict the Warrior Queen, the costume in this case being specially designed by the clever French artist, M. Comelli, who was also responsible for the splendid attire of the Queen's suite. This was composed of four children in white Assyrian robes, draped with pink shawls; four trumpeters in white cloth robes, embroidered in subdued tones of silks, with a purple shawl draped over, beautifully ornamented with embroidery, and wearing fringed steel helmets and leather cuirasses embossed in steel; and four fan-bearers attired in pale blue robes, with crimson shawls, enriched with gold and jewelled embroidery, adorned with jewelled diadems, and holding long-handled fans of white feathers, mounted in blue and gold — a gloriously magnificent pageant."<ref name=":8" />{{rp|p. 5, Col. 9a}} *"Attending the hostess were four children, four fan-bearers, and four trumpeters, all magnificently arrayed in artistically embroidered Assyrian robes, helmets, and other accessories, correct in every detail."<ref name=":15" />{{rp|p. 5, Col. 6a}} *"The duchess was dressed as Zenobia, in gold cloth, gorgeously embroidered in gold, brilliants, and coloured stones, and opening over an under dress of white crêpe de Chine, worked finely in brilliants. The train of light green velvet was lined with blue, and sumptuously embroidered in jewels and gold, the colouring being particularly artistic. With this dress were worn splendid jewels, and a large horn crown, encrusted with diamonds, emeralds, and rubies. The duchess was attended by a suite of children, trumpeters, and fan-bearers, all picturesquely attired in Assyian [sic] costumes — the whole group being specially designed by M. Comelli."<ref name=":5" /> *"The host was dressed as Charles V. of Germany, in black velvet, satin, and fur; and the Duchess made the most gorgeous of Zenobias, in a gown of gold gauze, and a green velvet train — both a mass of exquisite oriental embroidery. The crown and hanging ropes of pearls, the jewelled girdle, and the train of children, fan-bearers, and trumpeters — all in Babylonish garb — as designed by M. Comelli, made a gloriously imposing and picturesque group."<ref name=":9" /> === Details of the Costumes in the Entourage === The Archives of the Duke of Devonshire (Devonshire Collections, Chatsworth) has "receipts" or invoices that functioned as receipts for several commercial concerns that were involved in making costumes or accessories for costumes for this ball. They are the following: * [[Social Victorians/People/Louisa Montagu Cavendish#M. (Attillo Giuseppe) Comelli|M. (Attillo Giuseppe) Comelli]] * [[Social Victorians/People/Louisa Montagu Cavendish#B. Burnet & Co.|B. Burnet & Co.]] * [[Social Victorians/People/Louisa Montagu Cavendish#Arthur Millward, Theatrical Jeweller|Arthur Millward, Theatrical Jeweller]] * [[Social Victorians/People/Louisa Montagu Cavendish#Liberty & Co., Ltd.|Liberty & Co., Ltd.]] * [[Social Victorians/People/Louisa Montagu Cavendish#Lafayette, Ltd.|Lafayette, Ltd.]] * [[Social Victorians/People/Louisa Montagu Cavendish#Goldsmith, Pearl & Diamond Merchant, & Silversmith|Goldsmith, Pearl & Diamond Merchant, & Silversmith]] This list of commercial concerns almost certainly cannot be the complete list of all concerns that contributed to the costumes. These are the only receipts or invoices about expenses for the ball, however, that the Chatsworth Archive contains; similar documents were likely not even kept or were destroyed with other papers not retained at some point in time. The business concerns listed above were specialized and likely used for different elements of the costumes. As a theatrical designer, Comelli would have depended on the suppliers he knew and arranged with them for the construction of these costumes. The Chatsworth Archive calls these documents ''receipts'', which indeed they are because they were returned to Devonshire House as receipts for payment. From our perspective, though, they are invoices that contain specifics about what was used to make the costumes. The analysis of these invoices has led to an understanding of what the people who attended the Duchess in her entourage wore and a clearer sense, perhaps, of how many people walked in that entourage. This analysis is based on the items listed on the invoices and their pricing, most of which is included in the section for each invoice, below. While the Belfast ''News-Letter'' says that each group contained four members,<ref name=":8" />{{rp|p. 5, Col. 9a}} the invoices and receipts suggest that the newspaper, the single source for this information, was wrong about the number of people in each group. It is theoretically possible, of course, that suppliers other than the ones in the Chatsworth Archive made some of these costumes and that other invoices and receipts must have existed at that time. But the [[Social Victorians/People/Louisa Montagu Cavendish#M. (Attillo Giuseppe) Comelli|Comelli memo, below]], seems definitive: he designed and seems to have overseen the construction of the costumes, which numbered six rather than twelve. '''[Collier discussion?]''' Besides providing welcome detail about the costumes of the people in the Duchess's entourage, which is available nowhere else, these invoices also raise at least as many questions as they answer. ==== M. (Attillo Giuseppe) Comelli ==== Attillo Giuseppe Comelli was a designer for opera, ballet and theatre in Europe, the UK and North America.<ref name=":13" /> The receipt in the Chatsworth Archive was sent from Covent Garden. The invoice lists £4 for "Making six costumes," 3''s'' for "Extras" and 12s for "Cab fares for men paid by the request of M. Comelli."<ref>M. Comelli, Covent Garden, to Duchess of Devonshire. Date of invoice 13 July 1897; postmarked 25 October 1897, for receipt of payment(?). The Devonshire Collections, Chatsworth, Reference number L/109/4(3).</ref> Three other names are on this invoice and receipt: * L. L[?] Collier [?], written under and perhaps as part of the direction to the Duchess of Devonshire * Mr. Strong ("Forwarded to Mr Strong. [sic] by the instructions of M. Comelli," written in the same hand as wrote the majority of the memo) * Floyd [?] Collier [??] ("Received with Thanks," presumably thanking for the payment, in a different hand) ==== B. Burnet & Co. ==== An invoice and receipt from B. Burnet & Co., held in the Archives of the Duke of Devonshire, has specific information about some of the fabrics, trims and accessories purchased for the costumes of the Duchess's retinue.<ref name=":11">B. Burnet & Co. to Louise, Duchess of Devonshire. Date of invoice 2 and 6 July 1897; postmarked 25 October 1897, for receipt of payment(?). The Devonshire Collections, Chatsworth, Reference number L/109/4(3).</ref> Besides itemizing some costume or accessory elements that seem clearly to be for the groups, the invoice also lists items not easy to associate with particular costumes, like the following: * 12 yards of White silk fringe 8in deep<ref name=":11" />{{rp|back left}} * 12 1/2 yards of "wht cloth"<ref name=":11" />{{rp|back left}} * 9 yards of "[[Social Victorians/Terminology#Selesia|Selesia]]"<ref name=":11" />{{rp|back left}} * 2 yards of Canvas<ref name=":11" />{{rp|back right}} * 4 Tan Wool Tights<ref name=":11" />{{rp|back right}} * 2 Tan Boys Tights<ref name=":11" />{{rp|back right}} At this time, we are not sure which costumes these elements were used for. Possibly the white silk fringe and the white cloth would have been used to construct the robes for the children and trumpeters in the entourage. The number of tights suggests that the six costumes on this invoice all included tights. With other elements of the trumpeters' costumes, the Burnet invoice also lists "6 prs Assyrian Buskins." Probably, to a late Victorian, buskins would have been "defensive leggings"<ref>Demmin, Auguste. An illustrated History of Arms and Armour: From the Earliest Period to the Present Time. George Bell, 1894. Google Books https://books.google.com/books?id=ArRCAAAAYAAJ: 106.</ref> laced together and covering the lower leg and often feet of a soldier. To a clothing and military historian, buskins (or greaves) were worn by people in a number of cultures over millennia and varied widely in style and construction. Buskins appear in Assyrian art held at the time by the British Museum. Listing six pairs of buskins suggests that every costume in the Duchess's entrourage included buskins, possibly worn over the tan tights. The Burnet invoice lists "4 Broad Belts," which may have held "4 Skins Fleshers."<ref name=":11" />{{rp|p. 1, front of invoice}} (A skin flesher is a kind of knife used to separate the skin from the meat in animals.) If each group included only two members, then perhaps the belts and fleshers were worn not only by the trumpeters but also by the fan-bearers. The Millward invoice (specifics in the section on the Millward invoice below) lists "8 Doz 'Plaques' for Belts'" with a drawing of an upright rectangle with a circle in the middle, which might have been a jewel. Double lines around the rectangle suggest that the plaques were not flat or the metal was not thin. The drawing does not give any ideas about how the plaques were attached to the belts, if they were. It is impossible to tell if the plaques were attached to the "4 Broad Belts" (likely for the trumpeters and fan-bearers), but unless they were quite tiny, "8 Doz 'Plaques'" would be far too many for the belts of only the two children. A different hand, probably "[L.??] L. Collier," wrote the following sentence at the end of the invoice and receipt, above the postmark:<blockquote>All the above named articles were used for the six [?] dresses made for the Devonshire Ball.<ref name=":11" />{{rp|back right}}</blockquote> This same hand, signing what is possibly "Floyd Collier," also signed the postmark of the Comelli invoice and receipt. On the Burnet document, this writer, possibly an assistant or employee of the Duchess of Devonshire, says that "six dresses" were made (if in fact, that word is ''six''). (No "Collier" is listed among the staff or servants of the Duke of Devonshire at the end of the 19th century.<ref name=":19">"Servants A-H." ''Historic Servants and Staff. Servants and Staff Database''. Retrieved 18 July 2022 https://www.chatsworth.org/media/11528/servants-a-h.pdf.</ref> The invoice appears to itemize materials used for six costumes: two children, two trumpeters and two fan-bearers. ==== Arthur Millward, Theatrical Jeweller ==== An invoice and request for payment from Arthur Millward, Theatrical Jeweller, held in the Archives of Chatsworth House, has more specifics about some of the fabrics, trims and accessories for the costumes of the Duchess's retinue.<ref name=":12">Memorandum. Arthur Millward, Theatrical Jeweller, to Louise, Duchess of Devonshire. Date of itemized invoice 1 July 1897; date of request for payment(?) 27 August 1897. The Devonshire Collections, Chatsworth, Reference number L/109/4(?).</ref> This invoice lists the following, which could have been used in any of the costumes for the entourage: * 8 Doz 'Plaques' for Belts [discussed with the belts in the section on the Burnet invoice, above] * 4 Large Armlets * 4 Bracelets * 8 Armlets<ref name=":12" />{{rp|p. 2, back}} Because Millward was a Theatrical Jeweller, it seems likely that most (if not all) of the items listed on the invoice were made of metal and the jewels mentioned were artificial, made of glass or paste. Other items on the invoice seem to belong to the costumes of the trumpeters, which the Belfast ''News-Letter'' says included helmets: * 2 Helmets * 2 Centre pieces The Millward invoice shows tiny line drawings next to the words ''2 Helmets'' and ''2 Centre pieces''. These drawings suggest that the Centre pieces were attached to the helmets rather than being anything that would have been put on a table as decoration. Other items seem to belong to the costumes of the fan-bearers: * 2 Pearl & Gold Headdresses * 2 Fan properties with Feathers The "Pearl & Gold Headdresses" were likely the "jewelled diadems" mentioned in the Belfast ''News-Letter''. The "Fan properties with Feathers" are likely to have been the "long-handled fans of white feathers, mounted in blue and gold" mentioned in the newspaper report.<ref name=":8" />{{rp|p. 5, Col. 9a}} At the end of the Millward invoice, a "reduction as agreed with M [Mr?] Commelli [sic]" of £1 10''s'' is subtracted from a total of £22 3''s''. No reason for this reduction is given.<ref name=":12" />{{rp|p. 2, back}} ==== Liberty & Co., Ltd. ==== One invoice and receipt from the Chatsworth Archive, dated 12 July, to the Duchess of Devonshire, lists "13 yds S&W Satin[?]," 7 yards of blue and 6 of purple.<ref>Invoice and receipt. Liberty & Co. Ltd. To Her Grace, The Duchess of Devonshire. Date of itemized invoice 12 July [1897]. The Devonshire Collections, Chatsworth, Reference number L/109/4(?).</ref> Because the fabric is satin and from Liberty, it is possible that it was not used in the costumes of the people in the entourage but perhaps for the costume of the Duchess herself??? ==== Lafayette, Ltd. ==== The invoice and receipt from Lafayette, Ltd., the photographer that set up a temporary studio in the garden to take portraits of people at the ball in their costumes, may not be related to the ball at all.<ref>Invoice and receipt. Lafayette, Ltd. To His Grace The Duke of Devonshire. Date of itemized invoice 12 April 1897; addressed to the Duke, 18 February 1898; receipt and thanks for payment, 7 April 1898. The Devonshire Collections, Chatsworth, Reference number L/109/4(?).</ref> Three dates are written on the preprinted stationery: # 18/2/98 (18 February 1898), under the direction to "His Grace The Duke of Devonshire" # 4/12/97 (4 December 1897), next to the single item on the invoice for which a charge is listed: "6 [??] £1.10.0" # 7/4/98 (7 April 1898), in a different hand, with "Recd by cheque 7/4/98 Lafayette Ltd pp[?] [??] thanks" At the bottom of the page, in the hand that wrote all of the invoice except the receipt and thanks, is "With Lafayette Ltds Compliments." ==== Details for the Children in the Entourage ==== According to the ''Belfast News-Letter'', four children were "in white Assyrian robes, draped with pink shawls."<ref name=":8" />{{rp|p. 5, Col. 9a}} According to the B. Burnet invoice, the following was purchased for "White Cloth Dresses":<ref name=":11" />{{rp|p. 2, back left of invoice}} * "2 Terra Gown draperies with Stars 200 in all" * "2 Cloth fronts embroidered with Square Medallions down centre" * "2 do do [ditto ditto, that is, cloth fronts] embroidered double border down front each side and collar" * "4 Sleeves embroidered Small Medallions" The Burnet & Co. invoice lists 6 yards of "Terra" Silk Fringe, which perhaps was used to trim the "terra draperies," or shawls, made from 3 1/4 yards of "Light Terra Satinette" worn by the children? ==== Details for the Trumpeters in the Entourage ==== According to the ''Belfast News-Letter'', four trumpeters were "in white cloth robes, embroidered in subdued tones of silks, with a purple shawl draped over, beautifully ornamented with embroidery, and wearing fringed steel helmets and leather cuirasses embossed in steel."<ref name=":8" />{{rp|p. 5, Col. 9a}} The trumpeters appear to have been dressed as soldiers or military men. According to the B. Burnet invoice, the following was purchased for the trumpeters' costumes:<ref name=":11" />{{rp|p. 1, front of invoice}} * 7 '''units (yards?)''' of purple silk [probably used for shawls?] * "2 skirt fronts with border alround [sic]" * "2 sets of Leather Cuarasses [sic] Embroidered front & back" * "4 Sleeves embroidered loop stitch" The Millward invoice lists * 2 Helmets * 2 Centre Pieces [probably for helmets rather than table decorations] ==== Details for the Fan-bearers in the Entourage ==== According to the ''Belfast News-Letter'', four fan-bearers were "attired in pale blue robes, with crimson shawls, enriched with gold and jewelled embroidery, adorned with jewelled diadems, and holding long-handled fans of white feathers, mounted in blue and gold."<ref name=":8" />{{rp|p. 5, Col. 9a}} According to the B. Burnet invoice, the following was purchased for the fan bearers's costumes:<ref name=":11" />{{rp|pp. 1–2, front and left-back of invoice}} * "Embroidering 2 Crimson draperies with Stars 334 in all" * "2 Top [?] fronts embroidered & round necks" * "4 Sleeves embroidered long stitch"The Millward invoice lists * 2 Pearl & Gold Headdresses * 2 Fan properties with Feathers<ref name=":12" />{{rp|p. 2, back}} The Burnet & Co. invoice lists 12 yards of "Red Silk Fringe," which perhaps was used to trim the "crimson shawls" or "Crimson draperies," which may have been made from the 5 yards of "Red Satinette." Again, this list suggests two rather than four costumes. == Demographics == *Nationality: born in Hanover, in what is now Germany<ref name=":0">{{Cite journal|date=2020-07-27|title=Louisa Cavendish, Duchess of Devonshire|url=https://en.wikipedia.org/w/index.php?title=Louisa_Cavendish,_Duchess_of_Devonshire&oldid=969824214|journal=Wikipedia|language=en}}</ref> === Residences === ==== As Duchess of Manchester ==== *Kimbolton Castle, Huntingdonshire *Manchester House, London ==== As Duchess of Devonshire ==== *Devonshire House, London (mid-April until mid-July, for the Season) *Compton Place, Eastbourne (mid-July until 12 August<ref name=":1" />{{rp|p. 32}}) *Bolton Abbey, Yorkshire (12 August until the middle of September<ref name=":1" />{{rp|p. 32}}) *Chatsworth, Derbyshire (middle of September until early Spring<ref name=":1" />{{rp|p. 32}}) *Lismore Castle, County Waterford (early Spring until the middle of April<ref name=":1" />{{rp|p. 32}}) == Family == *Louisa (or Luise) Friederike Auguste Gräfin von Alten Montagu Cavendish (15 January 1832 – 15 November 1911)<ref name=":2" /><ref name=":0" /> *William Drogo Montagu, 7th Duke of Manchester (15 October 1823 – 22 March 1890)<ref name=":3" /><ref>{{Cite journal|date=2020-09-07|title=William Montagu, 7th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=William_Montagu,_7th_Duke_of_Manchester&oldid=977197445|journal=Wikipedia|language=en}}</ref> #George Victor Drogo Montagu, 8th Duke of Manchester (17 June 1853 – 18 August 1892) #Mary Louise [Louisa?] Elizabeth Montagu Douglas-Hamilton Forster (27 December 1854 – 10 February 1934) #Louisa Augusta Beatrice Montagu Acheson (c. 1856 – 3 March 1944) #Charles William Augustus Montagu (23 November 1860 – 10 November 1939) #Alice Maude Olivia Montagu Stanley (15 August 1862 – 23 July 1957) *[[Social Victorians/People/Spencer Compton Cavendish|Spencer Compton Cavendish]], 8th Duke of Devonshire (23 July 1833 – 24 March 1908) == Notes and Questions == #As Duchess of Manchester Luise was not invited to the wedding between Bertie and Alix, Victoria's punishment for Luise's having gotten the Duke of Derby to promise her the position of Mistress of the Robes (and then exacting that promise).<ref>Leslie, Anita. ''The Marlborough House Set''. New York: Doubleday, 1973.</ref>{{rp|pp. 47–48}} #"As a young woman she was extremely beautiful; Princess Catherine Radziwill saw her at a reception given by the Empress of Germany and recalls on being introduced to her 'how she struck me as the loveliest creature I had ever set eyes upon. Indeed I have only met three women in my whole existence who could be compared to her.'"<ref name=":1" />{{rp|p. 21}} == Footnotes == {{reflist}} 5thxfoz41ljqpo3ncdyjedq58olh1f0 2413858 2413857 2022-08-11T22:31:17Z Scogdill 1331941 wikitext text/x-wiki == Overview == * Louise, Duchess of Devonshire was the subject of much comment and gossip in her life, arising in part from her prominence in society and in part from her conduct, which was not particularly controlled by middle-class notions of "respectability." * "Louise Alten, for her part, exemplifies another vanished feature [of Victorian England], the role of the political hostess. The part she played in Hartington's career even while she was his mistress gives a special twist to this function, and her more conventional ascendancy as Duchess of Devonshire, when she was said to be the most powerful person outside the government, shows the influence that could be wielded by women in a political system from which they were formally excluded."<ref name=":20">Vane, Henry. ''Affair of State: A Biography of the 8th Duke and Duchess of Devonshire''. Peter Owen, 2004.</ref>{{rp|12}} == Also Known As == *Louise, Duchess of Devonshire (15 January 1832 – 15 November 1911) *Louisa, Duchess of Manchester *Luise Friederike August Gräfin von Alten *Louisa Montagu *Louise Cavendish *The Double Duchess == Acquaintances, Friends and Enemies == === Friends === *[[Social Victorians/People/Albert Edward, Prince of Wales | Albert Edward, Prince of Wales]] (beginning about 1852) *[[Social Victorians/People/Spencer Compton Cavendish|Spencer Compton Cavendish]], Lord Hartington (later 8th Duke of Devonshire) *Daisy, Lady Warwick *Lady Mayoress, Mrs. Benjamin Samuel Faudel-Phillips, 2nd Baronet,<ref>{{Cite journal|date=2020-08-25|title=Faudel-Phillips baronets|url=https://en.wikipedia.org/w/index.php?title=Faudel-Phillips_baronets&oldid=974879290|journal=Wikipedia|language=en}}</ref> presented to Victoria by Louisa Cavendish at a Queen's Drawing-room on Wednesday, 24 February 1897 at Buckingham Palace.<ref name=":4">"The Queen's Drawing Room" ''Morning Post'' 25 February 1897 Thursday: 5 [of 10], Col. 5a–7b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970225/047/0005.</ref>{{rp|p. 5, Col. 6c}} *Mrs. J. E. Mellor, presented to Victoria by Louisa Cavendish at a Queen's Drawing-room on Wednesday, 24 February 1897 at Buckingham Palace.<ref name=":4" />{{rp|p. 5, Col. 6c}} === Enemies === * Consuelo, Duchess of Marlborough (at least, in 1901)<ref name=":1">Murphy, Sophia. ''The Duchess of Devonshire's Ball''. London: Sidgwick & Jackson, 1984.</ref>{{rp|pp. 31–32}} == Organizations == == Timeline == '''1852 July 22''', Luise Friederike Auguste Gräfin von Alten and William Drogo Montagu married.<ref name=":2">"Luise Friederike Auguste Gräfin von Alten." {{Cite web|url=http://www.thepeerage.com/p10947.htm#i109469|title=Person Page|website=www.thepeerage.com|access-date=2020-09-25}}</ref> '''1859''': "As for Louise, a glimpse of her unconventional ways is given by Lady Eleanor Stanley, describing a paper-chase at Kimbolton in 1859: 'The Duchess of Manchester, in getting too hastily over a stile, caught a hoop of her cage in it, and went head over heels, alighting on her feet with her cage and whole petticoats remaining 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 underclothing consisted of a pair of scarlet tartan knickerbockers (the things Charles shoots in) — which were revealed to all the world in general and the Duc de Malakoff in particular.' Lady Eleanor says that the other ladies hardly knew whether to be thankful because at this date a lady's normal wear under her petticoats was only a pair of leggings laced up to the waistband, an arrangement that could be unduly revealing in combination with a crinoline. ... But some of the more active ladies were beginning to adopt / Louise's expedient of donning a hidden pair of breeches for rambles in the country."<ref name=":20" />{{rp|25–26}} '''1863, early, or late 1862''', Louise and Spencer Compton Cavendish began a relationship.<ref name=":1" />{{rp|p. 26}} '''1873 December 10''', Mary Louise Elizabeth Montagu (daughter) and William Douglas-Hamilton married. '''1876 May 22''', Consuelo Iznaga y Clement and George Victor Drogo Montagu (son) married in Grace Church, New York City.<ref>{{Cite journal|date=2020-08-24|title=George Montagu, 8th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=George_Montagu,_8th_Duke_of_Manchester&oldid=974659520|journal=Wikipedia|language=en}}</ref><ref>{{Cite journal|date=2020-07-27|title=Consuelo Montagu, Duchess of Manchester|url=https://en.wikipedia.org/w/index.php?title=Consuelo_Montagu,_Duchess_of_Manchester&oldid=969888488|journal=Wikipedia|language=en}}</ref> '''1876 August 10''', Louisa Augusta Beatrice Montagu (daughter) and Archibald Acheson married. '''1889 January 5''', Alice Maude Olivia Montagu (daughter) and Edward Stanley married. '''1890 March 22''', William Drogo Montagu (7th Duke) died.<ref name=":3">"William Drogo Montagu, 7th Duke of Manchester." {{Cite web|url=http://www.thepeerage.com/p10128.htm#i101274|title=Person Page|website=www.thepeerage.com|access-date=2020-09-25}}</ref> '''1890 November 14''', William Angus Drogo Montagu (grandson) and Helena Zimmerman married secretly, in London.<ref>"Helena Zimmerman." {{Cite web|url=http://www.thepeerage.com/p34555.htm#i345545|title=Person Page|website=www.thepeerage.com|access-date=2020-09-25}}</ref> '''1892 August 16''', Louise Friederike Auguste Gräfin von Alten Montagu and Spencer Compton Cavendish, her second husband, married.<ref name=":2" /> '''1897 July 2, Friday''', Louise Cavendish (#18 on the list of attendees) hosted her famous [[Social Victorians/1897 Fancy Dress Ball| fancy-dress ball]] at Devonshire House in London. '''1897 July 20''', Mary Louise Elizabeth Montagu Douglas-Hamilton and Robert Carnaby Foster married. '''1900 November 14''', William Angus Drogo Montagu and Helena Zimmerman married.<ref>{{Cite journal|date=2020-07-17|title=Helena, Countess of Kintore|url=https://en.wikipedia.org/w/index.php?title=Helena,_Countess_of_Kintore&oldid=968067371|journal=Wikipedia|language=en}}</ref> '''1901 Spring''', Paris, Consuelo Spencer-Churchill, Duchess of Marlborough, describes a meeting with Louise Cavendish in the spring following Queen Victoria's death at the horse racetrack, Longchamps:<blockquote>A renowned character and virtually dictator of what was known as the fast set as opposed to the Victorian, Her Grace was a German aristocrat by birth. She had first been married to the impoverished Duke of Manchester, and when he died had improved her status by marriage to the rich Duke of Devonshire, who waged an undisputed influence in politics. Rumour had her beautiful, but when I knew her she was a raddled old woman, covering her wrinkles with paint and her pate with a brown wig. Her mouth was a red gash and from it, when she saw me, issued a stream of abuse. How could I, she complained, pointing to my white gloves, show so little respect to the memory of a great Queen? What a carefree world we must have lived in, that etiquette even in such small matters could assume so much importance?<ref>Balsan, Consuelo Vanderbilt. ''The Glitter and the Gold: The American Duchess — In Her Own Words''. New York: St. Martin's, 1953.</ref>{{rp|p. 115}}</blockquote> === Annual Events === Every year, as Duchess of Devonshire, Louise held a dance on the night after the Derby at Epsom Downs, which at this point was held on Wednesdays after Easter. == The Duchess of Devonshire's 2 July 1897 Fancy-dress Ball == Louise, Duchess of Devonshire and Spencer Compton, 8th Duke of Devonshire hosted the famous [[Social Victorians/Terminology#Fancy-dress ball|fancy-dress ball]], which took place on Friday night. According to ''House Style: Five Centuries of Fashion at Chatsworth'',<blockquote>Such an event required extensive planning and attention to detail. The housekeeper aided by two secretaries was in charge of organisation inside the house with precise instructions from the Duchess on menus and all arrangements.<ref name=":18" />(137)</blockquote> === The Devonshire House Staff at the Ball === The Dukes of Devonshire did not keep employment records of the staff working at their various properties. The Servants and Staff Database managed by Chatsworth House has a list of everyone ever named in any documents as a servant or staff member, and by 1891 census records included employment at places like the properties owned by the Duke of Devonshire.<ref name=":19" /> === Questions === # Who was housekeeper? Who were the secretaries? # Where did this info about the "precise instructions" come from? == The Duchess of Devonshire's Costume == [[File:Louise Frederica Augusta Cavendish (née von Alten), Duchess of Devonshire (formerly Duchess of Manchester) as Zenobia, Queen of Palmyra.jpg|thumb|Louise, Duchess of Devonshire as Zenobia, Queen of Palmyra|alt=Louise, Duchess of Devonshire in costume as Zenobia, Queen of Palmyra]] At their fancy-dress ball, Louisa, Duchess of Devonshire sat at Table 1 during the first seating for supper, escorted in to the table by the Prince of Wales.<ref name=":7">"Fancy Dress Ball at Devonshire House." ''Morning Post'' Saturday 3 July 1897: 7 [of 12], Col. 4a–8 Col. 2b. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970703/054/0007.</ref>{{rp|p. 7, Col. 4c}} Her costume was designed by M. Comelli (Attillo Giuseppe Comelli, 1858–1925, artist and costumier for opera, ballet and theatre in London as well as Europe and the U.S.<ref name=":13">{{Cite book|url=https://books.google.com/books?id=SZh2DwAAQBAJ&pg=PT207&lpg=PT207&dq=Attilio+Comelli&source=bl&ots=lFB0If7CwV&sig=ACfU3U1_Ost_lhmMvzMMs6NvuhK5SlRhJw&hl=en&sa=X&ved=2ahUKEwjKlsTw2sH3AhXYAp0JHVIxDWA4KBDoAXoECBAQAw#v=onepage&q=Attilio%20Comelli&f=false|title=Forgotten Designers Costume Designers of American Broadway Revues and Musicals From 1900-1930|last=Unruh|first=Delbert|date=2018-11-06|publisher=Page Publishing Inc|isbn=978-1-64082-758-5|language=en}} N.P.</ref>)<ref name=":5">“The Devonshire House Ball.” The ''Man of Ross'' 10 July 1897, Saturday: 2 [of 8], Col. 4b. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0001463/18970710/033/0002.</ref> <ref name=":8">"The Duchess of Devonshire's Fancy Dress Ball. Special Telegram." ''Belfast News-Letter'' Saturday 03 July 1897: 5 [of 8], Col. 9 [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/BL/0000038/18970703/015/0005.</ref>{{rp|p. 5, Col. 9a}} <ref name=":9">"By One Who Was There." “The Duchess’s Costume Ball.” ''Westminster Gazette'' 03 July 1897 Saturday: 5 [of 8], Cols. 1a–3b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002947/18970703/035/0005.</ref> and constructed by the House of Worth. Comelli seems to have designed [[Social Victorians/People/Louisa Montagu Cavendish#The Duchess and Her Entourage|the costumes of her retinue as well]]. According to Russell Harris,<blockquote>For her costume, the Duchess commissioned Monsieur Comelli (1858-1925), a well-known designer of opera costumes for the London theatre and opera stage, and then had the design made up by Worth of Paris. ''Munsey’s Magazine'' noted “it is safe to say that the Queen of Palmyra never owned such a sumptuous costume in her lifetime.”<ref>Harris, Russell. {{Cite web|url=http://www.rvondeh.dircon.co.uk/incalmprose/devonshiredss.html|title=Louise, Duchess of Devonshire, née Countess von Alten of Hanover (1832-1911), as Zenobia, Queen of Palmyra|website=www.rvondeh.dircon.co.uk|access-date=2022-05-05}} ''Narrated in Calm Prose: Photographs from the V&A's Lafayette Archive of Guests in Costume at the Duchess of Devonshire's Diamond Jubilee Ball, July 1897''. http://www.rvondeh.dircon.co.uk/incalmprose/devonshiredss.html.</ref></blockquote>Lafayette's portrait of "Louise Frederica Augusta Cavendish (née von Alten), Duchess of Devonshire (formerly Duchess of Manchester)" in costume is photogravure #5 in the album presented to the Duchess of Devonshire and now in the National Portrait Gallery.<ref>"Devonshire House Fancy Dress Ball (1897): photogravures by Walker & Boutall after various photographers." 1899. National Portrait Gallery https://www.npg.org.uk/collections/search/portrait-list.php?set=515.</ref> The printing on the portrait says, "The Duchess of Devonshire as Zenobia Queen of Palmyra," with a Long S in ''Duchess''.<ref>"Louise Frederica Augusta Cavendish (née von Alten), Duchess of Devonshire (formerly Duchess of Manchester) as Zenobia, Queen of Palmyra." Devonshire House Fancy Dress Ball Album. National Portrait Gallery https://www.npg.org.uk/collections/search/portrait/mw158357/Louise-Frederica-Augusta-Cavendish-ne-von-Alten-Duchess-of-Devonshire-formerly-Duchess-of-Manchester-as-Zenobia-Queen-of-Palmyra.</ref> Often, the V&A Lafayette Archive contains more than one portrait of a sitter for this ball, but the uncropped portrait (above right), which shows the unfinished end of the balustrade in front of the Duchess and the edge of the painted flat behind it, seems to have been the only portrait taken by Lafayette of the Duchess in costume. The copy owned by the National Portrait Gallery in London and the copy included in the album are cropped so that those unfinished edges do not show, but they appear to be from the same photograph. === Newspaper Descriptions of the Duchess's Costume === Newspaper articles about the Duchess's presence at the ball focused on her hosting, her costume, [[Social Victorians/People/Louisa Montagu Cavendish#The Duchess's Jewelry|her jewelry]], and [[Social Victorians/People/Louisa Montagu Cavendish#The Duchess's Entourage|her entourage]], often in the same story. These almost exactly identical descriptions suggest [[Social Victorians/1897 Fancy Dress Ball/anthology#Scissors-and-Paste Journalism|scissors-and-paste journalism]] or a shared primary source: * The London ''Evening Standard'', ''Morning Post'' and ''Times'' published almost identical descriptions, varying only by the occasional punctuation mark or short phrase ("supplied by Worth, of Paris"). The fullest version is this one: "The Duchess of Devonshire, as Zenobia, Queen of Palmyra, wore a magnificent costume, supplied by Worth, of Paris. The skirt of gold tissue was embroidered all over in a star-like design in emeralds, sapphires, diamonds, and other jewels, outlined with gold, the corners where it opened in front being elaborately wrought in the same jewels and gold to represent peacocks' outspread tails. This opened to show an under-dress of cream crêpe de chine, delicately embroidered in silver, gold, and pearls, and sprinkled all over with diamonds. The train was attached to the shoulders by two slender points, and was fastened at the waist with a large diamond ornament. It was of green velvet of a lovely shade, and was superbly embroidered in Oriental designs, introducing the lotus flower in rubies, sapphires, amethysts, emeralds, and diamonds, in four borderings on contrasting grounds, separated with gold cord. The train was lined with turquoise satin. The bodice was composed of gold tissue to match the skirt, and the front was of crêpe de chine, hidden with a [[Social Victorians/Terminology#Stomacher|stomacher]] of real diamonds, rubies, and emeralds, and there was a jewelled belt."<ref name=":16">“The Ball at Devonshire House. Magnificent Spectacle. Description of the Dresses.” London ''Evening Standard'' 3 July 1897 Saturday: 3 [of 12], Cols. 1a–5b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000183/18970703/015/0004.</ref>{{rp|p. 3, Col. 2b}} <ref name=":7" />{{rp|p. 7, Col. 7a}} <ref name=":6">"Ball at Devonshire House." The ''Times'' Saturday 3 July 1897: 12, Cols. 1A–4C ''The Times Digital Archive''. Web. 28 Nov. 2015.</ref>{{rp|p. 12, Col. 3b}} *"The Duchess of Devonshire was a dazzling vision, dressed as 'Zenobia,' in a glistening gold gauze gown, elaborately ornamented with suns and discs, wrought in purple and green gems outlined with gold, and having a large diamond as centre. The space between was fluted with fine silver spangles. This robe was open in front over an under dress of white crépe de chine, delicately worked in crystals, and at each side of the opening on the gold robe were large fan-shaped groups of peacock feathers, worked in multicoloured jewels. The [[Social Victorians/Terminology#Corsage|corsage]] was to correspond, and had a magnificent [[Social Victorians/Terminology#Girdle|girdle]] of jewels, the train of bright green velvet, hung like a fan, without folds, being fastened at each side of the shoulders by diamond brooches, and caught at the waist with a similar ornament. It was a mass of gorgeous embroidery, carried out in heliotrope velvet, lotus flowers studded with tinted gems, and other devices in terra-cotta and electric blue velvet — all enriched with gold, diamond, and jewelled embroidery — and lined with pale blue satin. ... Attending the hostess were four children, four fan-bearers, and four trumpeters, all magnificently arrayed in artistically embroidered Assyrian robes, helmets, and other accessories, correct in every detail."<ref name=":15">"Duchess of Devonshire's Fancy Ball. A Brilliant Spectacle. Some of the Dresses." London ''Daily News'' Saturday 3 July 1897: 5 [of 10], Col. 6a–6, Col. 1b. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000051/18970703/024/0005 and http://www.britishnewspaperarchive.co.uk/viewer/BL/0000051/18970703/024/0006.</ref>{{rp|p. 5, Col. 6a}} * According to the article in ''The Graphic'' written by [[Social Victorians/People/Lady Violet Greville|Lady Violet Greville]], though this caption to the Lafayette photograph may not be hers, the Duchess of Devonshire wore a "Skirt of gold tissue, embroidered all over with emeralds, sapphires, diamonds, and other jewels outlined with gold. This opened to show an underdress of crème crêpe de chine, embroidered in silver, gold, and pearls, and sprinkled all over with diamonds. The train was green velvet, superbly embroidered in Oriental designs. The bodice was composed of gold tissue, and the front was of crêpe de chine hidden with a stomacher of diamonds, rubies, and emeralds."<ref name=":10">Greville, Violet, Lady. "Devonshire House Ball." The ''Graphic'' Saturday 10 July 1897: 15 [of 24]: Col. 1a–16, Col. 1c. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000057/18970710/019/0015.</ref>{{rp|p. 15, Col. 3b}} Because it is in black and white, the photograph of the Duchess taken by Lafayette in her costume (above right) can tell us almost nothing about the colors of the costume. Fortunately, this costume has survived and is held in Archives of the Duke of Devonshire (Devonshire Collections, Chatsworth). ''House Style: Five Centuries of Fashion at Chatsworth'', the volume about an exhibition mounted 25 March to 22 October 2017, has beautiful photographs from several perspective of the costume, including the train, and accessories. Published photographs of it '''show X'''.<ref name=":18">Burlington, Julia, and Hamish Bowles. ''House Style: Five Centuries of Fashion at Chatsworth''. Skira Rizzoli, 2017. Based on an exhibition 25 March to 22 October 2017.</ref> It has been worn by '''X, the xth duchess'''. Some accounts of her costume suggest that the reporter thought that all the jewels sewn onto the dress were actual precious or semiprecious stones, but the London ''Daily News'' says some of them were crystals.<ref name=":15" />(p. 5, Col. 6a) According to ''House Style: Five Centuries of Fashion at Chatsworth'',<blockquote>The skirt of gold gauze, appliquéd with tinsel medallions and peacock plumes worked in bright foils, wire coils and spangled with sequins, was worn over an ivory satin underskirt wrought over with silver thread and diamonds. Attached to the shoulders was a long graduated train in the most vivid emerald-green velvet, appliquéd with velvet and gold work in an eastern design and studied with jewels.<ref name=":18" />(128)</blockquote> === Observations on the Duchess's Costume === Also, because of the Duchess's three-quarter front pose in that photograph, which limits us to a single view of one two-dimensional image, it is difficult to see how the fabric draped, how tight the bodice was, what the stomacher looked like, what pearls she is wearing and exactly what is going on with her headdress: is her hair down or up? Do the horns go toward the back at all or do they stick straight out to the sides from the apex that rises from the jewel-encrusted band? Are there three white plumes? * The exhibitions of the dress show a different fit than what is shown in the Lafayette photograph of Louise, 8th Duchess. The 1897 bodice appears to be loose over the stomacher. * Recent photographs of the costume show that it may have been altered or adjusted to make the waist more defined and the line looks more Elizabethan (the wide, square neckline; the A-line, the split skirt with the petticoat in the middle). * The dress seems to have been designed to flatter the 8th Duchess's statuesque figure, especially her waist: the belt falls down to the hips, the A-line; the way what we can see of the under-dress is narrow at the top and widens toward the bottom. * The drape of the skirt is straighter on the 8th Duchess as well as the Dowager Duchess than on the mannequins. * The sleeve treatment on the 1897 photograph is caught up at the shoulder. On the Dowager Duchess and the mannequins, the sleeves are released. * The 1897 reports use different terminology for the parts of the dress than we would now: skirt, under-dress, bodice, stomacher as opposed to skirt, underskirt. under dress, robe, and train, corsage, girdle. * The train: very Victorian * There appears to be silver sequins, which appear to have tarnished, which is why they are dark now. * There appears to be silver and gold thread in the embroidery. The gold thread has not tarnished, silver thread has. it would have been sparklier at the ball than what we can see now. * The newspaper accounts of the Duchess's costume do not agree on several particulars, including the color of the train and its lining. * The reporter's description of the Duchess's costume in the London ''Daily News'' is confusing: it says the train is "bright green velvet" and "It was a mass of gorgeous embroidery, carried out in heliotrope velvet." Embroidery is not "carried out" in velvet. Heliotrope is not green, it's pinkish purple. Furthermore, heliotrope appears to have been a new word for a color, introduced perhaps in 1882 in Maerz and Paul A Dictionary of Colour, New York: 1930 McGraw-Hill Page 196; Color Sample of Heliotrope: Page 131 Plate 54 Colour Sample C10 ("Heliotrope," Wikipedia https://en.wikipedia.org/wiki/Heliotrope_(color)#cite_note-2<nowiki/>). The ''OED'' lists 3 periodical sources for the 1880s, The ''World'' (1882), ''Truth'' (1886), and the ''Daily News'' (1887) ("heliotrope" 1.d. Retrieved 6 August 2022). The ''Daily News'' describes it well: "that peculiar mauve known as heliotrope." * Can't tell how many strands of pearls are around Louise's neck in the Lafayette photo. * Color of green velvet on the train: the colors differ, depending on the photograph. One photograph shows a very vivid green, and the rest show a lighter green. We're not sure what's up with that. === The Historical Zenobia === Zenobia (240 – c. 274) was queen of the Syrian Palmyrene Empire, ruling as regent for her son after her husband's assassination.<ref>{{Cite journal|date=2022-05-03|title=Zenobia|url=https://en.wikipedia.org/w/index.php?title=Zenobia&oldid=1086005949|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Zenobia.</ref> She was the subject of much art in the 19th century, including literature, opera, sculpture, and paintings. Middle-eastern traveller Lady Hester Stanhope (1776–1839) discussed Zen<nowiki/>obia in her memoirs, published in 1847.<ref>{{Cite journal|date=2022-03-07|title=Lady Hester Stanhope|url=https://en.wikipedia.org/w/index.php?title=Lady_Hester_Stanhope&oldid=1075838273|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Lady_Hester_Stanhope.</ref> == The Duchess's Jewelry == The Duchess was known fo<nowiki/>r her jewelry, and as she aged and after her marriage to the 8th Duke in 1892, the jewelry she wore only increased in scale and notability. It is not surprising that her jewelry would make up copy for the newspapers. Newspaper reports before the ball gossiped about the jewelry associated with the costumes being developed. For example, according to the Edinburgh ''Evening News'' on 21 June 1897, less than two weeks before the party, "The ball being a fancy dress one, men as well as women will be able in certain characters to wear jewels. The Duchess of Devonshire, who is to appear as Zenobia, is getting her jewels reset after the antique style."<ref>“The Duchess of Devonshire’s Ball.” Edinburgh ''Evening News'' 21 June 1897, Monday: 4 [of 6], Col. 5c [of 7]. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000452/18970621/079/0004.</ref> While almost all descriptions of her mention her jewels because they were so much a topic of conversation and because they were sewn onto the costume itself, these emphasize her jewelry and most are very similar to each other: * "The Duchess was attired with great Oriental magnificence as Zenobia. Her dress was a tissue of silver, embroidered with gold and jewels, an overmantle of cloth of gold embroidered in the same manner hung from the shoulders, and she wore a bandeau of gold studded with gems, and surrounded by hanging chains of pearls over her elaborate headdress; strings and ropes of jewels and pearls were worn round the neck, and hung down almost to the knees."<ref>“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032. </ref>{{rp|p. 32, Cols. 1c–2a}} <ref name=":17">"Duchess of Devonshire's Fancy-Dress Ball. Brilliant Spectacle." The [Guernsey] ''Star'' 6 July 1897, Tuesday: 1 [of 4], Col. 1a–2b [of 7]. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000184/18970706/003/0001.</ref>{{rp|p. 1, Col. 2a}} * "A wonderfully beautiful dress was that which was worn by the Duchess of Devonshire as Zenobia, Queen of Palmyra. It was of golden tissue, sewn with silver paillettes, and jewelled with diamonds and other precious stones. In front there were silk embroideries, in many vivid shades of colour, and here the golden draperies opened to show a petticoat of white crêpe de chine, embroidered with pearls and gold. The short train was of brilliant green velvet, exquisitely embroidered. One of the Duchess of Devonshire’s beautiful diamond and emerald tiaras had been taken to pieces to form a stomacher, the effect of which was dazzling in its brilliancy. Long chains of pearls and other wonderful jewels were worn with this beautiful dress."<ref>“The Devonshire House Ball. A Brilliant Gathering.” The ''Pall Mall Gazette'' 3 July 1897, Saturday: 7 [of 10], Col. 2a–3a [of 3]. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000098/18970703/019/0007.</ref>{{rp|p. 7, Col. 2b}} * In the article about the ball in the ''Graphic'', [[Social Victorians/People/Lady Violet Greville|Lady Violet Greville]] says, "The Ducal hostess herself elected to appear as Zenobia, Queen of Palmyra, with lavish magnificence, and wearing a corruscation of jewels which must have eclipsed the state of even the all-subduing majesty the Duchess impersonated."<ref name=":10" />{{rp|p. 16, Col. 1a}} *The Duchess was dressed "as Zenobia, Queen of Palmyra, her dress a marvel of soft tissues and exquisite ornament, and her tiara a still greater marvel of the jeweller's art."<ref name=":6" />{{rp|p. 12, Col. 2a}} <ref>"The Duchess of Devonshire’s Historic Ball. Some of the Fancy Costumes." Supplement. The ''Leicester Chronicle and Leicestershire Mercury'' 10 July 1897, Saturday: 11 [of 12], Cols. 4a–b [of 7]. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000173/18970710/141/0011.</ref>{{rp|p. 11, 4a}} As with the colors, Lafayette's photograph of the Duchess in costume does not show the jewels very clearly. We cannot see the stomacher or the "long chains of pearls and other wonderful jewels" or the pearls that "hung down almost to the knees" (although, of course, any newspaper account can be wrong because reporters were not present at the ball). === Zenobia's Crown<ref name=":10" /> === The crown that the Duchess wore as Zenobia is difficult to see clearly in the Lafayette photograph (above right). It was lavish, "encrusted" with jewels and featuring pearls: * London ''Daily News'' says, "The crown worn with this was high, and of filigree gold, surmounted with two horns, each tipped with a large diamond. It was encrusted with large diamonds, rubies, and emeralds, and long chains of pearls fell under the chin and about the head — one magnificent pear-shaped pearl resting on the forehead."<ref name=":15" />(p. 5, Col. 6a) * These descriptions are all identical except for the addition or subtraction of an occasional comma: The London ''Evening Standard'' says, "A gold crown encrusted with emeralds, diamonds, and rubies, with a diamond drop at each curved end, and two upstanding white ostrich feathers in the centre, and round the front were festoons of pearls, with a large pear-shaped pearl in the centre falling on the forehead."<ref name=":16" />{{rp|p. 3, Col. 2b}} <ref name=":7" />{{rp|p. 7, Col. 7a}} <ref name=":6" />{{rp|p. 12, Col. 3b}} <ref name=":10" />{{rp|p. 15, Col. 3b}} * The Guernsey ''Star'' says, "Her Grace wore a bandeau of gold round her head, studded with diamonds, turquoise, and emeralds, and surrounded by hanging chains of superb pearls."<ref name=":17" />{{rp|p. 1, Col. 2a}} === Goldsmith, Pearl & Diamond Merchant, & Silversmith === The Duchess's pearls, which were an important feature of her costume, occasioned a great deal of direct commentary in the newspaper accounts. The Duchess's jewelry occasioned a great deal of reportage in the articles about the ball. '''It was reported that she had her jewels restrung to be used in the costume. stomacher and review of jewelry in more general articles''' An invoice and receipt in the Archives of the Duke of Devonshire (Devonshire Collections, Chatsworth) is from a concern whose preprinted stationery has a crown in the upper-left corner, suggesting that they had a royal warrant, and no name other than Goldsmith, Pearl & Diamond Merchant, & Silversmith. This document offers a unique view into the evolution of one necklace, at least, over the years. It lists what are apparently three restringing of some pearls of Louise, Duchess of Devonshire. The three restringings appear to be dated: The first necklace is a "Pearl Necklet in original 4 rows." The invoice is dated 20 October 1892 (but the stationery was printed to assume the invoice would be used in the 1880s, so the 9 is written over the second 8, and the 2 has been added).<ref name=":14">Invoice and receipt. Goldsmith, Pearl & Diamond Merchant & Silversmith. Date of itemized invoices for restringing pearls: 20 October 1892, 1 March 1897, 1909. The Devonshire Collections, Chatsworth, Reference number FIS/4/1/2.</ref>(p. 1) The necklet she brought in to be restrung contained a "Total [of] Total 224 large pearls": # 1st [row] 51 large pearls # 2nd 53 large pearls # 3rd 57 large pearls # 4th 63 large pearls The second necklace is a "Necklet as re-strung on October 15th 1892, with addition of small pearls supplied, now consists of 5 rows, containing" a total of "224 large pearls & 227 small"<ref name=":14" />(p. 1): # 1st 41 large pearls & 40 small # 2nd 42 large pearls & 42 small # 3rd 44 large pearls & 45 small # 4th 47 large pearls & 48 small # 5th 50 large pearls & 51 small The third necklace is a "Pearl Necklet as again re-strung with additional pearls supplied 1 March 1897, now consisting of 5 Rows containing" a total of "262 Large Pearls & 267 Small"<ref name=":14" />(p. 2): # 1st Row 45 Large Pearls & 44 Small # 2nd Row 48 large Pearls & 49 Small # 3rd Row 51 Large Pearls & 52 Small # 4th Row 56 Large Pearls & 65 small Possibly these pearls may have been restrung in 1909 into a coronet, but the handwriting is not clear enough to read.<ref name=":14" />(p. 2) If the Duchess wore one of these stringings of her pearls for the ball, then it must have been the second necklet, strung in 1892, a 5-strand necklace. None of the newspaper accounts refer to a 5-strand pearl necklace, although her pearls are often mentioned. == The Duchess's Entourage == Besides the Duke of Devonshire, the retinue of Louise, Duchess of Devonshire as Zenobia, Queen of Palmyra, included her grandson, [[Social Victorians/People/William Angus Drogo Montagu|William Angus Drago Montagu, 9th Duke of Manchester]], dressed as a Georgian courtier. Four newspapers say that the Duchess's entourage included three groups, all in costume: children, trumpeters and fan-bearers. The ''Westminster Gazette'' and the ''Man of Ross'' list the groups but do not mention the number of members of the groups. According to two sources, probably in error, the London ''Daily News''<ref name=":15" />{{rp|p. 5, Col. 6a}} and the Belfast ''News-Letter,''<ref name=":8" />{{rp|p. 5, Col. 9a}} these groups each had four members. The London ''Daily News'' is likely the source (because it was published at 5:00 a.m.<ref>Mitchell, Charles. ''Newspaper Press Directory'', 1895. [Hathi Trust via U Wisconsin Madison.] http://hdl.handle.net/2027/mdp.39015085486150.</ref>{{rp|55}}) for the Belfast ''News-Letter'', which took part in [[Social Victorians/1897 Fancy Dress Ball/anthology#Scissors-and-Paste Journalism|scissors-and-paste journalism]], like so many other newspapers of the 19th century. ['''check this: which one was published earlier in the day, and on which day?'''] These four sources describe the Duchess's retinue and how the people in it were dressed: *"The Duchess of Devonshire was dazzingly [sic] magnificent as 'Zenobia,' arrayed in the glistening fabrics and massive jewels in which artists have delighted to depict the Warrior Queen, the costume in this case being specially designed by the clever French artist, M. Comelli, who was also responsible for the splendid attire of the Queen's suite. This was composed of four children in white Assyrian robes, draped with pink shawls; four trumpeters in white cloth robes, embroidered in subdued tones of silks, with a purple shawl draped over, beautifully ornamented with embroidery, and wearing fringed steel helmets and leather cuirasses embossed in steel; and four fan-bearers attired in pale blue robes, with crimson shawls, enriched with gold and jewelled embroidery, adorned with jewelled diadems, and holding long-handled fans of white feathers, mounted in blue and gold — a gloriously magnificent pageant."<ref name=":8" />{{rp|p. 5, Col. 9a}} *"Attending the hostess were four children, four fan-bearers, and four trumpeters, all magnificently arrayed in artistically embroidered Assyrian robes, helmets, and other accessories, correct in every detail."<ref name=":15" />{{rp|p. 5, Col. 6a}} *"The duchess was dressed as Zenobia, in gold cloth, gorgeously embroidered in gold, brilliants, and coloured stones, and opening over an under dress of white crêpe de Chine, worked finely in brilliants. The train of light green velvet was lined with blue, and sumptuously embroidered in jewels and gold, the colouring being particularly artistic. With this dress were worn splendid jewels, and a large horn crown, encrusted with diamonds, emeralds, and rubies. The duchess was attended by a suite of children, trumpeters, and fan-bearers, all picturesquely attired in Assyian [sic] costumes — the whole group being specially designed by M. Comelli."<ref name=":5" /> *"The host was dressed as Charles V. of Germany, in black velvet, satin, and fur; and the Duchess made the most gorgeous of Zenobias, in a gown of gold gauze, and a green velvet train — both a mass of exquisite oriental embroidery. The crown and hanging ropes of pearls, the jewelled girdle, and the train of children, fan-bearers, and trumpeters — all in Babylonish garb — as designed by M. Comelli, made a gloriously imposing and picturesque group."<ref name=":9" /> === Details of the Costumes in the Entourage === The Archives of the Duke of Devonshire (Devonshire Collections, Chatsworth) has "receipts" or invoices that functioned as receipts for several commercial concerns that were involved in making costumes or accessories for costumes for this ball. They are the following: * [[Social Victorians/People/Louisa Montagu Cavendish#M. (Attillo Giuseppe) Comelli|M. (Attillo Giuseppe) Comelli]] * [[Social Victorians/People/Louisa Montagu Cavendish#B. Burnet & Co.|B. Burnet & Co.]] * [[Social Victorians/People/Louisa Montagu Cavendish#Arthur Millward, Theatrical Jeweller|Arthur Millward, Theatrical Jeweller]] * [[Social Victorians/People/Louisa Montagu Cavendish#Liberty & Co., Ltd.|Liberty & Co., Ltd.]] * [[Social Victorians/People/Louisa Montagu Cavendish#Lafayette, Ltd.|Lafayette, Ltd.]] * [[Social Victorians/People/Louisa Montagu Cavendish#Goldsmith, Pearl & Diamond Merchant, & Silversmith|Goldsmith, Pearl & Diamond Merchant, & Silversmith]] This list of commercial concerns almost certainly cannot be the complete list of all concerns that contributed to the costumes. These are the only receipts or invoices about expenses for the ball, however, that the Chatsworth Archive contains; similar documents were likely not even kept or were destroyed with other papers not retained at some point in time. The business concerns listed above were specialized and likely used for different elements of the costumes. As a theatrical designer, Comelli would have depended on the suppliers he knew and arranged with them for the construction of these costumes. The Chatsworth Archive calls these documents ''receipts'', which indeed they are because they were returned to Devonshire House as receipts for payment. From our perspective, though, they are invoices that contain specifics about what was used to make the costumes. The analysis of these invoices has led to an understanding of what the people who attended the Duchess in her entourage wore and a clearer sense, perhaps, of how many people walked in that entourage. This analysis is based on the items listed on the invoices and their pricing, most of which is included in the section for each invoice, below. While the Belfast ''News-Letter'' says that each group contained four members,<ref name=":8" />{{rp|p. 5, Col. 9a}} the invoices and receipts suggest that the newspaper, the single source for this information, was wrong about the number of people in each group. It is theoretically possible, of course, that suppliers other than the ones in the Chatsworth Archive made some of these costumes and that other invoices and receipts must have existed at that time. But the [[Social Victorians/People/Louisa Montagu Cavendish#M. (Attillo Giuseppe) Comelli|Comelli memo, below]], seems definitive: he designed and seems to have overseen the construction of the costumes, which numbered six rather than twelve. '''[Collier discussion?]''' Besides providing welcome detail about the costumes of the people in the Duchess's entourage, which is available nowhere else, these invoices also raise at least as many questions as they answer. ==== M. (Attillo Giuseppe) Comelli ==== Attillo Giuseppe Comelli was a designer for opera, ballet and theatre in Europe, the UK and North America.<ref name=":13" /> The receipt in the Chatsworth Archive was sent from Covent Garden. The invoice lists £4 for "Making six costumes," 3''s'' for "Extras" and 12s for "Cab fares for men paid by the request of M. Comelli."<ref>M. Comelli, Covent Garden, to Duchess of Devonshire. Date of invoice 13 July 1897; postmarked 25 October 1897, for receipt of payment(?). The Devonshire Collections, Chatsworth, Reference number L/109/4(3).</ref> Three other names are on this invoice and receipt: * L. L[?] Collier [?], written under and perhaps as part of the direction to the Duchess of Devonshire * Mr. Strong ("Forwarded to Mr Strong. [sic] by the instructions of M. Comelli," written in the same hand as wrote the majority of the memo) * Floyd [?] Collier [??] ("Received with Thanks," presumably thanking for the payment, in a different hand) ==== B. Burnet & Co. ==== An invoice and receipt from B. Burnet & Co., held in the Archives of the Duke of Devonshire, has specific information about some of the fabrics, trims and accessories purchased for the costumes of the Duchess's retinue.<ref name=":11">B. Burnet & Co. to Louise, Duchess of Devonshire. Date of invoice 2 and 6 July 1897; postmarked 25 October 1897, for receipt of payment(?). The Devonshire Collections, Chatsworth, Reference number L/109/4(3).</ref> Besides itemizing some costume or accessory elements that seem clearly to be for the groups, the invoice also lists items not easy to associate with particular costumes, like the following: * 12 yards of White silk fringe 8in deep<ref name=":11" />{{rp|back left}} * 12 1/2 yards of "wht cloth"<ref name=":11" />{{rp|back left}} * 9 yards of "[[Social Victorians/Terminology#Selesia|Selesia]]"<ref name=":11" />{{rp|back left}} * 2 yards of Canvas<ref name=":11" />{{rp|back right}} * 4 Tan Wool Tights<ref name=":11" />{{rp|back right}} * 2 Tan Boys Tights<ref name=":11" />{{rp|back right}} At this time, we are not sure which costumes these elements were used for. Possibly the white silk fringe and the white cloth would have been used to construct the robes for the children and trumpeters in the entourage. The number of tights suggests that the six costumes on this invoice all included tights. With other elements of the trumpeters' costumes, the Burnet invoice also lists "6 prs Assyrian Buskins." Probably, to a late Victorian, buskins would have been "defensive leggings"<ref>Demmin, Auguste. An illustrated History of Arms and Armour: From the Earliest Period to the Present Time. George Bell, 1894. Google Books https://books.google.com/books?id=ArRCAAAAYAAJ: 106.</ref> laced together and covering the lower leg and often feet of a soldier. To a clothing and military historian, buskins (or greaves) were worn by people in a number of cultures over millennia and varied widely in style and construction. Buskins appear in Assyrian art held at the time by the British Museum. Listing six pairs of buskins suggests that every costume in the Duchess's entrourage included buskins, possibly worn over the tan tights. The Burnet invoice lists "4 Broad Belts," which may have held "4 Skins Fleshers."<ref name=":11" />{{rp|p. 1, front of invoice}} (A skin flesher is a kind of knife used to separate the skin from the meat in animals.) If each group included only two members, then perhaps the belts and fleshers were worn not only by the trumpeters but also by the fan-bearers. The Millward invoice (specifics in the section on the Millward invoice below) lists "8 Doz 'Plaques' for Belts'" with a drawing of an upright rectangle with a circle in the middle, which might have been a jewel. Double lines around the rectangle suggest that the plaques were not flat or the metal was not thin. The drawing does not give any ideas about how the plaques were attached to the belts, if they were. It is impossible to tell if the plaques were attached to the "4 Broad Belts" (likely for the trumpeters and fan-bearers), but unless they were quite tiny, "8 Doz 'Plaques'" would be far too many for the belts of only the two children. A different hand, probably "[L.??] L. Collier," wrote the following sentence at the end of the invoice and receipt, above the postmark:<blockquote>All the above named articles were used for the six [?] dresses made for the Devonshire Ball.<ref name=":11" />{{rp|back right}}</blockquote> This same hand, signing what is possibly "Floyd Collier," also signed the postmark of the Comelli invoice and receipt. On the Burnet document, this writer, possibly an assistant or employee of the Duchess of Devonshire, says that "six dresses" were made (if in fact, that word is ''six''). (No "Collier" is listed among the staff or servants of the Duke of Devonshire at the end of the 19th century.<ref name=":19">"Servants A-H." ''Historic Servants and Staff. Servants and Staff Database''. Retrieved 18 July 2022 https://www.chatsworth.org/media/11528/servants-a-h.pdf.</ref> The invoice appears to itemize materials used for six costumes: two children, two trumpeters and two fan-bearers. ==== Arthur Millward, Theatrical Jeweller ==== An invoice and request for payment from Arthur Millward, Theatrical Jeweller, held in the Archives of Chatsworth House, has more specifics about some of the fabrics, trims and accessories for the costumes of the Duchess's retinue.<ref name=":12">Memorandum. Arthur Millward, Theatrical Jeweller, to Louise, Duchess of Devonshire. Date of itemized invoice 1 July 1897; date of request for payment(?) 27 August 1897. The Devonshire Collections, Chatsworth, Reference number L/109/4(?).</ref> This invoice lists the following, which could have been used in any of the costumes for the entourage: * 8 Doz 'Plaques' for Belts [discussed with the belts in the section on the Burnet invoice, above] * 4 Large Armlets * 4 Bracelets * 8 Armlets<ref name=":12" />{{rp|p. 2, back}} Because Millward was a Theatrical Jeweller, it seems likely that most (if not all) of the items listed on the invoice were made of metal and the jewels mentioned were artificial, made of glass or paste. Other items on the invoice seem to belong to the costumes of the trumpeters, which the Belfast ''News-Letter'' says included helmets: * 2 Helmets * 2 Centre pieces The Millward invoice shows tiny line drawings next to the words ''2 Helmets'' and ''2 Centre pieces''. These drawings suggest that the Centre pieces were attached to the helmets rather than being anything that would have been put on a table as decoration. Other items seem to belong to the costumes of the fan-bearers: * 2 Pearl & Gold Headdresses * 2 Fan properties with Feathers The "Pearl & Gold Headdresses" were likely the "jewelled diadems" mentioned in the Belfast ''News-Letter''. The "Fan properties with Feathers" are likely to have been the "long-handled fans of white feathers, mounted in blue and gold" mentioned in the newspaper report.<ref name=":8" />{{rp|p. 5, Col. 9a}} At the end of the Millward invoice, a "reduction as agreed with M [Mr?] Commelli [sic]" of £1 10''s'' is subtracted from a total of £22 3''s''. No reason for this reduction is given.<ref name=":12" />{{rp|p. 2, back}} ==== Liberty & Co., Ltd. ==== One invoice and receipt from the Chatsworth Archive, dated 12 July, to the Duchess of Devonshire, lists "13 yds S&W Satin[?]," 7 yards of blue and 6 of purple.<ref>Invoice and receipt. Liberty & Co. Ltd. To Her Grace, The Duchess of Devonshire. Date of itemized invoice 12 July [1897]. The Devonshire Collections, Chatsworth, Reference number L/109/4(?).</ref> Because the fabric is satin and from Liberty, it is possible that it was not used in the costumes of the people in the entourage but perhaps for the costume of the Duchess herself??? ==== Lafayette, Ltd. ==== The invoice and receipt from Lafayette, Ltd., the photographer that set up a temporary studio in the garden to take portraits of people at the ball in their costumes, may not be related to the ball at all.<ref>Invoice and receipt. Lafayette, Ltd. To His Grace The Duke of Devonshire. Date of itemized invoice 12 April 1897; addressed to the Duke, 18 February 1898; receipt and thanks for payment, 7 April 1898. The Devonshire Collections, Chatsworth, Reference number L/109/4(?).</ref> Three dates are written on the preprinted stationery: # 18/2/98 (18 February 1898), under the direction to "His Grace The Duke of Devonshire" # 4/12/97 (4 December 1897), next to the single item on the invoice for which a charge is listed: "6 [??] £1.10.0" # 7/4/98 (7 April 1898), in a different hand, with "Recd by cheque 7/4/98 Lafayette Ltd pp[?] [??] thanks" At the bottom of the page, in the hand that wrote all of the invoice except the receipt and thanks, is "With Lafayette Ltds Compliments." ==== Details for the Children in the Entourage ==== According to the ''Belfast News-Letter'', four children were "in white Assyrian robes, draped with pink shawls."<ref name=":8" />{{rp|p. 5, Col. 9a}} According to the B. Burnet invoice, the following was purchased for "White Cloth Dresses":<ref name=":11" />{{rp|p. 2, back left of invoice}} * "2 Terra Gown draperies with Stars 200 in all" * "2 Cloth fronts embroidered with Square Medallions down centre" * "2 do do [ditto ditto, that is, cloth fronts] embroidered double border down front each side and collar" * "4 Sleeves embroidered Small Medallions" The Burnet & Co. invoice lists 6 yards of "Terra" Silk Fringe, which perhaps was used to trim the "terra draperies," or shawls, made from 3 1/4 yards of "Light Terra Satinette" worn by the children? ==== Details for the Trumpeters in the Entourage ==== According to the ''Belfast News-Letter'', four trumpeters were "in white cloth robes, embroidered in subdued tones of silks, with a purple shawl draped over, beautifully ornamented with embroidery, and wearing fringed steel helmets and leather cuirasses embossed in steel."<ref name=":8" />{{rp|p. 5, Col. 9a}} The trumpeters appear to have been dressed as soldiers or military men. According to the B. Burnet invoice, the following was purchased for the trumpeters' costumes:<ref name=":11" />{{rp|p. 1, front of invoice}} * 7 '''units (yards?)''' of purple silk [probably used for shawls?] * "2 skirt fronts with border alround [sic]" * "2 sets of Leather Cuarasses [sic] Embroidered front & back" * "4 Sleeves embroidered loop stitch" The Millward invoice lists * 2 Helmets * 2 Centre Pieces [probably for helmets rather than table decorations] ==== Details for the Fan-bearers in the Entourage ==== According to the ''Belfast News-Letter'', four fan-bearers were "attired in pale blue robes, with crimson shawls, enriched with gold and jewelled embroidery, adorned with jewelled diadems, and holding long-handled fans of white feathers, mounted in blue and gold."<ref name=":8" />{{rp|p. 5, Col. 9a}} According to the B. Burnet invoice, the following was purchased for the fan bearers's costumes:<ref name=":11" />{{rp|pp. 1–2, front and left-back of invoice}} * "Embroidering 2 Crimson draperies with Stars 334 in all" * "2 Top [?] fronts embroidered & round necks" * "4 Sleeves embroidered long stitch"The Millward invoice lists * 2 Pearl & Gold Headdresses * 2 Fan properties with Feathers<ref name=":12" />{{rp|p. 2, back}} The Burnet & Co. invoice lists 12 yards of "Red Silk Fringe," which perhaps was used to trim the "crimson shawls" or "Crimson draperies," which may have been made from the 5 yards of "Red Satinette." Again, this list suggests two rather than four costumes. == Demographics == *Nationality: born in Hanover, in what is now Germany<ref name=":0">{{Cite journal|date=2020-07-27|title=Louisa Cavendish, Duchess of Devonshire|url=https://en.wikipedia.org/w/index.php?title=Louisa_Cavendish,_Duchess_of_Devonshire&oldid=969824214|journal=Wikipedia|language=en}}</ref> === Residences === ==== As Duchess of Manchester ==== *Kimbolton Castle, Huntingdonshire *Manchester House, London ==== As Duchess of Devonshire ==== *Devonshire House, London (mid-April until mid-July, for the Season) *Compton Place, Eastbourne (mid-July until 12 August<ref name=":1" />{{rp|p. 32}}) *Bolton Abbey, Yorkshire (12 August until the middle of September<ref name=":1" />{{rp|p. 32}}) *Chatsworth, Derbyshire (middle of September until early Spring<ref name=":1" />{{rp|p. 32}}) *Lismore Castle, County Waterford (early Spring until the middle of April<ref name=":1" />{{rp|p. 32}}) == Family == *Louisa (or Luise) Friederike Auguste Gräfin von Alten Montagu Cavendish (15 January 1832 – 15 November 1911)<ref name=":2" /><ref name=":0" /> *William Drogo Montagu, 7th Duke of Manchester (15 October 1823 – 22 March 1890)<ref name=":3" /><ref>{{Cite journal|date=2020-09-07|title=William Montagu, 7th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=William_Montagu,_7th_Duke_of_Manchester&oldid=977197445|journal=Wikipedia|language=en}}</ref> #George Victor Drogo Montagu, 8th Duke of Manchester (17 June 1853 – 18 August 1892) #Mary Louise [Louisa?] Elizabeth Montagu Douglas-Hamilton Forster (27 December 1854 – 10 February 1934) #Louisa Augusta Beatrice Montagu Acheson (c. 1856 – 3 March 1944) #Charles William Augustus Montagu (23 November 1860 – 10 November 1939) #Alice Maude Olivia Montagu Stanley (15 August 1862 – 23 July 1957) *[[Social Victorians/People/Spencer Compton Cavendish|Spencer Compton Cavendish]], 8th Duke of Devonshire (23 July 1833 – 24 March 1908) == Notes and Questions == #As Duchess of Manchester Luise was not invited to the wedding between Bertie and Alix, Victoria's punishment for Luise's having gotten the Duke of Derby to promise her the position of Mistress of the Robes (and then exacting that promise).<ref>Leslie, Anita. ''The Marlborough House Set''. New York: Doubleday, 1973.</ref>{{rp|pp. 47–48}} #"As a young woman she was extremely beautiful; Princess Catherine Radziwill saw her at a reception given by the Empress of Germany and recalls on being introduced to her 'how she struck me as the loveliest creature I had ever set eyes upon. Indeed I have only met three women in my whole existence who could be compared to her.'"<ref name=":1" />{{rp|p. 21}} == Footnotes == {{reflist}} 3qurojmj4b7yghctgsotz4a62qnkmgt 0 267598 2413926 2399116 2022-08-12T06:46:19Z D.H 52339 /* Lorentz transformation via sphere transformation */ wikitext text/x-wiki {{../Lorentz transformation (header)}} ==Lorentz transformation via sphere transformation== If one only requires the invariance of the light cone represented by the differential equation <math>-dx_{0}^{2}+\dots+dx_{n}^{2}=0</math>, which is the same as asking for the most general transformation that changes spheres into spheres, the Lorentz group can be extended by adding dilations represented by the factor λ. The result is the group Con(1,p) of spacetime [[w:conformal transformation]]s in terms of [[w:special conformal transformation]]s and inversions producing the relation :<math>-dx_{0}^{2}+\dots+dx_{n}^{2}=\lambda\left(-dx_{0}^{\prime2}+\dots+dx_{n}^{\prime2}\right)</math>. One can switch between two representations of this group by using an imaginary sphere radius coordinate ''x₀=iR'' with the interval <math>dx_{0}^{2}+\dots+dx_{n}^{2}</math> related to conformal transformations, or by using a real radius coordinate ''x₀=R'' with the interval <math>-dx_{0}^{2}+\dots+dx_{n}^{2}</math> related to [[#Lie|Lie's (1871)]] sphere transformation (or [[w:spherical wave transformation]]s) in terms of [[w:contact transformation]]s preserving circles and spheres. It was shown by [[#Bateman|Bateman & Cunningham (1909–1910)]], that the group Con(1,3) is the most general one leaving invariant the equations of Maxwell's electrodynamics. It turns out that Con(1,3) is isomorphic to the [[w:special orthogonal group]] SO(2,4), and contains the Lorentz group SO(1,3) as a subgroup by setting λ=1. More generally, Con(q,p) is isomorphic to SO(q+1,p+1) and contains SO(q,p) as subgroup.<ref>Schottenloher (2008), section 2.2</ref> This implies that Con(0,p) is isomorphic to the Lorentz group of arbitrary dimensions SO(1,p+1). Consequently, the conformal group in the plane Con(0,2) – known as the group of [[w:Möbius transformation]]s – is isomorphic to the Lorentz group SO(1,3).<ref>Kastrup (2008), section 2.4.1</ref><ref>Schottenloher (2008), section 2.3</ref> This can be seen using tetracyclical coordinates satisfying the form <math>-x_{0}^{2}+x_{1}^{2}+x_{2}^{2}+x_{3}^{2}=0</math>, which were discussed by [[#Klein3|Pockels (1891), Klein (1893), Bôcher (1894)]]. The relation between Con(1,3) and the Lorentz group was noted by [[#Bateman|Bateman & Cunningham (1909–1910)]] and others. A subgroup of Lie's group of sphere transformations is the [[w:Spherical wave transformation#Transformation by reciprocal directions|Laguerre group]] (or ''group of transformations by reciprocal directions'') dealing with oriented spheres, planes and lines, which was already implicit in the work of [[#Ribaucour|Ribaucour (1870)]], [[#Lie|Lie (1871)]], [[#Darboux|Darboux (1873)]]. It's generated by the Laguerre inversion introduced by [[#Laguerre|Laguerre (1882)]] and discussed by [[#Darboux|Darboux (1887)]] and [[#Smith|Smith (1900)]] leaving invariant <math>X^{2}+Y^{2}+Z^{2}-R^{2}</math> with ''R'' as radius, thus the Laguerre group is isomorphic to the Lorentz group. A similar concept was studied by [[#Scheffers|Scheffers (1899)]] in terms of contact transformations. [[#Stephanos|Stephanos (1883)]] argued that Lie's geometry of oriented spheres in terms of contact transformations, as well as the special case of the transformations of oriented planes into each other (such as by Laguerre), provides a geometrical interpretation of Hamilton's [[w:biquaternion]]s. The [[w:group isomorphism]] between the Laguerre group and Lorentz group was pointed out by [[#Bateman|Bateman (1910), Cartan (1912, 1915/55), Poincaré (1912/21)]] and others.<ref>Coolidge (1916), p. 370</ref><ref name="ReferenceA">Cartan & Fano (1915/55), sections 14–15</ref> The Laguerre inversion was written in the following ways: {{NumBlk|:|<math>\begin{matrix}-R^{2}+X^{2}=-R^{\prime2}+X^{\prime2}\\ \hline \begin{align}R' & =-R\frac{1+a^{2}}{1-a^{2}}+X\frac{2a}{1-a^{2}}\\ X' & =-R\frac{2a}{1-a^{2}}+X\frac{1+a^{2}}{1-a^{2}} \end{align} \end{matrix}</math>|{{equationRef|1}}}} or {{NumBlk|:|<math>\begin{matrix}-R^{2}+X^{2}=-R^{\prime2}+X^{\prime2}\\ \hline \begin{align}R' & =-\frac{1}{2}\left(k+\frac{1}{k}\right)R+\frac{1}{2}\left(k-\frac{1}{k}\right)X\\ X' & =-\frac{1}{2}\left(k-\frac{1}{k}\right)R+\frac{1}{2}\left(k+\frac{1}{k}\right)X \end{align} \end{matrix}</math>|{{equationRef|2}}}} A special case of Laguerre inversions (1, 2) with <math>a=k=\sqrt{-1}</math> was already given by [[#Bonnet|Bonnet (1856)]]. Formula (1) was given by [[#Laguerre|Laguerre (1882)]] and [[#Darboux|Darboux (1887)]], formula (2) by [[#Smith|Smith (1900)]]. Laguerre transformations in trigonometric form were given by [[#Scheffers|Scheffers (1899)]]. Formulas (1, 2) become ordinary Lorentz transformations by changing the sign of <math>R'</math> and setting <math>\beta=\tfrac{2a}{1+a^{2}}=\tfrac{k^{2}-1}{k^{2}+1}</math>. Furthermore, using <math>\beta</math> together with <math>\cos\alpha'=\tfrac{X'}{-R'}</math> and <math>\cos\alpha=\tfrac{X}{R}</math> gives: {{NumBlk|:|<math>\cos\alpha'=\frac{\cos\alpha-\beta}{1-\beta\cos\alpha}\quad\text{or}\quad\tan\frac{\alpha'}{2}=\sqrt{\frac{1+\beta}{1-\beta}}\tan\frac{\alpha}{2}</math>|{{equationRef|3}}}} Formula (3) was already used by [[#Darboux|Darboux (1873)]] as a sphere transformation, and in 1881 he showed that it can also be used to perform Laguerre transformations of planes. In special relativity, it turns out that formula (3) describes the aberration of light, see [[../Lorentz transformation (velocity)#Velocity addition and aberration|E:velocity addition and aberration]]. ==Historical notation== ==={{anchor|Bonnet}} Bonnet (1856) === [[w:Pierre Ossian Bonnet]] (1856) defined a reciprocal transformation preserving lines of curvatures. He noted that his transformation implies the following relation between curvature radii <math>\rho,\rho_{1}</math> and ordinates <math>\zeta,\zeta_{1}</math> of the respective curvature centers:<ref group=M>Bonnet (1856), p. 487</ref> :<math>\rho_{1}=i\zeta,\quad\rho=-i\zeta_{1}</math> where <math>i=\sqrt{-1}</math> <p style="background-color:Beige;border:1px solid black">Bonnet's transformation produces <math>\rho^{2}-\zeta^{2}=\rho_{1}^{2}-\zeta_{1}^{2}</math> and represents a special case of Laguerre inversion (or Lorentz transformation) ({{equationNote|1}}, {{equationNote|2}}) with <math>a=k=\sqrt{-1}</math>. [[#Lie|Lie (1871)]], [[#Darboux|Darboux (1887)]] and [[#Smith|Smith (1900)]] all noticed that Bonnet's transformation is a special case of Lie's and Laguerre's transformations.</p> ==={{anchor|Ribaucour}} Ribaucour (1870) === [[w:Albert Ribaucour]] (1870),<ref group=M>Ribaucour (1870). pp. 330-333</ref> defined what was later called “Ribaucour transformations” preserving lines of curvature: :p. 330: If circles are normal to three surfaces, they are normal to a family of surfaces belonging to a triply orthogonal system. This results in a class of orthogonal triple systems which I will propose to call cyclic systems, intimately linked to the deformation of surfaces. Given a surface (A), we can propose to seek all the cyclic systems which derive from it; the <math>ds^{2}</math> of this surface being put in the form <math>ds^{2}=\lambda^{2}.dx\ dy</math> [...] :p. 332: If spheres have their contact chords normal to surfaces, the circles passing through the centers of these spheres and their points of contact with their enveloping surfaces are normal to an infinity of surfaces forming part of a cyclic system. [...] If surfaces are part of an orthogonal system, the osculating circles of their orthogonal trajectories corresponding to all the points of one of these surfaces are normal to a family of surfaces belonging to a cyclic system. [...] I will point out the simple case where (A) is a plane, a case which leads to a general transformation of the surfaces with correspondence of the lines of curvature [...]. <p style="background-color:Beige;border:1px solid black">Referring to p. 332 of Ribaucour's paper, [[#Darboux|Darboux (1887)]] and [[#Bateman|Bateman (1910)]] argued that Ribaucour anticipated both [[#Lie|Lie (1871)]] and [[#Laguerre|Laguerre (1880)]] in formulating the “transformation by reciprocal directions”, which in Darboux's representation led to algebraic expressions identical to Laguerre inversion (or Lorentz transformation) ({{equationNote|1}}) and ({{equationNote|3}}).</p> ==={{anchor|Lie}} Lie (1871)=== In several papers between 1847 and 1850 it was shown by [[w:Joseph Liouville]]<ref group=M>Liouville (1847)</ref> that the relation ''λ(δx²+δy²+δz²)'' is invariant under the group of [[w:conformal transformation]]s generated by [[w:Spherical wave transformation#Transformation by reciprocal radii|w:inversions]] transforming spheres into spheres, which can be related [[w:special conformal transformation]]s or [[w:Möbius transformation]]s. (The conformal nature of the linear fractional transformation <math>\tfrac{a+bz}{c+dz}</math> of a complex variable <math>z</math> was already discussed by Euler (1777)).<ref group=M>Euler (1777), p. 140</ref><ref name=kastrup>Kastrup (2008), section 2.1</ref> Liouville's theorem was extended to all dimensions by [[w:Sophus Lie]] (1871a).<ref group=M name=lie1>Lie (1871), pp. 199–209</ref><ref>Kastrup (2008), section 2.3</ref> In addition, Lie described a manifold whose elements can be represented by spheres, where the last coordinate ''y_n+1'' can be related to an imaginary radius by ''iy_n+1'':<ref group=M name=lie1 /> :<math>\begin{matrix}\sum_{i=1}^{i=n} (x_i-y_i)^2+y_{n+1}^2=0 \\ \downarrow\\ \sum_{i=1}^{i=n+1} (y_i^{\prime}-y_i^{\prime\prime})^2=0 \end{matrix}</math> If the second equation is satisfied, two spheres ''y′'' and ''y″'' are in contact. Lie then defined the correspondence between [[w:Contact geometry|w:contact transformations]] in ''R_n'' and conformal point transformations in ''R_n+1'': The sphere of space ''R_n'' consists of ''n+1'' parameter (coordinates plus imaginary radius), so if this sphere is taken as the element of space ''R_n'', it follows that ''R_n'' now corresponds to ''R_n+1''. Therefore, any transformation (to which he counted [[../Lorentz transformation (imaginary)#Lorentz transformation via orthogonal transformation|E:orthogonal transformations]] and inversions) leaving invariant the condition of contact between spheres in ''R_n'', corresponds to the conformal transformation of points in ''R_n+1''. He pointed out that conformal point transformations consist of motions (such as [[w:rigid transformation]]s and orthogonal transformations), similarity transformations, and inversions.<ref group=M>Lie (1871/72), first footnote on p. 186</ref> <p style="background-color:Beige;border:1px solid black">As shown by [[#Bateman|Bateman and Cunningham (1909)]], the spacetime conformal group Con(1,3) of "[[w:spherical wave transformation]]s" corresponds to the transformations of Lie's sphere geometry in which the radius indicates the fourth coordinate, while the Lorentz group SO(1,3) is a subgroup of Con(1,3). It's also known that the Möbius group and Laguerre group, which are both isomorphic to the Lorentz group, are subgroups of Lie's sphere transformations group.</p> In the same paper, Lie also mentioned the “well known fact” that “parallel transformations” (dilatations having the property of transforming planes to parallel planes) preserve lines of curvature, and he alluded to [[#Bonnet|Bonnet's (1856)]] transformation as an example.<ref group=M>Lie (1871/72), p. 184</ref> Generally, all of the discussed transformations that preserve lines of curvature are either inversions or parallel transformations.<ref group=M>Lie (1871/72), p. 186</ref> In a footnote he specifically remarked that line transformations under which "(const=0)" remains unchanged, give all transformations of ''R'' by which surfaces of common spherical image pass into other such surfaces, and that the new spherical image emerges from the former by a conformal point transformation of the image-sphere, and that [[#Bonnet|Bonnet's (1856)]] transformation belongs here.<ref group=M>Lie (1871/72), second footnote on p. 186</ref> <p style="background-color:Beige;border:1px solid black">Lie himself (1884)<ref group=M>Lie (1884), footnote on p. 541</ref> pointed out that his remarks indicate the same transformation group treated in more recent works of [[#Laguerre|Laguerre (1880-82)]] and [[#Stephanos|Stephanos (1882)]]. Consequently, [[#Smith|Smith (1900)]] credits Lie as being the first one to allude to the existence of the (extended) Laguerre group, transforming spheres into spheres and planes into planes. On the other hand, [[#Darboux|Darboux (1887)]] pointed out that the transformation by reciprocal directions was already anticipated by [[#Ribaucour|Ribaucour (1870)]] even before Lie.</p> ==={{anchor|Klein3}} Klein, Pockels, Bôcher (1871-91)=== In relation to line geometry, [[w:Felix Klein]] (1871/72)<ref group=M>Klein (1871/72), p. 268</ref> used coordinates satisfying the condition <math>s_{1}^{2}+s_{2}^{2}+s_{2}^{2}+s_{2}^{2}+s_{5}^{2}=0</math>. They were introduced in 1868 (belatedly published in 1873) by [[w:Gaston Darboux]]<ref group=M>Darboux (1873), p. 137</ref> as a system of five coordinates in ''R₃'' (later called "pentaspherical" coordinates) in which the last coordinate is imaginary. [[w:Sophus Lie]] (1871)<ref group=M>Lie (1871), p. 208</ref> more generally used ''n+2'' coordinates in ''R_n'' (later called "polyspherical" coordinates) satisfying <math>\scriptstyle \sum_{i=1}^{i=n+2}x_{i}^{2}=0</math> in which the last coordinate is imaginary, as a means to discuss conformal transformations generated by inversions. These simultaneous publications can be explained by the fact that Darboux, Lie, and Klein corresponded with each other by letter. When the last coordinate is defined as real, the corresponding polyspherical coordinates satisfy the form of a sphere. Initiated by lectures of Klein between 1889–1890, his student [[w:Friedrich Carl Alwin Pockels]] (1891) used such real coordinates, emphasizing that all of these coordinate systems remain invariant under conformal transformations generated by inversions:<ref group=M>Pockels (1891), pp. 197–206</ref> :<math>x_1^2+x_2^2+\cdots+x_{n+1}^2-x_{n+2}^2=0 \text{ or } \sum_1^{n+1} x_h^2-x_{n+2}^2=0</math> Special cases were described by Klein (1893):<ref group=M>Klein (1893c), pp. 200ff (pentaspherical), pp. 373ff (tetracyclical)</ref> :<math>y_1^2+y_2^2+y_3^2+y_4^2-y_5^2=0</math> (pentaspherical). :<math>x_1^2+x_2^2+x_3^2-x_4^2=0</math> (tetracyclical). Both systems were also described by [[w:Maxime Bôcher]] (1894) in an expanded version of a thesis supervised by Klein.<ref group=M>Bôcher (1894), pp. 30–34, 40–43</ref> <p style="background-color:Beige;border:1px solid black">Polyspherical coordinates indicate that the conformal group {{nowrap|Con(0,p)}} is isomorphic to the Lorentz group SO(1,p+1).<ref>Kastrup (2008), p. 22</ref> For instance, Con(0,2) – known as Möbius group – is related to tetracyclical coordinates satisfying <math>x_{1}^{2}+x_{2}^{2}+x_{3}^{2}-x_{4}^{2}=0</math>, which is nothing other than the Lorentz interval invariant under the Lorentz group SO(1,3).</p> ==={{anchor|Darboux}} Darboux (1873-87)=== In 1873, [[w:Gaston Darboux]] stated the following proposition:<ref group=M>Darboux (1873), pp. 254-255.</ref> :Given a surface <math>\left(\Sigma\right)</math>, we add a fixed sphere <math>\left({\rm S}\right)</math> to it, and we construct all spheres tangent to the surface and intersecting <math>\left({\rm S}\right)</math> at a constant angle <math>\alpha</math>. Through the intersection of each of these spheres and <math>\left({\rm S}\right)</math> new spheres pass intersecting <math>\left({\rm S}\right)</math> at a constant angle <math>\beta</math>. These new spheres envelop a surface <math>\left(\Sigma_{1}\right)</math>, corresponding point by point to <math>\left(\Sigma\right)</math> with conservation of lines of curvature. The corresponding points on the two surfaces are on circles normal both to the two surfaces and to the sphere <math>\left({\rm S}\right)</math>. which he generalized by making a second proposition:<ref group=M>Darboux (1873), footnote on p. 255.</ref> :Consider a surface <math>\left(\Sigma\right)</math>, envelope of a series of variable spheres <math>\left(\rm U\right)</math> intersecting under any angles the sphere <math>\left(\rm S\right)</math>. At each of the spheres <math>\left(\rm U\right)</math> intersecting <math>\left(\rm S\right)</math> at an angle I call <math>\varphi</math> we match a sphere <math>\left(\rm U_1\right)</math> passing through the intersection of <math>\left(\rm S\right)</math> and from <math>\left(\rm U \right)</math>, and intersecting <math>\left(\rm S\right)</math> at an angle <math>\varphi_1</math> determined by equation ::<math>\frac{\cos\varphi-\cos\varphi_{1}}{1-\cos\varphi\cos\varphi_{1}}=h</math> :Then the new spheres <math>\left(\rm U_1\right)</math> envelop a surface <math>\left(\Sigma_1\right)</math> which corresponds point by point at <math>\left(\Sigma\right)</math> with curvature lines preserved. If we subject the spheres <math>\left(\rm U\right)</math> tangent to <math>\left(\Sigma \right)</math> to cut <math>\left(\rm S\right)</math> under a constant angle, <math>\varphi</math> will be constant; it will be the same for <math>\varphi_1</math>, by virtue of the previous equation, and we find the theorem given above. » <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre transformation (or Lorentz transformation) ({{equationNote|3}}) with <math>h=\beta</math>.</p> In 1881 he quoted his above propositions, gave priority to the first one to [[#Ribaucour|Ribaucour (1870)]], and then showed that Laguerre's transformation of reciprocal directions is included as well:<ref group=M>Darboux (1881), p. 286f.</ref> :This proposal gave a new means of realizing a mode of transformation of surfaces with preservation of the lines of curvature, to which [[#Ribaucour|Ribaucour]] had devoted a few lines in a Communication made to the Academy in 1870 ''sur la deformation des surfaces''. :[..] Suppose, in particular, that the sphere <math>\left(\rm S\right)</math> reduces to a plane <math>\left(\pi\right)</math>. Then to any plane <math>\left(\rm P\right)</math> will correspond a plane <math>\left(\rm P'\right)</math> passing through the intersection of <math>\left(\pi\right)</math> and <math>\left(\rm P\right)</math>, and the angles <math>\varphi,\varphi'</math> that the planes <math>\left(\rm P\right)</math>, <math>\left(\rm P'\right)</math> make with <math>\left(\pi\right)</math> will be linked by relation (1). It is not difficult to recognize, in this transformation from one plane to another, that which has recently been studied by [[#Laguerre|Laguerre]] under the name of ''transformation by reciprocal directions''. We see that it is included in the transformation of spheres which is defined by our second proposition. I have recalled these results only to arrive at the proposition which is the main object of this Communication. I will show, in accordance with a general theorem of [[#Lie|Lie]], that the transformation first proposed by [[#Ribaucour|Ribaucour]] boils down to dilatations (transition from a surface to the parallel surface) and to transformations by reciprocal vector rays. He went on to rewrite his 1873 equation as:<ref group=M>Darboux (1881), footnote on p. 287</ref> :<math>\mathrm{tang}\frac{\varphi}{2}=\mathrm{tang}\frac{\varphi_{1}}{2}\sqrt{\frac{1-h}{1 +h}}</math> <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre transformation (or Lorentz transformation) ({{equationNote|3}}) with <math>h=\beta</math>.</p> In 1887, Darboux gave a much more detailed account. For instance, he re-derived and extended the transformation of oriented half-lines given by [[#Laguerre|Laguerre (1882)]] using coordinates ''x,y,z,R'':<ref group=M>Darboux (1887), p. 254</ref> :<math>\begin{matrix}x^{\prime2}+y^{\prime2}+z^{\prime2}-R^{\prime2}=x^{2}+y^{2}+z^{2}-R^{2}\\ \hline \begin{align}x' & =x, & z' & =\frac{1+k^{2}}{1-k^{2}}z-\frac{2kR}{1-k^{2}},\\ y' & =y, & R' & =\frac{2kz}{1-k^{2}}-\frac{1+k^{2}}{1-k^{2}}R, \end{align} \end{matrix}</math> or <math>\begin{align}z'+R' & =\frac{1+k}{1-k}(z-R)\\ z'-R' & =\frac{1-k}{1+k}(z+R) \end{align}</math> He went on to derive expressions and theorems similar to those given by him in 1873, and added that [[#Bonnet|Bonnet's (1856)]] transformation is a special case.<ref group=M>Darboux (1887), p. 256</ref> <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre inversion (or Lorentz transformation) ({{equationNote|1}}).</p> Regarding the history of such transformations (before Laguerre's research) he wrote:<ref group=M>Darboux (1887), footnote on p. 259</ref> :In the memoir already quoted, inserted in volume V of ''Mathematische Annalen'', [[#Lie|Lie]] has made known all the contact transformations which preserve the lines of curvature; he even pointed out (p. 186) the particular case of transformation by reciprocal directions; but this transformation had already been given in different works by [[#Ribaucour|Ribaucour]]. See, in particular, Ribaucour's note ''sur la deformation des surfaces (Comptes rendus, t. LXX, p. 332, 1870)''. In a different form, it was the subject of the author's studies published in Notes V and IX of ''Mémoire sur une classe remarquable de courbes et de surfaces algébriques'', 1873. ==={{anchor|Laguerre}} Laguerre (1880-82) === A systematic formulation of a geometry of orientation was given by [[w:Edmond Laguerre]] (1880), including geometric transformations of oriented planes into oriented planes and oriented spheres into oriented spheres, which he called "[[w:Spherical wave transformation#Transformation by reciprocal directions|w:transformation by reciprocal directions]]".<ref group=M>Laguerre (1880)</ref> Besides the focus on the transformation of planes, a distinguishing feature to previous authors was the employment of the concept of orientation (i.e. attributing a certain sign to lines and radii) which became an indispensable tool in Lie sphere geometry and Laguerre geometry. <p style="background-color:Beige;border:1px solid black">Laguerre's transformations form a group (Laguerre group) which is isomorphic to the Lorentz group, and forms a subgroup of [[#Lie|Lie's (1871)]] contact transformations of spheres.</p> In 1882 he developed the “transformation of oriented half-lines” which was later called "Laguerre inversion", using the following algebraic formulation (''R'' being the radius and ''D'' the distance of its center to the axis):<ref group=M>Laguerre (1882), pp. 550–551.</ref> :<math>\left.\begin{align}D' & =\frac{D\left(1+\alpha^{2}\right)-2\alpha R}{1-\alpha^{2}}\\ R' & =\frac{2\alpha D-R\left(1+\alpha^{2}\right)}{1-\alpha^{2}} \end{align} \right|\begin{align}D^{2}-D^{\prime2} & =R^{2}-R^{\prime2}\\ D-D' & =\alpha(R-R')\\ D+D' & =\frac{1}{\alpha}(R+R') \end{align} </math> <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre inversion (or Lorentz transformation) ({{equationNote|1}}). The Laguerre inversions are generators of the Laguerre group.</p> ==={{anchor|Stephanos}} Stephanos (1883)=== [[w:Cyparissos Stephanos]] (1883)<ref group=M>Stephanos (1883), p. 590ff</ref> showed that Hamilton's biquaternion ''a₀+a₁ι₁+a₂ι₂+a₃ι₃'' can be interpreted as an oriented sphere in terms of [[#Lie|Lie's sphere geometry (1871)]], having the vector ''a₁ι₁+a₂ι₂+a₃ι₃'' as its center and the scalar <math>a_{0}\sqrt{-1}</math> as its radius. Its norm <math>a_{1}^{2}+a_{2}^{2}+a_{3}^{2}+a_{4}^{2}</math> is thus equal to the power of a point of the corresponding sphere. In particular, the norm of two quaternions ''N(Q₁-Q₂)'' (the corresponding spheres are in contact with ''N(Q₁-Q₂)=0'') is equal to the tangential distance between two spheres. The general contact transformation between two spheres then can be given by a [[w:homography]] using 4 arbitrary quaternions ''A,B,C,D'' and two variable quaternions ''X,Y'':<ref group=M>Stephanos (1883), p. 592</ref><ref>Cartan & Study (1908), p. 460</ref><ref>Rothe (1916), p. 1399</ref> :<math>XAY+XB+CY+D=0</math> (or <math>X=-\frac{CY+D}{AY+B}</math>). Stephanos pointed out that the special case ''A=0'' denotes transformations of oriented planes (see [[#Laguerre|Laguerre (1882)]]). <p style="background-color:Beige;border:1px solid black">The Lorentz group {{nowrap|SO(1,3)}} is a subgroup of the conformal group {{nowrap|Con(1,3)}} in terms of [[#Lie|Lie's (1871)]] transformations of oriented spheres in which the radius indicates the fourth coordinate. The Lorentz group is isomorphic to the group of [[#Laguerre|Laguerre's (1880)]] transformation of oriented planes.</p> ==={{anchor|Scheffers}} Scheffers (1899)=== [[w:Georg Scheffers]] (1899) synthetically determined all ''finite'' [[w:contact transformation]]s preserving circles in the plane, consisting of dilatations, inversions, and the following one preserving circles and lines (compare with Laguerre inversion by [[#Laguerre|Laguerre (1882)]] and [[#Darboux|Darboux (1887)]]):<ref group=M>Scheffers (1899), p. 158</ref> :<math>\begin{matrix}\sigma^{\prime2}-\rho^{\prime2}=\sigma^{2}-\rho^{2}\\ \hline \rho'=\frac{\rho}{\cos\omega}+\sigma\tan\omega,\quad\sigma'=\rho\tan\omega+\frac{\sigma}{\cos\omega} \end{matrix}</math> <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre transformation (or Lorentz transformation) ({{equationNote|1}}) by the identity <math>\sin\omega=\beta=\frac{2a}{1+a^{2}}=\frac{k^{2}-1}{k^{2}+1}</math>.</p> ==={{anchor|Smith}} Smith (1900)=== [[w:Percey F. Smith]] (1900) followed [[#Laguerre|Laguerre (1882)]] and [[#Darboux|Darboux (1887)]] and defined the Laguerre inversion as follows:<ref group=M>Smith (1900), p. 159</ref> :<math>\begin{matrix}p^{\prime2}-p^{2}=R^{\prime2}-R^{2}\\ \hline \kappa=\frac{R'-R}{p'-p}\\ p'=\frac{\kappa^{2}+1}{\kappa^{2}-1}p-\frac{2\kappa}{\kappa^{2}-1}R,\quad R'=\frac{2\kappa}{\kappa^{2}-1}p-\frac{\kappa^{2}+1}{\kappa^{2}-1}R \end{matrix}</math> He added that [[#Bonnet|Bonnet's (1856)]] transformation is a special case with <math>\kappa^{2}=-1</math>, and he also gave credit to [[#Lie|Lie (1871)]] for defining the corresponding "group of the geometry of reciprocal directions". <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre inversion (or Lorentz transformation) ({{equationNote|2}}).</p> ==={{anchor|Bateman}} Bateman and Cunningham (1909–1910)=== In line with [[#Lie|Lie's (1871)]] research on the relation between sphere transformations with an imaginary radius coordinate and 4D conformal transformations, it was pointed out by [[w:Harry Bateman]] and [[w:Ebenezer Cunningham]] (1909–1910), that by setting ''u=ict'' as the imaginary fourth coordinates one can produce spacetime conformal transformations. Not only the quadratic form <math>\lambda\left(dx^{2}+dy^{2}+dz^{2}+du^{2}\right)</math>, but also [[w:Maxwells equations]] are covariant with respect to these transformations, irrespective of the choice of λ. These variants of conformal or Lie sphere transformations were called [[w:spherical wave transformation]]s by Bateman.<ref group=R>Bateman (1909/10), pp. 223ff</ref><ref group=R>Cunningham (1909/10), pp. 77ff</ref> However, this covariance is restricted to certain areas such as electrodynamics, whereas the totality of natural laws in inertial frames is covariant under the [[w:Lorentz group]].<ref group=R>Klein (1910)</ref> In particular, by setting λ=1 the Lorentz group {{nowrap|SO(1,3)}} can be seen as a 10-parameter subgroup of the 15-parameter spacetime conformal group {{nowrap|Con(1,3)}}. Bateman (1910/12)<ref>Bateman (1910/12), pp. 358–359</ref> also alluded to the identity between the [[#Laguerre|Laguerre inversion]] and the Lorentz transformations. In general, the isomorphism between the Laguerre group and the Lorentz group was pointed out by [[w:Élie Cartan]] (1912, 1915/55),<ref name="ReferenceA"/><ref group=R>Cartan (1912), p. 23</ref> [[w:Henri Poincaré]] (1912/21)<ref group=R>Poincaré (1912/21), p. 145</ref> and others. ==References== ===Historical mathematical sources=== {{reflist|3|group=M}} *{{#section:History of Topics in Special Relativity/mathsource|boch94pot}} *{{#section:History of Topics in Special Relativity/mathsource|bon56}} *{{#section:History of Topics in Special Relativity/mathsource|dar73}} *{{#section:History of Topics in Special Relativity/mathsource|dar81cou}} *{{#section:History of Topics in Special Relativity/mathsource|dar87cou}} *{{#section:History of Topics in Special Relativity/mathsource|eul77}} *{{#section:History of Topics in Special Relativity/mathsource|klei72a}} *{{#section:History of Topics in Special Relativity/mathsource|klei93c}} *{{#section:History of Topics in Special Relativity/mathsource|lagu80}} *{{#section:History of Topics in Special Relativity/mathsource|lagu82}} *{{#section:History of Topics in Special Relativity/mathsource|lie71a}} *{{#section:History of Topics in Special Relativity/mathsource|lie71b}} *{{#section:History of Topics in Special Relativity/mathsource|lie84}} *{{#section:History of Topics in Special Relativity/mathsource|liou50}} *{{#section:History of Topics in Special Relativity/mathsource|poc91}} *{{#section:History of Topics in Special Relativity/mathsource|rib70}} *{{#section:History of Topics in Special Relativity/mathsource|schef99}} *{{#section:History of Topics in Special Relativity/mathsource|smi00}} *{{#section:History of Topics in Special Relativity/mathsource|ste83}} ===Historical relativity sources=== {{reflist|3|group=R}} {{#section:History of Topics in Special Relativity/relsource|bate10elec}} {{#section:History of Topics in Special Relativity/relsource|bate12}} {{#section:History of Topics in Special Relativity/relsource|car12}} {{#section:History of Topics in Special Relativity/relsource|cunn10}} {{#section:History of Topics in Special Relativity/relsource|klein10}} {{#section:History of Topics in Special Relativity/relsource|poi21}} ===Secondary sources=== {{reflist|3}} {{#section:History of Topics in Special Relativity/secsource|L5}} [[Category:Special Relativity]] [[Category:History of Physics]] jentmw0elb189amu5pp66e8s3flq0jg 2413928 2413926 2022-08-12T06:51:50Z D.H 52339 /* Lorentz transformation via sphere transformation */ wikitext text/x-wiki {{../Lorentz transformation (header)}} ==Lorentz transformation via sphere transformation== If one only requires the invariance of the light cone represented by the differential equation <math>-dx_{0}^{2}+\dots+dx_{n}^{2}=0</math>, which is the same as asking for the most general transformation that changes spheres into spheres, the Lorentz group can be extended by adding dilations represented by the factor λ. The result is the group Con(1,p) of spacetime [[w:conformal transformation]]s in terms of [[w:special conformal transformation]]s and inversions producing the relation :<math>-dx_{0}^{2}+\dots+dx_{n}^{2}=\lambda\left(-dx_{0}^{\prime2}+\dots+dx_{n}^{\prime2}\right)</math>. One can switch between two representations of this group by using an imaginary sphere radius coordinate ''x₀=iR'' with the interval <math>dx_{0}^{2}+\dots+dx_{n}^{2}</math> related to conformal transformations, or by using a real radius coordinate ''x₀=R'' with the interval <math>-dx_{0}^{2}+\dots+dx_{n}^{2}</math> related to [[#Lie|Lie's (1871)]] sphere transformation (or [[w:spherical wave transformation]]s) in terms of [[w:contact transformation]]s preserving circles and spheres. It was shown by [[#Bateman|Bateman & Cunningham (1909–1910)]], that the group Con(1,3) is the most general one leaving invariant the equations of Maxwell's electrodynamics. It turns out that Con(1,3) is isomorphic to the [[w:special orthogonal group]] SO(2,4), and contains the Lorentz group SO(1,3) as a subgroup by setting λ=1. More generally, Con(q,p) is isomorphic to SO(q+1,p+1) and contains SO(q,p) as subgroup.<ref>Schottenloher (2008), section 2.2</ref> This implies that Con(0,p) is isomorphic to the Lorentz group of arbitrary dimensions SO(1,p+1). Consequently, the conformal group in the plane Con(0,2) – known as the group of [[w:Möbius transformation]]s – is isomorphic to the Lorentz group SO(1,3).<ref>Kastrup (2008), section 2.4.1</ref><ref>Schottenloher (2008), section 2.3</ref> This can be seen using tetracyclical coordinates satisfying the form <math>-x_{0}^{2}+x_{1}^{2}+x_{2}^{2}+x_{3}^{2}=0</math>, which were discussed by [[#Klein3|Pockels (1891), Klein (1893), Bôcher (1894)]]. The relation between Con(1,3) and the Lorentz group was noted by [[#Bateman|Bateman & Cunningham (1909–1910)]] and others. (For a different take on the Möbius group, see also [[../Lorentz transformation (Möbius)|E:Lorentz transformation via Cayley–Klein parameters, Möbius and spin transformations]]). A subgroup of Lie's group of sphere transformations is the [[w:Spherical wave transformation#Transformation by reciprocal directions|Laguerre group]] (or ''group of transformations by reciprocal directions'') dealing with oriented spheres, planes and lines, which was already implicit in the work of [[#Ribaucour|Ribaucour (1870)]], [[#Lie|Lie (1871)]], [[#Darboux|Darboux (1873)]]. It's generated by the Laguerre inversion introduced by [[#Laguerre|Laguerre (1882)]] and discussed by [[#Darboux|Darboux (1887)]] and [[#Smith|Smith (1900)]] leaving invariant <math>X^{2}+Y^{2}+Z^{2}-R^{2}</math> with ''R'' as radius, thus the Laguerre group is isomorphic to the Lorentz group. A similar concept was studied by [[#Scheffers|Scheffers (1899)]] in terms of contact transformations. [[#Stephanos|Stephanos (1883)]] argued that Lie's geometry of oriented spheres in terms of contact transformations, as well as the special case of the transformations of oriented planes into each other (such as by Laguerre), provides a geometrical interpretation of Hamilton's [[w:biquaternion]]s. The [[w:group isomorphism]] between the Laguerre group and Lorentz group was pointed out by [[#Bateman|Bateman (1910), Cartan (1912, 1915/55), Poincaré (1912/21)]] and others.<ref>Coolidge (1916), p. 370</ref><ref name="ReferenceA">Cartan & Fano (1915/55), sections 14–15</ref> The Laguerre inversion was written in the following ways: {{NumBlk|:|<math>\begin{matrix}-R^{2}+X^{2}=-R^{\prime2}+X^{\prime2}\\ \hline \begin{align}R' & =-R\frac{1+a^{2}}{1-a^{2}}+X\frac{2a}{1-a^{2}}\\ X' & =-R\frac{2a}{1-a^{2}}+X\frac{1+a^{2}}{1-a^{2}} \end{align} \end{matrix}</math>|{{equationRef|1}}}} or {{NumBlk|:|<math>\begin{matrix}-R^{2}+X^{2}=-R^{\prime2}+X^{\prime2}\\ \hline \begin{align}R' & =-\frac{1}{2}\left(k+\frac{1}{k}\right)R+\frac{1}{2}\left(k-\frac{1}{k}\right)X\\ X' & =-\frac{1}{2}\left(k-\frac{1}{k}\right)R+\frac{1}{2}\left(k+\frac{1}{k}\right)X \end{align} \end{matrix}</math>|{{equationRef|2}}}} A special case of Laguerre inversions (1, 2) with <math>a=k=\sqrt{-1}</math> was already given by [[#Bonnet|Bonnet (1856)]]. Formula (1) was given by [[#Laguerre|Laguerre (1882)]] and [[#Darboux|Darboux (1887)]], formula (2) by [[#Smith|Smith (1900)]]. Laguerre transformations in trigonometric form were given by [[#Scheffers|Scheffers (1899)]]. Formulas (1, 2) become ordinary Lorentz transformations by changing the sign of <math>R'</math> and setting <math>\beta=\tfrac{2a}{1+a^{2}}=\tfrac{k^{2}-1}{k^{2}+1}</math>. Furthermore, using <math>\beta</math> together with <math>\cos\alpha'=\tfrac{X'}{-R'}</math> and <math>\cos\alpha=\tfrac{X}{R}</math> gives: {{NumBlk|:|<math>\cos\alpha'=\frac{\cos\alpha-\beta}{1-\beta\cos\alpha}\quad\text{or}\quad\tan\frac{\alpha'}{2}=\sqrt{\frac{1+\beta}{1-\beta}}\tan\frac{\alpha}{2}</math>|{{equationRef|3}}}} Formula (3) was already used by [[#Darboux|Darboux (1873)]] as a sphere transformation, and in 1881 he showed that it can also be used to perform Laguerre transformations of planes. In special relativity, it turns out that formula (3) describes the aberration of light, see [[../Lorentz transformation (velocity)#Velocity addition and aberration|E:velocity addition and aberration]]. ==Historical notation== ==={{anchor|Bonnet}} Bonnet (1856) === [[w:Pierre Ossian Bonnet]] (1856) defined a reciprocal transformation preserving lines of curvatures. He noted that his transformation implies the following relation between curvature radii <math>\rho,\rho_{1}</math> and ordinates <math>\zeta,\zeta_{1}</math> of the respective curvature centers:<ref group=M>Bonnet (1856), p. 487</ref> :<math>\rho_{1}=i\zeta,\quad\rho=-i\zeta_{1}</math> where <math>i=\sqrt{-1}</math> <p style="background-color:Beige;border:1px solid black">Bonnet's transformation produces <math>\rho^{2}-\zeta^{2}=\rho_{1}^{2}-\zeta_{1}^{2}</math> and represents a special case of Laguerre inversion (or Lorentz transformation) ({{equationNote|1}}, {{equationNote|2}}) with <math>a=k=\sqrt{-1}</math>. [[#Lie|Lie (1871)]], [[#Darboux|Darboux (1887)]] and [[#Smith|Smith (1900)]] all noticed that Bonnet's transformation is a special case of Lie's and Laguerre's transformations.</p> ==={{anchor|Ribaucour}} Ribaucour (1870) === [[w:Albert Ribaucour]] (1870),<ref group=M>Ribaucour (1870). pp. 330-333</ref> defined what was later called “Ribaucour transformations” preserving lines of curvature: :p. 330: If circles are normal to three surfaces, they are normal to a family of surfaces belonging to a triply orthogonal system. This results in a class of orthogonal triple systems which I will propose to call cyclic systems, intimately linked to the deformation of surfaces. Given a surface (A), we can propose to seek all the cyclic systems which derive from it; the <math>ds^{2}</math> of this surface being put in the form <math>ds^{2}=\lambda^{2}.dx\ dy</math> [...] :p. 332: If spheres have their contact chords normal to surfaces, the circles passing through the centers of these spheres and their points of contact with their enveloping surfaces are normal to an infinity of surfaces forming part of a cyclic system. [...] If surfaces are part of an orthogonal system, the osculating circles of their orthogonal trajectories corresponding to all the points of one of these surfaces are normal to a family of surfaces belonging to a cyclic system. [...] I will point out the simple case where (A) is a plane, a case which leads to a general transformation of the surfaces with correspondence of the lines of curvature [...]. <p style="background-color:Beige;border:1px solid black">Referring to p. 332 of Ribaucour's paper, [[#Darboux|Darboux (1887)]] and [[#Bateman|Bateman (1910)]] argued that Ribaucour anticipated both [[#Lie|Lie (1871)]] and [[#Laguerre|Laguerre (1880)]] in formulating the “transformation by reciprocal directions”, which in Darboux's representation led to algebraic expressions identical to Laguerre inversion (or Lorentz transformation) ({{equationNote|1}}) and ({{equationNote|3}}).</p> ==={{anchor|Lie}} Lie (1871)=== In several papers between 1847 and 1850 it was shown by [[w:Joseph Liouville]]<ref group=M>Liouville (1847)</ref> that the relation ''λ(δx²+δy²+δz²)'' is invariant under the group of [[w:conformal transformation]]s generated by [[w:Spherical wave transformation#Transformation by reciprocal radii|w:inversions]] transforming spheres into spheres, which can be related [[w:special conformal transformation]]s or [[w:Möbius transformation]]s. (The conformal nature of the linear fractional transformation <math>\tfrac{a+bz}{c+dz}</math> of a complex variable <math>z</math> was already discussed by Euler (1777)).<ref group=M>Euler (1777), p. 140</ref><ref name=kastrup>Kastrup (2008), section 2.1</ref> Liouville's theorem was extended to all dimensions by [[w:Sophus Lie]] (1871a).<ref group=M name=lie1>Lie (1871), pp. 199–209</ref><ref>Kastrup (2008), section 2.3</ref> In addition, Lie described a manifold whose elements can be represented by spheres, where the last coordinate ''y_n+1'' can be related to an imaginary radius by ''iy_n+1'':<ref group=M name=lie1 /> :<math>\begin{matrix}\sum_{i=1}^{i=n} (x_i-y_i)^2+y_{n+1}^2=0 \\ \downarrow\\ \sum_{i=1}^{i=n+1} (y_i^{\prime}-y_i^{\prime\prime})^2=0 \end{matrix}</math> If the second equation is satisfied, two spheres ''y′'' and ''y″'' are in contact. Lie then defined the correspondence between [[w:Contact geometry|w:contact transformations]] in ''R_n'' and conformal point transformations in ''R_n+1'': The sphere of space ''R_n'' consists of ''n+1'' parameter (coordinates plus imaginary radius), so if this sphere is taken as the element of space ''R_n'', it follows that ''R_n'' now corresponds to ''R_n+1''. Therefore, any transformation (to which he counted [[../Lorentz transformation (imaginary)#Lorentz transformation via orthogonal transformation|E:orthogonal transformations]] and inversions) leaving invariant the condition of contact between spheres in ''R_n'', corresponds to the conformal transformation of points in ''R_n+1''. He pointed out that conformal point transformations consist of motions (such as [[w:rigid transformation]]s and orthogonal transformations), similarity transformations, and inversions.<ref group=M>Lie (1871/72), first footnote on p. 186</ref> <p style="background-color:Beige;border:1px solid black">As shown by [[#Bateman|Bateman and Cunningham (1909)]], the spacetime conformal group Con(1,3) of "[[w:spherical wave transformation]]s" corresponds to the transformations of Lie's sphere geometry in which the radius indicates the fourth coordinate, while the Lorentz group SO(1,3) is a subgroup of Con(1,3). It's also known that the Möbius group and Laguerre group, which are both isomorphic to the Lorentz group, are subgroups of Lie's sphere transformations group.</p> In the same paper, Lie also mentioned the “well known fact” that “parallel transformations” (dilatations having the property of transforming planes to parallel planes) preserve lines of curvature, and he alluded to [[#Bonnet|Bonnet's (1856)]] transformation as an example.<ref group=M>Lie (1871/72), p. 184</ref> Generally, all of the discussed transformations that preserve lines of curvature are either inversions or parallel transformations.<ref group=M>Lie (1871/72), p. 186</ref> In a footnote he specifically remarked that line transformations under which "(const=0)" remains unchanged, give all transformations of ''R'' by which surfaces of common spherical image pass into other such surfaces, and that the new spherical image emerges from the former by a conformal point transformation of the image-sphere, and that [[#Bonnet|Bonnet's (1856)]] transformation belongs here.<ref group=M>Lie (1871/72), second footnote on p. 186</ref> <p style="background-color:Beige;border:1px solid black">Lie himself (1884)<ref group=M>Lie (1884), footnote on p. 541</ref> pointed out that his remarks indicate the same transformation group treated in more recent works of [[#Laguerre|Laguerre (1880-82)]] and [[#Stephanos|Stephanos (1882)]]. Consequently, [[#Smith|Smith (1900)]] credits Lie as being the first one to allude to the existence of the (extended) Laguerre group, transforming spheres into spheres and planes into planes. On the other hand, [[#Darboux|Darboux (1887)]] pointed out that the transformation by reciprocal directions was already anticipated by [[#Ribaucour|Ribaucour (1870)]] even before Lie.</p> ==={{anchor|Klein3}} Klein, Pockels, Bôcher (1871-91)=== In relation to line geometry, [[w:Felix Klein]] (1871/72)<ref group=M>Klein (1871/72), p. 268</ref> used coordinates satisfying the condition <math>s_{1}^{2}+s_{2}^{2}+s_{2}^{2}+s_{2}^{2}+s_{5}^{2}=0</math>. They were introduced in 1868 (belatedly published in 1873) by [[w:Gaston Darboux]]<ref group=M>Darboux (1873), p. 137</ref> as a system of five coordinates in ''R₃'' (later called "pentaspherical" coordinates) in which the last coordinate is imaginary. [[w:Sophus Lie]] (1871)<ref group=M>Lie (1871), p. 208</ref> more generally used ''n+2'' coordinates in ''R_n'' (later called "polyspherical" coordinates) satisfying <math>\scriptstyle \sum_{i=1}^{i=n+2}x_{i}^{2}=0</math> in which the last coordinate is imaginary, as a means to discuss conformal transformations generated by inversions. These simultaneous publications can be explained by the fact that Darboux, Lie, and Klein corresponded with each other by letter. When the last coordinate is defined as real, the corresponding polyspherical coordinates satisfy the form of a sphere. Initiated by lectures of Klein between 1889–1890, his student [[w:Friedrich Carl Alwin Pockels]] (1891) used such real coordinates, emphasizing that all of these coordinate systems remain invariant under conformal transformations generated by inversions:<ref group=M>Pockels (1891), pp. 197–206</ref> :<math>x_1^2+x_2^2+\cdots+x_{n+1}^2-x_{n+2}^2=0 \text{ or } \sum_1^{n+1} x_h^2-x_{n+2}^2=0</math> Special cases were described by Klein (1893):<ref group=M>Klein (1893c), pp. 200ff (pentaspherical), pp. 373ff (tetracyclical)</ref> :<math>y_1^2+y_2^2+y_3^2+y_4^2-y_5^2=0</math> (pentaspherical). :<math>x_1^2+x_2^2+x_3^2-x_4^2=0</math> (tetracyclical). Both systems were also described by [[w:Maxime Bôcher]] (1894) in an expanded version of a thesis supervised by Klein.<ref group=M>Bôcher (1894), pp. 30–34, 40–43</ref> <p style="background-color:Beige;border:1px solid black">Polyspherical coordinates indicate that the conformal group {{nowrap|Con(0,p)}} is isomorphic to the Lorentz group SO(1,p+1).<ref>Kastrup (2008), p. 22</ref> For instance, Con(0,2) – known as Möbius group – is related to tetracyclical coordinates satisfying <math>x_{1}^{2}+x_{2}^{2}+x_{3}^{2}-x_{4}^{2}=0</math>, which is nothing other than the Lorentz interval invariant under the Lorentz group SO(1,3).</p> ==={{anchor|Darboux}} Darboux (1873-87)=== In 1873, [[w:Gaston Darboux]] stated the following proposition:<ref group=M>Darboux (1873), pp. 254-255.</ref> :Given a surface <math>\left(\Sigma\right)</math>, we add a fixed sphere <math>\left({\rm S}\right)</math> to it, and we construct all spheres tangent to the surface and intersecting <math>\left({\rm S}\right)</math> at a constant angle <math>\alpha</math>. Through the intersection of each of these spheres and <math>\left({\rm S}\right)</math> new spheres pass intersecting <math>\left({\rm S}\right)</math> at a constant angle <math>\beta</math>. These new spheres envelop a surface <math>\left(\Sigma_{1}\right)</math>, corresponding point by point to <math>\left(\Sigma\right)</math> with conservation of lines of curvature. The corresponding points on the two surfaces are on circles normal both to the two surfaces and to the sphere <math>\left({\rm S}\right)</math>. which he generalized by making a second proposition:<ref group=M>Darboux (1873), footnote on p. 255.</ref> :Consider a surface <math>\left(\Sigma\right)</math>, envelope of a series of variable spheres <math>\left(\rm U\right)</math> intersecting under any angles the sphere <math>\left(\rm S\right)</math>. At each of the spheres <math>\left(\rm U\right)</math> intersecting <math>\left(\rm S\right)</math> at an angle I call <math>\varphi</math> we match a sphere <math>\left(\rm U_1\right)</math> passing through the intersection of <math>\left(\rm S\right)</math> and from <math>\left(\rm U \right)</math>, and intersecting <math>\left(\rm S\right)</math> at an angle <math>\varphi_1</math> determined by equation ::<math>\frac{\cos\varphi-\cos\varphi_{1}}{1-\cos\varphi\cos\varphi_{1}}=h</math> :Then the new spheres <math>\left(\rm U_1\right)</math> envelop a surface <math>\left(\Sigma_1\right)</math> which corresponds point by point at <math>\left(\Sigma\right)</math> with curvature lines preserved. If we subject the spheres <math>\left(\rm U\right)</math> tangent to <math>\left(\Sigma \right)</math> to cut <math>\left(\rm S\right)</math> under a constant angle, <math>\varphi</math> will be constant; it will be the same for <math>\varphi_1</math>, by virtue of the previous equation, and we find the theorem given above. » <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre transformation (or Lorentz transformation) ({{equationNote|3}}) with <math>h=\beta</math>.</p> In 1881 he quoted his above propositions, gave priority to the first one to [[#Ribaucour|Ribaucour (1870)]], and then showed that Laguerre's transformation of reciprocal directions is included as well:<ref group=M>Darboux (1881), p. 286f.</ref> :This proposal gave a new means of realizing a mode of transformation of surfaces with preservation of the lines of curvature, to which [[#Ribaucour|Ribaucour]] had devoted a few lines in a Communication made to the Academy in 1870 ''sur la deformation des surfaces''. :[..] Suppose, in particular, that the sphere <math>\left(\rm S\right)</math> reduces to a plane <math>\left(\pi\right)</math>. Then to any plane <math>\left(\rm P\right)</math> will correspond a plane <math>\left(\rm P'\right)</math> passing through the intersection of <math>\left(\pi\right)</math> and <math>\left(\rm P\right)</math>, and the angles <math>\varphi,\varphi'</math> that the planes <math>\left(\rm P\right)</math>, <math>\left(\rm P'\right)</math> make with <math>\left(\pi\right)</math> will be linked by relation (1). It is not difficult to recognize, in this transformation from one plane to another, that which has recently been studied by [[#Laguerre|Laguerre]] under the name of ''transformation by reciprocal directions''. We see that it is included in the transformation of spheres which is defined by our second proposition. I have recalled these results only to arrive at the proposition which is the main object of this Communication. I will show, in accordance with a general theorem of [[#Lie|Lie]], that the transformation first proposed by [[#Ribaucour|Ribaucour]] boils down to dilatations (transition from a surface to the parallel surface) and to transformations by reciprocal vector rays. He went on to rewrite his 1873 equation as:<ref group=M>Darboux (1881), footnote on p. 287</ref> :<math>\mathrm{tang}\frac{\varphi}{2}=\mathrm{tang}\frac{\varphi_{1}}{2}\sqrt{\frac{1-h}{1 +h}}</math> <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre transformation (or Lorentz transformation) ({{equationNote|3}}) with <math>h=\beta</math>.</p> In 1887, Darboux gave a much more detailed account. For instance, he re-derived and extended the transformation of oriented half-lines given by [[#Laguerre|Laguerre (1882)]] using coordinates ''x,y,z,R'':<ref group=M>Darboux (1887), p. 254</ref> :<math>\begin{matrix}x^{\prime2}+y^{\prime2}+z^{\prime2}-R^{\prime2}=x^{2}+y^{2}+z^{2}-R^{2}\\ \hline \begin{align}x' & =x, & z' & =\frac{1+k^{2}}{1-k^{2}}z-\frac{2kR}{1-k^{2}},\\ y' & =y, & R' & =\frac{2kz}{1-k^{2}}-\frac{1+k^{2}}{1-k^{2}}R, \end{align} \end{matrix}</math> or <math>\begin{align}z'+R' & =\frac{1+k}{1-k}(z-R)\\ z'-R' & =\frac{1-k}{1+k}(z+R) \end{align}</math> He went on to derive expressions and theorems similar to those given by him in 1873, and added that [[#Bonnet|Bonnet's (1856)]] transformation is a special case.<ref group=M>Darboux (1887), p. 256</ref> <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre inversion (or Lorentz transformation) ({{equationNote|1}}).</p> Regarding the history of such transformations (before Laguerre's research) he wrote:<ref group=M>Darboux (1887), footnote on p. 259</ref> :In the memoir already quoted, inserted in volume V of ''Mathematische Annalen'', [[#Lie|Lie]] has made known all the contact transformations which preserve the lines of curvature; he even pointed out (p. 186) the particular case of transformation by reciprocal directions; but this transformation had already been given in different works by [[#Ribaucour|Ribaucour]]. See, in particular, Ribaucour's note ''sur la deformation des surfaces (Comptes rendus, t. LXX, p. 332, 1870)''. In a different form, it was the subject of the author's studies published in Notes V and IX of ''Mémoire sur une classe remarquable de courbes et de surfaces algébriques'', 1873. ==={{anchor|Laguerre}} Laguerre (1880-82) === A systematic formulation of a geometry of orientation was given by [[w:Edmond Laguerre]] (1880), including geometric transformations of oriented planes into oriented planes and oriented spheres into oriented spheres, which he called "[[w:Spherical wave transformation#Transformation by reciprocal directions|w:transformation by reciprocal directions]]".<ref group=M>Laguerre (1880)</ref> Besides the focus on the transformation of planes, a distinguishing feature to previous authors was the employment of the concept of orientation (i.e. attributing a certain sign to lines and radii) which became an indispensable tool in Lie sphere geometry and Laguerre geometry. <p style="background-color:Beige;border:1px solid black">Laguerre's transformations form a group (Laguerre group) which is isomorphic to the Lorentz group, and forms a subgroup of [[#Lie|Lie's (1871)]] contact transformations of spheres.</p> In 1882 he developed the “transformation of oriented half-lines” which was later called "Laguerre inversion", using the following algebraic formulation (''R'' being the radius and ''D'' the distance of its center to the axis):<ref group=M>Laguerre (1882), pp. 550–551.</ref> :<math>\left.\begin{align}D' & =\frac{D\left(1+\alpha^{2}\right)-2\alpha R}{1-\alpha^{2}}\\ R' & =\frac{2\alpha D-R\left(1+\alpha^{2}\right)}{1-\alpha^{2}} \end{align} \right|\begin{align}D^{2}-D^{\prime2} & =R^{2}-R^{\prime2}\\ D-D' & =\alpha(R-R')\\ D+D' & =\frac{1}{\alpha}(R+R') \end{align} </math> <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre inversion (or Lorentz transformation) ({{equationNote|1}}). The Laguerre inversions are generators of the Laguerre group.</p> ==={{anchor|Stephanos}} Stephanos (1883)=== [[w:Cyparissos Stephanos]] (1883)<ref group=M>Stephanos (1883), p. 590ff</ref> showed that Hamilton's biquaternion ''a₀+a₁ι₁+a₂ι₂+a₃ι₃'' can be interpreted as an oriented sphere in terms of [[#Lie|Lie's sphere geometry (1871)]], having the vector ''a₁ι₁+a₂ι₂+a₃ι₃'' as its center and the scalar <math>a_{0}\sqrt{-1}</math> as its radius. Its norm <math>a_{1}^{2}+a_{2}^{2}+a_{3}^{2}+a_{4}^{2}</math> is thus equal to the power of a point of the corresponding sphere. In particular, the norm of two quaternions ''N(Q₁-Q₂)'' (the corresponding spheres are in contact with ''N(Q₁-Q₂)=0'') is equal to the tangential distance between two spheres. The general contact transformation between two spheres then can be given by a [[w:homography]] using 4 arbitrary quaternions ''A,B,C,D'' and two variable quaternions ''X,Y'':<ref group=M>Stephanos (1883), p. 592</ref><ref>Cartan & Study (1908), p. 460</ref><ref>Rothe (1916), p. 1399</ref> :<math>XAY+XB+CY+D=0</math> (or <math>X=-\frac{CY+D}{AY+B}</math>). Stephanos pointed out that the special case ''A=0'' denotes transformations of oriented planes (see [[#Laguerre|Laguerre (1882)]]). <p style="background-color:Beige;border:1px solid black">The Lorentz group {{nowrap|SO(1,3)}} is a subgroup of the conformal group {{nowrap|Con(1,3)}} in terms of [[#Lie|Lie's (1871)]] transformations of oriented spheres in which the radius indicates the fourth coordinate. The Lorentz group is isomorphic to the group of [[#Laguerre|Laguerre's (1880)]] transformation of oriented planes.</p> ==={{anchor|Scheffers}} Scheffers (1899)=== [[w:Georg Scheffers]] (1899) synthetically determined all ''finite'' [[w:contact transformation]]s preserving circles in the plane, consisting of dilatations, inversions, and the following one preserving circles and lines (compare with Laguerre inversion by [[#Laguerre|Laguerre (1882)]] and [[#Darboux|Darboux (1887)]]):<ref group=M>Scheffers (1899), p. 158</ref> :<math>\begin{matrix}\sigma^{\prime2}-\rho^{\prime2}=\sigma^{2}-\rho^{2}\\ \hline \rho'=\frac{\rho}{\cos\omega}+\sigma\tan\omega,\quad\sigma'=\rho\tan\omega+\frac{\sigma}{\cos\omega} \end{matrix}</math> <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre transformation (or Lorentz transformation) ({{equationNote|1}}) by the identity <math>\sin\omega=\beta=\frac{2a}{1+a^{2}}=\frac{k^{2}-1}{k^{2}+1}</math>.</p> ==={{anchor|Smith}} Smith (1900)=== [[w:Percey F. Smith]] (1900) followed [[#Laguerre|Laguerre (1882)]] and [[#Darboux|Darboux (1887)]] and defined the Laguerre inversion as follows:<ref group=M>Smith (1900), p. 159</ref> :<math>\begin{matrix}p^{\prime2}-p^{2}=R^{\prime2}-R^{2}\\ \hline \kappa=\frac{R'-R}{p'-p}\\ p'=\frac{\kappa^{2}+1}{\kappa^{2}-1}p-\frac{2\kappa}{\kappa^{2}-1}R,\quad R'=\frac{2\kappa}{\kappa^{2}-1}p-\frac{\kappa^{2}+1}{\kappa^{2}-1}R \end{matrix}</math> He added that [[#Bonnet|Bonnet's (1856)]] transformation is a special case with <math>\kappa^{2}=-1</math>, and he also gave credit to [[#Lie|Lie (1871)]] for defining the corresponding "group of the geometry of reciprocal directions". <p style="background-color:Beige;border:1px solid black">This is equivalent to Laguerre inversion (or Lorentz transformation) ({{equationNote|2}}).</p> ==={{anchor|Bateman}} Bateman and Cunningham (1909–1910)=== In line with [[#Lie|Lie's (1871)]] research on the relation between sphere transformations with an imaginary radius coordinate and 4D conformal transformations, it was pointed out by [[w:Harry Bateman]] and [[w:Ebenezer Cunningham]] (1909–1910), that by setting ''u=ict'' as the imaginary fourth coordinates one can produce spacetime conformal transformations. Not only the quadratic form <math>\lambda\left(dx^{2}+dy^{2}+dz^{2}+du^{2}\right)</math>, but also [[w:Maxwells equations]] are covariant with respect to these transformations, irrespective of the choice of λ. These variants of conformal or Lie sphere transformations were called [[w:spherical wave transformation]]s by Bateman.<ref group=R>Bateman (1909/10), pp. 223ff</ref><ref group=R>Cunningham (1909/10), pp. 77ff</ref> However, this covariance is restricted to certain areas such as electrodynamics, whereas the totality of natural laws in inertial frames is covariant under the [[w:Lorentz group]].<ref group=R>Klein (1910)</ref> In particular, by setting λ=1 the Lorentz group {{nowrap|SO(1,3)}} can be seen as a 10-parameter subgroup of the 15-parameter spacetime conformal group {{nowrap|Con(1,3)}}. Bateman (1910/12)<ref>Bateman (1910/12), pp. 358–359</ref> also alluded to the identity between the [[#Laguerre|Laguerre inversion]] and the Lorentz transformations. In general, the isomorphism between the Laguerre group and the Lorentz group was pointed out by [[w:Élie Cartan]] (1912, 1915/55),<ref name="ReferenceA"/><ref group=R>Cartan (1912), p. 23</ref> [[w:Henri Poincaré]] (1912/21)<ref group=R>Poincaré (1912/21), p. 145</ref> and others. ==References== ===Historical mathematical sources=== {{reflist|3|group=M}} *{{#section:History of Topics in Special Relativity/mathsource|boch94pot}} *{{#section:History of Topics in Special Relativity/mathsource|bon56}} *{{#section:History of Topics in Special Relativity/mathsource|dar73}} *{{#section:History of Topics in Special Relativity/mathsource|dar81cou}} *{{#section:History of Topics in Special Relativity/mathsource|dar87cou}} *{{#section:History of Topics in Special Relativity/mathsource|eul77}} *{{#section:History of Topics in Special Relativity/mathsource|klei72a}} *{{#section:History of Topics in Special Relativity/mathsource|klei93c}} *{{#section:History of Topics in Special Relativity/mathsource|lagu80}} *{{#section:History of Topics in Special Relativity/mathsource|lagu82}} *{{#section:History of Topics in Special Relativity/mathsource|lie71a}} *{{#section:History of Topics in Special Relativity/mathsource|lie71b}} *{{#section:History of Topics in Special Relativity/mathsource|lie84}} *{{#section:History of Topics in Special Relativity/mathsource|liou50}} *{{#section:History of Topics in Special Relativity/mathsource|poc91}} *{{#section:History of Topics in Special Relativity/mathsource|rib70}} *{{#section:History of Topics in Special Relativity/mathsource|schef99}} *{{#section:History of Topics in Special Relativity/mathsource|smi00}} *{{#section:History of Topics in Special Relativity/mathsource|ste83}} ===Historical relativity sources=== {{reflist|3|group=R}} {{#section:History of Topics in Special Relativity/relsource|bate10elec}} {{#section:History of Topics in Special Relativity/relsource|bate12}} {{#section:History of Topics in Special Relativity/relsource|car12}} {{#section:History of Topics in Special Relativity/relsource|cunn10}} {{#section:History of Topics in Special Relativity/relsource|klein10}} {{#section:History of Topics in Special Relativity/relsource|poi21}} ===Secondary sources=== {{reflist|3}} {{#section:History of Topics in Special Relativity/secsource|L5}} [[Category:Special Relativity]] [[Category:History of Physics]] 7dn7audcwfme1ofk22ttguw3ado7dnh 0 267737 2413798 2394260 2022-08-11T13:37:22Z Saltrabook 1417466 /* Introduction */ wikitext text/x-wiki [[File:LOGO for Maritime Health Research and Education Network.png|thumb|]] ==Introduction == The Maritime Health Research and Education-NET [https://en.wikipedia.org/w/index.php?title=MAHRE-Net&action=edit (MAHRE-Net)] is a non-profit network of researchers, seafarers and other workers, maritime students composed of four parts: # Research, based on standardized, health questionnaires, # Screening for T2 Diabetes mellitus and Hypertension in the fit-for-duty medical examinations # Health promotion program integrated with the screening program # Systematic Literature reviews and Reviews of Systematic Reviews. The primary target study populations include maritime students, seafarers, fishermen, port workers, offshore workers, divers, and their social relations, and other industries. The aim is to provide a foundation for the evidence base for the identification of health risks to foster safe and healthy preventive strategies and policies within the UN Global Sustainable Goals.<ref>‘THE 17 GOALS | Sustainable Development. Accessed 1 May 2021. https://sdgs.un.org/goals</ref><ref>[[Maritime Health Research and Education-NET/Contribution to UNs 17 Sustainable Development Goals|Contribution to UNs 17 Sustainable Development Goals ]]</ref> The program research program includes the permanent monitoring of the main topics of the EU-Occupational Health strategy: # Mental health # Ergonomics # Safety climate, # Hypertension and Diabetes Type 2, accurate early diagnosis and prevention # COVID-19 and other infectious disease We will follow and support the young people from the maritime schools in their care in the cohort design strategies. The method is that we ask the classes of maritime (or other) students to fill out a standardized questionnaire in one of the four themes at the beginning of their studies on their mobile phones. The surveys in the maritime schools complete part of the diagnostics of a global mental health program at the schools and workplaces in the WHO health-promoting school-framework for improving the health and well being'''<ref> [https://learningportal.iiep.unesco.org/en/library/the-who-health-promoting-school-framework-for-improving-the-health-and-well-being-of?back_url=/en/library/search/occupational%20health%20research The WHO health-promoting school-framework for improving the health and well being]</ref>,<ref>https://pubmed.ncbi.nlm.nih.gov/24737131/</ref> <ref>https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-015-1360-y</ref>''' When they start their practice times at sea, they complete the same questions to identify the influence on their well-being on board. We measure how many of them leave the sea profession and we ask them how they think the profession can continue to be attractive to young people. It is intended to suggest and assist in the implementation of preventive measures based on the results. Later, we continue to ask them at some year intervals with the same questionnaires to assess whether the efforts have helped. We give the same questionnaires to the maritime students in other countries for comparison and learn from their proposals to get the best working conditions. Also, we ask what is needed of teaching to help the industry give them the best condition to stay safe in the job. Different cohort data sources like pre-employment medical health examination data can be tried out for feasibility and validity. A "Cohort" is defined in epidemiological science as a group of people who share the same characteristic, in this case, more or less the same birth years and we take several contacts to them over their life. Cohorts are also started with maritime workers through unions, other organizations, and shipping companies: ==[[/Presentations pptx /|Presentations of MAHRE-Net]] == ==[[/The International Type 2 Diabetes Mellitus and Hypertension Research Group/|International T2 Diabetes Mellitus and Hypertension Research Group]] == == [[Maritime Health Research and Education-NET/EDUCATION/Education module links|Education 1: Research Methodology]] == ==[[/Students Research Projects|Education 2: Students Thesis Research]] == ==[[/Education 3: The SDG17 International Maritime Health Journal Club/|Education 3: The International Maritime Health Journal Club]]== ==Education 4: [https://en.wikiversity.org/w/index.php?title=Society_for_Health_Research_Education&action=edit&redlink=1 Society for Health Research Education]== ==[[/Standard Questionnaire Based studies/|Questionnaire Based studies]] == ==[[/Systematic Reviews/]] == ==[[/Systematic reviews of systematic reviews /]] == ==[[/Organisation / ]] == ==[[/Publications out and on the way/]] == ==[[/ BACKGROUND - open/| Literature background- open]] == == Objectives == # International prospective exposure and health risk cohort studies with maritime students and workers # All other industries are invited to promote the similar research and education goals # Using the standard protocols with different themes # Harmonise exposure and outcome information by using standard questionnaires # Objective and subjective assessments of workplace hazards exposures # Develop and validate Job-exposure Matrices # Systematic reviews and pooled studies from the cohort rounds # Cohort-Linkage to pre-entry and follow-up health exams and other health registers # Use routine health exams for early diagnosis and primary/secondary prevention of [https://en.wikipedia.org/wiki/Prediabetes Pre-diabetes] and [https://en.wikipedia.org/wiki/Prehypertension Pre-hypertension] # International workplace research- intervention plan based on the [https://www.ilo.org/wcmsp5/groups/public/---dgreports/---gender/documents/publication/wcms_762676.pdf '''ILO Guidelines integrated health testing VCT@WORK'''] # Make training materials based on the cohort study and the clinical study outcomes and other scientific sources # OHS training to maritime doctors, seafarers, fishermen, students, and others # Integrate research methodology in the supervision of student’s thesis work # Adapt to the OMEGA-NET on data sharing and reporting cohort meta-data # Keep the Excel data file copies safely (producing country and supervisor) # Disseminate the knowledge in publications and organize seminars/webinars/symposia # There is a close relation to the [https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/MARITIME_HEALTH_PORTAL Maritime Health Portal] ==Contributions to the Industry == # The maritime doctors and other maritime health professionals receive updated knowledge on the health risks at sea for the specific jobs and work areas # [https://stami.no/slik-skal-stami-sikre-at-kunnskapen-nar-virksomhetene/ Systematic dissemination of knowledge in work environment-e.g. STAMI Specific project] # Job-Exposure Matrices will support the needed evidence to the health examinations according to the requirements in the ILO/WHO Guidelines # The companies receive updated knowledge that enables for strategic and thus more cost-effective prevention efforts also in the Job-Exposure Matrices # The MAHRE-Net supports the international organizations with the updated scientific evidence for updating the international conventions and regulations # The MAHRE-Net supports the Flag states to comply with their obligations to monitor the working and living environments regularly according to ILO Conventions: MLC2006 for seafarers and C188 for fishermen. ==Contributions to the Health Risk Prevention == The cohort studies can be seen as the diagnostic part of the prevention related to each of the specific items. Guidelines for the prevention for each of the standard questionnaires will be included in the Cohort Protocols. ==Phases of the preventive program for single industry== # Epidemiological standardized questionnaire studies # Occupational therapists investigate troubled job positions # Occupational Medical Doctors supply with their patients from the workplace # Statistics of work accidents in the specific areas of the workplace years # Dialogue with companies to improve safety and ergonomics positions # Improve and continue if they have done well ==Ethical requirements == The ethical rules for database research in the respective Universities and the ICOH Code of ethics are complied with. Confidentiality in handling personal information is done according to the rules set out by the national Data Protection Agencies. The European General Data Protection Regulation [https://gdpr-info.eu/ GDPR ]is complied with. All supervisors and the students are obliged to be familiar with the GDPR through a course. None of the research projects collect "personal data" as defined in the GDPR regulation and no personally sensitive information is included. All questionnaires ask for informed consent as the first question. The supervisors take care to secure that the data is processed under the Act on medical confidentiality as guidelines for good epidemiological practice. The participants' anonymity will be protected in every way and this will be indicated in the project description. It will be ensured that the electronic table is locked so that the information cannot be seen by anyone other than the researchers. The researchers respect individual ownership of the data and share publications and the data where this is convenient and keep always good partnerships as described in [https://allea.org/code-of-conduct/#toggle-id-18 ''The European Code of Conduct for Research Integrity for self-regulation in all research in 18 translations''] [https://www.allea.org/wp-content/uploads/2017/05/ALLEA-European-Code-of-Conduct-for-Research-Integrity-2017.pdf ''The English version''] Types of experiments not to be notified: Questionnaire and interview surveys; Registry research surveys; Quality assurance projects; Non-interventional drug trials<ref>https://komite.regionsyddanmark.dk/i-tvivl-om-anmeldelse</ref> ==[https://www.elsevier.com/about/policies/publishing-ethics Publishing Ethics] == The Elsevier publishers Guidelines include duties for the Publishers, Editors, Reviewers and the Authors corresponding to the international well-agreed different types of duties. Authorship should be limited to those who have made a significant contribution to the conception, design, execution, or interpretation of the reported study. Only those who made substantial contributions should be listed as co-authors. Others who have participated in certain substantive aspects of the paper e.g. language editing or medical writing should be recognised in the acknowledgements section. ==[[/Contribution to UNs 17 Sustainable Development Goals /]] == Goal 3: Good health and well-being for all workers <br> Goal 4: Quality Education<br> Goal 5: Gender Equity<br> Goal 8: Decent Work and Economic Growth<br> Goal 10: Reduced Inequity (Compliance with MLC2006 and the C188)<br> Goal 12: Responsible Consumption and Production (Ships’ SOx and NOx emissions)<br> Goal 14: Life underwater observations on compliance with good waste management <br> Goal 17: Partnerships to achieve the Goals<br> ==Integrated Mental Health and Work Policy OECD's recommendation == To monitor and improve the overall school and preschool climate to promote social-emotional learning, mental health, and wellbeing of all children and students through whole-of-school-based interventions and the prevention of mental stress, bullying, and aggression at school, using effective indicators of comprehensive school health and student achievement; Promote and enforce psychosocial risk assessment and risk prevention in the workplace to ensure that all companies have complied with their legal responsibilities. Develop a strategy for addressing the stigma, discrimination, and misconceptions faced by many workers living with mental health conditions at their workplace <ref>https://legalinstruments.oecd.org/public/doc/334/334.en.pdf</ref> ==Contribution to quality education == ===== For the maritime workers and the industry===== The updated scientific evidence on the prevalent health risk exposures and health conditions on board will qualify the prioritization of the preventive actions in the Safety Committees on board, in the companies, and the worker's organizations. The workers will benefit from the updated maritime doctors to better understand their possible claims and symptoms that call for adequate clinical and laboratory diagnostics and possible notification as occupational diseases. ===== For the maritime doctors===== Guidelines for early diagnosis of hypertension and diabetes type 2, the use of the Excel reporting scheme and follow-up of the new diagnosed seafarers. The outcomes of the cohort studies will be an important part of the continuing training of the Maritime Medical doctors and the training for fishermen and seafarers. <br> https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/MARITIME_HEALTH_PORTAL Without this knowledge, the medical doctors cannot perform their obligations adequately and give adequate advice for the seafarers and fishermen according to the ILO/IMO Guidelines on the Medical Examinations of Seafarers and act adequately with possible notification of occupational diseases<br> ===== For the students ===== Preferably we use our maritime health and safety research outcomes as the basis for our teaching for the MSc.Pub Health and the Maritime students. They learn the research methods in occupational maritime health with an assessment of reliability, generalisability and different types of bias in the scientific context including clearance of the ownership of the data. They learn how to apply the research methods in their coming professional tasks and search the scientific-based knowledge to solve practical problems in their professional life. The maritime students get interested in searching and using the scientific-based maritime knowledge for use in their professional positions as leaders on board. Personal data as defined in the EU GDPR regulation is not used in this research. ==Strengths and Weaknesses == In many countries, the interest for a seafaring carrier among young people is rather low. It is a strength to start with the young seafarers at the maritime schools because they can bring fresh perspective and a different way of thinking to the maritime business and help to attract the young seafarers. According to Unicef, most of them are eager to learn, build their experience and apply their skills in the workforce.[https://www.unicef.org/thailand/stories/6-top-benefits-hiring-young-talent Unicef: 6 top benefits hiring young talents ] The method used is easy to implement in a low budget. It is a strength to use the method that immediately identifies risk elements in the work environment that is not seen by the shipping inspectors in the harbors to be amended for the benefit of the seafarers and the companies. In contrast to the register-based studies, these studies identify actual risk elements in the work environment that will never be learned from the register-based studies. Simple frequency analysis is very useful to start preventive work. In addition, the results in graphics are very useful for basic and advanced education. By using standardized short questionnaires, a good response rate is obtained. The General Data Protection Regulation (GDPR) enforced in EU since 2018 can be very complicated to manage in the research. The general survey data we use focuses on the general exposure data in the work environment and not personally identifiable information. Still, an assessment on GDPR data is always needed and in most cases, our survey research do not apply to the same ethical rules as for clinical database research. The students learn how to apply the research methods in their later professional tasks and search the scientific-based knowledge for solving practical problems in their professional life. The maritime students get interested in searching and using the scientific-based maritime knowledge for their professional positions as leaders on board. Among the weaknesses is that the response rate might be too low from the start, that they change their mail address so we have no contact and they are not willing to participate or have no time in the later rounds. Another weakness is that the cross-sectional design cannot identify the causal relations in the single studies. However, by comparison of different questionnaire rounds, the health risk hazards might be present in some cohort parts and not in others and thereby contribute to identifying the causal relations. ==The preventive maritime occupational health strategy == The maritime occupational and environmental health strategy in development will be based on the need for new knowledge of the main OH indicators. A continued accumulation of new knowledge from MAHRE-Net constitutes the base for continued development of a preventive maritime OH strategy for "constant care" of the workers at the sea.<ref>https://www.maersk.com/about/core-values    </ref> Based on the national and international OH strategies, e.g. the EU-OSHA [https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/12673-EU-Strategic-Framework-on-Health-and-Safety-at-Work-2021-2027- EU Strategy] <ref>https://www.dropbox.com/s/kralxs9yvl569x0/The%20implementation%20of%20Occupational%20Safety%20and%20Health%20in%20the%20EUST_14630_2019_INIT_en.pdf?dl=0</ref>, The US-CDC and the WHO, ILO OH strategies we selected the four most important OH areas for constant systematic monitoring in the MAHRE-Net: 1. safety-climate, 2. mental health, 3. musculoskeletal risk and 4. Chemical risks. Besides these four main occupational health indicators the following public health indicators can be/are included in each of the surveys: height/weight for Body Mass Index, Smoking, General Health, Alcohol and questions on prevention The validated and international standard questionnaires are available with no extra costs for the student's thesis writing that seems to be an ideal way to make good progress despite the scarce financials. We profit from the results of the outstanding scientists from the Nordic countries and other countries who developed and validated the standardized questionnaires over the latest thirty years. We offer supervision and methodological support for the Bachelor and MScPubHealth graduation thesis and the thesis students in the maritime universities and other health educations like nurses, medical doctors, pharmaceuticals, etc. Data from the Radio Medical services and the seafarer's health examinations are also included. The intention is to obtain a win-win situation with the students getting inspired to continue to do more advanced studies. However, other types of research design apart from the monitor program are encouraged to be made by enthusiastic researchers based on paid clinic time, private time, or funds. Projects with pooling of data from many countries and trends analysis and combining of different questionnaires will require experienced researchers and fundings. One more very important research issue was added in May 2021, to establish early diagnosis of diseases, especially pre-hypertension and pre-diabetes, with evidence that in that time window of disease development, good effect of prevention. Altogether the research activities in MAHRE-Net are intended to be very wide from the most basic levels to the highest levels of competencies with constant education and learning in a preventive perspective. ==[[/ MARITIME HEALTH PORTAL/| Maritime Health Portal]] == ==Sharing research data== As a researcher, you are increasingly encouraged, to make your research data available and usable <ref>https://www.elsevier.com/authors/tools-and-resources/research-data</ref>. However, interviews with researchers revealed a reluctance to share data included a lack of confidence in the utility of the data <ref>https://f1000research.com/articles/7-1641</ref>Data-sharing is the desired default in the field of public health and a source of much ethical deliberation. Sharing data potentially contributes to the most efficient source of scientific data, but is fraught with contextual challenges which make stakeholders, particularly those in under-resourced contexts hesitant or slow to share <ref> Carrillo-Larco, Rodrigo M., J. Jaime Miranda, and Andre P. Kengne. ‘Data Pooling Efforts in Africa and Latin America’. The Lancet Global Health 5, no. 1 (1 January 2017): e37. https://doi.org/10.1016/S2214-109X(16)30297-2</ref> For example, the Global Body-Mass Index (BMI) Mortality Collaboration1 published their work on BMI as a predictor of all-cause mortality. The investigators pooled individual participant data from 239 prospective studies, with none originating from Latin America or Africa <ref>Body-mass index and all-cause mortality: individual-participant-data meta-analysis of 239 prospective studies in four continents. Lancet. 2016; 388: 776-786</ref>, <ref>Anane-Sarpong, Evelyn, Tenzin Wangmo, Claire Leonie Ward, Osman Sankoh, Marcel Tanner, and Bernice Simone Elger. ‘“You Cannot Collect Data Using Your Own Resources and Put It on Open Access”: Perspectives from Africa about Public Health Data-Sharing’. Developing World Bioethics 18, no. 4 (December 2018): 394–405. https://doi.org/10.1111/dewb.12159</ref> Also collaboration through OMEGA-NET will enhance the scientific output from individual studies and facilitate pooled studies, data sharing, and transfer of tools and skills to make greater and more efficient use of existing cohorts. Researchers from countries outside Europe can participate in COST Actions based on ascertained mutual benefit. Mehlum, Ingrid. <ref>1673f Network on the Coordination and Harmonisation of European Occupational Cohorts (Omega-Net). Occup Environ Med. Vol. 75, 2018. https://doi.org/10.1136/oemed-2018-ICOHabstracts.356.</ref> ==Links to relevant organizations, documents, and funds == [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health] [http://www.icoh-epicoh.org/ EPICOH Scientific Committee on Epidemiology in Occupational Health] [[Wikipedia: European_Cooperation_in_Science_and_Technology|COST explained in Wikipedia]] [https://omeganetcohorts.eu/ The OMEGA-NET Cohorts and COST] [http://dimopex.eu/about/ DiMoPEx (CA 15129)] [https://omeganetcohorts.eu/resources/scientific-publications/ Links to OMEGA-NET Scientific Publications] [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda] [https://www.cost.eu/who-we-are/mission-vision-and-values/ The COST mission vision and values] [https://www.europeansurveyresearch.org The European Survey Research Association] [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund] == https://www.fi-compass.eu/esif/emff<br> [https://www.norden.org/en/funding-opportunities/nordic-council-ministers-funding-programme-ngo-co-operation-baltic-sea-region Nordic Council Ministers Funding NGO Co-Operation Baltic Sea Region] <br> [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]<br> [https://www.norden.org/en/funding-opportunities/nordic-council-ministers-open-call-funding-opportunity-nordic-russian-co Nordic Council Ministers Funding-opportunity Nordic-Russian Co-Operation] <br> [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]<br> [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation]<br> [https://novonordiskfonden.dk/en/ Novo Nordisk Found] ==References== po17dzo0cgiow03tj57zu7n0ebwb0zn 0 268336 2413816 2393572 2022-08-11T14:19:48Z 189.222.155.232 wikitext text/x-wiki 2413817 2413816 2022-08-11T15:11:05Z Mtarch11 2896151 Reverted edits by [[Special:Contributions/189.222.155.232|189.222.155.232]] ([[User_talk:189.222.155.232|talk]]) to last version by [[User:Antandrus|Antandrus]] using [[Wikiversity:Rollback|rollback]] wikitext text/x-wiki [[File:Image Comics logo.svg|thumb|Image Comics logo]] == '''The 90's and The Big Two''' == Since the mid 20's, comic books have been a medium where readers can dive into worlds of unknown exploration. Where the impossible becomes possible everyday and where the hero/heroine learns to overcome villainy and corruption. Behind those panels are a team or writers, inkers, colorists, letterers, and editors. Iconic duos such as [[:w:Jack Kirby|Jack Kirby]] and [[:w:Stan Lee|Stan Lee]] (''[[:w:Fantastic Four|Fantastic Four]]'' and ''X-Men''), [[:w:Bob Kane|Bob Kane]] and [[:w:Bill Finger|Bill Finger]] (''[[:w:Batman|Batman]]''/ ''[[:w:Detective Comics|Detective Comics]]''), [[:w:Jerry Siegel|Jerry Siege]]<nowiki/>l and [[:w:Joe Shuster|Joe Schuster]] (''[[:w:Superman|Superman]]''/ ''[[:w:Action Comics|Action Comics]]'') all changed the course of entertainment as these characters and teams would become blockbuster successes as well as household names. What those teams shared, more closely than creating dynamic characters in literature, is not receiving fair earnings or rights to the characters and stories they created. [[:w:Marvel Comics|Marvel]] and [[:w:DC Comics|DC Comics]], otherwise known as "the big two", would own any and all creative publishing in their books and the creative teams would be paid a small wage with no ownership benefits. This corporate business model would continue for decades and through the 80's where even [[:w:Alan Moore|Alan Moore]] could not manage to maintain ownership of his acclaimed series ''[[:w:V for Vendetta|V for Vendetta]]'' (Now owned by [[:w:WarnerMedia|Time Warner]]) and ''[[:w:Watchmen|Watchmen]]'' (Now owned by [[:w:Warner Bros.|Warner Bros.]]). In fact, Warner Bros. has agreed to grant Alan Moore the rights to ''[[:w:Watchmen|Watchmen]]'' under the circumstances that DC Comics has not reprinted the graphic novel for no less than 6 months; New editions of the novel are released on a regular basis for that reason. Predatory business practices were plentiful in the comic book industry and the big two thought they were unmatchable, but up until then... they were. By 1990, the [[:w:Marvel Comics|Marvel Comics Group]] owned over half of the market share with DC Comics in far second. [https://www.marvel.com/ Marvel] was reporting monthly unit sales of over 100,000 copies, which even today is an extreme accomplishment. Jim Lee's ''[[:w:X-Men|X-Men]]'' 1 would break the all time record selling 8 million units and is still the record holder to this day<ref>{{Cite news|url=https://www.nytimes.com/1991/07/15/business/market-place-boom-in-comic-books-lifts-new-marvel-stock-offering.html|title=Market Place; Boom in Comic Books Lifts New Marvel Stock Offering (Published 1991)|last=Norris|first=Floyd|date=1991-07-15|work=The New York Times|access-date=2020-10-12|language=en-US|issn=0362-4331}}</ref>. With such talent and quality books, Marvel remained true to the standard of business that led them to such success, believing that their dominance over the market would remain unchallenged... until seven of the most talented, top selling illustrators would turn in their resignations and leave this biggest comic publisher in the world. == '''Changing the Game''' == Between 1990 and 1991, [[:w:Rob Liefeld|Rob Liefeld's]] run on ''[[:w:New Mutants|New Mutants]]'', which introduced [[:w:Deadpool|Deadpool]], boasted over 300,000 unit sales for multiple issues, and would even be topped by his ''[[:w:X-Force|X-Force]]'' 1 with 5 million units sold for that issue.<ref>{{Cite web|url=https://www.complex.com/pop-culture/deadpool-creator-rob-liefeld|title=The Mouth Behind the Merc|website=Complex|language=en|access-date=2020-10-12}}</ref> [[:w:Todd McFarlane|Todd McFarlane]], well known for his illustrations with ''[[:w:Spider-Man|Spider-Man]]'' and the introduction of [[:w:Venom (Marvel Comics character)|Venom]], sold 2.5 million units with his first issue of ''[[:w:Spider-Man|Spider-Man]]''. Finally, as stated previously, [[:w:Jim Lee|Jim Lee]] would break the record of most copies sold with the launch of ''[[:w:X-Men|X-Men]]'' 1.<ref>https://www.youtube.com/watch?v=c9a1XSyjjNg</ref> Among the three were [[:w:Jim Valentino|Jim Valentino]], [[:w:Erik Larsen|Erik Larsen]], [[:w:Marc Silvestri|Marc Silvestri]], and [[:w:Whilce Portacio|Whilce Portacio]], all whom were giving Marvel high selling product as well and receiving nothing in return. Wherever these 7 illustrators produced, the sales followed which made clear that, to the consumer, the creative teams matter. People were not buying a book for ''[[:w:Spider-Man|Spider-Man]]'', they were buying a book for [[:w:Todd McFarlane|Todd McFarlane's]] ''[[:w:Spider-Man|Spider-Man]]''. Liefeld had become so popular to the public that he would star in a [[:w:Levi Strauss & Co.|Levi Strauss & Co.]] sponsored commercial. Recognizing his success, Liefeld thought to begin working on his own creative publishing outside of Marvel, and recruited Valentino and Larsen at a convention they were attending. They were done being frustrated and copped out of the financial credit the industry had clearly shown they deserved.<ref>{{Cite web|url=https://successstory.com/companies/image-comics|title=Image Comics Story – Profile, History, Founder, CEO {{!}} Publishing Companies {{!}} SuccessStory|website=successstory.com|access-date=2020-10-13}}</ref> Shortly after, Liefeld recruited [[:w:Todd McFarlane|Todd McFarlane]], in which the two flew to Marvel Comics in [[:w:New York City|New York]] to hold a spontaneous board meeting informing the company that the four were exiting the company to self publish. That same night, prior to the meeting, Liefeld and McFarlane knew that [[:w:Jim Lee|Jim Lee]] would be attending the Sotheby's Art Auction, so they went and pitched Lee the idea of leaving and joining their band of self publishers; to which Lee then agreed. [https://www.dccomics.com/talent/jim-lee#:~:text=Jim%20Lee%2C%20a%20world-renowned%20comic%20book%20artist%2C%20writer%2C,most%20revered%20and%20respected%20artists%20in%20American%20comics. Jim Lee] would add on his friend and fellow Marvel illustrator, [[:w:Whilce Portacio|Whilce Portacio]], who had joined as a unofficial partner due to his efforts being focused on a family emergency. The last founder, [[:w:Marc Silvestri|Marc Silvestri]], who by rare chance happened to run into McFarlane in New York the night before the board meeting was given the sales pitch to join the team.<ref>{{Cite web|url=https://imagecomics.fandom.com/wiki/Whilce_Portacio|title=Whilce Portacio|website=Image Comics Database|language=en|access-date=2020-10-13}}</ref> What began as three became seven united and what they were about to do next would change the comic industry forever. == '''Establishing Image''' == [[:w:Todd McFarlane|Todd McFarlane]], [[:w:Jim Lee|Jim Lee]], [[:w:Rob Liefeld|Rob Liefeld]], [[:w:Jim Valentino|Jim Valentino]], [[:w:Erik Larsen|Erick Larsen]], [[:w:Marc Silvestri|Marc Silvestri]], and [[:w:Whilce Portacio|Whilce Portacio]] all left [[:w:Marvel Comics|Marvel Comics]] and [[:w:DC Comics|DC Comics]] in 1992 and formed [[:w:Image Comics|Image Comics]]. A team of the seven most popular high selling artists whose idea was to begin a new, fair era of publications within the comic book industry. The founding members set the legal terms of the company to where [[:w:Image Comics|Image Comics]] would own no rights to the creative intellectual properties published within [[[:w:Image Comics]] Image Comics] except for the Image Comics logo. They would receive a percentage of profits based on the sales and all right would be retained by the respective teams that worked on the books. Second, the founding partners could not intervene with the other partners works, cementing the idea that their works are not of the corporation but the independent creators themselves.<ref>{{Cite web|url=https://successstory.com/companies/image-comics|title=Image Comics Story – Profile, History, Founder, CEO {{!}} Publishing Companies {{!}} SuccessStory|website=successstory.com|access-date=2020-10-13}}</ref> Such a model had never been practiced to this scale, which gave writers and illustrators a sense of legal protection in an industry that was so accustomed to parasitism at the cost of the creators. Image started off with a boom, with Todd McFarlane Productions releasing the first issue of ''[[:w:Spawn (comics)|Spawn]]'', along with Liefeld's [[:w:Awesome Comics#Extreme Studios and Maximum Press|Extreme Productions]], Lee's [[:w:WildStorm|Wildstorm]], Silvestri's [[:w:Top Cow Productions|Top Cow Productions]], Larsen's [[:w:Erik Larsen|Highbrow Entertainment]], and Jim Valentino's [[:w:Shadowline|Shadow Line]] all created under the banner of [[:w:Image Comics|Image Comics]]. Image started off by selling a shared 6 million copies from the six various teams within just their first year averaging 500,000 copies with each new title. ''[[:w:Spawn (comics)|Spawn]]'' became the highest selling indie comic with 2 million units sold.<ref>https://www.youtube.com/watch?v=70dsjiLERfs</ref> == '''Lasting Effects''' == Although most of the founding titles of Image, with respect to ''[[:w:Spawn (comics)|Spawn]]'' and it's own impact to the community, are not as popular today, [[:w:Image Comics|Image Comics]] gave creators the freedom of expression in their works. Books did not have to be out of this world or about capes and crime, they could be more grounded or obscure. They did not have a censorship that was bound the the corporation is produced for. With Image, the [[:w:The Walking Dead (comic book)|The Walking Dead]], by [[:w:Robert Kirkman|Robert Kirkman]] and [[:w:Tony Moore (artist)|Tony Moore]], was given a chance at the stands and became a pop culture phenomenon that hit [[:w:Hollywood|Hollywood]] by surprise. Zombies, guts, and gore with the underlying theme of a father and son doing whatever it takes to keep each other alive. More so, it was the stepping stone which demonstrated to the founders that Image should be a place where keeping an open mind to different ideas should be embraced. That form of practice would effect every other medium of entertainment with [[:w:Mark Millar|Mark Millars]] [[:w:Kingsman (comic series)|Kingsman: The Secret Service]] having produced to high budget films, Todd McFarlane Productions branching out to McFarlane Toys manufacturing and designing high end collectibles, and [[:w:Jim Lee|Jim Lee]] becoming Chief Creative Officer at DC Comics. For a single month in 1993, Image Comics surpassed [[:w:DC Comics|DC Comics]] in control over the market share, which has never been done before. Currently they now hold 8% against DC's 37% and [[:w:Marvel Comics|Marvel]]'s 46%.<ref>{{Cite web|url=https://www.statista.com/statistics/438242/comic-direct-market-share/|title=Comic publisher: store market share 2020|website=Statista|language=en|access-date=2020-10-13}}</ref> Granted the number may look small, but it is a large chunk in the shares for a company that is constantly becoming more popular amongst the general public. == Notable Achievements == {| class="wikitable" |+[[:w:San Diego Comic-Con|San Diego Comic Con]] 2020 [http://www.eisnerawards.org/ Eisner Awards] !Category !Winning Titles under Image |- |Best Continuing Series |''[https://imagecomics.com/comics/releases/bitter-root-1 Bitter Root],'' by [https://imagecomics.com/creators/david-f-walker David Walker], [https://imagecomics.com/creators/chuck-brown Chuck Brown], and [https://imagecomics.com/creators/sanford-greene Sanford Greene] |- |Best Limited Series |''[https://imagecomics.com/comics/series/little-bird Little Bird]'' by [https://imagecomics.com/creators/darcy-van-poelgeest Darcy Van Poelgeest] and [https://imagecomics.com/creators/ian-bertram Ian Bertram] |- |Best Cover Artist |[https://imagecomics.com/creators/emma-r%C3%ADos Emma Rios], ''[https://imagecomics.com/comics/releases/pretty-deadly-1 Pretty Deadly]'' |- |Best Coloring |[https://imagecomics.com/creators/dave-stewart Dave Stewart], ''[[:w:Gideon Falls|Gideon Falls]]'' |} {| class="wikitable" |+[[:w:San Diego Comic-Con|San Diego Comic Con]] 2019 [http://www.eisnerawards.org/ Eisner Awards] !Category !Winning Titles under Image |- |Best New Series |''[[:w:Gideon Falls|Gideon Falls]],'' by [https://imagecomics.com/creators/jeff-lemire Jeff Lemire] and [https://imagecomics.com/creators/andrea-sorrentino Andrea Sorrentino] |- |Best Painter/ Multimedia Artist (Interior Art) |''[https://imagecomics.com/search/results?s=descender Descender]'' by [https://imagecomics.com/creators/dustin-nguyen Dustin Nguyen] |- |Best Cover Artist |[https://imagecomics.com/creators/jen-bartel Jen Bartel], ''[https://imagecomics.com/comics/series/blackbird Blackbird]'' |- |Best Coloring |[https://imagecomics.com/creators/matt-wilson Matt Wilson], ''[https://imagecomics.com/comics/releases/black-cloud-1 Black Cloud], [https://imagecomics.com/comics/releases/the-wicked-the-divine-book-one-hc The Wicked + The Divine], [https://imagecomics.com/comics/releases/paper-girls-1 Paper Girls]'' |} == '''References''' == {{Infobox |name = Image Comics Founders |image = [[File:15th anniversary of Image Comics - seven founders.jpg|200px|15th anniversary of Image Comics – seven founders]] |title = Image Comics Founders |headerstyle = background:#ccf; |labelstyle = background:#ddf; |label1 = |data1 = Image Comics founders, (left to right) Jim Lee, Todd McFarlane, Erik Larsen, Jim Valentino, Mark Silvestri, Rob Liefeld, and Whilce Portacio, attending a panel for San Diego Comic Con, 2007. }} <references /><div style="clear:both;"></div> [[Category:Digital Media Concepts]] ll0usibw0vk02j6dnfi0x055x4ht0t3 2413819 2413817 2022-08-11T15:28:38Z Dave Braunschweig 426084 Protected "[[Digital Media Concepts/Image Comics]]": Excessive vandalism ([Edit=Allow only autoconfirmed users] (expires 15:28, 11 August 2023 (UTC)) [Move=Allow only autoconfirmed users] (expires 15:28, 11 August 2023 (UTC))) wikitext text/x-wiki [[File:Image Comics logo.svg|thumb|Image Comics logo]] == '''The 90's and The Big Two''' == Since the mid 20's, comic books have been a medium where readers can dive into worlds of unknown exploration. Where the impossible becomes possible everyday and where the hero/heroine learns to overcome villainy and corruption. Behind those panels are a team or writers, inkers, colorists, letterers, and editors. Iconic duos such as [[:w:Jack Kirby|Jack Kirby]] and [[:w:Stan Lee|Stan Lee]] (''[[:w:Fantastic Four|Fantastic Four]]'' and ''X-Men''), [[:w:Bob Kane|Bob Kane]] and [[:w:Bill Finger|Bill Finger]] (''[[:w:Batman|Batman]]''/ ''[[:w:Detective Comics|Detective Comics]]''), [[:w:Jerry Siegel|Jerry Siege]]<nowiki/>l and [[:w:Joe Shuster|Joe Schuster]] (''[[:w:Superman|Superman]]''/ ''[[:w:Action Comics|Action Comics]]'') all changed the course of entertainment as these characters and teams would become blockbuster successes as well as household names. What those teams shared, more closely than creating dynamic characters in literature, is not receiving fair earnings or rights to the characters and stories they created. [[:w:Marvel Comics|Marvel]] and [[:w:DC Comics|DC Comics]], otherwise known as "the big two", would own any and all creative publishing in their books and the creative teams would be paid a small wage with no ownership benefits. This corporate business model would continue for decades and through the 80's where even [[:w:Alan Moore|Alan Moore]] could not manage to maintain ownership of his acclaimed series ''[[:w:V for Vendetta|V for Vendetta]]'' (Now owned by [[:w:WarnerMedia|Time Warner]]) and ''[[:w:Watchmen|Watchmen]]'' (Now owned by [[:w:Warner Bros.|Warner Bros.]]). In fact, Warner Bros. has agreed to grant Alan Moore the rights to ''[[:w:Watchmen|Watchmen]]'' under the circumstances that DC Comics has not reprinted the graphic novel for no less than 6 months; New editions of the novel are released on a regular basis for that reason. Predatory business practices were plentiful in the comic book industry and the big two thought they were unmatchable, but up until then... they were. By 1990, the [[:w:Marvel Comics|Marvel Comics Group]] owned over half of the market share with DC Comics in far second. [https://www.marvel.com/ Marvel] was reporting monthly unit sales of over 100,000 copies, which even today is an extreme accomplishment. Jim Lee's ''[[:w:X-Men|X-Men]]'' 1 would break the all time record selling 8 million units and is still the record holder to this day<ref>{{Cite news|url=https://www.nytimes.com/1991/07/15/business/market-place-boom-in-comic-books-lifts-new-marvel-stock-offering.html|title=Market Place; Boom in Comic Books Lifts New Marvel Stock Offering (Published 1991)|last=Norris|first=Floyd|date=1991-07-15|work=The New York Times|access-date=2020-10-12|language=en-US|issn=0362-4331}}</ref>. With such talent and quality books, Marvel remained true to the standard of business that led them to such success, believing that their dominance over the market would remain unchallenged... until seven of the most talented, top selling illustrators would turn in their resignations and leave this biggest comic publisher in the world. == '''Changing the Game''' == Between 1990 and 1991, [[:w:Rob Liefeld|Rob Liefeld's]] run on ''[[:w:New Mutants|New Mutants]]'', which introduced [[:w:Deadpool|Deadpool]], boasted over 300,000 unit sales for multiple issues, and would even be topped by his ''[[:w:X-Force|X-Force]]'' 1 with 5 million units sold for that issue.<ref>{{Cite web|url=https://www.complex.com/pop-culture/deadpool-creator-rob-liefeld|title=The Mouth Behind the Merc|website=Complex|language=en|access-date=2020-10-12}}</ref> [[:w:Todd McFarlane|Todd McFarlane]], well known for his illustrations with ''[[:w:Spider-Man|Spider-Man]]'' and the introduction of [[:w:Venom (Marvel Comics character)|Venom]], sold 2.5 million units with his first issue of ''[[:w:Spider-Man|Spider-Man]]''. Finally, as stated previously, [[:w:Jim Lee|Jim Lee]] would break the record of most copies sold with the launch of ''[[:w:X-Men|X-Men]]'' 1.<ref>https://www.youtube.com/watch?v=c9a1XSyjjNg</ref> Among the three were [[:w:Jim Valentino|Jim Valentino]], [[:w:Erik Larsen|Erik Larsen]], [[:w:Marc Silvestri|Marc Silvestri]], and [[:w:Whilce Portacio|Whilce Portacio]], all whom were giving Marvel high selling product as well and receiving nothing in return. Wherever these 7 illustrators produced, the sales followed which made clear that, to the consumer, the creative teams matter. People were not buying a book for ''[[:w:Spider-Man|Spider-Man]]'', they were buying a book for [[:w:Todd McFarlane|Todd McFarlane's]] ''[[:w:Spider-Man|Spider-Man]]''. Liefeld had become so popular to the public that he would star in a [[:w:Levi Strauss & Co.|Levi Strauss & Co.]] sponsored commercial. Recognizing his success, Liefeld thought to begin working on his own creative publishing outside of Marvel, and recruited Valentino and Larsen at a convention they were attending. They were done being frustrated and copped out of the financial credit the industry had clearly shown they deserved.<ref>{{Cite web|url=https://successstory.com/companies/image-comics|title=Image Comics Story – Profile, History, Founder, CEO {{!}} Publishing Companies {{!}} SuccessStory|website=successstory.com|access-date=2020-10-13}}</ref> Shortly after, Liefeld recruited [[:w:Todd McFarlane|Todd McFarlane]], in which the two flew to Marvel Comics in [[:w:New York City|New York]] to hold a spontaneous board meeting informing the company that the four were exiting the company to self publish. That same night, prior to the meeting, Liefeld and McFarlane knew that [[:w:Jim Lee|Jim Lee]] would be attending the Sotheby's Art Auction, so they went and pitched Lee the idea of leaving and joining their band of self publishers; to which Lee then agreed. [https://www.dccomics.com/talent/jim-lee#:~:text=Jim%20Lee%2C%20a%20world-renowned%20comic%20book%20artist%2C%20writer%2C,most%20revered%20and%20respected%20artists%20in%20American%20comics. Jim Lee] would add on his friend and fellow Marvel illustrator, [[:w:Whilce Portacio|Whilce Portacio]], who had joined as a unofficial partner due to his efforts being focused on a family emergency. The last founder, [[:w:Marc Silvestri|Marc Silvestri]], who by rare chance happened to run into McFarlane in New York the night before the board meeting was given the sales pitch to join the team.<ref>{{Cite web|url=https://imagecomics.fandom.com/wiki/Whilce_Portacio|title=Whilce Portacio|website=Image Comics Database|language=en|access-date=2020-10-13}}</ref> What began as three became seven united and what they were about to do next would change the comic industry forever. == '''Establishing Image''' == [[:w:Todd McFarlane|Todd McFarlane]], [[:w:Jim Lee|Jim Lee]], [[:w:Rob Liefeld|Rob Liefeld]], [[:w:Jim Valentino|Jim Valentino]], [[:w:Erik Larsen|Erick Larsen]], [[:w:Marc Silvestri|Marc Silvestri]], and [[:w:Whilce Portacio|Whilce Portacio]] all left [[:w:Marvel Comics|Marvel Comics]] and [[:w:DC Comics|DC Comics]] in 1992 and formed [[:w:Image Comics|Image Comics]]. A team of the seven most popular high selling artists whose idea was to begin a new, fair era of publications within the comic book industry. The founding members set the legal terms of the company to where [[:w:Image Comics|Image Comics]] would own no rights to the creative intellectual properties published within [[[:w:Image Comics]] Image Comics] except for the Image Comics logo. They would receive a percentage of profits based on the sales and all right would be retained by the respective teams that worked on the books. Second, the founding partners could not intervene with the other partners works, cementing the idea that their works are not of the corporation but the independent creators themselves.<ref>{{Cite web|url=https://successstory.com/companies/image-comics|title=Image Comics Story – Profile, History, Founder, CEO {{!}} Publishing Companies {{!}} SuccessStory|website=successstory.com|access-date=2020-10-13}}</ref> Such a model had never been practiced to this scale, which gave writers and illustrators a sense of legal protection in an industry that was so accustomed to parasitism at the cost of the creators. Image started off with a boom, with Todd McFarlane Productions releasing the first issue of ''[[:w:Spawn (comics)|Spawn]]'', along with Liefeld's [[:w:Awesome Comics#Extreme Studios and Maximum Press|Extreme Productions]], Lee's [[:w:WildStorm|Wildstorm]], Silvestri's [[:w:Top Cow Productions|Top Cow Productions]], Larsen's [[:w:Erik Larsen|Highbrow Entertainment]], and Jim Valentino's [[:w:Shadowline|Shadow Line]] all created under the banner of [[:w:Image Comics|Image Comics]]. Image started off by selling a shared 6 million copies from the six various teams within just their first year averaging 500,000 copies with each new title. ''[[:w:Spawn (comics)|Spawn]]'' became the highest selling indie comic with 2 million units sold.<ref>https://www.youtube.com/watch?v=70dsjiLERfs</ref> == '''Lasting Effects''' == Although most of the founding titles of Image, with respect to ''[[:w:Spawn (comics)|Spawn]]'' and it's own impact to the community, are not as popular today, [[:w:Image Comics|Image Comics]] gave creators the freedom of expression in their works. Books did not have to be out of this world or about capes and crime, they could be more grounded or obscure. They did not have a censorship that was bound the the corporation is produced for. With Image, the [[:w:The Walking Dead (comic book)|The Walking Dead]], by [[:w:Robert Kirkman|Robert Kirkman]] and [[:w:Tony Moore (artist)|Tony Moore]], was given a chance at the stands and became a pop culture phenomenon that hit [[:w:Hollywood|Hollywood]] by surprise. Zombies, guts, and gore with the underlying theme of a father and son doing whatever it takes to keep each other alive. More so, it was the stepping stone which demonstrated to the founders that Image should be a place where keeping an open mind to different ideas should be embraced. That form of practice would effect every other medium of entertainment with [[:w:Mark Millar|Mark Millars]] [[:w:Kingsman (comic series)|Kingsman: The Secret Service]] having produced to high budget films, Todd McFarlane Productions branching out to McFarlane Toys manufacturing and designing high end collectibles, and [[:w:Jim Lee|Jim Lee]] becoming Chief Creative Officer at DC Comics. For a single month in 1993, Image Comics surpassed [[:w:DC Comics|DC Comics]] in control over the market share, which has never been done before. Currently they now hold 8% against DC's 37% and [[:w:Marvel Comics|Marvel]]'s 46%.<ref>{{Cite web|url=https://www.statista.com/statistics/438242/comic-direct-market-share/|title=Comic publisher: store market share 2020|website=Statista|language=en|access-date=2020-10-13}}</ref> Granted the number may look small, but it is a large chunk in the shares for a company that is constantly becoming more popular amongst the general public. == Notable Achievements == {| class="wikitable" |+[[:w:San Diego Comic-Con|San Diego Comic Con]] 2020 [http://www.eisnerawards.org/ Eisner Awards] !Category !Winning Titles under Image |- |Best Continuing Series |''[https://imagecomics.com/comics/releases/bitter-root-1 Bitter Root],'' by [https://imagecomics.com/creators/david-f-walker David Walker], [https://imagecomics.com/creators/chuck-brown Chuck Brown], and [https://imagecomics.com/creators/sanford-greene Sanford Greene] |- |Best Limited Series |''[https://imagecomics.com/comics/series/little-bird Little Bird]'' by [https://imagecomics.com/creators/darcy-van-poelgeest Darcy Van Poelgeest] and [https://imagecomics.com/creators/ian-bertram Ian Bertram] |- |Best Cover Artist |[https://imagecomics.com/creators/emma-r%C3%ADos Emma Rios], ''[https://imagecomics.com/comics/releases/pretty-deadly-1 Pretty Deadly]'' |- |Best Coloring |[https://imagecomics.com/creators/dave-stewart Dave Stewart], ''[[:w:Gideon Falls|Gideon Falls]]'' |} {| class="wikitable" |+[[:w:San Diego Comic-Con|San Diego Comic Con]] 2019 [http://www.eisnerawards.org/ Eisner Awards] !Category !Winning Titles under Image |- |Best New Series |''[[:w:Gideon Falls|Gideon Falls]],'' by [https://imagecomics.com/creators/jeff-lemire Jeff Lemire] and [https://imagecomics.com/creators/andrea-sorrentino Andrea Sorrentino] |- |Best Painter/ Multimedia Artist (Interior Art) |''[https://imagecomics.com/search/results?s=descender Descender]'' by [https://imagecomics.com/creators/dustin-nguyen Dustin Nguyen] |- |Best Cover Artist |[https://imagecomics.com/creators/jen-bartel Jen Bartel], ''[https://imagecomics.com/comics/series/blackbird Blackbird]'' |- |Best Coloring |[https://imagecomics.com/creators/matt-wilson Matt Wilson], ''[https://imagecomics.com/comics/releases/black-cloud-1 Black Cloud], [https://imagecomics.com/comics/releases/the-wicked-the-divine-book-one-hc The Wicked + The Divine], [https://imagecomics.com/comics/releases/paper-girls-1 Paper Girls]'' |} == '''References''' == {{Infobox |name = Image Comics Founders |image = [[File:15th anniversary of Image Comics - seven founders.jpg|200px|15th anniversary of Image Comics – seven founders]] |title = Image Comics Founders |headerstyle = background:#ccf; |labelstyle = background:#ddf; |label1 = |data1 = Image Comics founders, (left to right) Jim Lee, Todd McFarlane, Erik Larsen, Jim Valentino, Mark Silvestri, Rob Liefeld, and Whilce Portacio, attending a panel for San Diego Comic Con, 2007. }} <references /><div style="clear:both;"></div> [[Category:Digital Media Concepts]] ll0usibw0vk02j6dnfi0x055x4ht0t3 0 269441 2413820 2406480 2022-08-11T15:29:34Z Mikael Häggström 12130 Replaced with manual names as WikiData entry was deleted wikitext text/x-wiki <noinclude>{{WikiJ top menu}} __NOTOC__ '''Technical editors''' help in administrative tasks behind the scenes including processing articles, updating metadata, and formatting accepted manuscripts ([[WikiJournal User Group/Editorial guidelines/Technical editor summary|summary of tasks]]). If you are interested in joining as a technical editor, you can '''[https://en.wikiversity.org/w/index.php?title=Talk:{{PAGENAMEE}}&action=edit&section=new&preload={{ROOTPAGENAMEE}}%2FTechnical_editors%2FApplication&summary=Technical+editor+application apply here]'''. All previous applications can be [[Talk:WikiJournal User Group/Technical editors|viewed here]]. {{wjh_h2|Technical editors}} </noinclude>{{div col|colwidth=35em}} <!--Please keep alphabetical order by last name--> {{editor info | Q = Q112583961}}<!--Peter Agan--> {{editor info | Q = Q112583921}}<!--Crystal Au--> {{editor info | Q = Q112583956}}<!--Natalie Charamut--> {{editor info | Q = Q112583931}}<!--Emma Chiu--> {{editor info | Q = Q112583948}}<!--Michelle Fong--> {{editor info | Q = Q104653325}}<!--Jenna Harmon--> {{editor info | Q = Q103815757}}<!--Joshua Langfus--> {{editor info | Q = Q104653176}}<!--Cody Naccarato--> *'''Andrew Neil''' {{editor info | Q = Q99676847}}<!--Logan Smith--> *'''Ellen Sussman''' {{editor info | Q = Q112583969}}<!--Stephnie Watson--> {{editor info | Q = Q112583943}}<!--Iris Yang--> {{div col end}}<noinclude> {{wjs_h2|Previous technical editors}} {{editor info | Q = Q99677089}}<!--Emma Grace Choplin--> {{editor info | Q = Q104653784}}<!--Wilson Jacobs--> {{editor info | Q = Q78170633}}<!--Mohammed Sadat Abdulai--> {{wjs_h2|Role details}} ===Main tasks=== The tasks of technical editors are essentially technical and largely repetitive tasks relating to the preparation, peer review and publishing of articles. This allows authors, peer reviewers, board members and other contributors (who are all non-paid volunteers) to focus on their tasks. Such tasks include: *Editing submitted articles to WikiJournal: **Copyediting articles (including image formatting, reference formatting, and checking image attributions) **Managing journal metadata (including articles, authors, reviewers, and editors) **Preparing and uploading the pdf version of articles **Generating DOI codes (Digital Object Identifiers) for accepted articles *Assisting in [[WikiJournal_User_Group/Editorial_guidelines#Arranging_peer_review|arranging peer reviews]] of articles submitted to WikiJournal, by regularly checking the potential upcoming articles, and offer assistance to peer review coordinators at least in articles with delayed progression. Such assistance may be in organizing lists of names, credentials and emails of potential peer reviewers. *Keeping a record of tasks performed and how much time was used for each task, to be presented monthly to the administrative board of WikiJournal. A more detailed description of technical editor tasks is located at: * [[WikiJournal User Group/Editorial guidelines/Technical editor summary|Task process summary]] * [[WikiJournal User Group/Technical editors/tasks|Current open tasks]] ===Additional tasks=== If having deeper technical experience, the technical editor could help out in tasks such as: *Creating a bot for adding metadata items to articles at Wikidata ([[wikidata:Q44275619|Example page]]) *Creating a bot for keeping the [[Template:Article info|''Article info'' template]] synchronized between main pages and subpages and adding accepted articles to the relevant issue page. *Be able to help out in developing items for the [[meta:WikiJournal/Technical_wishlist|technical wishlist of WikiJournal]] The ''techincal editor'' should act in accordance with the policies of WikiJournal, as described in the [[WikiJournal User Group/Bylaws|Bylaws]] and [[WikiJournal User Group/Ethics statement|Ethics statement]] of WikiJournal. In case the ''techincal editor'' suspects [[WikiJournal_User_Group/Ethics_statement#Scientific_misconduct|scientific misconduct]] or undisclosed [[WikiJournal_User_Group/Ethics_statement#Disclosure_and_Conflict_of_Interest|conflicts of interest]], the ''techincal editor'' should inform the ''editor-in-chief'' or an ''editorial board member'' of the affected journal. {{wjs_h2|Admin details}} ===Budget=== The project received funding for hiring technical editors in the [[meta:Grants:Simple/Applications/WikiJournal User Group/2022|2022 grant]], amounting to $50,000. The rate was set to to $20 per hour as of [[meta:WikiJournal User Group/Meetings/2020-10-09|2020-10-09]]. ===Hiring process=== If or when the WikiJournal User Group will have an open position, the hiring process may consist of: *First looking among current board members and associate editors for appropriate candidates. *If this doesn't lead to choosing a technical editor, then it may be advertised externally. *Any candidate will be interviewed, wherein all WikiJournal participants may suggest questions. 2-3 people will volunteer to screen applicants, with summaries sent to all editorial boards. The technical editor will then be hired based on consensus among board members. That person will begin editing with a limited budget, and the result will be evaluated to make a decision of whether to proceed in the same manner. </noinclude> [[Category:WikiJournal User Group]] ryp3yydw3ulyxe8qekxxyx851vy5ny0 2413821 2413820 2022-08-11T15:29:49Z Mikael Häggström 12130 Format wikitext text/x-wiki <noinclude>{{WikiJ top menu}} __NOTOC__ '''Technical editors''' help in administrative tasks behind the scenes including processing articles, updating metadata, and formatting accepted manuscripts ([[WikiJournal User Group/Editorial guidelines/Technical editor summary|summary of tasks]]). If you are interested in joining as a technical editor, you can '''[https://en.wikiversity.org/w/index.php?title=Talk:{{PAGENAMEE}}&action=edit&section=new&preload={{ROOTPAGENAMEE}}%2FTechnical_editors%2FApplication&summary=Technical+editor+application apply here]'''. All previous applications can be [[Talk:WikiJournal User Group/Technical editors|viewed here]]. {{wjh_h2|Technical editors}} </noinclude>{{div col|colwidth=35em}} <!--Please keep alphabetical order by last name--> {{editor info | Q = Q112583961}}<!--Peter Agan--> {{editor info | Q = Q112583921}}<!--Crystal Au--> {{editor info | Q = Q112583956}}<!--Natalie Charamut--> {{editor info | Q = Q112583931}}<!--Emma Chiu--> {{editor info | Q = Q112583948}}<!--Michelle Fong--> {{editor info | Q = Q104653325}}<!--Jenna Harmon--> {{editor info | Q = Q103815757}}<!--Joshua Langfus--> {{editor info | Q = Q104653176}}<!--Cody Naccarato--> '''Andrew Neil''' {{editor info | Q = Q99676847}}<!--Logan Smith--> '''Ellen Sussman''' {{editor info | Q = Q112583969}}<!--Stephnie Watson--> {{editor info | Q = Q112583943}}<!--Iris Yang--> {{div col end}}<noinclude> {{wjs_h2|Previous technical editors}} {{editor info | Q = Q99677089}}<!--Emma Grace Choplin--> {{editor info | Q = Q104653784}}<!--Wilson Jacobs--> {{editor info | Q = Q78170633}}<!--Mohammed Sadat Abdulai--> {{wjs_h2|Role details}} ===Main tasks=== The tasks of technical editors are essentially technical and largely repetitive tasks relating to the preparation, peer review and publishing of articles. This allows authors, peer reviewers, board members and other contributors (who are all non-paid volunteers) to focus on their tasks. Such tasks include: *Editing submitted articles to WikiJournal: **Copyediting articles (including image formatting, reference formatting, and checking image attributions) **Managing journal metadata (including articles, authors, reviewers, and editors) **Preparing and uploading the pdf version of articles **Generating DOI codes (Digital Object Identifiers) for accepted articles *Assisting in [[WikiJournal_User_Group/Editorial_guidelines#Arranging_peer_review|arranging peer reviews]] of articles submitted to WikiJournal, by regularly checking the potential upcoming articles, and offer assistance to peer review coordinators at least in articles with delayed progression. Such assistance may be in organizing lists of names, credentials and emails of potential peer reviewers. *Keeping a record of tasks performed and how much time was used for each task, to be presented monthly to the administrative board of WikiJournal. A more detailed description of technical editor tasks is located at: * [[WikiJournal User Group/Editorial guidelines/Technical editor summary|Task process summary]] * [[WikiJournal User Group/Technical editors/tasks|Current open tasks]] ===Additional tasks=== If having deeper technical experience, the technical editor could help out in tasks such as: *Creating a bot for adding metadata items to articles at Wikidata ([[wikidata:Q44275619|Example page]]) *Creating a bot for keeping the [[Template:Article info|''Article info'' template]] synchronized between main pages and subpages and adding accepted articles to the relevant issue page. *Be able to help out in developing items for the [[meta:WikiJournal/Technical_wishlist|technical wishlist of WikiJournal]] The ''techincal editor'' should act in accordance with the policies of WikiJournal, as described in the [[WikiJournal User Group/Bylaws|Bylaws]] and [[WikiJournal User Group/Ethics statement|Ethics statement]] of WikiJournal. In case the ''techincal editor'' suspects [[WikiJournal_User_Group/Ethics_statement#Scientific_misconduct|scientific misconduct]] or undisclosed [[WikiJournal_User_Group/Ethics_statement#Disclosure_and_Conflict_of_Interest|conflicts of interest]], the ''techincal editor'' should inform the ''editor-in-chief'' or an ''editorial board member'' of the affected journal. {{wjs_h2|Admin details}} ===Budget=== The project received funding for hiring technical editors in the [[meta:Grants:Simple/Applications/WikiJournal User Group/2022|2022 grant]], amounting to $50,000. The rate was set to to $20 per hour as of [[meta:WikiJournal User Group/Meetings/2020-10-09|2020-10-09]]. ===Hiring process=== If or when the WikiJournal User Group will have an open position, the hiring process may consist of: *First looking among current board members and associate editors for appropriate candidates. *If this doesn't lead to choosing a technical editor, then it may be advertised externally. *Any candidate will be interviewed, wherein all WikiJournal participants may suggest questions. 2-3 people will volunteer to screen applicants, with summaries sent to all editorial boards. The technical editor will then be hired based on consensus among board members. That person will begin editing with a limited budget, and the result will be evaluated to make a decision of whether to proceed in the same manner. </noinclude> [[Category:WikiJournal User Group]] tl1a4lqds6pf8zprxxqiboohjvmwgig 2413893 2413821 2022-08-12T02:02:10Z Evolution and evolvability 922352 wikitext text/x-wiki <noinclude>{{WikiJ top menu}} __NOTOC__ '''Technical editors''' help in administrative tasks behind the scenes including processing articles, updating metadata, and formatting accepted manuscripts ([[WikiJournal User Group/Editorial guidelines/Technical editor summary|summary of tasks]]). If you are interested in joining as a technical editor, you can '''[https://en.wikiversity.org/w/index.php?title=Talk:{{PAGENAMEE}}&action=edit&section=new&preload={{ROOTPAGENAMEE}}%2FTechnical_editors%2FApplication&summary=Technical+editor+application apply here]'''. All previous applications can be [[Talk:WikiJournal User Group/Technical editors|viewed here]]. {{wjh_h2|Technical editors}} </noinclude>{{div col|colwidth=35em}} <!--Please keep alphabetical order by last name--> {{editor info | Q = Q112583961}}<!--Peter Agan--> {{editor info | Q = Q112583921}}<!--Crystal Au--> {{editor info | Q = Q112583956}}<!--Natalie Charamut--> {{editor info | Q = Q112583931}}<!--Emma Chiu--> {{editor info | Q = Q112583948}}<!--Michelle Fong--> {{editor info | Q = Q104653325}}<!--Jenna Harmon--> {{editor info | Q = Q103815757}}<!--Joshua Langfus--> {{editor info | Q = Q104653176}}<!--Cody Naccarato--> {{editor info | Q = Q99676847}}<!--Logan Smith--> {{editor info | Q = Q112583969}}<!--Stephnie Watson--> {{editor info | Q = Q112583943}}<!--Iris Yang--> '''Andrew Neil''' '''Ellen Sussman''' {{div col end}}<noinclude> {{wjs_h2|Previous technical editors}} {{editor info | Q = Q99677089}}<!--Emma Grace Choplin--> {{editor info | Q = Q104653784}}<!--Wilson Jacobs--> {{editor info | Q = Q78170633}}<!--Mohammed Sadat Abdulai--> {{wjs_h2|Role details}} ===Main tasks=== The tasks of technical editors are essentially technical and largely repetitive tasks relating to the preparation, peer review and publishing of articles. This allows authors, peer reviewers, board members and other contributors (who are all non-paid volunteers) to focus on their tasks. Such tasks include: *Editing submitted articles to WikiJournal: **Copyediting articles (including image formatting, reference formatting, and checking image attributions) **Managing journal metadata (including articles, authors, reviewers, and editors) **Preparing and uploading the pdf version of articles **Generating DOI codes (Digital Object Identifiers) for accepted articles *Assisting in [[WikiJournal_User_Group/Editorial_guidelines#Arranging_peer_review|arranging peer reviews]] of articles submitted to WikiJournal, by regularly checking the potential upcoming articles, and offer assistance to peer review coordinators at least in articles with delayed progression. Such assistance may be in organizing lists of names, credentials and emails of potential peer reviewers. *Keeping a record of tasks performed and how much time was used for each task, to be presented monthly to the administrative board of WikiJournal. A more detailed description of technical editor tasks is located at: * [[WikiJournal User Group/Editorial guidelines/Technical editor summary|Task process summary]] * [[WikiJournal User Group/Technical editors/tasks|Current open tasks]] ===Additional tasks=== If having deeper technical experience, the technical editor could help out in tasks such as: *Creating a bot for adding metadata items to articles at Wikidata ([[wikidata:Q44275619|Example page]]) *Creating a bot for keeping the [[Template:Article info|''Article info'' template]] synchronized between main pages and subpages and adding accepted articles to the relevant issue page. *Be able to help out in developing items for the [[meta:WikiJournal/Technical_wishlist|technical wishlist of WikiJournal]] The ''techincal editor'' should act in accordance with the policies of WikiJournal, as described in the [[WikiJournal User Group/Bylaws|Bylaws]] and [[WikiJournal User Group/Ethics statement|Ethics statement]] of WikiJournal. In case the ''techincal editor'' suspects [[WikiJournal_User_Group/Ethics_statement#Scientific_misconduct|scientific misconduct]] or undisclosed [[WikiJournal_User_Group/Ethics_statement#Disclosure_and_Conflict_of_Interest|conflicts of interest]], the ''techincal editor'' should inform the ''editor-in-chief'' or an ''editorial board member'' of the affected journal. {{wjs_h2|Admin details}} ===Budget=== The project received funding for hiring technical editors in the [[meta:Grants:Simple/Applications/WikiJournal User Group/2022|2022 grant]], amounting to $50,000. The rate was set to to $20 per hour as of [[meta:WikiJournal User Group/Meetings/2020-10-09|2020-10-09]]. ===Hiring process=== If or when the WikiJournal User Group will have an open position, the hiring process may consist of: *First looking among current board members and associate editors for appropriate candidates. *If this doesn't lead to choosing a technical editor, then it may be advertised externally. *Any candidate will be interviewed, wherein all WikiJournal participants may suggest questions. 2-3 people will volunteer to screen applicants, with summaries sent to all editorial boards. The technical editor will then be hired based on consensus among board members. That person will begin editing with a limited budget, and the result will be evaluated to make a decision of whether to proceed in the same manner. </noinclude> [[Category:WikiJournal User Group]] aiv85g4luz877qalwvnsqgesllky508 2413895 2413893 2022-08-12T02:03:46Z Evolution and evolvability 922352 wikitext text/x-wiki <noinclude>{{WikiJ top menu}} __NOTOC__ '''Technical editors''' help in administrative tasks behind the scenes including processing articles, updating metadata, and formatting accepted manuscripts ([[WikiJournal User Group/Editorial guidelines/Technical editor summary|summary of tasks]]). If you are interested in joining as a technical editor, you can '''[https://en.wikiversity.org/w/index.php?title=Talk:{{PAGENAMEE}}&action=edit&section=new&preload={{ROOTPAGENAMEE}}%2FTechnical_editors%2FApplication&summary=Technical+editor+application apply here]'''. All previous applications can be [[Talk:WikiJournal User Group/Technical editors|viewed here]]. {{wjh_h2|Technical editors}} </noinclude>{{div col|colwidth=35em}} <!--Please keep alphabetical order by last name--> {{editor info | Q = Q112583961}}<!--Peter Agan--> {{editor info | Q = Q112583921}}<!--Crystal Au--> {{editor info | Q = Q112583956}}<!--Natalie Charamut--> {{editor info | Q = Q112583931}}<!--Emma Chiu--> {{editor info | Q = Q112583948}}<!--Michelle Fong--> {{editor info | Q = Q104653325}}<!--Jenna Harmon--> {{editor info | Q = Q103815757}}<!--Joshua Langfus--> {{editor info | Q = Q104653176}}<!--Cody Naccarato--> {{editor info | Q = Q99676847}}<!--Logan Smith--> {{editor info | Q = Q112583969}}<!--Stephnie Watson--> {{editor info | Q = Q112583943}}<!--Iris Yang--> '''Andrew Neil'''<br> '''Ellen Sussman''' {{div col end}}<noinclude> {{wjs_h2|Previous technical editors}} {{editor info | Q = Q99677089}}<!--Emma Grace Choplin--> {{editor info | Q = Q104653784}}<!--Wilson Jacobs--> {{editor info | Q = Q78170633}}<!--Mohammed Sadat Abdulai--> {{wjs_h2|Role details}} ===Main tasks=== The tasks of technical editors are essentially technical and largely repetitive tasks relating to the preparation, peer review and publishing of articles. This allows authors, peer reviewers, board members and other contributors (who are all non-paid volunteers) to focus on their tasks. Such tasks include: *Editing submitted articles to WikiJournal: **Copyediting articles (including image formatting, reference formatting, and checking image attributions) **Managing journal metadata (including articles, authors, reviewers, and editors) **Preparing and uploading the pdf version of articles **Generating DOI codes (Digital Object Identifiers) for accepted articles *Assisting in [[WikiJournal_User_Group/Editorial_guidelines#Arranging_peer_review|arranging peer reviews]] of articles submitted to WikiJournal, by regularly checking the potential upcoming articles, and offer assistance to peer review coordinators at least in articles with delayed progression. Such assistance may be in organizing lists of names, credentials and emails of potential peer reviewers. *Keeping a record of tasks performed and how much time was used for each task, to be presented monthly to the administrative board of WikiJournal. A more detailed description of technical editor tasks is located at: * [[WikiJournal User Group/Editorial guidelines/Technical editor summary|Task process summary]] * [[WikiJournal User Group/Technical editors/tasks|Current open tasks]] ===Additional tasks=== If having deeper technical experience, the technical editor could help out in tasks such as: *Creating a bot for adding metadata items to articles at Wikidata ([[wikidata:Q44275619|Example page]]) *Creating a bot for keeping the [[Template:Article info|''Article info'' template]] synchronized between main pages and subpages and adding accepted articles to the relevant issue page. *Be able to help out in developing items for the [[meta:WikiJournal/Technical_wishlist|technical wishlist of WikiJournal]] The ''techincal editor'' should act in accordance with the policies of WikiJournal, as described in the [[WikiJournal User Group/Bylaws|Bylaws]] and [[WikiJournal User Group/Ethics statement|Ethics statement]] of WikiJournal. In case the ''techincal editor'' suspects [[WikiJournal_User_Group/Ethics_statement#Scientific_misconduct|scientific misconduct]] or undisclosed [[WikiJournal_User_Group/Ethics_statement#Disclosure_and_Conflict_of_Interest|conflicts of interest]], the ''techincal editor'' should inform the ''editor-in-chief'' or an ''editorial board member'' of the affected journal. {{wjs_h2|Admin details}} ===Budget=== The project received funding for hiring technical editors in the [[meta:Grants:Simple/Applications/WikiJournal User Group/2022|2022 grant]], amounting to $50,000. The rate was set to to $20 per hour as of [[meta:WikiJournal User Group/Meetings/2020-10-09|2020-10-09]]. ===Hiring process=== If or when the WikiJournal User Group will have an open position, the hiring process may consist of: *First looking among current board members and associate editors for appropriate candidates. *If this doesn't lead to choosing a technical editor, then it may be advertised externally. *Any candidate will be interviewed, wherein all WikiJournal participants may suggest questions. 2-3 people will volunteer to screen applicants, with summaries sent to all editorial boards. The technical editor will then be hired based on consensus among board members. That person will begin editing with a limited budget, and the result will be evaluated to make a decision of whether to proceed in the same manner. </noinclude> [[Category:WikiJournal User Group]] ikvkj3h0lawil6hvsl9yauyiqzpxxkb 0 271287 2413815 2412556 2022-08-11T14:18:03Z Ecsussman 2943804 add name to task list wikitext text/x-wiki <noinclude>{{WikiJ top menu}}__NOTOC__ Tasks for the technical editors can be added at the bottom of the table ([https://en.wikiversity.org/wiki/WikiJournal_User_Group/Technical_editors/tasks?veaction=edit activate editing mode], click bottom row, click chevron that appears on the left, select 'insert below') Tech eds can claim tasks by adding their name to the right ([[WikiJournal User Group/Editorial guidelines/Technical editor summary|process guidelines)]] {| class="wikitable sortable" |+ !item !task !person !time taken !completion !comments |- | |editorial process training |Logan Smith |120 |2021-01-11 |Complete |- | |editorial process training |Joshua Langfus |120 |2021-01-11 |Complete |- | |editorial process training |Wilson Jacobs |120 |2021-01-11 |Complete |- | |editorial process training |Emma Choplin |120 |2021-01-11 |Complete |- | |editorial process training |Jenna Harmon |120 |2021-01-14 |Complete |- | |editorial process training |Cody Naccarato |120 |2021-01-14 |Complete |- |[[WikiJournal Preprints/The effect of local millet drink (Kunu) on the testis and epididymis of adult male wistar rats|The effect of local millet drink (Kunu) on the testis and epididymis of adult male wistar rats]] |create/link author wikidata items |Wilson Jacobs |90 |2021-01-26 |Complete |- |[[WikiJournal of Science/Virtual colony count|Virtual colony count]] |format and upload PDF |Wilson Jacobs |150 |2021-02-13 |Complete |- |Virtual colony count |upload PDF |Wilson Jacobs |300 |2021-02-14 |Complete |- |[[WikiJournal of Science/Evolved human male preferences for female body shape|Evolved human male preferences for female body shape]] |format PDF |Jenna Harmon |150 |2021-01-21 |Complete |- |Evolved human male preferences for female body shape |upload PDF |Jenna Harmon |30 |2021-02-05 |Complete |- |[[WikiJournal of Science/Arabinogalactan-proteins|Arabinogalactan-proteins]] |format PDF and upload |Jenna Harmon |180 |2021-02-13 |Complete |- |[[WikiJournal Preprints/Does the packaging of health information affect the assessment of its reliability? A randomized controlled trial protocol|Does the packaging of health information affect the assessment of its reliability? A randomized controlled trial protocol]] |peer-review processing |Logan Smith |60 |2021-02-01 |Complete |- |[[WikiJournal Preprints/Does the packaging of health information affect the assessment of its reliability? A randomized controlled trial protocol|Does the packaging of health information affect the assessment of its reliability? A randomized controlled trial protocol]] |peer-review processing |Logan Smith |30 |2021-02-03 |Complete |- |[[WikiJournal Preprints/Affine symmetric group|Affine symmetric group]] |peer-review processing |Logan Smith |30 |2021-02-04 |Complete |- |[[WikiJournal Preprints/Affine symmetric group|Affine symmetric group]] |peer-review processing |Logan Smith |30 |2021-02-10 |Complete |- |[[WikiJournal Preprints/The Kivu Ebola epidemic|Kivu Ebola epidemic]] |process newly submitted article |Wilson Jacobs |150 |2021-02-09 |Complete |- |Wikidata items of each WikiJMed article ([https://w.wiki/445Z query]; [[wikidata:Q96317242#P50|example]]) |add email address to corresponding author | | | | |- |Wikidata items of each WikiJSci article ([https://w.wiki/445a query]; [[wikidata:Q96317242#P50|example]]) |add email address to corresponding author | | | | |- |Wikidata items of each WikiJHum article ([https://w.wiki/445b query]; [[wikidata:Q96317242#P50|example]]) |add email address to corresponding author | | | | |- |Authors on this list ([https://w.wiki/4fY2 query], [https://author-disambiguator.toolforge.org/work_item_oauth.php disambiguator]) |Create a wikidata item for each author and disambiguate any of their other publications on wikidata | | | | |- |[[WikiJournal of Science/Structural Model of Bacteriophage T4|Structural Model of Bacteriophage T4]] |format PDF and upload |Jenna Harmon |130 |2022-01-31 |Complete |- |[[WikiJournal of Science/A broad introduction to RNA-Seq|A broad introduction to RNA-Seq]] |format PDF and upload |Jenna Harmon |130 |2022-02-17 |Complete |- |[[WikiJournal Preprints/“Collect, acquire, analyze, report, and disseminate statistical data related to the science and engineering enterprise…”: The National Center for Science and Engineering Statistics|“Collect, acquire, analyze, report, and disseminate statistical data related to the science and engineering enterprise…”: The National Center for Science and Engineering Statistics]] |format PDF and upload |Jenna Harmon |120 |2022-02-11 |Complete |- |Wikidata items of each WikiJMed author ([https://w.wiki/4463 query]) |add [[wikidata:Property:P101|fields of work]], employers, orcid, and official website for all authors | | | | |- |Wikidata items of each WikiJSci author ([https://w.wiki/4462 query]) |add [[wikidata:Property:P101|fields of work]], employers, orcid, and official website for all authors | | | | |- |Wikidata items of each WikiJHum author ([https://w.wiki/445q query]) |add [[wikidata:Property:P101|fields of work]], employers, orcid, and official website for all authors | | | | |- |Wikidata items of each WikiJMed reviewer ([https://w.wiki/445v query]) |add [[wikidata:Property:P101|fields of work]], employers, orcid, and official website for all peer reviewers | | | | |- |Wikidata items of each WikiJSci reviewer ([https://w.wiki/445x query]) |add [[wikidata:Property:P101|fields of work]], employers, orcid, and official website for all peer reviewers | | | | |- |Wikidata items of each WikiJHum reviewer ([https://w.wiki/445u query]) |add [[wikidata:Property:P101|fields of work]], employers, orcid, and official website for all peer reviewers | | | | |- |Edit all titles to sentence case ([[Talk:WikiJournal User Group#Article title format - Why no consistency?|discussion]]) |''on hold until consensus'' Pagemove the articles, update wikidata, update the PDFs | | | | |- |Update 2021 [[WikiJournal of Medicine/Citation metrics|WikiJMed]] citation metrics |Review the number of articles published in the past 2 years (2019-2021) that cite WikiJMed articles to calculate impact factor | | | | |- |Backfill [[WikiJournal of Science/Citation metrics|citation metrics]] for WikiJSci articles from 2019-2021 |Similar to the update for WikiJMed citation metrics, this one will also need to calculate impact factors for 2019, 2020 and 2021 | | | | |- |Calculate citation metrics for WikiJHum articles from 2018-2021 |Similar to the other citation metrics tasks, this one will need to create a page from scratch for WikiJHum and calculate impact factors for 2018, 2019, 2020 and 2021 | | | | |- |[[WikiJournal Preprints/“It’s all about people skills”: Perspectives on the social license of the forest products industry from rural North America]] |Using [[:File:Soc license forestry NA Annotated text and reviewers comments - Ian Thomson.pdf|reviewer's annotated PDF]], extract the original text from the file and transfer onto the bare wiki page. |Emma Chiu |180 |2022-06-20 |Complete |- |[[WikiJournal of Medicine/History of penicillin|History of penicillin]] |format PDF and upload |Ellen Sussman | | | |- |[[WikiJournal of Medicine/Phage Therapy|Phage Therapy]] |format PDF and upload | | | | |- |[[WikiJournal of Science/“Collect, acquire, analyze, report, and disseminate statistical data related to the science and engineering enterprise…”: The National Center for Science and Engineering Statistics|“Collect, acquire, analyze, report, and disseminate statistical data related to the science and engineering enterprise…”: The National Center for Science and Engineering Statistics]] |format PDF and upload |Jenna Harmon |95 |2022-05-06 |complete |- |[[WikiJournal User Group/Editorial guidelines#Registering article in DOAJ|DOAJ]] |upload WikiJMed and WikiJSci [[WikiJournal User Group/Editorial guidelines#Registering article in DOAJ|article metadata to DOAJ]] | | | | |- |[[WikiJournal Preprints/The Kivu Ebola epidemic|Kivu Ebola epidemic]] |format PDF and upload | | | | |- |[[WikiJournal Preprints/Parenting_stress|Parenting stress]] |format PDF and upload |Natalie Charamut | | | |- |[[WikiJournal Preprints/Leptospirosis|Leptospirosis]] |format PDF and upload | | | | |- |[[WikiJournal Preprints/Melioidosis|Melioidosis]] |Ready to be accepted and pdf generated please | | | | |- |[[WikiJournal Preprints/A history of coronaviruses|A history of coronaviruses]] |Almost ready - awaiting final references - no action yet | | | | |- |[[WikiJournal Preprints/The effect of local millet drink (Kunu) on the testis and epididymis of adult male wistar rats|The effect of local millet drink (Kunu) on the testis and epididymis of adult male wistar rats]] |Using [[:File:Kunu and wistar rates after review tracked changes.pdf|updated manuscript's PDF]], copy the text from the file and transfer onto the wiki page |Peter Agan | | | |- |Crossref reference deposit (see [[Talk:WikiJournal User Group#Talk:WikiJournal User Group|discussion]]) |[[WikiJournal User Group/Editorial guidelines#Submitting reference metadata|Submit metadata with references for published articles onto Crossref platform]] | | | |- | |editorial process training 1 & 2 |Ellen Sussman |120 |2022-07-11 |Complete |- | |editorial process training 1 & 2 |Andrew Neil |120 |2022-07-11 |Complete |- | |editorial process training 1 & 2 |Natalie Charamut |120 |2022-07-11 |Complete |- | |editorial process training 1 & 2 |Emma Chiu |120 |2022-07-11 |Complete |- | |editorial process training 1 & 2 |Crystal Au |120 |2022-07-11 |Complete |- | |editorial process training 1 & 2 |Michelle Fong |120 |2022-07-11 |Complete |} hea2ow3s9w1xayit7tzfm9icf77hhnd 0 274503 2413850 2393614 2022-08-11T22:08:32Z 165.0.130.169 # 행실이 점잖고 어질며 덕과 학식이 높은 사람. <ref> 2. 예전에, 높은 벼슬에 있던 사람을 이르던 말. <br> 3. 예전에, 아내가 자기 남편을 이르던 말. <br> <s>4. 왕자</s> g.r. </ref> wikitext text/x-wiki <noinclude>{{../pageHead}}</noinclude> == 군자 == {{mono div| ; Roman&#58; ''gun-ja'' ; Hanja&#58; [[wikt:君子|君子]] ; Noun <ref> https://ko.dict.naver.com/#/search?query=군자 </ref> <ref>https://en.wiktionary.org/wiki/군자 </ref> # 행실이 점잖고 어질며 덕과 학식이 높은 사람. <ref> 2. 예전에, 높은 벼슬에 있던 사람을 이르던 말. <br> 3. 예전에, 아내가 자기 남편을 이르던 말. <br> <s>4. 왕자</s> </ref> #: man of virtue and wisdom,<ref> Ethics or moral philosophy centers around such a man to be defined. So do Confucianism and Taoism. </ref> cf. [[w: Übermensch|'''Superman''']];<ref> The superman (original one was Legendary George Reeves) looks more like a man of oriental than Christian virtue. </ref> [[wikt:prince|prince]] (as son of the king), cf. [[w: Philosopher king|'''Philosopher king''']] <ref> Compare this Platonic idea with Confucianism. </ref> }} ; Relatives * [[../군|'''군''']] ([[wikt:君|君]], ''gun'', "king") * [[wikt:군주|군주]] ([[wikt:君主|君主]], ''gun-ju'', "king") * [[wikt:공작|공작]] ([[wikt:公爵|公爵]], ''gong-jag'', "duke") * [[wikt:공주|공주]] ([[wikt:公主|公主]], ''gong-ju'', "princess") * 주공 (周公, ''ju-gong'', "[[w:Duke of Zhou|Duke of Zhou]]") <!-- ; Comparatives {| align=center | {| class=wikitable ! From [[wikt:|'' '' #Translations]] |- valign=top | ; Nordic * Danish: * Icelandic: * Norwegian: * Swedish: ; Germanic * Dutch: * English: * German: ; Latinic * French: * Italian: * Latin: * Portuguese: * Spanish: |} |} --> drcasb01sw8awkc47gxw3329qefj35x 2 276272 2413887 2411533 2022-08-12T01:26:10Z U3216563 2947577 Edited user page by creating consistency between headings and grammar wikitext text/x-wiki [[File:Panorámica esférica de San Andrés, Calatayud, España, 2014-12-29, DD 01-176 HDR PAN.JPG|thumb|439x439px|Figure 1. Test image]] == About me == I am Nicholas and I am a 3rd year [[w:Psychology|Psychology]] student at the [https://www.canberra.edu.au/ university of Canberra] studying [[motivation and emotion]] == Book Chapter == [[Motivation and emotion/Book/2022/Survival needs and motivation]] == Hobbies == * Listening to music * Playing video games * Reading == Social contrubutions == h5et5h0mtrcp5h2nctnjybnxisx4kie 0 277132 2413908 2413737 2022-08-12T03:52:48Z 137.92.218.184 wikitext text/x-wiki {{METE}} {{title|Chapter title: Task Initiation and the tendency to overcome the challenge }} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Task initiation refers to individual ability to be motivated to take on tasks and to stay persevera {{tip| Suggestions for this section: * What is the problem? Why is it important? * How can specific motivation and/or emotion theories and research help? * Provide an example or case study. * Conclude with Focus questions to guide the chapter. }}nt with those tasks until its completion even if they encounter challenges. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is the first focus question? * What is the second focus question? * What is the third focus question? {{RoundBoxBottom}} ==Task initiation== === '''What is task initiation?''' === === '''How does task initiation develop in adults?''' === === '''How does task initiation develop in children?''' === How you are going to structure the chapter? Aim for three to six main headings between the Overview and Conclusion. {{tip|Suggestions for this section: * For the [[Motivation and emotion/Assessment/Topic|topic development]], provide at least 3 bullet-points about key content per section. Include key citations. * For the [[Motivation and emotion/Assessment/Chapter|book chapter]], expand the bullet points into paragraphs. * If a section has a lot of content, arrange it into two to five sub-headings such as in the [[#Interactive learning features|interactive learning features section]]. Avoid having sections with only one sub-heading. }} == Task initiation in Autism == === How does Task initiation differ in those with Autism spectrum disorder (ASD)? === === What is the neurological basis of task initiation in ASD? === == Task initiation in ADHD == === How does task initiation differ in those with ADHD? === === What is the neurological basis of task initiation in ADHD? === ==Interactive learning features== What brings an online book chapter to life, compared to an essay, are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Feature boxes=== Feature boxes can be used to highlight content, but don't overuse them. There are many different ways of creating feature boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Figures=== [[File:Monkey-typing.jpg|right|205px|thumb|''Figure 1''. Example image with descriptive caption.]] Use figures to illustrate concepts, add interest, and provide examples. Figures can be used to show photographs, drawings, diagrams, graphs, etcetera. Figures can be embedded throughout the chapter, starting with the Overview section. Figures should be captioned (using a number and a description) in order to explain their relevance to the text. Possible images can be found at [[commons:|Wikimedia Commons]]. Images can also be uploaded if they are licensed for re-use or if you created the image. Each figure should be referred to at least once in the main text (e.g., see Figure 1). ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Tables=== Tables can be an effective way to organise and summarise information. Tables should be captioned (using APA style) to explain their relevance to the text. Plus each table should be referred to at least once in the main text (e.g., see Table 1 and Table 2). Here are some example 3 x 3 tables which could be adapted: Table 1. ''Example of a Table with an APA Style Caption'' {| align=center border=1 cellspacing=0 cellpadding=5 ! '''Children''' ! '''Gather''' ! '''Round''' |- | Mary | had | a |- | little | lamb | it's |- | fleece | was | white |} Table 2. ''Another Example of a Table with an APA Style Caption'' <div align="center"> {| class="wikitable" ! '''Nursery''' ! '''Rhyme''' ! '''Time''' |- | Incy | Wincy | spider |- | climbed | up | the |- | water | spout | down |} </div> Table 3. ''Example of a Sortable Table with an APA Style Caption'' <div align="center"> {| class="wikitable sortable" |- ! Fruit ! Price/kg ! Popularity |- | Tomatoes | style="text-align:right;" | $6.00 | 1st |- | Bananas | style="text-align:right;" | $5.00 | 2nd |- | Watermelon | style="text-align:right;" | $2.99 | 3rd |- | Oranges | style="text-align:right;" | $3.85 | 4th |- | Apples | style="text-align:right;" | $4.95 | 5th |- | Grapes | style="text-align:right;" | $9.50 | 6th |- | Mangoes | style="text-align:right;" | $12.00 | 7th |- | Avocados | style="text-align:right;" | $12.00 | 8th |} </div> ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Working notes== It could be useful to have a temporary section for working notes during the topic development and chapter drafting. This section will be ignored when the topic development is marked, but remove it before finalising the book chapter. ==Conclusion== The Conclusion is arguably the most important section. It should be possible for someone to read only the Overview and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== In this section, provide up to half-a-dozen [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. For example: * [[Motivation and emotion/Book/2016/Anorexia nervosa and extrinsic motivation|Anorexia nervosa and extrinsic motivation]] (Book chapter, 2016) * [[w:David McClelland|David McClelland]] (Wikipedia) * [[Motivation and emotion/Book/2018/Loss aversion|Loss aversion]] (Book chapter, 2018) * [[w:Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order. * Include the source in parentheses. }} ==References== In this section, list the cited references in [[w:APA style|APA style]] (7th ed.). For example: {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then 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 a en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== In this section, provide up to half-a-dozen [[Help:Contents/Links#External_links|external links]] to relevant external resources such as presentations, news articles, and professional sites. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 2576ucl81bt51d3uo5tp16ldgn27342 0 277657 2413898 2413716 2022-08-12T02:29:46Z Giovannihbartlett 2948102 topic claim wikitext text/x-wiki {{/Banner}} ==Motivation == # [[Academic help-seeking]] - What are the barriers and enablers of AHS and how can AHS be fostered? - [[User:Ibm4444|Ibm4444]] # [[/Academic self-regulation/]] - What is academic self-regulation, why does it matter, and how can it be fostered? - [[U3216563]] # [[/Actively open-minded thinking/]] - How can AOT be used to improve human performance? - [[User:MyUserName|MyUserName]] # [[/Active transport motivation/]] - What motivates use of active transport and how can people be encouraged to use it? - [[User:MyUserName|MyUserName]] # [[/Antidepressants and motivation/]] - What are the effects of popular antidepressants on motivation? - [[User:U3222363|U3222363]] # [[/Approach motivation/]] - What is approach motivation and how does it lead to behaviour? - [[User:U3189370|U3189370]] # [[/Behavioural economics and motivation/]] - What aspects of motivation theory are useful in behavioural economics? - [[User:U3141987|U3141987]] # [[/Behavioural model of health services/]] - What is the BMHS and how can it be used? - SoSilverLibby # [[/Beneficence as a psychological need/]] - What is beneficence and what are its implications as a psychological need? - [[User:MyUserName|CaitlinEmc]] # [[/Brief motivational interviewing as a health intervention/]] - How can brief motivational interviewing be used as a health intervention? - [[User:MyUserName|MyUserName]] # [[/Choice overload/]] - What is choice overload? What is the optimal amount of choice? - [[UserGeorgiaFairweather|GeorgiaFairweather]] # [[/Chunking and goal pursuit/]] - How does chunking affect goal pursuit? - GiovanniBartlett # [[/Cognitive entrenchment/]] - What is cognitive entrenchment and how can it be avoided? - [[User:MyUserName|MyUserName]] # [[/Climate change helplessness/]] - How does learned helpless impact motivation to engage in behaviours to limit climate change? - [[User:U3193000|U3193000]] # [[/Closeness communication bias/]] - What is the CCB, why does it occur, and how can it be overcome? - [[User:U3215103|U3215103]] # [[/Commitment bias/]] - What motivates escalation of commitment even it does not lead to desirably outcomes? - [[User:MyUserName|MyUserName]] # [[/Conspiracy theory motivation/]] - What motivates people to believe in conspiracy theories? - [[User:KingMob221|KingMob221]] # [[/Construal level theory/]] - What is construal level theory and how can it be applied? - [[User:MyUserName|MyUserName]] # [[/Courage motivation/]] - What is courage, what motivates courage, and how can courage be enhanced? -[[User:Hanarose123|Hanarose123]] # [[/Death drive/]] - What is the death drive and how can it be negotiated? - [[User:U3086459|U3086459]] # [[Motivation and emotion/Book/2022/Drugs-violence nexus and motivation|Drugs-violence nexus and motivation]] - What is the role of motivation in the drugs-violence nexus? - [[Atu3202070|Atu3202070]] # [[/Episodic future thinking and delay discounting/]] - What is the relationship between between EFT and DD? - [[User:MyUserName|MyUserName]] # [[/Episodic memory and planning/]] - What role does episodic memory play in planning? - [[User:MyUserName|U3246310]] # [[/Equity theory/]] - What is equity theory and how can it be applied? - [[EKS2001|EKS2001]] # [[/ERG theory/]] - What is Alderfer's ERG theory? - [[User:MyUserName|MyUserName]] # [[/Frame of reference and motivation/]] - How does frame of reference affect motivation? - [[User:MyUserName|MyUserName]] # [[/Freedom and motivation/]] - What is the effect of freedom on motivation? - [[Cedevlin9|Cedevlin9]] # [[/Fully functioning person/]] - What is a FFP and how can full functioning be developed? - [[User:Sebastian Armstrong|Sebastian Armstrong]] # [[/Functional fixedness/]] - What is functional fixedness and how can it be overcome? - [[User:U3214117|U3214117]] # [[/Functional imagery training/]] - What is FIT and how can it be applied? - [[User:Btarmstrong24|Btarmstrong24]] # [[/Gamification and work motivation/]] - How can gamification enhance work motivation? - [[U3211125|U3211125]] # [[/Giving up goals/]] - When should we give up goals and when should we persist? - [[User:MyUserName|U3161584]] # [[/Green prescription motivation/]] - What motivates green prescription compliance? - [[User:Earthxangel|Earthxangel]] # [[/Health belief model/]] - What is the HBM and how can it be used to enhance motivation for health-promoting behaviour? - [[SoSilverLibby]] # [[/Help-seeking among boys/]] - What are the barriers to help-seeking for boys and what motivates them to seek help? - [[User:BradMcGrath|BradMcGrath]] # [[/Hidden costs of reward/]] - What are the hidden costs of motivating by reward? - [[User:SLoCE|u3033296]] # [[/Hijack hypothesis of drug addiction/]] - What is the hijack hypothesis, what is the evidence, and how does it help to understand drug addiction? - [[U3218292|U3218292]] # [[/Honesty motivation/]] - What motivates honesty? - [[User:U3200859|U3200859]] # [[/Humour, leadership, and work/]] - What role does humour play in effective leadership in the workplace? - [[User:U3210264|U3210264]] # [[/IKEA effect/]] - What is the IKEA effect and how can it be applied? - [[U3216963|U]]3216963 # [[/Intertemporal choice/]] - What are intertemporal choices and how can they be effectively negotiated? - [[User:MyUserName|MyUserName]] # [[/Kindness motivation/]] - What motivates kindness? - [[User:U3205429|U3205429]] # [[/Motivational music and exercise/]] - How can music be used to help motivate exercise? - [[User:MyUserName|U3183466]] # [[/Novelty-variety as a psychological need/]] - What is novelty-variety and what are its implications as a psychological need? - [[User:MyUserName|MyUserName]] # [[/Nucleus accumbens and motivation/]] - What role does the nucleus accumbens play in motivation? - [[User:U3213250|U3213250]] # [[/Perfectionism/]] - What motivates perfectionism? Is perfectionism good or bad? How can it be managed? - [[User:AEMOR|AEMOR]] # [[/Physiological needs/]] - How do human's physiological needs affect motivation? - [[U3203655]] # [[/Protection motivation theory and COVID-19/]] - How does PMT apply to managing COVID-19? - [[User:U3200956|U3200956]] # [[/Relative deprivation and motivation/]] - What is the effect of relative deprivation on motivation? - [[User:U3191574 (PHP)|U3191574 (PHP)]] # [[/Retrospective regret/]] - What is the motivational role of retrospective regret? - [[User:Will-U3214082|Will-U3214082]] # [[/Revenge motivation/]] - What motivates revenge and how does it affect us? - [[User:U3216654|U3216654]] # [[/Self-efficacy and academic achievement/]] - What role does self-efficacy play in academic achievement? - [[User:U943292|U943292]]a # [[/Self-efficacy and achievement/]] - What role does self-efficacy play in achievement outcomes? - [[User:U3216513mt|U3216513mt]] # [[/Sexual harassment at work motivation/]] - What motivates sexual harassment at work and what can be done about it? - [[User:U3037979|U3037979]] # [[/Signature strengths/]] - What are signature strengths and how can they be applied? - [[User:MyUserName|MyUserName]] # [[/Social cure/]] - What is the social cure and how can it be applied? - [[User:U3215976|U3215976]] # [[/System justification theory/]] - What is SJT, how does it affect our lives, and what can be done about it? - [[User:MyUserName|MyUserName]] # [[/Stretch goals/]] - What are stretch goals? Do they work? - [[User:MyUserName|MyUserName]] # [[/Sublimation/]] - What is sublimation and how can it be fostered? - [[User:MyUserName|MyUserName]] # [[/Survival needs and motivation/]] - What are survival needs and how do they influence motivation? - [[User:U3148161|U3148161]] # [[/Task initiation/]] - What are the challenges with task initiation and how to get get started? - [[User:MyUserName|U3210006]] # [[/Theoretical domains framework/]] - What is the TDF and how can be used to guide behaviour change? - [[User:MyUserName|MyUserName]] # [[/Time and motivation/]] - What is the effect of time on motivation? - [[User:Lturner2311|Lturner2311]] # [[/Time management/]] - How can one's time be managed effectively? - [[User:CNK.20|CNK.20]] # [[/To-do lists/]] - Are to-do lists a good idea? What are their pros and cons? How can they be used effectively? - [[User:U3207458|U3207458]] # [[/Uncertainty avoidance/]] - What is uncertainty avoidance, why does it occur, and what are its consequences? - [[User:Franklin Brightt|Franklin Brightt]] # [[/Urgency bias and productivity/]] - What is the impact of urgency bias on productivity and what can be done about it? - U3055143 # [[/Vocational identity/]] - What is vocational identity and how does it develop? - [[User:MyUserName|MyUserName]] # [[/Volunteer tourism motivation/]] - What motivates volunteer tourism? - [[User:U962051|U962051]] # [[/Wanting and liking/]] - What are the similarities and differences between wanting and liking, and what are the implications? - [[U3201643]] # [[/Work breaks, well-being, and productivity/]] - How do work breaks affect well-being and productivity? - [[User:MyUserName|U3215603]] # [[/Work and flow/]] - What characteristics of work can produce flow and how can flow at work be fostered? - [[User:U3213441|U3213441]] ==Emotion== # [[/Animal emotion/]] - What is the emotional experience of animals? - [[U3216502]] # [[/Attributions and emotion/]] - How do attributions affect emotion? - [[User:MyUserName|MyUserName]] # [[/Autonomous sensory meridian response and emotion/]] - What emotions are involved in ASMR experiences and why do they occur? - [[User:U3186959|U3186959]] # [[/Benzodiazepines and emotion/]] - What are the effects of benzodiazepines on emotion? - [[User:FulaAjeo22|FulaAjeo22]] # [[/Bewilderment/]] - What is bewilderment and how can it be dealt with? - SunandaUC # [[/Burnout/]] - What is burnout and how can be it be managed and prevented? - [[U3202788]] # [[/Cognitive dissonance reduction/]] - What strategies do people use to reduce cognitive dissonance and how effective are they? - [[User:Tatjurate|Tatjurate]] # [[/Colonisation and emotion in Australia/]] - What are the emotional responses to colonisation in Australia? - [[User:Micabaker1|Micabaker1]] # [[/Compassion/]] - What is compassion, what are its pros and cons, and how can it be fostered? - u3203545 # [[/Connection to country and well-being/]] - What is the relationship between connection to country and well-being? - [[User:MyUserName|MyUserName]] # [[/Contempt/]] - What is contempt, what causes it, and how can it be managed? - [[User:MyUserName|u3219905]] # [[/Core emotions/]] - What are the core emotions and what is their function? U3203140 # [[/Creative arts and trauma/]] - How can creative arts help in dealing with trauma? - [[MyUserName|SashaBrooksby]] # [[/Cultural influences on shame, guilt, and pride/]] - How does culture influence shame, guilt, and pride? - [[User:Tamika Afeaki|Tamika Afeaki]] # [[/Default mode network and the self/]] - What is the relationship between the DMN and the self? - [[User:MyUserName|MyUserName]] # [[/Difficult conversations and emotion/]] - What communication and emotional skills are needed to successfully negotiate difficult conversations? - [[User:u3158968|u3158968]] # [[/Disappointment/]] - What is disappointment, what causes disappointment, and how can disappointment be managed? - [[User:U3216256|U3216256]] # [[/DMT and spirituality/]] - How can DMT facilitate spiritual experiences? - [[DenniseSoleymani]] # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? - [[User:MyUserName|MyUserName]] # [[/Ecological grief/]] - What is ecological grief and what can be done about it? - [[User:Brewerjr|Brewerjr]] # [[/Ecopsychology and stress/]] - How can ecopsychology help to explain and deal with stress? - [[User:MyUserName|MyUserName]] # [[/Embarrassment/]] - What is embarrassment, what causes it, and how can it be managed? - u3190353 # [[/Emotional intelligence training/]] - How can emotional intelligence be trained? - Eimilerous22 # [[/Emotion knowledge/]] - What is emotion knowledge and how can it be developed? - [[User:GabbieUC|GabbieUC]] # [[/Emotion across the lifespan/]] - How does emotion develop across the lifespan? - u3230861 # [[/Endocannabinoid system and emotion/]] - What is the role of the endocannabinoid system in emotion? - [[User:RWilliams12|Rwilliams12]] # [[/Environmental grief/]] - What is eco-grief, its causes and consequences, and what can be done? - [[User:Gabrielle Eagling|Gabrielle Eagling]] # [[/Exercise and endocannabinoids/]] - What is the relationship between exercise and the endocannabinoid system? - [[User:MyUserName|MyUserName]] # [[/Expressive suppression and emotion regulation/]] - What is the role of expressive suppression in emotion regulation? - [[U3131472]] # [[/Fairness and emotion/]] - What is the relation between fairness and emotion? - U3246554 # [[/Fatigue and emotion/]] - What is the effect of fatigue on emotion and what can be done about it? - [[User:Lewis.Kusk|Lewis.Kusk]] # [[/Fear/]] - What is fear, what causes it, and how can it be managed? - [[User:Icantchooseone|Icantchooseone]] # [[/Fear of working out/]] - What is FOWO and how can it be overcome? - [[User:MyUserName|MyUserName]] # [[/Fundamental attribution error and emotion/]] - What is the relationship between the FAE and emotion? - [[User:MyUserName|MyUserName]] # [[/Gratitude and subjective wellbeing/]] - What is the relationship between gratitude and subjective wellbeing? - [[User:MyUserName|MyUserName]] # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? - [[User:MyUserName|MyUserName]] # [[/Heart rate variability and emotion regulation/]] - What is the relationship between HRV and emotion regulation? - [[User:MyUserName|MyUserName]] # [[/Hedonic adaptation prevention model/]] - What is the HAP model and how can it be applied? - [[User:Lyndel Lemon|Lyndel Lemon]] # [[/Humility/]] - What is humility, what causes it, and is it desirable? - [[User:MyUserName|MyUserName]] # [[/Hypomania and emotion/]] - What are the emotional characteristics of hypomania? - [[User:Alec.cortez|Alec.cortez]] # [[/Impact bias/]] - What is impact bias, what causes it, what are its consequences, and how can it be avoided? - [[User:MyUserName|MyUserName]] # [[Indigenous Australian emotionality]] - In what ways is emotionality experienced by Indigenous Australian people? - [[User:U3189442 - K.Ryan|U3189442 - K.Ryan]] # [[/Indigenous Australian mindfulness/]] - How has Indigenous Australian culture traditionally conceived of, and practiced, mindfulness? - [[User:MyUserName|MyUserName]] # [[/Inspiration/]] - What is inspiration, what causes it, what are its consequences, and how can it be fostered? - [[User:MyUserName|u3227354]] # [[/Insular cortex and emotion/]] - What role does the insular cortex play in emotion? - [[User:U3190094|U3190094]] # [[/Interoception and emotion/]] - What is the relationship between interoception and emotion? - u3203265 # [[/Kama muta/]] - What is kama muta, what are its effects, and how can it be fostered? - [[User:U3183521|U3183521]] # [[/Linguistic relativism and emotion/]] - What is the role of linguistic relativism in emotion? - [[User:U3119310|U3119310]] # [[/Menstrual cycle mood disorders/]] - What causes menstrual cycle mood disorders and how can they be managed? - [[User:MyUserName|U3217109]] # [[/Mindfulness and creativity/]] - How can mindfulness enhance creativity? - [[CaityDcr1603]] # [[/Mindful self-care/]] - What is mindful self-care, why does it matter, and how can it be developed? - [[User:clairelogan|clairelogan]] # [[/Mixed emotions/]] - What are mixed emotions, what causes them, and how can they be managed? - [[User:MyUserName|u3210490]] # [[/Mudita/]] - What is mudita and how can it be developed? - [[User:MyUserName|MyUserName]] # [[/Natural disasters and emotion/]] - How do people respond emotionally to natural disasters and how can they be supported? -[[User:U3148366_Chris|U3148366_Chris]] # [[/Nature therapy/]] - What is nature therapy and how can it be applied? - Ana028 # [[/Narcissism and emotion/]] - What is the relationship between narcissism and emotion? - [[User:A Super Villain|A Super Villain]] # [[/Narrative therapy and emotion/]] - What is the role of emotion in narrative therapy? - [[User:MyUserName|MyUserName]] # [[/Needle fear/]] - How does needle fear develop, what are its consequences, and what can be done about it? - [[User:U3166273|U3166273]] # [[/Positivity ratio/]] - What is the positivity ratio and what are its implications? - [[User:MyUserName|MyUserName]] # [[/Post-traumatic stress disorder and emotion/]] - What is the effect of PTSD on emotion? - [[User:JorjaFive|JorjaFive]] # [[/Psychological distress/]] - What is PD, what are the main types, and how can they be managed? - [[User:U3190773|U3190773]] # [[/Psychological trauma/]] - What causes psychological trauma, what are the consequences, and how can people recover from psychological trauma? - [[User:U3210431|U3210431]] # [[/Psilocybin assisted psychotherapy/]] - How can psilocybin be used to assist psychotherapy? - [[User:U3083720|U3083720]] # [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? - [[User:MyUserName|MyUserName]] # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? - [[User:MyUserName|MyUserName]] # [[/Religiosity and coping/]] - What is the relationship between religiosity and coping? - [[U3215326]] # [[/Resentment/]] - What is resentment, what causes it, and what are its consequences? - [[User:U3216389|U3216389]] # [[/Risk-as-feelings/]] - What is the emotional experience of risk and how does it influence decision-making and behaviour? - BenjiD'Ange # [[/Self-esteem and culture/]] - What are the cultural influences on self-esteem? - [[User:Jingru shao 0906|Jingru shao0906]] # [[/Smiling and emotion/]] - What is the relationship between smiling and emotion? - U3200902 # [[/Social media and suicide prevention/]] - How can social media be used to help prevent suicide? - [[JaimeTegan|JaimeTegan]] # [[/Sorry business/]] - What is sorry business and what role does it play in Indigenous communities in Australia? - Isaacem13 # [[/Stress control mindset/]] - What is a SCM, why does it matter, and how can it be cultivated? - [[User:MyUserName|MyUserName]] # [[/Suffering as emotion/]] - What is the emotional experience of suffering and how can people cope with suffering? - [[User:Brookewin|Brookewin]] # [[/Telemental health/]] - What are the pros and cons of TMH and what are the key ingredients for effective TMH practices? - [[User:MyUserName|MyUserName]] # [[/Topophilia/]] - What is topophilia, how does it develop, and what are the psychological impacts? - [[User:RSPMeredith|RSPMeredith]] # [[/Triumph/]] - What is triumph, what causes it, and how can it be managed? - [[User:Bill.miosge|Bill.miosge]] # [[/Unemployment and mental health/]]: What is the relationship between unemployment and mental health? - [[User:MyUserName|U3216958 - Tiarna.Wilson-Ginn]] # [[/Viewing natural scenes and emotion/]] - What is the effect of viewing natural scenes on emotion and how can this be applied? - [[User:MyUserName|MyUserName]] # [[/Wave metaphor for emotion/]] - In what respects is an ocean wave a helpful metaphor for understanding human emotions? - [[jamieepiper]] # [[/Window of tolerance/]] - What is the window of tolerance and how this concept be used? - [[User:U3223109|U3223109]] # [[/Workplace mental health training/]] - What is WMHT, what techniques are used, and what are the impacts? - [[ArtOfHappiness]] # [[/Zoom fatigue/]] - What is Zoom fatigue, what causes it, what are its consequences, and what can be done about it? - [[User:u3211603|U3211603]] ==Motivation and emotion== # [[/Financial investing, motivation, and emotion/]] - What role does motivation and emotion play in financial investing? - [[U3217287|U3217287]] # [[/Hostage negotiation, motivation, and emotion/]] - What role does motivation and emotion play in hostage negotiation? - [[User:U3213549|U3213549]] # [[/Money priming, motivation, and emotion/]] - What is the effect of money priming on motivation and emotion? - [[User:Molzaroid|Molzaroid]] # [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? - [[User:MyUserName|MyUserName]] # [[/Napping, motivation, and emotion/]] - What are the motivational and emotional effects of napping? - [[User:MyUserName|MyUserName]] # [[/Overchoice, emotion, and motivation/]] - What are the emotional and motivational effects of overchoice? - [[User:MyUserName|MyUserName]] # [[/Patience and impatience/]] - What are the psychological causes and consequences of patience and impatience? - [[User:u3100193|u3100193]] # [[/Reward system, motivation, and emotion/]] - What role does the reward system play in motivation and emotion? - [[User:U3162201|U3162201]] [[Category:Motivation and emotion/Book/2022]] ncb8a6nn0fmu5w30943sqrbrog7phrh 0 284034 2413799 2412879 2022-08-11T13:38:14Z Saltrabook 1417466 /* International T2D and HTN Research Group */ wikitext text/x-wiki == '''Zoom Seminar - day?, Nov , 2022''' == 8:00 in Panama, 14:00 in Spain, France and Denmark, 16:00 in Russia, and 21:00 in Manila = Revision of the ILO guidelines for medical examinations for seafarers - seminar = The objective of the seminars is to discuss and write out the content of the new international guidelines for the medical examinations of seafarers, including the needed revisions for the ships medical chest requirements and the medical book. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] ====[[/Abstracts of the presentations/]] ->open ==== ====[[/Draft of the ILO revision of guidelines for medical examinations/]] ->open ==== '''Directors of the meeting:''' ==Program - draft== xx:xx - xx:xx: Revision of the International ILO Guide medical examinations for seafarers}} # presenter # presenter # presenter xx:xx - xx:xx: Pilot study of screening for T2D and HTN at the medical examinations }} # presenter # presenter # presenter xx:xx - xx:xx: Continued use of urine stix why? # Erik Haarløv # Luisa Canals xx:xx - xx:xx: Accurate T2D Measurement methods # A1c lab # FG lab # Glycometer Erik Haarløv # DIABRISK Which test for T2DM diagnostics can we recommend for the fit-for-duty examinations in the ILO Guidelines? ADA recommend either A1C, fasting blood glucose, or glucose load for T2DM diagnosis<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> However, there are significant price differences and the maritime clinics may be unable to pay and access to clinical laboratories is also needed. For discussion: we recommend the use of a Glucometer (< 1 usd/test) <ref>https://www.verywellhealth.com/best-glucometers-4686590</ref>and the DIABSCORE <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref>in the fit-for-duty studies where HbA1c is not possible or not wanted? . xx:xx - xx:xx: Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in the Spanish maritime medical clinics: Erik Haarløv x:xx - xx:xx: Education needs for the seafarers # Experiences from the Spanish system: Luisa Canals # Experiences from the Danish system: Erik Haarløv # Expert group: Alf Magne Horneland xx:xx - xx:xx: Education of medical doctors proposals for content Maritime medical doctors a brush up of basic epidemiology, use of protocol for collaboration among other subjects # presenter Luisa Canals # presenter Olaf Jensen # presenter Alf Magne Horneland xx:xx - xx:xx: Education of seafarers proposals for content # presenter # presenter # presenter ==References== 4trm2vkzho01drpovhyu77psclhfw64 2413800 2413799 2022-08-11T13:41:25Z Saltrabook 1417466 /* Revision of the ILO guidelines for medical examinations for seafarers - seminar */ wikitext text/x-wiki == '''Zoom Seminar - day?, Nov , 2022''' == 8:00 in Panama, 14:00 in Spain, France and Denmark, 16:00 in Russia, and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== The objective is to discuss and draft the supplemental content of the international guidelines for the medical examinations of seafarers, including the needed revisions for the ships medical chest requirements and the medical book. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] ====[[/Draft of the ILO revision of guidelines for medical examinations/]] ->open ==== ==Program - draft== xx:xx - xx:xx: Revision of the International ILO Guide medical examinations for seafarers}} # presenter # presenter # presenter xx:xx - xx:xx: Pilot study of screening for T2D and HTN at the medical examinations }} # presenter # presenter # presenter xx:xx - xx:xx: Continued use of urinestix in the medical examinations. # Erik Haarløv # Luisa Canals xx:xx - xx:xx: Accurate T2D Measurement methods # A1c lab # FG lab # Glycometer Erik Haarløv # DIABRISK Which test for T2DM diagnostics can we recommend for the fit-for-duty examinations in the ILO Guidelines? ADA recommend either A1C, fasting blood glucose, or glucose load for T2DM diagnosis<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> However, there are significant price differences and the maritime clinics may be unable to pay and access to clinical laboratories is also needed. For discussion: we recommend the use of a Glucometer (< 1 usd/test) <ref>https://www.verywellhealth.com/best-glucometers-4686590</ref>and the DIABSCORE <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref>in the fit-for-duty studies where HbA1c is not possible or not wanted? . xx:xx - xx:xx: Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in the Spanish maritime medical clinics: Erik Haarløv x:xx - xx:xx: Education needs for the seafarers # Experiences from the Spanish system: Luisa Canals # Experiences from the Danish system: Erik Haarløv # Expert group: Alf Magne Horneland xx:xx - xx:xx: Education of medical doctors proposals for content Maritime medical doctors a brush up of basic epidemiology, use of protocol for collaboration among other subjects # presenter Luisa Canals # presenter Olaf Jensen # presenter Alf Magne Horneland xx:xx - xx:xx: Education of seafarers proposals for content # presenter # presenter # presenter ==References== euz33r82ekeoyoqo4k67fy0tzy5sq2z 2413803 2413800 2022-08-11T13:49:54Z Saltrabook 1417466 /* Zoom Seminar - day?, Nov , 2022 */ wikitext text/x-wiki == '''Zoom Seminar - day?, Nov , 2022''' == 8:00 in Panama, 14:00 in Spain, France and Denmark, 16:00 in Russia, and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== The objective is to discuss and draft the supplemental content of the international guidelines for the medical examinations of seafarers, including the needed revisions for the ships medical chest requirements and the medical book. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] ====[[/Draft of the ILO revision of guidelines for medical examinations/]] ->open ==== Time keeper: ==Program== 1. Education needs for the seafarers' doctors # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebosja Nicolic 1. Revision of the International ILO Guide medical examinations for seafarers # What is needed to be done? 2.Pilot study of screening for T2D and HTN at the medical examinations # presenter # presenter # presenter # 6. Education needs for the seafarers ## Luisa Canals ## Erik Haarløv ## Alf Magne Horneland 3. Continued use of urinestix in the medical examinations. # Erik Haarløv # Luisa Canals 4. Accurate T2D Measurement methods # A1c lab # FG lab # Glycometer Erik Haarløv # DIABRISK Which test for T2DM diagnostics can we recommend for the fit-for-duty examinations in the ILO Guidelines? ADA recommend either A1C, fasting blood glucose, or glucose load for T2DM diagnosis<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> However, there are significant price differences and the maritime clinics may be unable to pay and access to clinical laboratories is also needed. For discussion: we recommend the use of a Glucometer (< 1 usd/test) <ref>https://www.verywellhealth.com/best-glucometers-4686590</ref>and the DIABSCORE <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref>in the fit-for-duty studies where HbA1c is not possible or not wanted? . 5. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in the Spanish maritime medical clinics: Erik Haarløv References kr317gpvlpg9m5czu8yvg4iorh3tmdx 2413804 2413803 2022-08-11T13:58:52Z Saltrabook 1417466 /* Program */ wikitext text/x-wiki == '''Zoom Seminar - day?, Nov , 2022''' == 8:00 in Panama, 14:00 in Spain, France and Denmark, 16:00 in Russia, and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== The objective is to discuss and draft the supplemental content of the international guidelines for the medical examinations of seafarers, including the needed revisions for the ships medical chest requirements and the medical book. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] ====[[/Draft of the ILO revision of guidelines for medical examinations/]] ->open ==== Time keeper: ==Program== 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what is needed in relation to T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4.Pilot study of screening for T2D and HTN at the medical examinations # 5. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 6. Accurate T2D Measurement methods # A1c lab # FG lab # Glycometer Erik Haarløv # DIABRISK Which test for T2DM diagnostics can we recommend for the fit-for-duty examinations in the ILO Guidelines? ADA recommend either A1C, fasting blood glucose, or glucose load for T2DM diagnosis<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> However, there are significant price differences and the maritime clinics may be unable to pay and access to clinical laboratories is also needed. For discussion: we recommend the use of a Glucometer (< 1 usd/test) <ref>https://www.verywellhealth.com/best-glucometers-4686590</ref>and the DIABSCORE <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref>in the fit-for-duty studies where HbA1c is not possible or not wanted? . 7. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in the Spanish maritime medical clinics: Erik Haarløv ==References== 8fwsifqfm5o7f3uxeggccbeh0eps00d 2413805 2413804 2022-08-11T14:00:07Z Saltrabook 1417466 /* Draft of the ILO revision of guidelines for medical examinations ->open */ wikitext text/x-wiki == '''Zoom Seminar - day?, Nov , 2022''' == 8:00 in Panama, 14:00 in Spain, France and Denmark, 16:00 in Russia, and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== The objective is to discuss and draft the supplemental content of the international guidelines for the medical examinations of seafarers, including the needed revisions for the ships medical chest requirements and the medical book. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] Time keeper: ==Program== 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what is needed in relation to T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4.Pilot study of screening for T2D and HTN at the medical examinations # 5. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 6. Accurate T2D Measurement methods # A1c lab # FG lab # Glycometer Erik Haarløv # DIABRISK Which test for T2DM diagnostics can we recommend for the fit-for-duty examinations in the ILO Guidelines? ADA recommend either A1C, fasting blood glucose, or glucose load for T2DM diagnosis<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> However, there are significant price differences and the maritime clinics may be unable to pay and access to clinical laboratories is also needed. For discussion: we recommend the use of a Glucometer (< 1 usd/test) <ref>https://www.verywellhealth.com/best-glucometers-4686590</ref>and the DIABSCORE <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref>in the fit-for-duty studies where HbA1c is not possible or not wanted? . 7. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in the Spanish maritime medical clinics: Erik Haarløv ==References== 0qeicl01k0212v40ne7pshym0bc3vu4 2413806 2413805 2022-08-11T14:00:34Z Saltrabook 1417466 /* Zoom Seminar - day?, Nov , 2022 */ wikitext text/x-wiki ==Zoom Seminar - day?, Nov , 2022== 8:00 in Panama, 14:00 in Spain, France and Denmark, 16:00 in Russia, and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== The objective is to discuss and draft the supplemental content of the international guidelines for the medical examinations of seafarers, including the needed revisions for the ships medical chest requirements and the medical book. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] Time keeper: ==Program== 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what is needed in relation to T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4.Pilot study of screening for T2D and HTN at the medical examinations # 5. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 6. Accurate T2D Measurement methods # A1c lab # FG lab # Glycometer Erik Haarløv # DIABRISK Which test for T2DM diagnostics can we recommend for the fit-for-duty examinations in the ILO Guidelines? ADA recommend either A1C, fasting blood glucose, or glucose load for T2DM diagnosis<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> However, there are significant price differences and the maritime clinics may be unable to pay and access to clinical laboratories is also needed. For discussion: we recommend the use of a Glucometer (< 1 usd/test) <ref>https://www.verywellhealth.com/best-glucometers-4686590</ref>and the DIABSCORE <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref>in the fit-for-duty studies where HbA1c is not possible or not wanted? . 7. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in the Spanish maritime medical clinics: Erik Haarløv ==References== qj0wfw9z6n78296jnqwxvm7ed9ohzhi 2413807 2413806 2022-08-11T14:01:54Z Saltrabook 1417466 /* Revision of the ILO guidelines for medical examinations for seafarers - seminar */ wikitext text/x-wiki ==Zoom Seminar - day?, Nov , 2022== 8:00 in Panama, 14:00 in Spain, France and Denmark, 16:00 in Russia, and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== The objective is to discuss and draft the supplemental content of the international guidelines for the medical examinations of seafarers, in relation to accurate diagnostics of T2DM and HTN including the needed revisions for the ships medical chest requirements and the medical book. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] == Time keeper: == ==Program== 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what is needed in relation to T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4.Pilot study of screening for T2D and HTN at the medical examinations # 5. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 6. Accurate T2D Measurement methods # A1c lab # FG lab # Glycometer Erik Haarløv # DIABRISK Which test for T2DM diagnostics can we recommend for the fit-for-duty examinations in the ILO Guidelines? ADA recommend either A1C, fasting blood glucose, or glucose load for T2DM diagnosis<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> However, there are significant price differences and the maritime clinics may be unable to pay and access to clinical laboratories is also needed. For discussion: we recommend the use of a Glucometer (< 1 usd/test) <ref>https://www.verywellhealth.com/best-glucometers-4686590</ref>and the DIABSCORE <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref>in the fit-for-duty studies where HbA1c is not possible or not wanted? . 7. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in the Spanish maritime medical clinics: Erik Haarløv ==References== 6d0hlwewrnalwtwqm5gi1kw7wnv4t6k 2413808 2413807 2022-08-11T14:03:31Z Saltrabook 1417466 /* Program */ wikitext text/x-wiki ==Zoom Seminar - day?, Nov , 2022== 8:00 in Panama, 14:00 in Spain, France and Denmark, 16:00 in Russia, and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== The objective is to discuss and draft the supplemental content of the international guidelines for the medical examinations of seafarers, in relation to accurate diagnostics of T2DM and HTN including the needed revisions for the ships medical chest requirements and the medical book. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] == Time keeper: == ==Program== 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what is needed in relation to T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 5. Accurate T2D Measurement methods # A1c lab # FG lab # Glycometer Erik Haarløv # DIABRISK Which test for T2DM diagnostics can we recommend for the fit-for-duty examinations in the ILO Guidelines? ADA recommend either A1C, fasting blood glucose, or glucose load for T2DM diagnosis<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> However, there are significant price differences and the maritime clinics may be unable to pay and access to clinical laboratories is also needed. For discussion: we recommend the use of a Glucometer (< 1 usd/test) <ref>https://www.verywellhealth.com/best-glucometers-4686590</ref>and the DIABSCORE <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref>in the fit-for-duty studies where HbA1c is not possible or not wanted? . 6. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in the Spanish maritime medical clinics: Erik Haarløv<br /> ==References== jm9v2lzwcktgypn6xghxn5rf4r05ehm 2413810 2413808 2022-08-11T14:08:38Z Saltrabook 1417466 wikitext text/x-wiki ==Zoom Seminar - day?, Nov , 2022== 8:00 in Panama, 14:00 in Spain, France and Denmark, 16:00 in Russia, and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== The objective is to discuss and draft the supplemental content of the international guidelines for the medical examinations of seafarers, in relation to accurate diagnostics of T2DM and HTN including the needed revisions for the ships medical chest requirements and the medical book. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] == Time keeper: == ==Program== 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what is needed in relation to T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 5. Accurate T2D Measurement methods<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> # A1c lab and FG lab # Glucometer Erik Haarløv<ref>https://www.verywellhealth.com/best-glucometers-4686590</ref> # Diabscore <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref> 6. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in a Danish maritime medical clinic: Erik Haarløv<br /> ==References== 3v8a60e0rjsmvhrrlp9zw2qufvy6nxt 2413811 2413810 2022-08-11T14:10:30Z Saltrabook 1417466 /* Revision of the ILO guidelines for medical examinations for seafarers - seminar */ wikitext text/x-wiki ==Zoom Seminar, Nov 2022== 14:00 in Spain, France and Denmark and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== To discuss the supplemental content of the international guidelines for the medical examinations of seafarers, for accurate diagnostics of T2DM and HTN including the needed revisions for the ships medical chest requirements and the medical book. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] == Program == 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what is needed in relation to T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 5. Accurate T2D Measurement methods<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> # A1c lab and FG lab # Glucometer Erik Haarløv<ref>https://www.verywellhealth.com/best-glucometers-4686590</ref> # Diabscore <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref> 6. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in a Danish maritime medical clinic: Erik Haarløv<br /> ==References== nvswpc4gmtxj5h42dpth4c6rltfjwot 2413812 2413811 2022-08-11T14:14:17Z Saltrabook 1417466 /* Revision of the ILO guidelines for medical examinations for seafarers - seminar */ wikitext text/x-wiki ==Zoom Seminar, Nov 2022== 14:00 in Spain, France and Denmark and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== To discuss the content of the international guidelines for the medical examinations of seafarers, for accurate diagnostics of T2DM and HTN and the needed education for seafarers and for seafarers medical doctors in relation to T2DM and HTN. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] == Program == 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what will be the procedure for the revision T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 5. Accurate T2D Measurement methods<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> # A1c lab and FG lab # Glucometer Erik Haarløv<ref>https://www.verywellhealth.com/best-glucometers-4686590</ref> # Diabscore <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref> 6. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in a Danish maritime medical clinic: Erik Haarløv<br /> ==References== oex4mvy40vqk5fqhclmz2dpkqhkkda1 2413844 2413812 2022-08-11T21:13:59Z Saltrabook 1417466 /* Program */ wikitext text/x-wiki ==Zoom Seminar, Nov 2022== 14:00 in Spain, France and Denmark and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== To discuss the content of the international guidelines for the medical examinations of seafarers, for accurate diagnostics of T2DM and HTN and the needed education for seafarers and for seafarers medical doctors in relation to T2DM and HTN. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] == Program == 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what will be the procedure for the revision T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 5. Accurate T2D Measurement methods<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> # A1c lab and FG lab # Glucometer Erik Haarløv<ref>https://www.verywellhealth.com/best-glucometers-4686590</ref> # Diabscore <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref> 6. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in a Danish maritime medical clinic: Erik Haarløv # # # Recent studies have demonstrated that hyperglycemia is a major risk factor for the development and exacerbation of '''cardiovascular''' '''disease''' (CVD).<br /> ==References== jldu68d64kw9hg4ccq1083yoysiy1lw 2413845 2413844 2022-08-11T21:14:56Z Saltrabook 1417466 /* Program */ wikitext text/x-wiki ==Zoom Seminar, Nov 2022== 14:00 in Spain, France and Denmark and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== To discuss the content of the international guidelines for the medical examinations of seafarers, for accurate diagnostics of T2DM and HTN and the needed education for seafarers and for seafarers medical doctors in relation to T2DM and HTN. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] == Program == 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what will be the procedure for the revision T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 5. Accurate T2D Measurement methods<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> # A1c lab and FG lab # Glucometer Erik Haarløv<ref>https://www.verywellhealth.com/best-glucometers-4686590</ref> # Diabscore <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref> 6. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in a Danish maritime medical clinic: Erik Haarløv 7. Recent studies have demonstrated that hyperglycemia is a major risk factor for the development and exacerbation of '''cardiovascular''' '''disease''' (CVD)<br /> ==References== beb4g0demv8mb9iypo2hye89dwx62el 2413846 2413845 2022-08-11T21:16:25Z Saltrabook 1417466 wikitext text/x-wiki ==Zoom Seminar, Nov 2022== 14:00 in Spain, France and Denmark and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== To discuss the content of the international guidelines for the medical examinations of seafarers, for accurate diagnostics of T2DM and HTN and the needed education for seafarers and for seafarers medical doctors in relation to T2DM and HTN. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] == Program == 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what will be the procedure for the revision T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 5. Accurate T2D Measurement methods<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> # A1c lab and FG lab # Glucometer Erik Haarløv<ref>https://www.verywellhealth.com/best-glucometers-4686590</ref> # Diabscore <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref> 6. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in a Danish maritime medical clinic: Erik Haarløv 7. Recent studies have demonstrated that hyperglycemia is a major risk factor for the development and exacerbation of '''cardiovascular''' '''disease''' (CVD) https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/opportunities/topic-search;callCode=HORIZON-JU-IHI-2022-02-two-stage;freeTextSearchKeyword=;matchWholeText=true;typeCodes=1;statusCodes=31094501,31094502,31094503;programmePeriod=null;programCcm2Id=null;programDivisionCode=null;focusAreaCode=null;destination=null;mission=null;geographicalZonesCode=null;programmeDivisionProspect=null;startDateLte=null;startDateGte=null;crossCuttingPriorityCode=null;cpvCode=null;performanceOfDelivery=null;sortQuery=sortStatus;orderBy=asc;onlyTenders=false;topicListKey=callTopicSearchTableState<br /> ==References== eh70k2wfgr28mj5axp45ooifjwn2l5x 2413847 2413846 2022-08-11T21:17:28Z Saltrabook 1417466 wikitext text/x-wiki ==Zoom Seminar, Nov 2022== 14:00 in Spain, France and Denmark and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== To discuss the content of the international guidelines for the medical examinations of seafarers, for accurate diagnostics of T2DM and HTN and the needed education for seafarers and for seafarers medical doctors in relation to T2DM and HTN. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] == Program == 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what will be the procedure for the revision T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 5. Accurate T2D Measurement methods<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> # A1c lab and FG lab # Glucometer Erik Haarløv<ref>https://www.verywellhealth.com/best-glucometers-4686590</ref> # Diabscore <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref> 6. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in a Danish maritime medical clinic: Erik Haarløv 7. Recent studies have demonstrated that hyperglycemia is a major risk factor for the development and exacerbation of '''cardiovascular''' '''disease''' (CVD) <ref>https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/opportunities/topic-search;callCode=HORIZON-JU-IHI-2022-02-two-stage;freeTextSearchKeyword=;matchWholeText=true;typeCodes=1;statusCodes=31094501,31094502,31094503;programmePeriod=null;programCcm2Id=null;programDivisionCode=null;focusAreaCode=null;destination=null;mission=null;geographicalZonesCode=null;programmeDivisionProspect=null;startDateLte=null;startDateGte=null;crossCuttingPriorityCode=null;cpvCode=null;performanceOfDelivery=null;sortQuery=sortStatus;orderBy=asc;onlyTenders=false;topicListKey=callTopicSearchTableState</ref> <br /> ==References== 0p6wfujcsxc90917twddnrzgx19afgu 2413848 2413847 2022-08-11T21:18:31Z Saltrabook 1417466 wikitext text/x-wiki ==Zoom Seminar, Nov 2022== 14:00 in Spain, France and Denmark and 21:00 in Manila ==Revision of the ILO guidelines for medical examinations for seafarers - seminar== To discuss the content of the international guidelines for the medical examinations of seafarers, for accurate diagnostics of T2DM and HTN and the needed education for seafarers and for seafarers medical doctors in relation to T2DM and HTN. [[File:Blausen 0301 Diabetes GlucoseMonitoring.png|250px|right|Blausen_0301_Diabetes_GlucoseMonitoring]] == Program == 1. Revision of the International ILO Guide medical examinations for seafarers # Rob Verbist - what will be the procedure for the revision T2DM and HTN 2. Educational needs for the seafarers' doctors - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 3. Educational needs for the seafarers - in relation to T2DM and HTN # Luisa Canals # Erik Haarløv # Alf Magne Horneland # Nebojsa Nikolic 4. Continued use of urinstix in the medical examinations. # Erik Haarløv # Luisa Canals 5. Accurate T2D Measurement methods<ref>https://www.diabetes.org/diabetes/a1c/diagnosis</ref> # A1c lab and FG lab # Glucometer Erik Haarløv<ref>https://www.verywellhealth.com/best-glucometers-4686590</ref> # Diabscore <ref>Rodríguez-Pérez, María Cristo, Domingo Orozco-Beltrán, Vicente Gil-Guillén, Santiago Domínguez-Coello, Delia Almeida-González, Buenaventura Brito-Díaz, Itahisa Marcelino-Rodríguez, et al. “Clinical Applicability and Cost-Effectiveness of DIABSCORE in Screening for Type 2 Diabetes in Primary Care.” Diabetes Research and Clinical Practice 130 (August 2017): 15–23. https://doi.org/10.1016/j.diabres.2017.05.009</ref><ref>Gannar, Fadoua, María Del Cristo Rodriguez-Pérez, Santiago Domínguez Coello, Khedija Haouet, Buenaventura Brito Díaz, and Antonio Cabrera de León. “Validation of DIABSCORE in Screening for Type 2 Diabetes and Prediabetes in Tunisian Population.” PloS One 13, no. 8 (2018): e0200718. https://doi.org/10.1371/journal.pone.0200718</ref> 6. Logistic in the Maritime Medical Clinics # Logistic in the Spanish maritime medical clinics: Luisa Canals # Logistic in a Danish maritime medical clinic: Erik Haarløv 7. Recent studies have demonstrated that hyperglycemia is a major risk factor for the development and exacerbation of '''cardiovascular''' '''disease''' (CVD) <ref>https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/opportunities/topic-search;callCode=HORIZON-JU-IHI-2022-02-two-stage;freeTextSearchKeyword=;matchWholeText=true;typeCodes=1;statusCodes=31094501,31094502,31094503;programmePeriod=null;programCcm2Id=null;programDivisionCode=null;focusAreaCode=null;destination=null;mission=null;geographicalZonesCode=null;programmeDivisionProspect=null;startDateLte=null;startDateGte=null;crossCuttingPriorityCode=null;cpvCode=null;performanceOfDelivery=null;sortQuery=sortStatus;orderBy=asc;onlyTenders=false;topicListKey=callTopicSearchTableState</ref>Erik Haarløv <br /> ==References== 8br0itf46bh73b06oqxhfmbfn58nzjv 0 285217 2413905 2412245 2022-08-12T03:26:34Z JBondareva3x7 2927239 /* Communication Etiquette */ added some more information about slack wikitext text/x-wiki = Onboarding with HGAPS = Welcome new member! So, you're interested in joining your university's chapter of HGAPS? This onboarding guide should help. Onboarding is the process of integrating a member into a group, in this case, the process of getting a new member integrated into HGAPS (particularly HGAPS at the University of North Carolina at Chapel Hill). This document explains how to become onboarded into HGAPS including what training needs to be completed and how to become a member of a project team. This is especially important for new members or current members preparing for new members on their team. '''''Please ensure all onboarding steps are complete!''''' = What is HGAPS? = Although many new members may already know of HGAPS and its goals, if you are a new member and do not, this section describes more about how the organization functions. === Background === Helping Give Away Psychological Science (HGAPS) began as a student-led organization at the University of North Carolina at Chapel Hill (UNC-CH) in 2016. Since then, the organization has grown into an officially recognized nonprofit and has incorporated chapters from across the U.S. including the University of Maryland, Appalachian State University, and the University of California, Los Angeles. ==== Goals ==== Our mission is to bridge the science-practice gap by collecting, distilling, and sharing psychological science to promote well-being in the community. To do this, HGAPS strives to disseminate evidence-based psychological information to those who need it most, creating better access to reliable science. This is done by creating small, project-focused groups within the organization that work together to consolidate and share evidence-based information and resources while collaborating with researchers and clinicians around the globe. We mostly do this through free platforms such as Wikiversity (Wikipedia’s sister site for research and learning materials), YouTube, Open Science Framework (OSF) and Zotero. By granting access to free and reliable resources for assessment, diagnosis, treatment, and prevention purposes, we can help clinics and researchers that lack funding and resources. Overall, the hope is to create tools and trainings to help future generations of practitioners and researchers while educating the general public. === Membership in a University Chapter of HGAPS === ==== Requirements ==== In the university chapter, members are decided by the university's individual bylaws for student organizations and will abide by each university's individual policies for student organizations. For UNC-CH, students must be '''full-time''' '''undergraduate''' '''or graduate''' '''students'''. Members must attend 30% of meetings performed in a given semester after they have joined the club. This means that if you joined mid-semester, you only need to attend 30% of the meetings after you join. If you will be leaving early, arriving late, or are unable to attend a meeting, let your project team know as soon as you discover your attendance will be impacted. Attendance is taken by the HGAPS Secretary on the RSVP sheet. Dues must also be paid according to the amount set in a given semester/year–typically $12 per semester or $20 per year. These dues will be collected through the HGAPS PayPal account. Finally, '''all members must have wiki accounts and perform the necessary trainings before making their own edits.''' Members intending on pursuing future leadership positions should try to attend most meetings and refer to this [[Helping Give Away Psychological Science/Standard Operating Procedures/Growth in HGAPS|page]]. ==== Communication Etiquette ==== Within the organization, communication largely occurs over Slack or email in-between meetings. Please respond to all forms of communication within '''24 hours''' (or by Monday morning if a message is sent over the weekend). If you are not able to fully respond to the content of the email, please reply to acknowledge that you have seen the email and give a timeframe for when you expect to be able to respond more thoroughly. If an email is sent to you directly, you are expected to reply unless otherwise noted (e.g., "Just FYI"); if you are in the CC line, a reply is not expected or required. If you will be away or unable to respond to email for an extended time period, an out of office message is useful to let others know not to expect a reply within the 24-hour timeframe. Replying to project leaders, faculty, grad student advisors, or other HGAPS team members is a great time to practice your email etiquette. If you are unsure how to professionally respond to an email, please let an advisor know as we would be happy to help you learn! Some basic rules include ALWAYS including a subject, a greeting, and a closing in your email, and making sure to use proper grammar and punctuation. Other suggestions include bolding, highlighting, or re-listing items requiring follow-up or action from the person you are emailing at the end of the email; taking the initiative on scheduling with others; and being clear about meeting/call times (e.g., "Our call is scheduled for this '''Thursday, 5/21, at 6:00pm EST.''' I look forward to our discussion!"). If you only require a response from one person, please message them directly rather than sending a message to the entire group. Before sending an email to the group, ask yourself if the topic is relevant to everyone, if email is the best medium for communicating that specific item (versus a Slack message or an in-person chat), and if the item can wait till the next meeting to discuss. We all receive a lot of emails and want to ensure we are not abusing the power to contact our team members instantly with a non-urgent question or comment. ==== Project Teams ==== HGAPS splits members into different project teams focusing on different tasks that aid in the dissemination of psychological research and resources. In the case of UNC–CH, projects are also enumerated, so 1022 equates to the team working on updating the Standard Operating Procedures (SOPs). Sometimes, these team goals may overlap, get passed between different teams, or end up involving more than one team at the same time. For instance, at UNC-CH the Translations team translates assessment measures into different languages, then the Social Media group could post their accomplishments on Twitter! Members may participate in more than one group, but during the school year, focusing on one is advisable (see Meetings below). Each group has a leader position designated as a "Water Carrier (WC)". This is a business term and our version of a team leader–the difference is, a water carrier doesn't indicate prior experience or seniority. Water carriers mainly lead by organizing the group and planning meetings, but they need no experience–in fact, a water carrier's job may entail asking others to help with their expertise. The term water carrier is used for this reason–to decrease feelings of superiority/inferiority while maintaining a structure to the groups. For more information, please refer to this SOP. ==== Meetings ==== ===== During the Academic Year ===== UNC-CH HGAPS holds general "working" meetings on Thursday evenings from 6–8pm ET in a hybrid format utilizing the President's zoom and a designated meeting room on campus during the academic year. In the instance that the health of HGAPS members is put at risk by having in-person meetings, all meetings will occur via Zoom with no in person option available. The zoom links are sent in advance and you can sign up for weekly reminders through our Luma calendar. These meetings are working meetings, so during these two hours, members split into breakout rooms (in groups in person) to work with their teams. These meetings are typically outlined as follows: * Introduction: 6:00–6:15pm ** Members share how they are doing and any personal updates. Then, the Professor (Dr. Youngstrom in our case) or the President may give overall updates, such as different grant updates. This gives a chance for the President to organize breakout rooms. * Breakout rooms: 6:15–7:45pm ** Members work in their groups. At the end, the water carrier (see Project Teams above) notes the teams accomplishments on a Google Doc used by the President and Professor to keep track of the team's accomplishments. * Report out: 7:45–8:00pm ** This is when each water carrier says to the group what was accomplished and the Professor gives final updates. Aside from the general working meetings, specific teams may choose to meet outside of the general meeting time, so there may be instances where teams meet at a different time. You may also see that these working meetings continue through school breaks–don't worry, those are optional for UNC students. ===== During the Summer ===== The HGAPS executive committee and other members who are highly involved throughout the course of the academic year may be given the opportunity to work as a paid, independent contractor over the summer, depending on the availability of funds and resources. If you are offered and accept this opportunity, you will be required to sign an Independent Contractor Agreement and fill out a W-9. Your scope of work will be determined before the summer and included in the Agreement. Summer workers have historically been paid $18/hour for working on predetermined, funded projects (other projects may be completed as volunteer work), though this is subject to change depending on the availability of funds. Payment will be administered on a monthly basis and should be received during the first week of the month for all paid work completed during the previous month (e.g., you will be paid for the work you completed from June 1st to June 30th during the first week of July). Contractors are responsible for tracking their hours worked on funded projects on the appropriate tab on the tracking sheet. Include detailed descriptions of what project you worked on, what work was completed, and how many hours you worked (every 15 minutes counts, so you can track in 0.25 increments). Please be honest about how many hours you worked on a given projects and which projects you worked on (i.e., do not say that you worked on a funded project when you worked on an unfunded project); the research coordinator will check hours at the end of every month before sending payment. '''SUMMER 2022 (to be updated each year):''' HGAPS general meetings/editing sessions are held Thursday evenings from 6:00-8:00pm EST via Zoom. A member of the executive team will often send the RSVP sheet during the meetings via Zoom Chat so that attendance can be recorded. Within these meetings, the President will create breakout rooms based on specific projects that members can enter once prompted by the President. It is expected that each team creates an agenda and takes notes each meeting based on a predetermined [https://docs.google.com/document/d/1OXnGfmjrAqf5pVV_SSxRiK4399mdFvPoBoRaTeYrsJc/edit template]. The currently funded projects for Summer 2022 are Conferences, APS, SOPs, OToPS, Translations, Assessment Portfolios, Squid Game, Updating EBAs, Social Media, Speaker Series, Operations Manual, and Redcap; all other projects are done on a volunteer basis or may be funded in the future depending on acquisition of additional funds. ===== Editing Meetings (Edit-a-thons) ===== Edit-a-thons are specific HGAPS meetings in which clinicians, researchers, and other stakeholders are recruited to help edit HGAPS content and direct the club toward objectives that are pertinent to current issues in the field. We have had local clinicians, researchers, and organizations (e.g., [https://www.nami.org/Home NAMI]) attend in-person meetings and held teleconferences with other leaders in the field in the past. Edit-a-thons occur throughout the year and are organized by the executive team or an outreach coordinator designated specifically for edit-a-thon planning. They are typically held in larger spaces (e.g., the library) to accommodate extra guests and sometimes provide “special” food outside of the usual pizza. Visitors work alongside HGAPS members to view and edit content and make suggestions for other topics, projects, and edits. Edit-a-thons are a great opportunity to network with leaders in the field and show off your Wiki skills! To learn more, please refer to the [https://docs.google.com/document/d/1GzKFhpO694e4ai8FNtMLC2JGt7ffqqWdJ_-rL84gQ60/edit#heading=h.klvg718pd1zd Edit-a-thon SOP]. ==== Additional Opportunities for Members ==== ===== Wiki Authorship ===== HGAPS has recently begun turning Wiki pages into WikiJournal articles for publication. This is a great opportunity to add to your CV/resume and contribute to science in a meaningful way. We have learned that the best way to avoid hurt feelings is to be fully transparent about authorship. Dr. Youngstrom devised a system that fairly (or as fairly as possible, as these situations can be complicated) awards points toward authorship for different publication-related tasks. Please be sure to fill out an [https://docs.google.com/spreadsheets/d/12gh8mQHBxBzJUQSvu6wPmq1zSCOnhWcxceI61Z9G7Vw/edit#gid=1170307374 AARF] with your team if you are involved in a project that hopes to result in publication BEFORE you begin writing, or as early as possible in the process. You can reach out to Dr. Youngstrom or the graduate advisors if you are unsure about how to use the AARF. More details about submitting an article to a WikiJournal via HGAPS can be found in our [[Helping Give Away Psychological Science/Standard Operating Procedures/ Wiki Journal|WikiJournal Guide]]. ===== Conferences ===== HGAPS members have the opportunity to submit abstracts to and attend various conferences throughout the year. HGAPS tries to create opportunities to attend conferences by taking notes and helping students submit [[Helping Give Away Psychological Science/Standard Operating Procedures/Making a Poster|poster abstracts]]. Take a look at our tips for [[Helping Give Away Psychological Science/Standard Operating Procedures/Tips for Conference Attendance|attending conferences]] if you are considering submitting your own work or taking notes for HGAPS at an upcoming conference. Conferences occur throughout the year, and locations and dates vary by conference. Most conferences occur around the same time every year, though actual dates vary. Conference locations tend to shift each year. National conferences can take place anywhere in the United States, and international conferences may be anywhere across the globe. Conferences should have their own individual websites. Some of the conferences we frequent are [https://jccapfuturedirectionsforum.weebly.com/ Future Directions Forum], [https://ccf.fiu.edu/miami-international-child-adolescent-mental-health-conference/ Miami International Child & Adolescent Mental Health], [https://convention.apa.org/ American Psychological Association], and [https://www.abct.org/ Association Behavioral Cognitive Therapy]. == Onboarding Steps == Now that you know what you're joining, here are the steps you should follow in order to involve yourself in HGAPS as quickly and easily as possible. '''Step 1: Create a Wikipedia account and join the main means of communication.''' Before your first meeting, it’s helpful to at least have a Wikipedia account created. That way, if you’re interested in becoming a member, you can follow along with the page changes being made by the rest of your team members during the meetings. Read '''<u>Getting Step Up</u>''' on [[Helping_Give_Away_Psychological_Science/Standard_Operating_Procedures/_Getting_Started|this page]] to learn how create a Wikipedia account. Luckily, this will create a Wikiversity account too! '''Slack''' As for communication, for UNC-CH, we primarily use [https://slack.com/ Slack]. Slack is a business platform where people can easily message, @ each other and communicate with people through multiple channels and even an app. We recommend you download the app as to not miss important notifications. Although email reminders will still be sent, most meeting reminders and general information will be sent on Slack. In our Slack, the #general and #newmembers-[term] channels will be used for any meeting updates and important news. Project channels on the other hand will be used for project teams to communicate with each other, share resources with one another, and plan separate team meetings if necessary. To join, simply ask an executive member to add you to the general channel (it'll send you a time-limited invite) or ask your water carrier (WC) to add you into the necessary project channel. With all that in mind, go ahead and join to get connected with our team! '''Step 2: Attend your first meeting.''' As a new member, simply ask the President to stay behind or create a breakout room for new members–they’ll introduce you to the current projects, and you’ll have the opportunity to sit in and see if that project interests you! At that point, the water carrier will introduce you to the specifics and see what they can do about getting you up to speed as soon as possible. However, it's important to note that editing cannot be performed before completing the necessary trainings, so this introduction is just to help you understand the project's layout. * Tip: if you and your water carrier are unsure of where to start, ask them to share their screen and walk you through their slack channel and project! With that said, if you are currently unable to help and are given permission by your group's water carrier to do so during the meeting, you may move on to steps 3-4. '''Step 3: Create your accounts.''' HGAPS uses a variety of free platforms for different purposes as seen on the RSVP sheet. Two prominent examples are OSF and Zotero. used for uploading documents and creating citations, respectfully. Although not all projects require these accounts, it's good to have them in case a future project needs them. So make sure you: * Follow [https://osf.io/register?campaign=&next=&view_only= this link] to create an OSF and add it to your RSVP sheet. It's recommended to use a personal email to ensure access to the account after graduation. * Follow [https://www.zotero.org/user/register this link] to create a Zotero and add it to your RSVP sheet. It's recommended to use a personal email to ensure access to the account after graduation. * Ask your project if any other platforms are being used! '''Step 4: Complete your trainings and report back.''' There are two trainings that must be complete in order to edit. More information regarding those can be found [[Helping Give Away Psychological Science/Standard Operating Procedures/ Getting Started|here]]. After completing those, report that to your water carrier and your President or Professor. Your President/Professor so that they can add you to the HGAPS WikiUser Group (a group tracking our collective changes to better monitor our impact) and your water carrier so they can help you get more involved on their specific project. = Further information = If you'd like more information about the history of HGAPS and different events you can be involved in through HGAPS, feel free to check out this HGAPS User Guide, the HGAPS site linked [https://www.hgaps.org/ here], or this page of other [[Helping Give Away Psychological Science/Standard Operating Procedures|Standard Operating Procedures (SOPs)]]. Happy editing! b8hvhnh87ymued1ujcmsgytsk1zrede 2413911 2413905 2022-08-12T04:03:07Z JBondareva3x7 2927239 /* Onboarding Steps */ added more stuff off of the training document, which means I added a bit more about slack, heellife, and the trainings wikitext text/x-wiki = Onboarding with HGAPS = Welcome new member! So, you're interested in joining your university's chapter of HGAPS? This onboarding guide should help. Onboarding is the process of integrating a member into a group, in this case, the process of getting a new member integrated into HGAPS (particularly HGAPS at the University of North Carolina at Chapel Hill). This document explains how to become onboarded into HGAPS including what training needs to be completed and how to become a member of a project team. This is especially important for new members or current members preparing for new members on their team. '''''Please ensure all onboarding steps are complete!''''' = What is HGAPS? = Although many new members may already know of HGAPS and its goals, if you are a new member and do not, this section describes more about how the organization functions. === Background === Helping Give Away Psychological Science (HGAPS) began as a student-led organization at the University of North Carolina at Chapel Hill (UNC-CH) in 2016. Since then, the organization has grown into an officially recognized nonprofit and has incorporated chapters from across the U.S. including the University of Maryland, Appalachian State University, and the University of California, Los Angeles. ==== Goals ==== Our mission is to bridge the science-practice gap by collecting, distilling, and sharing psychological science to promote well-being in the community. To do this, HGAPS strives to disseminate evidence-based psychological information to those who need it most, creating better access to reliable science. This is done by creating small, project-focused groups within the organization that work together to consolidate and share evidence-based information and resources while collaborating with researchers and clinicians around the globe. We mostly do this through free platforms such as Wikiversity (Wikipedia’s sister site for research and learning materials), YouTube, Open Science Framework (OSF) and Zotero. By granting access to free and reliable resources for assessment, diagnosis, treatment, and prevention purposes, we can help clinics and researchers that lack funding and resources. Overall, the hope is to create tools and trainings to help future generations of practitioners and researchers while educating the general public. === Membership in a University Chapter of HGAPS === ==== Requirements ==== In the university chapter, members are decided by the university's individual bylaws for student organizations and will abide by each university's individual policies for student organizations. For UNC-CH, students must be '''full-time''' '''undergraduate''' '''or graduate''' '''students'''. Members must attend 30% of meetings performed in a given semester after they have joined the club. This means that if you joined mid-semester, you only need to attend 30% of the meetings after you join. If you will be leaving early, arriving late, or are unable to attend a meeting, let your project team know as soon as you discover your attendance will be impacted. Attendance is taken by the HGAPS Secretary on the RSVP sheet. Dues must also be paid according to the amount set in a given semester/year–typically $12 per semester or $20 per year. These dues will be collected through the HGAPS PayPal account. Finally, '''all members must have wiki accounts and perform the necessary trainings before making their own edits.''' Members intending on pursuing future leadership positions should try to attend most meetings and refer to this [[Helping Give Away Psychological Science/Standard Operating Procedures/Growth in HGAPS|page]]. ==== Communication Etiquette ==== Within the organization, communication largely occurs over Slack or email in-between meetings. Please respond to all forms of communication within '''24 hours''' (or by Monday morning if a message is sent over the weekend). If you are not able to fully respond to the content of the email, please reply to acknowledge that you have seen the email and give a timeframe for when you expect to be able to respond more thoroughly. If an email is sent to you directly, you are expected to reply unless otherwise noted (e.g., "Just FYI"); if you are in the CC line, a reply is not expected or required. If you will be away or unable to respond to email for an extended time period, an out of office message is useful to let others know not to expect a reply within the 24-hour timeframe. Replying to project leaders, faculty, grad student advisors, or other HGAPS team members is a great time to practice your email etiquette. If you are unsure how to professionally respond to an email, please let an advisor know as we would be happy to help you learn! Some basic rules include ALWAYS including a subject, a greeting, and a closing in your email, and making sure to use proper grammar and punctuation. Other suggestions include bolding, highlighting, or re-listing items requiring follow-up or action from the person you are emailing at the end of the email; taking the initiative on scheduling with others; and being clear about meeting/call times (e.g., "Our call is scheduled for this '''Thursday, 5/21, at 6:00pm EST.''' I look forward to our discussion!"). If you only require a response from one person, please message them directly rather than sending a message to the entire group. Before sending an email to the group, ask yourself if the topic is relevant to everyone, if email is the best medium for communicating that specific item (versus a Slack message or an in-person chat), and if the item can wait till the next meeting to discuss. We all receive a lot of emails and want to ensure we are not abusing the power to contact our team members instantly with a non-urgent question or comment. ==== Project Teams ==== HGAPS splits members into different project teams focusing on different tasks that aid in the dissemination of psychological research and resources. In the case of UNC–CH, projects are also enumerated, so 1022 equates to the team working on updating the Standard Operating Procedures (SOPs). Sometimes, these team goals may overlap, get passed between different teams, or end up involving more than one team at the same time. For instance, at UNC-CH the Translations team translates assessment measures into different languages, then the Social Media group could post their accomplishments on Twitter! Members may participate in more than one group, but during the school year, focusing on one is advisable (see Meetings below). Each group has a leader position designated as a "Water Carrier (WC)". This is a business term and our version of a team leader–the difference is, a water carrier doesn't indicate prior experience or seniority. Water carriers mainly lead by organizing the group and planning meetings, but they need no experience–in fact, a water carrier's job may entail asking others to help with their expertise. The term water carrier is used for this reason–to decrease feelings of superiority/inferiority while maintaining a structure to the groups. For more information, please refer to this SOP. ==== Meetings ==== ===== During the Academic Year ===== UNC-CH HGAPS holds general "working" meetings on Thursday evenings from 6–8pm ET in a hybrid format utilizing the President's zoom and a designated meeting room on campus during the academic year. In the instance that the health of HGAPS members is put at risk by having in-person meetings, all meetings will occur via Zoom with no in person option available. The zoom links are sent in advance and you can sign up for weekly reminders through our Luma calendar. These meetings are working meetings, so during these two hours, members split into breakout rooms (in groups in person) to work with their teams. Attendance is taken via the RSVP sheet, an excel sheet sent out by the President each meeting. Each member is responsible for noting their attendance and whether they left early- for this reason, we recommend bookmarking the RSVP sheet. These meetings are typically outlined as follows: * Introduction: 6:00–6:15pm ** Members share how they are doing and any personal updates. Then, the Professor (Dr. Youngstrom in our case) or the President may give overall updates, such as different grant updates. This gives a chance for the President to organize breakout rooms. * Breakout rooms: 6:15–7:45pm ** Members work in their groups. At the end, the water carrier (see Project Teams above) notes the teams accomplishments on a Google Doc used by the President and Professor to keep track of the team's accomplishments. * Report out: 7:45–8:00pm ** This is when each water carrier says to the group what was accomplished and the Professor gives final updates. Aside from the general working meetings, specific teams may choose to meet outside of the general meeting time, so there may be instances where teams meet at a different time. You may also see that these working meetings continue through school breaks–don't worry, those are optional for UNC students. ===== During the Summer ===== The HGAPS executive committee and other members who are highly involved throughout the course of the academic year may be given the opportunity to work as a paid, independent contractor over the summer, depending on the availability of funds and resources. If you are offered and accept this opportunity, you will be required to sign an Independent Contractor Agreement and fill out a W-9. Your scope of work will be determined before the summer and included in the Agreement. Summer workers have historically been paid $18/hour for working on predetermined, funded projects (other projects may be completed as volunteer work), though this is subject to change depending on the availability of funds. Payment will be administered on a monthly basis and should be received during the first week of the month for all paid work completed during the previous month (e.g., you will be paid for the work you completed from June 1st to June 30th during the first week of July). Contractors are responsible for tracking their hours worked on funded projects on the appropriate tab on the tracking sheet. Include detailed descriptions of what project you worked on, what work was completed, and how many hours you worked (every 15 minutes counts, so you can track in 0.25 increments). Please be honest about how many hours you worked on a given projects and which projects you worked on (i.e., do not say that you worked on a funded project when you worked on an unfunded project); the research coordinator will check hours at the end of every month before sending payment. '''SUMMER 2022 (to be updated each year):''' HGAPS general meetings/editing sessions are held Thursday evenings from 6:00-8:00pm EST via Zoom. A member of the executive team will often send the RSVP sheet during the meetings via Zoom Chat so that attendance can be recorded. Within these meetings, the President will create breakout rooms based on specific projects that members can enter once prompted by the President. It is expected that each team creates an agenda and takes notes each meeting based on a predetermined [https://docs.google.com/document/d/1OXnGfmjrAqf5pVV_SSxRiK4399mdFvPoBoRaTeYrsJc/edit template]. The currently funded projects for Summer 2022 are Conferences, APS, SOPs, OToPS, Translations, Assessment Portfolios, Squid Game, Updating EBAs, Social Media, Speaker Series, Operations Manual, and Redcap; all other projects are done on a volunteer basis or may be funded in the future depending on acquisition of additional funds. ===== Editing Meetings (Edit-a-thons) ===== Edit-a-thons are specific HGAPS meetings in which clinicians, researchers, and other stakeholders are recruited to help edit HGAPS content and direct the club toward objectives that are pertinent to current issues in the field. We have had local clinicians, researchers, and organizations (e.g., [https://www.nami.org/Home NAMI]) attend in-person meetings and held teleconferences with other leaders in the field in the past. Edit-a-thons occur throughout the year and are organized by the executive team or an outreach coordinator designated specifically for edit-a-thon planning. They are typically held in larger spaces (e.g., the library) to accommodate extra guests and sometimes provide “special” food outside of the usual pizza. Visitors work alongside HGAPS members to view and edit content and make suggestions for other topics, projects, and edits. Edit-a-thons are a great opportunity to network with leaders in the field and show off your Wiki skills! To learn more, please refer to the [https://docs.google.com/document/d/1GzKFhpO694e4ai8FNtMLC2JGt7ffqqWdJ_-rL84gQ60/edit#heading=h.klvg718pd1zd Edit-a-thon SOP]. ==== Additional Opportunities for Members ==== ===== Wiki Authorship ===== HGAPS has recently begun turning Wiki pages into WikiJournal articles for publication. This is a great opportunity to add to your CV/resume and contribute to science in a meaningful way. We have learned that the best way to avoid hurt feelings is to be fully transparent about authorship. Dr. Youngstrom devised a system that fairly (or as fairly as possible, as these situations can be complicated) awards points toward authorship for different publication-related tasks. Please be sure to fill out an [https://docs.google.com/spreadsheets/d/12gh8mQHBxBzJUQSvu6wPmq1zSCOnhWcxceI61Z9G7Vw/edit#gid=1170307374 AARF] with your team if you are involved in a project that hopes to result in publication BEFORE you begin writing, or as early as possible in the process. You can reach out to Dr. Youngstrom or the graduate advisors if you are unsure about how to use the AARF. More details about submitting an article to a WikiJournal via HGAPS can be found in our [[Helping Give Away Psychological Science/Standard Operating Procedures/ Wiki Journal|WikiJournal Guide]]. ===== Conferences ===== HGAPS members have the opportunity to submit abstracts to and attend various conferences throughout the year. HGAPS tries to create opportunities to attend conferences by taking notes and helping students submit [[Helping Give Away Psychological Science/Standard Operating Procedures/Making a Poster|poster abstracts]]. Take a look at our tips for [[Helping Give Away Psychological Science/Standard Operating Procedures/Tips for Conference Attendance|attending conferences]] if you are considering submitting your own work or taking notes for HGAPS at an upcoming conference. Conferences occur throughout the year, and locations and dates vary by conference. Most conferences occur around the same time every year, though actual dates vary. Conference locations tend to shift each year. National conferences can take place anywhere in the United States, and international conferences may be anywhere across the globe. Conferences should have their own individual websites. Some of the conferences we frequent are [https://jccapfuturedirectionsforum.weebly.com/ Future Directions Forum], [https://ccf.fiu.edu/miami-international-child-adolescent-mental-health-conference/ Miami International Child & Adolescent Mental Health], [https://convention.apa.org/ American Psychological Association], and [https://www.abct.org/ Association Behavioral Cognitive Therapy]. == Onboarding Steps == Now that you know what you're joining, here are the steps you should follow in order to involve yourself in HGAPS as quickly and easily as possible. '''Step 1: Create a Wikipedia account and join the main means of communication.''' Before your first meeting, it’s helpful to at least have a Wikipedia account created. That way, if you’re interested in becoming a member, you can follow along with the page changes being made by the rest of your team members during the meetings. Read '''<u>Getting Step Up</u>''' on [[Helping_Give_Away_Psychological_Science/Standard_Operating_Procedures/_Getting_Started|this page]] to learn how create a Wikipedia account. Luckily, this will create a Wikiversity account too! '''Slack''' As for communication, for UNC-CH, we primarily use [https://slack.com/ Slack]. Slack is a business platform where people can easily message, @ each other and communicate with people through multiple channels and even an app. We recommend you download the app as to not miss important notifications. Although email reminders will still be sent, most meeting reminders and general information will be sent on Slack. In our Slack, the #general and #newmembers-[term] channels will be used for any meeting updates and important news. Project channels on the other hand will be used for project teams to communicate with each other, share resources with one another, and plan separate team meetings if necessary. To join, simply ask an executive member to add you to the general channel (it'll send you a time-limited invite) or ask your water carrier (WC) to add you into the necessary project channel. With all that in mind, go ahead and join to get connected with our team! '''Step 2: Attend your first meeting.''' As a new member, simply ask the President to stay behind or create a breakout room for new members–they’ll introduce you to the current projects, and you’ll have the opportunity to sit in and see if that project interests you! At that point, the water carrier will introduce you to the specifics and see what they can do about getting you up to speed as soon as possible. However, it's important to note that editing cannot be performed before completing the necessary trainings, so this introduction is just to help you understand the project's layout. * Tip: if you and your water carrier are unsure of where to start, ask them to share their screen and walk you through their slack channel and project! At this point, if you would like to stay and are from UNC, please visit the [https://heellife.unc.edu/organization/hgaps heellife] page and request HGAPS membership. Once that is finished, if you are currently unable to help and are given permission by your group's water carrier to do so during the meeting, you may move on to steps 3-4. '''Step 3: Create your accounts.''' HGAPS uses a variety of free platforms for different purposes as seen on the RSVP sheet. Two prominent examples are OSF and Zotero. used for uploading documents and creating citations, respectfully. Although not all projects require these accounts, it's good to have them in case a future project needs them. So make sure you: * Follow [https://osf.io/register?campaign=&next=&view_only= this link] to create an OSF and add it to your RSVP sheet. It's recommended to use a personal email to ensure access to the account after graduation. For more information on OSF, should you need it, follow this link. * Follow [https://www.zotero.org/user/register this link] to create a Zotero and add it to your RSVP sheet. It's recommended to use a personal email to ensure access to the account after graduation. For more information on Zotero, should you need it, follow this link. * Ask your project if any other platforms are being used! For instance, Social Media frequently uses [https://www.canva.com/ Canva], an online graphic design platform. There, the leader must add the new user to a workgroup to work on the same project. So just ask and make sure you have everything you need! '''Step 4: Complete your trainings and report back.''' There are two trainings that must be complete in order to edit. These ensure your edits don't get removed by wiki. First training: Begin by completing the Wiki Training Modules here: https://dashboard.wikiedu.org/   * Sign in with your Wiki account. * Go to the "Training" tab. * Complete the "Student Training" Modules. * Make sure to finish the "Basics" and "Special Topics" sections! This should take about an hour or less. Ensure you're signed in so that your progress remains saved on your account. Second training: Complete the Wikipedia Adventure linked below. * Wikipedia:The Wikipedia Adventure * Ensure you have all 15 badges at the end! [[File:Userpageparroda.png|thumb|A standard Wiki User page where the user writes their major, mentor, and involvement in HGAPS.]] This training will take a bit longer, approximately an hour or a bit more. It includes music and details the layout of Wikipedia from within Wikipedia, guiding you on your first edits. At that point, go ahead and add some more information onto your user page- for example, go ahead and add HGAPS to your wiki profile (right). After this, you're all set with your trainings! Report back to your water carrier and to any HGAPS Exec member. An HGAPS Exec will then add you to HGAPS-relevant Wiki groups (including the HGAPS User Group and the HGAPS WikiEdu dashboard) while your water carrier will help you get more involved on their specific project. = Further information = If you'd like more information about the history of HGAPS and different events you can be involved in through HGAPS, feel free to check out the HGAPS site linked [https://www.hgaps.org/ here], or this page of other [[Helping Give Away Psychological Science/Standard Operating Procedures|Standard Operating Procedures (SOPs)]]. Happy editing! av9bf7jjhv1sr3dgbn4jni30b8kfigg 2413912 2413911 2022-08-12T04:05:42Z JBondareva3x7 2927239 /* Onboarding Steps */ added the links to the zotero sop and the osf sop wikitext text/x-wiki = Onboarding with HGAPS = Welcome new member! So, you're interested in joining your university's chapter of HGAPS? This onboarding guide should help. Onboarding is the process of integrating a member into a group, in this case, the process of getting a new member integrated into HGAPS (particularly HGAPS at the University of North Carolina at Chapel Hill). This document explains how to become onboarded into HGAPS including what training needs to be completed and how to become a member of a project team. This is especially important for new members or current members preparing for new members on their team. '''''Please ensure all onboarding steps are complete!''''' = What is HGAPS? = Although many new members may already know of HGAPS and its goals, if you are a new member and do not, this section describes more about how the organization functions. === Background === Helping Give Away Psychological Science (HGAPS) began as a student-led organization at the University of North Carolina at Chapel Hill (UNC-CH) in 2016. Since then, the organization has grown into an officially recognized nonprofit and has incorporated chapters from across the U.S. including the University of Maryland, Appalachian State University, and the University of California, Los Angeles. ==== Goals ==== Our mission is to bridge the science-practice gap by collecting, distilling, and sharing psychological science to promote well-being in the community. To do this, HGAPS strives to disseminate evidence-based psychological information to those who need it most, creating better access to reliable science. This is done by creating small, project-focused groups within the organization that work together to consolidate and share evidence-based information and resources while collaborating with researchers and clinicians around the globe. We mostly do this through free platforms such as Wikiversity (Wikipedia’s sister site for research and learning materials), YouTube, Open Science Framework (OSF) and Zotero. By granting access to free and reliable resources for assessment, diagnosis, treatment, and prevention purposes, we can help clinics and researchers that lack funding and resources. Overall, the hope is to create tools and trainings to help future generations of practitioners and researchers while educating the general public. === Membership in a University Chapter of HGAPS === ==== Requirements ==== In the university chapter, members are decided by the university's individual bylaws for student organizations and will abide by each university's individual policies for student organizations. For UNC-CH, students must be '''full-time''' '''undergraduate''' '''or graduate''' '''students'''. Members must attend 30% of meetings performed in a given semester after they have joined the club. This means that if you joined mid-semester, you only need to attend 30% of the meetings after you join. If you will be leaving early, arriving late, or are unable to attend a meeting, let your project team know as soon as you discover your attendance will be impacted. Attendance is taken by the HGAPS Secretary on the RSVP sheet. Dues must also be paid according to the amount set in a given semester/year–typically $12 per semester or $20 per year. These dues will be collected through the HGAPS PayPal account. Finally, '''all members must have wiki accounts and perform the necessary trainings before making their own edits.''' Members intending on pursuing future leadership positions should try to attend most meetings and refer to this [[Helping Give Away Psychological Science/Standard Operating Procedures/Growth in HGAPS|page]]. ==== Communication Etiquette ==== Within the organization, communication largely occurs over Slack or email in-between meetings. Please respond to all forms of communication within '''24 hours''' (or by Monday morning if a message is sent over the weekend). If you are not able to fully respond to the content of the email, please reply to acknowledge that you have seen the email and give a timeframe for when you expect to be able to respond more thoroughly. If an email is sent to you directly, you are expected to reply unless otherwise noted (e.g., "Just FYI"); if you are in the CC line, a reply is not expected or required. If you will be away or unable to respond to email for an extended time period, an out of office message is useful to let others know not to expect a reply within the 24-hour timeframe. Replying to project leaders, faculty, grad student advisors, or other HGAPS team members is a great time to practice your email etiquette. If you are unsure how to professionally respond to an email, please let an advisor know as we would be happy to help you learn! Some basic rules include ALWAYS including a subject, a greeting, and a closing in your email, and making sure to use proper grammar and punctuation. Other suggestions include bolding, highlighting, or re-listing items requiring follow-up or action from the person you are emailing at the end of the email; taking the initiative on scheduling with others; and being clear about meeting/call times (e.g., "Our call is scheduled for this '''Thursday, 5/21, at 6:00pm EST.''' I look forward to our discussion!"). If you only require a response from one person, please message them directly rather than sending a message to the entire group. Before sending an email to the group, ask yourself if the topic is relevant to everyone, if email is the best medium for communicating that specific item (versus a Slack message or an in-person chat), and if the item can wait till the next meeting to discuss. We all receive a lot of emails and want to ensure we are not abusing the power to contact our team members instantly with a non-urgent question or comment. ==== Project Teams ==== HGAPS splits members into different project teams focusing on different tasks that aid in the dissemination of psychological research and resources. In the case of UNC–CH, projects are also enumerated, so 1022 equates to the team working on updating the Standard Operating Procedures (SOPs). Sometimes, these team goals may overlap, get passed between different teams, or end up involving more than one team at the same time. For instance, at UNC-CH the Translations team translates assessment measures into different languages, then the Social Media group could post their accomplishments on Twitter! Members may participate in more than one group, but during the school year, focusing on one is advisable (see Meetings below). Each group has a leader position designated as a "Water Carrier (WC)". This is a business term and our version of a team leader–the difference is, a water carrier doesn't indicate prior experience or seniority. Water carriers mainly lead by organizing the group and planning meetings, but they need no experience–in fact, a water carrier's job may entail asking others to help with their expertise. The term water carrier is used for this reason–to decrease feelings of superiority/inferiority while maintaining a structure to the groups. For more information, please refer to this SOP. ==== Meetings ==== ===== During the Academic Year ===== UNC-CH HGAPS holds general "working" meetings on Thursday evenings from 6–8pm ET in a hybrid format utilizing the President's zoom and a designated meeting room on campus during the academic year. In the instance that the health of HGAPS members is put at risk by having in-person meetings, all meetings will occur via Zoom with no in person option available. The zoom links are sent in advance and you can sign up for weekly reminders through our Luma calendar. These meetings are working meetings, so during these two hours, members split into breakout rooms (in groups in person) to work with their teams. Attendance is taken via the RSVP sheet, an excel sheet sent out by the President each meeting. Each member is responsible for noting their attendance and whether they left early- for this reason, we recommend bookmarking the RSVP sheet. These meetings are typically outlined as follows: * Introduction: 6:00–6:15pm ** Members share how they are doing and any personal updates. Then, the Professor (Dr. Youngstrom in our case) or the President may give overall updates, such as different grant updates. This gives a chance for the President to organize breakout rooms. * Breakout rooms: 6:15–7:45pm ** Members work in their groups. At the end, the water carrier (see Project Teams above) notes the teams accomplishments on a Google Doc used by the President and Professor to keep track of the team's accomplishments. * Report out: 7:45–8:00pm ** This is when each water carrier says to the group what was accomplished and the Professor gives final updates. Aside from the general working meetings, specific teams may choose to meet outside of the general meeting time, so there may be instances where teams meet at a different time. You may also see that these working meetings continue through school breaks–don't worry, those are optional for UNC students. ===== During the Summer ===== The HGAPS executive committee and other members who are highly involved throughout the course of the academic year may be given the opportunity to work as a paid, independent contractor over the summer, depending on the availability of funds and resources. If you are offered and accept this opportunity, you will be required to sign an Independent Contractor Agreement and fill out a W-9. Your scope of work will be determined before the summer and included in the Agreement. Summer workers have historically been paid $18/hour for working on predetermined, funded projects (other projects may be completed as volunteer work), though this is subject to change depending on the availability of funds. Payment will be administered on a monthly basis and should be received during the first week of the month for all paid work completed during the previous month (e.g., you will be paid for the work you completed from June 1st to June 30th during the first week of July). Contractors are responsible for tracking their hours worked on funded projects on the appropriate tab on the tracking sheet. Include detailed descriptions of what project you worked on, what work was completed, and how many hours you worked (every 15 minutes counts, so you can track in 0.25 increments). Please be honest about how many hours you worked on a given projects and which projects you worked on (i.e., do not say that you worked on a funded project when you worked on an unfunded project); the research coordinator will check hours at the end of every month before sending payment. '''SUMMER 2022 (to be updated each year):''' HGAPS general meetings/editing sessions are held Thursday evenings from 6:00-8:00pm EST via Zoom. A member of the executive team will often send the RSVP sheet during the meetings via Zoom Chat so that attendance can be recorded. Within these meetings, the President will create breakout rooms based on specific projects that members can enter once prompted by the President. It is expected that each team creates an agenda and takes notes each meeting based on a predetermined [https://docs.google.com/document/d/1OXnGfmjrAqf5pVV_SSxRiK4399mdFvPoBoRaTeYrsJc/edit template]. The currently funded projects for Summer 2022 are Conferences, APS, SOPs, OToPS, Translations, Assessment Portfolios, Squid Game, Updating EBAs, Social Media, Speaker Series, Operations Manual, and Redcap; all other projects are done on a volunteer basis or may be funded in the future depending on acquisition of additional funds. ===== Editing Meetings (Edit-a-thons) ===== Edit-a-thons are specific HGAPS meetings in which clinicians, researchers, and other stakeholders are recruited to help edit HGAPS content and direct the club toward objectives that are pertinent to current issues in the field. We have had local clinicians, researchers, and organizations (e.g., [https://www.nami.org/Home NAMI]) attend in-person meetings and held teleconferences with other leaders in the field in the past. Edit-a-thons occur throughout the year and are organized by the executive team or an outreach coordinator designated specifically for edit-a-thon planning. They are typically held in larger spaces (e.g., the library) to accommodate extra guests and sometimes provide “special” food outside of the usual pizza. Visitors work alongside HGAPS members to view and edit content and make suggestions for other topics, projects, and edits. Edit-a-thons are a great opportunity to network with leaders in the field and show off your Wiki skills! To learn more, please refer to the [https://docs.google.com/document/d/1GzKFhpO694e4ai8FNtMLC2JGt7ffqqWdJ_-rL84gQ60/edit#heading=h.klvg718pd1zd Edit-a-thon SOP]. ==== Additional Opportunities for Members ==== ===== Wiki Authorship ===== HGAPS has recently begun turning Wiki pages into WikiJournal articles for publication. This is a great opportunity to add to your CV/resume and contribute to science in a meaningful way. We have learned that the best way to avoid hurt feelings is to be fully transparent about authorship. Dr. Youngstrom devised a system that fairly (or as fairly as possible, as these situations can be complicated) awards points toward authorship for different publication-related tasks. Please be sure to fill out an [https://docs.google.com/spreadsheets/d/12gh8mQHBxBzJUQSvu6wPmq1zSCOnhWcxceI61Z9G7Vw/edit#gid=1170307374 AARF] with your team if you are involved in a project that hopes to result in publication BEFORE you begin writing, or as early as possible in the process. You can reach out to Dr. Youngstrom or the graduate advisors if you are unsure about how to use the AARF. More details about submitting an article to a WikiJournal via HGAPS can be found in our [[Helping Give Away Psychological Science/Standard Operating Procedures/ Wiki Journal|WikiJournal Guide]]. ===== Conferences ===== HGAPS members have the opportunity to submit abstracts to and attend various conferences throughout the year. HGAPS tries to create opportunities to attend conferences by taking notes and helping students submit [[Helping Give Away Psychological Science/Standard Operating Procedures/Making a Poster|poster abstracts]]. Take a look at our tips for [[Helping Give Away Psychological Science/Standard Operating Procedures/Tips for Conference Attendance|attending conferences]] if you are considering submitting your own work or taking notes for HGAPS at an upcoming conference. Conferences occur throughout the year, and locations and dates vary by conference. Most conferences occur around the same time every year, though actual dates vary. Conference locations tend to shift each year. National conferences can take place anywhere in the United States, and international conferences may be anywhere across the globe. Conferences should have their own individual websites. Some of the conferences we frequent are [https://jccapfuturedirectionsforum.weebly.com/ Future Directions Forum], [https://ccf.fiu.edu/miami-international-child-adolescent-mental-health-conference/ Miami International Child & Adolescent Mental Health], [https://convention.apa.org/ American Psychological Association], and [https://www.abct.org/ Association Behavioral Cognitive Therapy]. == Onboarding Steps == Now that you know what you're joining, here are the steps you should follow in order to involve yourself in HGAPS as quickly and easily as possible. '''Step 1: Create a Wikipedia account and join the main means of communication.''' Before your first meeting, it’s helpful to at least have a Wikipedia account created. That way, if you’re interested in becoming a member, you can follow along with the page changes being made by the rest of your team members during the meetings. Read '''<u>Getting Step Up</u>''' on [[Helping_Give_Away_Psychological_Science/Standard_Operating_Procedures/_Getting_Started|this page]] to learn how create a Wikipedia account. Luckily, this will create a Wikiversity account too! '''Slack''' As for communication, for UNC-CH, we primarily use [https://slack.com/ Slack]. Slack is a business platform where people can easily message, @ each other and communicate with people through multiple channels and even an app. We recommend you download the app as to not miss important notifications. Although email reminders will still be sent, most meeting reminders and general information will be sent on Slack. In our Slack, the #general and #newmembers-[term] channels will be used for any meeting updates and important news. Project channels on the other hand will be used for project teams to communicate with each other, share resources with one another, and plan separate team meetings if necessary. To join, simply ask an executive member to add you to the general channel (it'll send you a time-limited invite) or ask your water carrier (WC) to add you into the necessary project channel. With all that in mind, go ahead and join to get connected with our team! '''Step 2: Attend your first meeting.''' As a new member, simply ask the President to stay behind or create a breakout room for new members–they’ll introduce you to the current projects, and you’ll have the opportunity to sit in and see if that project interests you! At that point, the water carrier will introduce you to the specifics and see what they can do about getting you up to speed as soon as possible. However, it's important to note that editing cannot be performed before completing the necessary trainings, so this introduction is just to help you understand the project's layout. * Tip: if you and your water carrier are unsure of where to start, ask them to share their screen and walk you through their slack channel and project! At this point, if you would like to stay and are from UNC, please visit the [https://heellife.unc.edu/organization/hgaps heellife] page and request HGAPS membership. Once that is finished, if you are currently unable to help and are given permission by your group's water carrier to do so during the meeting, you may move on to steps 3-4. '''Step 3: Create your accounts.''' HGAPS uses a variety of free platforms for different purposes as seen on the RSVP sheet. Two prominent examples are OSF and Zotero. used for uploading documents and creating citations, respectfully. Although not all projects require these accounts, it's good to have them in case a future project needs them. So make sure you: * Follow [https://osf.io/register?campaign=&next=&view_only= this link] to create an OSF and add it to your RSVP sheet. It's recommended to use a personal email to ensure access to the account after graduation. For more information on OSF, should you need it, follow this [[Helping Give Away Psychological Science/Standard Operating Procedures/ OSF Basics|link]]. * Follow [https://www.zotero.org/user/register this link] to create a Zotero and add it to your RSVP sheet. It's recommended to use a personal email to ensure access to the account after graduation. For more information on Zotero, should you need it, follow this [https://drive.google.com/file/d/1pfWLXd9cNVOLlCG0yydM_O8XWjUI4Osv/view?usp=sharing link]. * Ask your project if any other platforms are being used! For instance, Social Media frequently uses [https://www.canva.com/ Canva], an online graphic design platform. There, the leader must add the new user to a workgroup to work on the same project. So just ask and make sure you have everything you need! '''Step 4: Complete your trainings and report back.''' There are two trainings that must be complete in order to edit. These ensure your edits don't get removed by wiki. First training: Begin by completing the Wiki Training Modules here: https://dashboard.wikiedu.org/   * Sign in with your Wiki account. * Go to the "Training" tab. * Complete the "Student Training" Modules. * Make sure to finish the "Basics" and "Special Topics" sections! This should take about an hour or less. Ensure you're signed in so that your progress remains saved on your account. Second training: Complete the Wikipedia Adventure linked below. * Wikipedia:The Wikipedia Adventure * Ensure you have all 15 badges at the end! [[File:Userpageparroda.png|thumb|A standard Wiki User page where the user writes their major, mentor, and involvement in HGAPS.]] This training will take a bit longer, approximately an hour or a bit more. It includes music and details the layout of Wikipedia from within Wikipedia, guiding you on your first edits. At that point, go ahead and add some more information onto your user page- for example, go ahead and add HGAPS to your wiki profile (right). After this, you're all set with your trainings! Report back to your water carrier and to any HGAPS Exec member. An HGAPS Exec will then add you to HGAPS-relevant Wiki groups (including the HGAPS User Group and the HGAPS WikiEdu dashboard) while your water carrier will help you get more involved on their specific project. = Further information = If you'd like more information about the history of HGAPS and different events you can be involved in through HGAPS, feel free to check out the HGAPS site linked [https://www.hgaps.org/ here], or this page of other [[Helping Give Away Psychological Science/Standard Operating Procedures|Standard Operating Procedures (SOPs)]]. Happy editing! iat2na32tw54tqx66s9len0rux1efe4 2413916 2413912 2022-08-12T04:11:43Z JBondareva3x7 2927239 /* Further information */ added some information on the exec of hgaps wikitext text/x-wiki = Onboarding with HGAPS = Welcome new member! So, you're interested in joining your university's chapter of HGAPS? This onboarding guide should help. Onboarding is the process of integrating a member into a group, in this case, the process of getting a new member integrated into HGAPS (particularly HGAPS at the University of North Carolina at Chapel Hill). This document explains how to become onboarded into HGAPS including what training needs to be completed and how to become a member of a project team. This is especially important for new members or current members preparing for new members on their team. '''''Please ensure all onboarding steps are complete!''''' = What is HGAPS? = Although many new members may already know of HGAPS and its goals, if you are a new member and do not, this section describes more about how the organization functions. === Background === Helping Give Away Psychological Science (HGAPS) began as a student-led organization at the University of North Carolina at Chapel Hill (UNC-CH) in 2016. Since then, the organization has grown into an officially recognized nonprofit and has incorporated chapters from across the U.S. including the University of Maryland, Appalachian State University, and the University of California, Los Angeles. ==== Goals ==== Our mission is to bridge the science-practice gap by collecting, distilling, and sharing psychological science to promote well-being in the community. To do this, HGAPS strives to disseminate evidence-based psychological information to those who need it most, creating better access to reliable science. This is done by creating small, project-focused groups within the organization that work together to consolidate and share evidence-based information and resources while collaborating with researchers and clinicians around the globe. We mostly do this through free platforms such as Wikiversity (Wikipedia’s sister site for research and learning materials), YouTube, Open Science Framework (OSF) and Zotero. By granting access to free and reliable resources for assessment, diagnosis, treatment, and prevention purposes, we can help clinics and researchers that lack funding and resources. Overall, the hope is to create tools and trainings to help future generations of practitioners and researchers while educating the general public. === Membership in a University Chapter of HGAPS === ==== Requirements ==== In the university chapter, members are decided by the university's individual bylaws for student organizations and will abide by each university's individual policies for student organizations. For UNC-CH, students must be '''full-time''' '''undergraduate''' '''or graduate''' '''students'''. Members must attend 30% of meetings performed in a given semester after they have joined the club. This means that if you joined mid-semester, you only need to attend 30% of the meetings after you join. If you will be leaving early, arriving late, or are unable to attend a meeting, let your project team know as soon as you discover your attendance will be impacted. Attendance is taken by the HGAPS Secretary on the RSVP sheet. Dues must also be paid according to the amount set in a given semester/year–typically $12 per semester or $20 per year. These dues will be collected through the HGAPS PayPal account. Finally, '''all members must have wiki accounts and perform the necessary trainings before making their own edits.''' Members intending on pursuing future leadership positions should try to attend most meetings and refer to this [[Helping Give Away Psychological Science/Standard Operating Procedures/Growth in HGAPS|page]]. ==== Communication Etiquette ==== Within the organization, communication largely occurs over Slack or email in-between meetings. Please respond to all forms of communication within '''24 hours''' (or by Monday morning if a message is sent over the weekend). If you are not able to fully respond to the content of the email, please reply to acknowledge that you have seen the email and give a timeframe for when you expect to be able to respond more thoroughly. If an email is sent to you directly, you are expected to reply unless otherwise noted (e.g., "Just FYI"); if you are in the CC line, a reply is not expected or required. If you will be away or unable to respond to email for an extended time period, an out of office message is useful to let others know not to expect a reply within the 24-hour timeframe. Replying to project leaders, faculty, grad student advisors, or other HGAPS team members is a great time to practice your email etiquette. If you are unsure how to professionally respond to an email, please let an advisor know as we would be happy to help you learn! Some basic rules include ALWAYS including a subject, a greeting, and a closing in your email, and making sure to use proper grammar and punctuation. Other suggestions include bolding, highlighting, or re-listing items requiring follow-up or action from the person you are emailing at the end of the email; taking the initiative on scheduling with others; and being clear about meeting/call times (e.g., "Our call is scheduled for this '''Thursday, 5/21, at 6:00pm EST.''' I look forward to our discussion!"). If you only require a response from one person, please message them directly rather than sending a message to the entire group. Before sending an email to the group, ask yourself if the topic is relevant to everyone, if email is the best medium for communicating that specific item (versus a Slack message or an in-person chat), and if the item can wait till the next meeting to discuss. We all receive a lot of emails and want to ensure we are not abusing the power to contact our team members instantly with a non-urgent question or comment. ==== Project Teams ==== HGAPS splits members into different project teams focusing on different tasks that aid in the dissemination of psychological research and resources. In the case of UNC–CH, projects are also enumerated, so 1022 equates to the team working on updating the Standard Operating Procedures (SOPs). Sometimes, these team goals may overlap, get passed between different teams, or end up involving more than one team at the same time. For instance, at UNC-CH the Translations team translates assessment measures into different languages, then the Social Media group could post their accomplishments on Twitter! Members may participate in more than one group, but during the school year, focusing on one is advisable (see Meetings below). Each group has a leader position designated as a "Water Carrier (WC)". This is a business term and our version of a team leader–the difference is, a water carrier doesn't indicate prior experience or seniority. Water carriers mainly lead by organizing the group and planning meetings, but they need no experience–in fact, a water carrier's job may entail asking others to help with their expertise. The term water carrier is used for this reason–to decrease feelings of superiority/inferiority while maintaining a structure to the groups. For more information, please refer to this SOP. ==== Meetings ==== ===== During the Academic Year ===== UNC-CH HGAPS holds general "working" meetings on Thursday evenings from 6–8pm ET in a hybrid format utilizing the President's zoom and a designated meeting room on campus during the academic year. In the instance that the health of HGAPS members is put at risk by having in-person meetings, all meetings will occur via Zoom with no in person option available. The zoom links are sent in advance and you can sign up for weekly reminders through our Luma calendar. These meetings are working meetings, so during these two hours, members split into breakout rooms (in groups in person) to work with their teams. Attendance is taken via the RSVP sheet, an excel sheet sent out by the President each meeting. Each member is responsible for noting their attendance and whether they left early- for this reason, we recommend bookmarking the RSVP sheet. These meetings are typically outlined as follows: * Introduction: 6:00–6:15pm ** Members share how they are doing and any personal updates. Then, the Professor (Dr. Youngstrom in our case) or the President may give overall updates, such as different grant updates. This gives a chance for the President to organize breakout rooms. * Breakout rooms: 6:15–7:45pm ** Members work in their groups. At the end, the water carrier (see Project Teams above) notes the teams accomplishments on a Google Doc used by the President and Professor to keep track of the team's accomplishments. * Report out: 7:45–8:00pm ** This is when each water carrier says to the group what was accomplished and the Professor gives final updates. Aside from the general working meetings, specific teams may choose to meet outside of the general meeting time, so there may be instances where teams meet at a different time. You may also see that these working meetings continue through school breaks–don't worry, those are optional for UNC students. ===== During the Summer ===== The HGAPS executive committee and other members who are highly involved throughout the course of the academic year may be given the opportunity to work as a paid, independent contractor over the summer, depending on the availability of funds and resources. If you are offered and accept this opportunity, you will be required to sign an Independent Contractor Agreement and fill out a W-9. Your scope of work will be determined before the summer and included in the Agreement. Summer workers have historically been paid $18/hour for working on predetermined, funded projects (other projects may be completed as volunteer work), though this is subject to change depending on the availability of funds. Payment will be administered on a monthly basis and should be received during the first week of the month for all paid work completed during the previous month (e.g., you will be paid for the work you completed from June 1st to June 30th during the first week of July). Contractors are responsible for tracking their hours worked on funded projects on the appropriate tab on the tracking sheet. Include detailed descriptions of what project you worked on, what work was completed, and how many hours you worked (every 15 minutes counts, so you can track in 0.25 increments). Please be honest about how many hours you worked on a given projects and which projects you worked on (i.e., do not say that you worked on a funded project when you worked on an unfunded project); the research coordinator will check hours at the end of every month before sending payment. '''SUMMER 2022 (to be updated each year):''' HGAPS general meetings/editing sessions are held Thursday evenings from 6:00-8:00pm EST via Zoom. A member of the executive team will often send the RSVP sheet during the meetings via Zoom Chat so that attendance can be recorded. Within these meetings, the President will create breakout rooms based on specific projects that members can enter once prompted by the President. It is expected that each team creates an agenda and takes notes each meeting based on a predetermined [https://docs.google.com/document/d/1OXnGfmjrAqf5pVV_SSxRiK4399mdFvPoBoRaTeYrsJc/edit template]. The currently funded projects for Summer 2022 are Conferences, APS, SOPs, OToPS, Translations, Assessment Portfolios, Squid Game, Updating EBAs, Social Media, Speaker Series, Operations Manual, and Redcap; all other projects are done on a volunteer basis or may be funded in the future depending on acquisition of additional funds. ===== Editing Meetings (Edit-a-thons) ===== Edit-a-thons are specific HGAPS meetings in which clinicians, researchers, and other stakeholders are recruited to help edit HGAPS content and direct the club toward objectives that are pertinent to current issues in the field. We have had local clinicians, researchers, and organizations (e.g., [https://www.nami.org/Home NAMI]) attend in-person meetings and held teleconferences with other leaders in the field in the past. Edit-a-thons occur throughout the year and are organized by the executive team or an outreach coordinator designated specifically for edit-a-thon planning. They are typically held in larger spaces (e.g., the library) to accommodate extra guests and sometimes provide “special” food outside of the usual pizza. Visitors work alongside HGAPS members to view and edit content and make suggestions for other topics, projects, and edits. Edit-a-thons are a great opportunity to network with leaders in the field and show off your Wiki skills! To learn more, please refer to the [https://docs.google.com/document/d/1GzKFhpO694e4ai8FNtMLC2JGt7ffqqWdJ_-rL84gQ60/edit#heading=h.klvg718pd1zd Edit-a-thon SOP]. ==== Additional Opportunities for Members ==== ===== Wiki Authorship ===== HGAPS has recently begun turning Wiki pages into WikiJournal articles for publication. This is a great opportunity to add to your CV/resume and contribute to science in a meaningful way. We have learned that the best way to avoid hurt feelings is to be fully transparent about authorship. Dr. Youngstrom devised a system that fairly (or as fairly as possible, as these situations can be complicated) awards points toward authorship for different publication-related tasks. Please be sure to fill out an [https://docs.google.com/spreadsheets/d/12gh8mQHBxBzJUQSvu6wPmq1zSCOnhWcxceI61Z9G7Vw/edit#gid=1170307374 AARF] with your team if you are involved in a project that hopes to result in publication BEFORE you begin writing, or as early as possible in the process. You can reach out to Dr. Youngstrom or the graduate advisors if you are unsure about how to use the AARF. More details about submitting an article to a WikiJournal via HGAPS can be found in our [[Helping Give Away Psychological Science/Standard Operating Procedures/ Wiki Journal|WikiJournal Guide]]. ===== Conferences ===== HGAPS members have the opportunity to submit abstracts to and attend various conferences throughout the year. HGAPS tries to create opportunities to attend conferences by taking notes and helping students submit [[Helping Give Away Psychological Science/Standard Operating Procedures/Making a Poster|poster abstracts]]. Take a look at our tips for [[Helping Give Away Psychological Science/Standard Operating Procedures/Tips for Conference Attendance|attending conferences]] if you are considering submitting your own work or taking notes for HGAPS at an upcoming conference. Conferences occur throughout the year, and locations and dates vary by conference. Most conferences occur around the same time every year, though actual dates vary. Conference locations tend to shift each year. National conferences can take place anywhere in the United States, and international conferences may be anywhere across the globe. Conferences should have their own individual websites. Some of the conferences we frequent are [https://jccapfuturedirectionsforum.weebly.com/ Future Directions Forum], [https://ccf.fiu.edu/miami-international-child-adolescent-mental-health-conference/ Miami International Child & Adolescent Mental Health], [https://convention.apa.org/ American Psychological Association], and [https://www.abct.org/ Association Behavioral Cognitive Therapy]. == Onboarding Steps == Now that you know what you're joining, here are the steps you should follow in order to involve yourself in HGAPS as quickly and easily as possible. '''Step 1: Create a Wikipedia account and join the main means of communication.''' Before your first meeting, it’s helpful to at least have a Wikipedia account created. That way, if you’re interested in becoming a member, you can follow along with the page changes being made by the rest of your team members during the meetings. Read '''<u>Getting Step Up</u>''' on [[Helping_Give_Away_Psychological_Science/Standard_Operating_Procedures/_Getting_Started|this page]] to learn how create a Wikipedia account. Luckily, this will create a Wikiversity account too! '''Slack''' As for communication, for UNC-CH, we primarily use [https://slack.com/ Slack]. Slack is a business platform where people can easily message, @ each other and communicate with people through multiple channels and even an app. We recommend you download the app as to not miss important notifications. Although email reminders will still be sent, most meeting reminders and general information will be sent on Slack. In our Slack, the #general and #newmembers-[term] channels will be used for any meeting updates and important news. Project channels on the other hand will be used for project teams to communicate with each other, share resources with one another, and plan separate team meetings if necessary. To join, simply ask an executive member to add you to the general channel (it'll send you a time-limited invite) or ask your water carrier (WC) to add you into the necessary project channel. With all that in mind, go ahead and join to get connected with our team! '''Step 2: Attend your first meeting.''' As a new member, simply ask the President to stay behind or create a breakout room for new members–they’ll introduce you to the current projects, and you’ll have the opportunity to sit in and see if that project interests you! At that point, the water carrier will introduce you to the specifics and see what they can do about getting you up to speed as soon as possible. However, it's important to note that editing cannot be performed before completing the necessary trainings, so this introduction is just to help you understand the project's layout. * Tip: if you and your water carrier are unsure of where to start, ask them to share their screen and walk you through their slack channel and project! At this point, if you would like to stay and are from UNC, please visit the [https://heellife.unc.edu/organization/hgaps heellife] page and request HGAPS membership. Once that is finished, if you are currently unable to help and are given permission by your group's water carrier to do so during the meeting, you may move on to steps 3-4. '''Step 3: Create your accounts.''' HGAPS uses a variety of free platforms for different purposes as seen on the RSVP sheet. Two prominent examples are OSF and Zotero. used for uploading documents and creating citations, respectfully. Although not all projects require these accounts, it's good to have them in case a future project needs them. So make sure you: * Follow [https://osf.io/register?campaign=&next=&view_only= this link] to create an OSF and add it to your RSVP sheet. It's recommended to use a personal email to ensure access to the account after graduation. For more information on OSF, should you need it, follow this [[Helping Give Away Psychological Science/Standard Operating Procedures/ OSF Basics|link]]. * Follow [https://www.zotero.org/user/register this link] to create a Zotero and add it to your RSVP sheet. It's recommended to use a personal email to ensure access to the account after graduation. For more information on Zotero, should you need it, follow this [https://drive.google.com/file/d/1pfWLXd9cNVOLlCG0yydM_O8XWjUI4Osv/view?usp=sharing link]. * Ask your project if any other platforms are being used! For instance, Social Media frequently uses [https://www.canva.com/ Canva], an online graphic design platform. There, the leader must add the new user to a workgroup to work on the same project. So just ask and make sure you have everything you need! '''Step 4: Complete your trainings and report back.''' There are two trainings that must be complete in order to edit. These ensure your edits don't get removed by wiki. First training: Begin by completing the Wiki Training Modules here: https://dashboard.wikiedu.org/   * Sign in with your Wiki account. * Go to the "Training" tab. * Complete the "Student Training" Modules. * Make sure to finish the "Basics" and "Special Topics" sections! This should take about an hour or less. Ensure you're signed in so that your progress remains saved on your account. Second training: Complete the Wikipedia Adventure linked below. * Wikipedia:The Wikipedia Adventure * Ensure you have all 15 badges at the end! [[File:Userpageparroda.png|thumb|A standard Wiki User page where the user writes their major, mentor, and involvement in HGAPS.]] This training will take a bit longer, approximately an hour or a bit more. It includes music and details the layout of Wikipedia from within Wikipedia, guiding you on your first edits. At that point, go ahead and add some more information onto your user page- for example, go ahead and add HGAPS to your wiki profile (right). After this, you're all set with your trainings! Report back to your water carrier and to any HGAPS Exec member. An HGAPS Exec will then add you to HGAPS-relevant Wiki groups (including the HGAPS User Group and the HGAPS WikiEdu dashboard) while your water carrier will help you get more involved on their specific project. = Further information = === What if I have more questions? === Please reach out, we are here to help! HGAPS has a lot of exciting projects and components, and we know that getting started can seem overwhelming. Phoebe Rodda (UNC Chapter President) and Julia Bondareva (UNC Chapter Treasurer) are available through Slack for any questions. Dr. Youngstrom is as well, but as he is very busy we encourage you to direct questions that are not Eric-specific elsewhere first, if possible. === Who are the main HGAPS Exec that I will interact with? === * Eric Youngstrom, PhD (he/him) - HGAPS CEO, Founder and Faculty Advisor * Natalie Charamut (she/her) - HGAPS Assistant Executive Director '''(currently working on PhD, may not be very available but is very knowledgeable!)''' * Phoebe Rodda (she/her) - HGAPS UNC Chapter President * Julia Bondareva (they/them) - HGAPS UNC Chapter Treasurer * Maddie Gray (she/her) - HGAPS UNC Chapter Secretary * Thamasi Sagi (she/her) - HGAPS UNC Chapter Social Media Chair * Maggie Wong (she/her) - HGAPS UNC Chapter Past-President === Where can I find out more? === If you'd like more information about the history of HGAPS and different events you can be involved in through HGAPS, feel free to check out the HGAPS site linked [https://www.hgaps.org/ here], or this page of other [[Helping Give Away Psychological Science/Standard Operating Procedures|Standard Operating Procedures (SOPs)]]. Happy editing, we're glad to have you! gzyry5u6vydjit0cr31tqffchgbqfq0 0 285384 2413934 2412325 2022-08-12T08:24:45Z Young1lim 21186 /* Workings of the GNU Compiler */ wikitext text/x-wiki === Workings of the GNU Compiler === * Overview ([[Media:Overview.20200211.pdf |pdf]]) * Access ([[Media:Access.20200409.pdf |pdf]]) * Operators ([[Media:Operator.20200427.pdf |pdf]]) * Conditions ([[Media:Condition.20220808.pdf |pdf]]) * Control ([[Media:Control.20220616.pdf |pdf]]) * Procedure ([[Media:Procedure.20220412.pdf |pdf]]) * Recursion ([[Media:Recursion.20210824-2.pdf |pdf]]) * Arrays ([[Media:Array.20211018.pdf |pdf]]) * Structures ([[Media:Structure.20220101.pdf |pdf]]) * Alignment ([[Media:Alignment.20201117.pdf |pdf]]) * Pointers ([[Media:Pointer.20201106.pdf |pdf]]) </br> === Workings of the GNU Linker === ==== Overview ==== * Static Linking Overview ([[Media:Link.1.StaticOverview.20181120.pdf |pdf]]) * Dynamic Linking Overview ([[Media:Link.2.DynamicOverview.20181120.pdf |pdf]]) ==== Linking Process ==== * Object Files ([[Media:Link.3.A.Object.20190121.pdf |A.pdf]], [[Media:Link.3.B.Object.20190405.pdf |B.pdf]]) * Symbols ([[Media:Link.4.A.Symbol.20190312.pdf |A.pdf]], [[Media:Link.4.B.Symbol.20190312.pdf |B.pdf]]) * Relocation ([[Media:Link.5.A.Relocation.20190320.pdf |A.pdf]], [[Media:Link.5.B.Relocation.20190322.pdf |B.pdf]]) * Loading ([[Media:Link.6.A.Loading.20190501.pdf |A.pdf]], [[Media:Link.6.B.Loading.20190126.pdf |B.pdf]]) * Static Linking ([[Media:Link.7.A.StaticLink.20190122.pdf |A.pdf]], [[Media:Link.7.B.StaticLink.20190128.pdf |B.pdf]]) * Dynamic Linking ([[Media:Link.8.A.DynamicLink.20190207.pdf |A.pdf]], [[Media:Link.8.B.DynamicLink.20190209.pdf |B.pdf]]) * Position Independent Code ([[Media:Link.9.A.PIC.20190304.pdf |A.pdf]], [[Media:Link.9.B.PIC.20190309.pdf |B.pdf]]) ==== Example I ==== * Vector addition ([[Media:Eg1.1A.Vector.20190121.pdf |A.pdf]], [[Media:Eg1.1B.Vector.20190121.pdf |B.pdf]]) * Swapping array elements ([[Media:Eg1.2A.Swap.20190302.pdf |A.pdf]], [[Media:Eg1.2B.Swap.20190121.pdf |B.pdf]]) * Nested functions ([[Media:Eg1.3A.Nest.20190121.pdf |A.pdf]], [[Media:Eg1.3B.Nest.20190121.pdf |B.pdf]]) ==== Examples II ==== * analysis of static linking ([[Media:Ex1.A.StaticLinkEx.20190121.pdf |A.pdf]], [[Media:Ex2.B.StaticLinkEx.20190121.pdf |B.pdf]]) * analysis of dynamic linking ([[Media:Ex2.A.DynamicLinkEx.20190121.pdf |A.pdf]]) * analysis of PIC ([[Media:Ex3.A.PICEx.20190121.pdf |A.pdf]]) </br> go to [ [[C programming in plain view]] ] [[Category:C programming]] 0yqwh48amb6rjxi4xspss90m8qxes3w 2413936 2413934 2022-08-12T08:26:41Z Young1lim 21186 /* Workings of the GNU Compiler */ wikitext text/x-wiki === Workings of the GNU Compiler === * Overview ([[Media:Overview.20200211.pdf |pdf]]) * Access ([[Media:Access.20200409.pdf |pdf]]) * Operators ([[Media:Operator.20200427.pdf |pdf]]) * Conditions ([[Media:Condition.20220810.pdf |pdf]]) * Control ([[Media:Control.20220616.pdf |pdf]]) * Procedure ([[Media:Procedure.20220412.pdf |pdf]]) * Recursion ([[Media:Recursion.20210824-2.pdf |pdf]]) * Arrays ([[Media:Array.20211018.pdf |pdf]]) * Structures ([[Media:Structure.20220101.pdf |pdf]]) * Alignment ([[Media:Alignment.20201117.pdf |pdf]]) * Pointers ([[Media:Pointer.20201106.pdf |pdf]]) </br> === Workings of the GNU Linker === ==== Overview ==== * Static Linking Overview ([[Media:Link.1.StaticOverview.20181120.pdf |pdf]]) * Dynamic Linking Overview ([[Media:Link.2.DynamicOverview.20181120.pdf |pdf]]) ==== Linking Process ==== * Object Files ([[Media:Link.3.A.Object.20190121.pdf |A.pdf]], [[Media:Link.3.B.Object.20190405.pdf |B.pdf]]) * Symbols ([[Media:Link.4.A.Symbol.20190312.pdf |A.pdf]], [[Media:Link.4.B.Symbol.20190312.pdf |B.pdf]]) * Relocation ([[Media:Link.5.A.Relocation.20190320.pdf |A.pdf]], [[Media:Link.5.B.Relocation.20190322.pdf |B.pdf]]) * Loading ([[Media:Link.6.A.Loading.20190501.pdf |A.pdf]], [[Media:Link.6.B.Loading.20190126.pdf |B.pdf]]) * Static Linking ([[Media:Link.7.A.StaticLink.20190122.pdf |A.pdf]], [[Media:Link.7.B.StaticLink.20190128.pdf |B.pdf]]) * Dynamic Linking ([[Media:Link.8.A.DynamicLink.20190207.pdf |A.pdf]], [[Media:Link.8.B.DynamicLink.20190209.pdf |B.pdf]]) * Position Independent Code ([[Media:Link.9.A.PIC.20190304.pdf |A.pdf]], [[Media:Link.9.B.PIC.20190309.pdf |B.pdf]]) ==== Example I ==== * Vector addition ([[Media:Eg1.1A.Vector.20190121.pdf |A.pdf]], [[Media:Eg1.1B.Vector.20190121.pdf |B.pdf]]) * Swapping array elements ([[Media:Eg1.2A.Swap.20190302.pdf |A.pdf]], [[Media:Eg1.2B.Swap.20190121.pdf |B.pdf]]) * Nested functions ([[Media:Eg1.3A.Nest.20190121.pdf |A.pdf]], [[Media:Eg1.3B.Nest.20190121.pdf |B.pdf]]) ==== Examples II ==== * analysis of static linking ([[Media:Ex1.A.StaticLinkEx.20190121.pdf |A.pdf]], [[Media:Ex2.B.StaticLinkEx.20190121.pdf |B.pdf]]) * analysis of dynamic linking ([[Media:Ex2.A.DynamicLinkEx.20190121.pdf |A.pdf]]) * analysis of PIC ([[Media:Ex3.A.PICEx.20190121.pdf |A.pdf]]) </br> go to [ [[C programming in plain view]] ] [[Category:C programming]] ncipsh2wi8lpe91pcl8ocechlkbvgrd 2413937 2413936 2022-08-12T08:27:24Z Young1lim 21186 /* Workings of the GNU Compiler */ wikitext text/x-wiki === Workings of the GNU Compiler === * Overview ([[Media:Overview.20200211.pdf |pdf]]) * Access ([[Media:Access.20200409.pdf |pdf]]) * Operators ([[Media:Operator.20200427.pdf |pdf]]) * Conditions ([[Media:Condition.20220809.pdf |pdf]]) * Control ([[Media:Control.20220616.pdf |pdf]]) * Procedure ([[Media:Procedure.20220412.pdf |pdf]]) * Recursion ([[Media:Recursion.20210824-2.pdf |pdf]]) * Arrays ([[Media:Array.20211018.pdf |pdf]]) * Structures ([[Media:Structure.20220101.pdf |pdf]]) * Alignment ([[Media:Alignment.20201117.pdf |pdf]]) * Pointers ([[Media:Pointer.20201106.pdf |pdf]]) </br> === Workings of the GNU Linker === ==== Overview ==== * Static Linking Overview ([[Media:Link.1.StaticOverview.20181120.pdf |pdf]]) * Dynamic Linking Overview ([[Media:Link.2.DynamicOverview.20181120.pdf |pdf]]) ==== Linking Process ==== * Object Files ([[Media:Link.3.A.Object.20190121.pdf |A.pdf]], [[Media:Link.3.B.Object.20190405.pdf |B.pdf]]) * Symbols ([[Media:Link.4.A.Symbol.20190312.pdf |A.pdf]], [[Media:Link.4.B.Symbol.20190312.pdf |B.pdf]]) * Relocation ([[Media:Link.5.A.Relocation.20190320.pdf |A.pdf]], [[Media:Link.5.B.Relocation.20190322.pdf |B.pdf]]) * Loading ([[Media:Link.6.A.Loading.20190501.pdf |A.pdf]], [[Media:Link.6.B.Loading.20190126.pdf |B.pdf]]) * Static Linking ([[Media:Link.7.A.StaticLink.20190122.pdf |A.pdf]], [[Media:Link.7.B.StaticLink.20190128.pdf |B.pdf]]) * Dynamic Linking ([[Media:Link.8.A.DynamicLink.20190207.pdf |A.pdf]], [[Media:Link.8.B.DynamicLink.20190209.pdf |B.pdf]]) * Position Independent Code ([[Media:Link.9.A.PIC.20190304.pdf |A.pdf]], [[Media:Link.9.B.PIC.20190309.pdf |B.pdf]]) ==== Example I ==== * Vector addition ([[Media:Eg1.1A.Vector.20190121.pdf |A.pdf]], [[Media:Eg1.1B.Vector.20190121.pdf |B.pdf]]) * Swapping array elements ([[Media:Eg1.2A.Swap.20190302.pdf |A.pdf]], [[Media:Eg1.2B.Swap.20190121.pdf |B.pdf]]) * Nested functions ([[Media:Eg1.3A.Nest.20190121.pdf |A.pdf]], [[Media:Eg1.3B.Nest.20190121.pdf |B.pdf]]) ==== Examples II ==== * analysis of static linking ([[Media:Ex1.A.StaticLinkEx.20190121.pdf |A.pdf]], [[Media:Ex2.B.StaticLinkEx.20190121.pdf |B.pdf]]) * analysis of dynamic linking ([[Media:Ex2.A.DynamicLinkEx.20190121.pdf |A.pdf]]) * analysis of PIC ([[Media:Ex3.A.PICEx.20190121.pdf |A.pdf]]) </br> go to [ [[C programming in plain view]] ] [[Category:C programming]] p502i9lbhcd27vyt266iwk11gaknbvo 2413939 2413937 2022-08-12T08:38:49Z Young1lim 21186 /* Workings of the GNU Compiler */ wikitext text/x-wiki === Workings of the GNU Compiler === * Overview ([[Media:Overview.20200211.pdf |pdf]]) * Access ([[Media:Access.20200409.pdf |pdf]]) * Operators ([[Media:Operator.20200427.pdf |pdf]]) * Conditions ([[Media:Condition.20220810.pdf |pdf]]) * Control ([[Media:Control.20220616.pdf |pdf]]) * Procedure ([[Media:Procedure.20220412.pdf |pdf]]) * Recursion ([[Media:Recursion.20210824-2.pdf |pdf]]) * Arrays ([[Media:Array.20211018.pdf |pdf]]) * Structures ([[Media:Structure.20220101.pdf |pdf]]) * Alignment ([[Media:Alignment.20201117.pdf |pdf]]) * Pointers ([[Media:Pointer.20201106.pdf |pdf]]) </br> === Workings of the GNU Linker === ==== Overview ==== * Static Linking Overview ([[Media:Link.1.StaticOverview.20181120.pdf |pdf]]) * Dynamic Linking Overview ([[Media:Link.2.DynamicOverview.20181120.pdf |pdf]]) ==== Linking Process ==== * Object Files ([[Media:Link.3.A.Object.20190121.pdf |A.pdf]], [[Media:Link.3.B.Object.20190405.pdf |B.pdf]]) * Symbols ([[Media:Link.4.A.Symbol.20190312.pdf |A.pdf]], [[Media:Link.4.B.Symbol.20190312.pdf |B.pdf]]) * Relocation ([[Media:Link.5.A.Relocation.20190320.pdf |A.pdf]], [[Media:Link.5.B.Relocation.20190322.pdf |B.pdf]]) * Loading ([[Media:Link.6.A.Loading.20190501.pdf |A.pdf]], [[Media:Link.6.B.Loading.20190126.pdf |B.pdf]]) * Static Linking ([[Media:Link.7.A.StaticLink.20190122.pdf |A.pdf]], [[Media:Link.7.B.StaticLink.20190128.pdf |B.pdf]]) * Dynamic Linking ([[Media:Link.8.A.DynamicLink.20190207.pdf |A.pdf]], [[Media:Link.8.B.DynamicLink.20190209.pdf |B.pdf]]) * Position Independent Code ([[Media:Link.9.A.PIC.20190304.pdf |A.pdf]], [[Media:Link.9.B.PIC.20190309.pdf |B.pdf]]) ==== Example I ==== * Vector addition ([[Media:Eg1.1A.Vector.20190121.pdf |A.pdf]], [[Media:Eg1.1B.Vector.20190121.pdf |B.pdf]]) * Swapping array elements ([[Media:Eg1.2A.Swap.20190302.pdf |A.pdf]], [[Media:Eg1.2B.Swap.20190121.pdf |B.pdf]]) * Nested functions ([[Media:Eg1.3A.Nest.20190121.pdf |A.pdf]], [[Media:Eg1.3B.Nest.20190121.pdf |B.pdf]]) ==== Examples II ==== * analysis of static linking ([[Media:Ex1.A.StaticLinkEx.20190121.pdf |A.pdf]], [[Media:Ex2.B.StaticLinkEx.20190121.pdf |B.pdf]]) * analysis of dynamic linking ([[Media:Ex2.A.DynamicLinkEx.20190121.pdf |A.pdf]]) * analysis of PIC ([[Media:Ex3.A.PICEx.20190121.pdf |A.pdf]]) </br> go to [ [[C programming in plain view]] ] [[Category:C programming]] ncipsh2wi8lpe91pcl8ocechlkbvgrd 0 285546 2413825 2410995 2022-08-11T15:53:56Z Ncharamut 2824970 /* Learning */ added canva checklist wikitext text/x-wiki == Goals == ''Did you meet your goals? Are you happy with how the project went?''<br>We did meet our goals and are very happy with how the project went. We were able to create a template for conferences to use seen [[Template:Conferences|here]]. And updated all of the previous Future Directions Forum pages seen [[Journal of Clinical Child and Adolescent Psychology Future Directions Forum (JCCAP FDF)|here]]. Additionally, we were able to create Wikipedia pages for some of the previous presenters of the Forum with a focus on women and other minority groups. By starting this, we have decided to try and continue this project moving forward. We have also recruited several new Wiki editors and trained those individuals how to use our template and how to edit Wiki pages. Many of the current editors working on the project have increased their skills on Wiki platforms and have attended workshops on transclusion and creating templates in order to increase our ability to effectively update pages and create the template for conferences to use. == Outcome == ''Please report on your original project targets. Please be sure to '''[[Grants:Metrics#Three_shared_metrics|review and provide metrics required for Rapid Grants]]''''' {| class="wikitable" |+ ! !Target outcome !Achived outcome !Explanation |- |1 |Host 2 edit-a-thons with HGAPS team members from both UNC and UMD |Hosted 2 edit-a-thons |Both edit-a-thons were successful. We had HGAPS members come from both UNC and UMD as well as UCLA. We also had individuals attend the edit-a-thons who are not a part of HGAPS. |- |2 |15+ contributors and attendees per edit-a-thon |10 contributors per edit-a-thon |Although we were not able to get 15+ attendees at our edit-a-thons, we were able to get 10 at both events. We had many more individuals sign up for the edit-a-thons than the number that actually attended. |- |3 |5 new editors |10 new editors |We had more than 5 new editors and ended with about 10 new editors who have not edited Wiki before. |- |4 |1 new article created, 20+ articles improved |5 new pages created and 25 pages updated |We were successful on this target and created 5 new pages related to keynote speakers and improved many existing articles with around 25 total. |- |5 |increase views within 6 months of launch |Views have increased |We have had an increase in views on FDF related pages since updating the pages and creating new ones. |} == Learning == ''Projects do not always go according to plan. Sharing what you learned can help you and others plan similar projects in the future. Help the movement learn from your experience by answering the following questions:'' *What worked well? #We made page templates on Wiki using transclusion for every page we created or improved. This was very helpful as it guided new editors and created a professional, organized, and visually continuous layout for every page we edited, even though most of our work was done collaboratively. This practice also helped to ensure that necessary and beneficial information was present on every page we edited. #We also made a checklist on Canva, summarizing key aspects to include living biography pages. This checklist provided newer Wiki editors with a framework off of which they could build their pages, and ensured that necessary elements were not left off. The checklist was presented in conjunction with an example living biography page ([[wikipedia:Steven_Pinker|Steven Pinker]]) during the introduction of each Edit-A-Thon and was linked on collaborative editing documents, which served to further demonstrate our expectations to newer editors and ensure that quality pages were created. [[File:996 Edit-a-thon Page Checklist.jpg|thumb|996 Edit-a-thon Checklist]] #Our team met regularly (at least once a week) via video call throughout the entirety of this project. Between meetings, we used a professional instant messaging platform to communicate thoughts, questions, ideas, and reminders both within our team and to other members of our larger organization. Having a clearly defined and hierarchical communication system that was still adaptable enough to meet the needs of our team (working internationally) allowed us to collaborate efficiently, solve problems as they arose, avoid miscommunication, and make the most of our time. #We did the majority of our planning work in wiki sandboxes and separate rough draft documents, instead of working/brainstorming directly on the publicly visible wiki pages themselves. This allowed us to ensure that everything we put on Wiki was accurate, well thought out, and organized. The use of collaborative documents for brainstorming outside of Wiki also served to streamline the teamwork process, especially since a significant number of our editors did not have prior experience editing Wiki. #We created documents with lists of web links for use on specific pages in advance of each Edit-A-Thon. Since these link lists were created by experienced team members, they allowed us to ensure that the information editors used to build pages was accurate and extensive. Additionally, this process allowed editors to use their time most efficiently during the Edit-A-Thon, as they could focus on brainstorming and editing, instead of having to search for and vet links. #Including prizes, gift cards to virtually by lunch for editors, and designated time at the end of the Edit-A-Thon to collaboratively review pages helped not only to gather interest in the events we hosted, but also to incentivize editors to stay focused and productive over the two hour time frame. #Establishing a detailed time frame and plan for each Edit-A-Thon helped us avoid administrative errors during events and allowed us to plan how much we should expect participants to accomplish. This practice also made sure we used our time provided efficiently, and made sure that we were able to fulfill our goals at every Edit-A-Thon. #Providing new editors with Wiki training links in advance of the Edit-A-Thon, as well as with editing workshops during the first few minutes of every event helped us to ensure that new editors learned from this experience and were able to make valuable contributions to their teams. More advanced editing workshops were also provided to individuals with more experience, allowing people of all levels of Wiki editing skills to benefit from this experience and feel encouraged to continue to build their Wiki editing skills in the future. #With the help of the HGAPS Social Media team, we created Google Forms that participants were able to fill out to sign up for Edit-A-Thons. This way, our team was able to know how many editors to expect at each event, as well as to know how many new versus experienced editors planned to show up. These forms were created and advertised during HGAPS meetings and on social media well in advance of each event, in order to maximize our potential audience and gauge interest. #Additionally, we used Google Forms to employ a page rating system that allowed teams to both give and receive feedback on their work, further refining editing skills and serving as an additional motivator for focused work. *What did not work so well? #While we still were able to recruit a significant number of both new and experienced editors to participate in our Edit-A-Thons, we did not manage to achieve the participant turnout rate we initially hoped for. This led to minor complications during incentive allocation, wherein we had to modify our initial plans for how incentives would be given out. #Our team ended up with more clean-up work at the end of each Edit-A-Thon than we initially anticipated. This additional work was partly due to the lower than target turnout rate at Edit-A-Thons, but was able to be accounted for when our finances were re-examined (we reallocated incentive funds to wages in order to pay individuals to clean up the pages). #We had a good turnout in terms of RSVP response rate to the sign-up and informational forms we advertised, but we struggled with getting everyone who RSVP'd to attend. This was largely anticipated, but does provide room for improvement if/when we complete similar projects in the future. *What would you do differently next time? #Due to the aforementioned challenges, we have discussed strengthening our advertising effort for Edit-A-Thons in the future. While we did post informational infographics in advance of the Edit-A-Thons on social media, and dedicated time in our HGAPS weekly meetings, we realized that it would likely be beneficial to start the process of advertising the Edit-A-Thons earlier than we did, and post subsequent reminders as the events got closer (as opposed to just having 1 or 2 social media posts). #We also considered that it might be a good idea to include more information about the specific goals of future HGAPS Edit-A-Thons in our social media advertisements. This practice would help garner interest in specific topics, drawing in an increased number of dedicated editors from outside HGAPS UNC. A specific idea we had for implementing this change is to advertise the Edit-A-Thons by way of infographic, as opposed to simply listing the title and time of the event. #As a significant amount of time ended up being spent coordinating bringing in outside trainers for the edit-a-thons, we discussed having experienced Wiki editors prerecorded training sessions. This would allow us to better plan for the time that training would take, and decrease the time and resources spent on recruiting trainers that had to present live talks. If we used prerecorded training sessions we would still recruit experienced editors to be present at the events to answer any questions that may arise, but would reduce time spent during the event as we could send out the recording in advance for participants to watch. #Overall, our team was able to learn a lot during the organization and implementation of this project, and we hope to use what we have learned to scale up this project in the future. Next time, we strive to further perfect our process in order to recruit more new editors, involve an even greater audience from outside of HGAPS, and create/update more pages in order to continue to disseminate critical psychological research by way of sustained Wiki editing. == Finances == ===Grant funds spent=== ''Please describe how much grant money you spent for approved expenses, and tell us what you spent it on.'' * '''Wages for template/tool-kit creators''': $2,040 ($20 per hour x 3 creators x 34 hours) ** The remaining $2589.73 was spent here for our creators. * '''Wages for trainers''': $720 ($20 per hour x 3 trainers x 12 hours) ** We spent the anticipated $720 here on trainers. * '''Gift cards to virtually buy lunch for edit-a-thon participants''': $600 ($20 for 15 participants x 2 events) ** We spent $260 on gift cards to buy lunch for edit-a-thon participants. Not everyone that attended wanted one, which led to us being under budget here. We have reallocated these remaining funds ($340) to "wages for template/tool-kit creators". * '''Incentives for sustained editing''': $500 (1st prize $100, 2nd prize $50, and 3rd prize $25 at 1 and 3 month follow-ups after last edit-a-thon = $175 x 4 "contests") ** Upon organizing the edit-a-thons, we decided to change our method for prizes. Since we organized into teams we decided to have participants evaluate each teams work at the end of each edit-a-thon. We used these evaluations to come up with a first place and second place team and these teams were given prizes. We spent $350 in this category and reallocated these remaining funds ($150) to "wages for template/tool-kit creators". * '''HGAPS merch for milestones completed in editor training''': $300 ** We spent $248.27 on HGAPS merch for editors. The remaining funds ($51.73) were reallocated to "wages for template/tool-kit creators". * '''Fiscal sponsor administrative fees (including access to Google Suites for Nonprofits platform and analytics)''': $832 (20% final budget) ** We spent the anticipated $832 for fiscal sponsor administrative fees. '''Total''': USD $4,992 ===Remaining funds=== ''Do you have any remaining grant funds?'' No, we don't have any remaining grant funds left after the completion of the project. <!--Let us know if you would like to use the remaining funds on a similar or new project. Remember, a grants officer must approve this request before you spend the money.--> ==Anything else== ''Anything else you want to share about your project?'' [[Category:Project/Rapid/Report]] 33jgfa5nzj0louvy9fpk01sb16a6g3h 2413826 2413825 2022-08-11T15:54:40Z Ncharamut 2824970 /* Learning */ moved checklist wikitext text/x-wiki == Goals == ''Did you meet your goals? Are you happy with how the project went?''<br>We did meet our goals and are very happy with how the project went. We were able to create a template for conferences to use seen [[Template:Conferences|here]]. And updated all of the previous Future Directions Forum pages seen [[Journal of Clinical Child and Adolescent Psychology Future Directions Forum (JCCAP FDF)|here]]. Additionally, we were able to create Wikipedia pages for some of the previous presenters of the Forum with a focus on women and other minority groups. By starting this, we have decided to try and continue this project moving forward. We have also recruited several new Wiki editors and trained those individuals how to use our template and how to edit Wiki pages. Many of the current editors working on the project have increased their skills on Wiki platforms and have attended workshops on transclusion and creating templates in order to increase our ability to effectively update pages and create the template for conferences to use. == Outcome == ''Please report on your original project targets. Please be sure to '''[[Grants:Metrics#Three_shared_metrics|review and provide metrics required for Rapid Grants]]''''' {| class="wikitable" |+ ! !Target outcome !Achived outcome !Explanation |- |1 |Host 2 edit-a-thons with HGAPS team members from both UNC and UMD |Hosted 2 edit-a-thons |Both edit-a-thons were successful. We had HGAPS members come from both UNC and UMD as well as UCLA. We also had individuals attend the edit-a-thons who are not a part of HGAPS. |- |2 |15+ contributors and attendees per edit-a-thon |10 contributors per edit-a-thon |Although we were not able to get 15+ attendees at our edit-a-thons, we were able to get 10 at both events. We had many more individuals sign up for the edit-a-thons than the number that actually attended. |- |3 |5 new editors |10 new editors |We had more than 5 new editors and ended with about 10 new editors who have not edited Wiki before. |- |4 |1 new article created, 20+ articles improved |5 new pages created and 25 pages updated |We were successful on this target and created 5 new pages related to keynote speakers and improved many existing articles with around 25 total. |- |5 |increase views within 6 months of launch |Views have increased |We have had an increase in views on FDF related pages since updating the pages and creating new ones. |} == Learning == ''Projects do not always go according to plan. Sharing what you learned can help you and others plan similar projects in the future. Help the movement learn from your experience by answering the following questions:'' *What worked well? #We made page templates on Wiki using transclusion for every page we created or improved. This was very helpful as it guided new editors and created a professional, organized, and visually continuous layout for every page we edited, even though most of our work was done collaboratively. This practice also helped to ensure that necessary and beneficial information was present on every page we edited. #We also made a checklist on Canva, summarizing key aspects to include living biography pages. This checklist provided newer Wiki editors with a framework off of which they could build their pages, and ensured that necessary elements were not left off. [[File:996 Edit-a-thon Page Checklist.jpg|thumb|996 Edit-a-thon Checklist]] The checklist was presented in conjunction with an example living biography page ([[wikipedia:Steven_Pinker|Steven Pinker]]) during the introduction of each Edit-A-Thon and was linked on collaborative editing documents, which served to further demonstrate our expectations to newer editors and ensure that quality pages were created. #Our team met regularly (at least once a week) via video call throughout the entirety of this project. Between meetings, we used a professional instant messaging platform to communicate thoughts, questions, ideas, and reminders both within our team and to other members of our larger organization. Having a clearly defined and hierarchical communication system that was still adaptable enough to meet the needs of our team (working internationally) allowed us to collaborate efficiently, solve problems as they arose, avoid miscommunication, and make the most of our time. #We did the majority of our planning work in wiki sandboxes and separate rough draft documents, instead of working/brainstorming directly on the publicly visible wiki pages themselves. This allowed us to ensure that everything we put on Wiki was accurate, well thought out, and organized. The use of collaborative documents for brainstorming outside of Wiki also served to streamline the teamwork process, especially since a significant number of our editors did not have prior experience editing Wiki. #We created documents with lists of web links for use on specific pages in advance of each Edit-A-Thon. Since these link lists were created by experienced team members, they allowed us to ensure that the information editors used to build pages was accurate and extensive. Additionally, this process allowed editors to use their time most efficiently during the Edit-A-Thon, as they could focus on brainstorming and editing, instead of having to search for and vet links. #Including prizes, gift cards to virtually by lunch for editors, and designated time at the end of the Edit-A-Thon to collaboratively review pages helped not only to gather interest in the events we hosted, but also to incentivize editors to stay focused and productive over the two hour time frame. #Establishing a detailed time frame and plan for each Edit-A-Thon helped us avoid administrative errors during events and allowed us to plan how much we should expect participants to accomplish. This practice also made sure we used our time provided efficiently, and made sure that we were able to fulfill our goals at every Edit-A-Thon. #Providing new editors with Wiki training links in advance of the Edit-A-Thon, as well as with editing workshops during the first few minutes of every event helped us to ensure that new editors learned from this experience and were able to make valuable contributions to their teams. More advanced editing workshops were also provided to individuals with more experience, allowing people of all levels of Wiki editing skills to benefit from this experience and feel encouraged to continue to build their Wiki editing skills in the future. #With the help of the HGAPS Social Media team, we created Google Forms that participants were able to fill out to sign up for Edit-A-Thons. This way, our team was able to know how many editors to expect at each event, as well as to know how many new versus experienced editors planned to show up. These forms were created and advertised during HGAPS meetings and on social media well in advance of each event, in order to maximize our potential audience and gauge interest. #Additionally, we used Google Forms to employ a page rating system that allowed teams to both give and receive feedback on their work, further refining editing skills and serving as an additional motivator for focused work. *What did not work so well? #While we still were able to recruit a significant number of both new and experienced editors to participate in our Edit-A-Thons, we did not manage to achieve the participant turnout rate we initially hoped for. This led to minor complications during incentive allocation, wherein we had to modify our initial plans for how incentives would be given out. #Our team ended up with more clean-up work at the end of each Edit-A-Thon than we initially anticipated. This additional work was partly due to the lower than target turnout rate at Edit-A-Thons, but was able to be accounted for when our finances were re-examined (we reallocated incentive funds to wages in order to pay individuals to clean up the pages). #We had a good turnout in terms of RSVP response rate to the sign-up and informational forms we advertised, but we struggled with getting everyone who RSVP'd to attend. This was largely anticipated, but does provide room for improvement if/when we complete similar projects in the future. *What would you do differently next time? #Due to the aforementioned challenges, we have discussed strengthening our advertising effort for Edit-A-Thons in the future. While we did post informational infographics in advance of the Edit-A-Thons on social media, and dedicated time in our HGAPS weekly meetings, we realized that it would likely be beneficial to start the process of advertising the Edit-A-Thons earlier than we did, and post subsequent reminders as the events got closer (as opposed to just having 1 or 2 social media posts). #We also considered that it might be a good idea to include more information about the specific goals of future HGAPS Edit-A-Thons in our social media advertisements. This practice would help garner interest in specific topics, drawing in an increased number of dedicated editors from outside HGAPS UNC. A specific idea we had for implementing this change is to advertise the Edit-A-Thons by way of infographic, as opposed to simply listing the title and time of the event. #As a significant amount of time ended up being spent coordinating bringing in outside trainers for the edit-a-thons, we discussed having experienced Wiki editors prerecorded training sessions. This would allow us to better plan for the time that training would take, and decrease the time and resources spent on recruiting trainers that had to present live talks. If we used prerecorded training sessions we would still recruit experienced editors to be present at the events to answer any questions that may arise, but would reduce time spent during the event as we could send out the recording in advance for participants to watch. #Overall, our team was able to learn a lot during the organization and implementation of this project, and we hope to use what we have learned to scale up this project in the future. Next time, we strive to further perfect our process in order to recruit more new editors, involve an even greater audience from outside of HGAPS, and create/update more pages in order to continue to disseminate critical psychological research by way of sustained Wiki editing. == Finances == ===Grant funds spent=== ''Please describe how much grant money you spent for approved expenses, and tell us what you spent it on.'' * '''Wages for template/tool-kit creators''': $2,040 ($20 per hour x 3 creators x 34 hours) ** The remaining $2589.73 was spent here for our creators. * '''Wages for trainers''': $720 ($20 per hour x 3 trainers x 12 hours) ** We spent the anticipated $720 here on trainers. * '''Gift cards to virtually buy lunch for edit-a-thon participants''': $600 ($20 for 15 participants x 2 events) ** We spent $260 on gift cards to buy lunch for edit-a-thon participants. Not everyone that attended wanted one, which led to us being under budget here. We have reallocated these remaining funds ($340) to "wages for template/tool-kit creators". * '''Incentives for sustained editing''': $500 (1st prize $100, 2nd prize $50, and 3rd prize $25 at 1 and 3 month follow-ups after last edit-a-thon = $175 x 4 "contests") ** Upon organizing the edit-a-thons, we decided to change our method for prizes. Since we organized into teams we decided to have participants evaluate each teams work at the end of each edit-a-thon. We used these evaluations to come up with a first place and second place team and these teams were given prizes. We spent $350 in this category and reallocated these remaining funds ($150) to "wages for template/tool-kit creators". * '''HGAPS merch for milestones completed in editor training''': $300 ** We spent $248.27 on HGAPS merch for editors. The remaining funds ($51.73) were reallocated to "wages for template/tool-kit creators". * '''Fiscal sponsor administrative fees (including access to Google Suites for Nonprofits platform and analytics)''': $832 (20% final budget) ** We spent the anticipated $832 for fiscal sponsor administrative fees. '''Total''': USD $4,992 ===Remaining funds=== ''Do you have any remaining grant funds?'' No, we don't have any remaining grant funds left after the completion of the project. <!--Let us know if you would like to use the remaining funds on a similar or new project. Remember, a grants officer must approve this request before you spend the money.--> ==Anything else== ''Anything else you want to share about your project?'' [[Category:Project/Rapid/Report]] 03uuaheb8dx54jlehbkmtgh19s91fq9 2413827 2413826 2022-08-11T15:57:11Z Ncharamut 2824970 /* Learning */ added edit-a-thon schedule picture wikitext text/x-wiki == Goals == ''Did you meet your goals? Are you happy with how the project went?''<br>We did meet our goals and are very happy with how the project went. We were able to create a template for conferences to use seen [[Template:Conferences|here]]. And updated all of the previous Future Directions Forum pages seen [[Journal of Clinical Child and Adolescent Psychology Future Directions Forum (JCCAP FDF)|here]]. Additionally, we were able to create Wikipedia pages for some of the previous presenters of the Forum with a focus on women and other minority groups. By starting this, we have decided to try and continue this project moving forward. We have also recruited several new Wiki editors and trained those individuals how to use our template and how to edit Wiki pages. Many of the current editors working on the project have increased their skills on Wiki platforms and have attended workshops on transclusion and creating templates in order to increase our ability to effectively update pages and create the template for conferences to use. == Outcome == ''Please report on your original project targets. Please be sure to '''[[Grants:Metrics#Three_shared_metrics|review and provide metrics required for Rapid Grants]]''''' {| class="wikitable" |+ ! !Target outcome !Achived outcome !Explanation |- |1 |Host 2 edit-a-thons with HGAPS team members from both UNC and UMD |Hosted 2 edit-a-thons |Both edit-a-thons were successful. We had HGAPS members come from both UNC and UMD as well as UCLA. We also had individuals attend the edit-a-thons who are not a part of HGAPS. |- |2 |15+ contributors and attendees per edit-a-thon |10 contributors per edit-a-thon |Although we were not able to get 15+ attendees at our edit-a-thons, we were able to get 10 at both events. We had many more individuals sign up for the edit-a-thons than the number that actually attended. |- |3 |5 new editors |10 new editors |We had more than 5 new editors and ended with about 10 new editors who have not edited Wiki before. |- |4 |1 new article created, 20+ articles improved |5 new pages created and 25 pages updated |We were successful on this target and created 5 new pages related to keynote speakers and improved many existing articles with around 25 total. |- |5 |increase views within 6 months of launch |Views have increased |We have had an increase in views on FDF related pages since updating the pages and creating new ones. |} == Learning == ''Projects do not always go according to plan. Sharing what you learned can help you and others plan similar projects in the future. Help the movement learn from your experience by answering the following questions:'' *What worked well? #We made page templates on Wiki using transclusion for every page we created or improved. This was very helpful as it guided new editors and created a professional, organized, and visually continuous layout for every page we edited, even though most of our work was done collaboratively. This practice also helped to ensure that necessary and beneficial information was present on every page we edited. #We also made a checklist on Canva, summarizing key aspects to include living biography pages. This checklist provided newer Wiki editors with a framework off of which they could build their pages, and ensured that necessary elements were not left off. [[File:996 Edit-a-thon Page Checklist.jpg|thumb|996 Edit-a-thon Checklist]] The checklist was presented in conjunction with an example living biography page ([[wikipedia:Steven_Pinker|Steven Pinker]]) during the introduction of each Edit-A-Thon and was linked on collaborative editing documents, which served to further demonstrate our expectations to newer editors and ensure that quality pages were created. #Our team met regularly (at least once a week) via video call throughout the entirety of this project. Between meetings, we used a professional instant messaging platform to communicate thoughts, questions, ideas, and reminders both within our team and to other members of our larger organization. Having a clearly defined and hierarchical communication system that was still adaptable enough to meet the needs of our team (working internationally) allowed us to collaborate efficiently, solve problems as they arose, avoid miscommunication, and make the most of our time. #We did the majority of our planning work in wiki sandboxes and separate rough draft documents, instead of working/brainstorming directly on the publicly visible wiki pages themselves. This allowed us to ensure that everything we put on Wiki was accurate, well thought out, and organized. The use of collaborative documents for brainstorming outside of Wiki also served to streamline the teamwork process, especially since a significant number of our editors did not have prior experience editing Wiki. #We created documents with lists of web links for use on specific pages in advance of each Edit-A-Thon. Since these link lists were created by experienced team members, they allowed us to ensure that the information editors used to build pages was accurate and extensive. Additionally, this process allowed editors to use their time most efficiently during the Edit-A-Thon, as they could focus on brainstorming and editing, instead of having to search for and vet links. #Including prizes, gift cards to virtually by lunch for editors, and designated time at the end of the Edit-A-Thon to collaboratively review pages helped not only to gather interest in the events we hosted, but also to incentivize editors to stay focused and productive over the two hour time frame. #Establishing a detailed time frame and plan for each Edit-A-Thon helped us avoid administrative errors during events and allowed us to plan how much we should expect participants to accomplish. [[File:996 Edit-a-Thon Schedule.jpg|thumb|996 Edit-a-Thon Schedule]] This practice also made sure we used our time provided efficiently, and made sure that we were able to fulfill our goals at every Edit-A-Thon. #Providing new editors with Wiki training links in advance of the Edit-A-Thon, as well as with editing workshops during the first few minutes of every event helped us to ensure that new editors learned from this experience and were able to make valuable contributions to their teams. More advanced editing workshops were also provided to individuals with more experience, allowing people of all levels of Wiki editing skills to benefit from this experience and feel encouraged to continue to build their Wiki editing skills in the future. #With the help of the HGAPS Social Media team, we created Google Forms that participants were able to fill out to sign up for Edit-A-Thons. This way, our team was able to know how many editors to expect at each event, as well as to know how many new versus experienced editors planned to show up. These forms were created and advertised during HGAPS meetings and on social media well in advance of each event, in order to maximize our potential audience and gauge interest. #Additionally, we used Google Forms to employ a page rating system that allowed teams to both give and receive feedback on their work, further refining editing skills and serving as an additional motivator for focused work. *What did not work so well? #While we still were able to recruit a significant number of both new and experienced editors to participate in our Edit-A-Thons, we did not manage to achieve the participant turnout rate we initially hoped for. This led to minor complications during incentive allocation, wherein we had to modify our initial plans for how incentives would be given out. #Our team ended up with more clean-up work at the end of each Edit-A-Thon than we initially anticipated. This additional work was partly due to the lower than target turnout rate at Edit-A-Thons, but was able to be accounted for when our finances were re-examined (we reallocated incentive funds to wages in order to pay individuals to clean up the pages). #We had a good turnout in terms of RSVP response rate to the sign-up and informational forms we advertised, but we struggled with getting everyone who RSVP'd to attend. This was largely anticipated, but does provide room for improvement if/when we complete similar projects in the future. *What would you do differently next time? #Due to the aforementioned challenges, we have discussed strengthening our advertising effort for Edit-A-Thons in the future. While we did post informational infographics in advance of the Edit-A-Thons on social media, and dedicated time in our HGAPS weekly meetings, we realized that it would likely be beneficial to start the process of advertising the Edit-A-Thons earlier than we did, and post subsequent reminders as the events got closer (as opposed to just having 1 or 2 social media posts). #We also considered that it might be a good idea to include more information about the specific goals of future HGAPS Edit-A-Thons in our social media advertisements. This practice would help garner interest in specific topics, drawing in an increased number of dedicated editors from outside HGAPS UNC. A specific idea we had for implementing this change is to advertise the Edit-A-Thons by way of infographic, as opposed to simply listing the title and time of the event. #As a significant amount of time ended up being spent coordinating bringing in outside trainers for the edit-a-thons, we discussed having experienced Wiki editors prerecorded training sessions. This would allow us to better plan for the time that training would take, and decrease the time and resources spent on recruiting trainers that had to present live talks. If we used prerecorded training sessions we would still recruit experienced editors to be present at the events to answer any questions that may arise, but would reduce time spent during the event as we could send out the recording in advance for participants to watch. #Overall, our team was able to learn a lot during the organization and implementation of this project, and we hope to use what we have learned to scale up this project in the future. Next time, we strive to further perfect our process in order to recruit more new editors, involve an even greater audience from outside of HGAPS, and create/update more pages in order to continue to disseminate critical psychological research by way of sustained Wiki editing. == Finances == ===Grant funds spent=== ''Please describe how much grant money you spent for approved expenses, and tell us what you spent it on.'' * '''Wages for template/tool-kit creators''': $2,040 ($20 per hour x 3 creators x 34 hours) ** The remaining $2589.73 was spent here for our creators. * '''Wages for trainers''': $720 ($20 per hour x 3 trainers x 12 hours) ** We spent the anticipated $720 here on trainers. * '''Gift cards to virtually buy lunch for edit-a-thon participants''': $600 ($20 for 15 participants x 2 events) ** We spent $260 on gift cards to buy lunch for edit-a-thon participants. Not everyone that attended wanted one, which led to us being under budget here. We have reallocated these remaining funds ($340) to "wages for template/tool-kit creators". * '''Incentives for sustained editing''': $500 (1st prize $100, 2nd prize $50, and 3rd prize $25 at 1 and 3 month follow-ups after last edit-a-thon = $175 x 4 "contests") ** Upon organizing the edit-a-thons, we decided to change our method for prizes. Since we organized into teams we decided to have participants evaluate each teams work at the end of each edit-a-thon. We used these evaluations to come up with a first place and second place team and these teams were given prizes. We spent $350 in this category and reallocated these remaining funds ($150) to "wages for template/tool-kit creators". * '''HGAPS merch for milestones completed in editor training''': $300 ** We spent $248.27 on HGAPS merch for editors. The remaining funds ($51.73) were reallocated to "wages for template/tool-kit creators". * '''Fiscal sponsor administrative fees (including access to Google Suites for Nonprofits platform and analytics)''': $832 (20% final budget) ** We spent the anticipated $832 for fiscal sponsor administrative fees. '''Total''': USD $4,992 ===Remaining funds=== ''Do you have any remaining grant funds?'' No, we don't have any remaining grant funds left after the completion of the project. <!--Let us know if you would like to use the remaining funds on a similar or new project. Remember, a grants officer must approve this request before you spend the money.--> ==Anything else== ''Anything else you want to share about your project?'' [[Category:Project/Rapid/Report]] kq08y8vc9k29vlu8en0tqfce9y9qgsf 2413828 2413827 2022-08-11T15:58:21Z Ncharamut 2824970 /* Learning */ moved schedule picture wikitext text/x-wiki == Goals == ''Did you meet your goals? Are you happy with how the project went?''<br>We did meet our goals and are very happy with how the project went. We were able to create a template for conferences to use seen [[Template:Conferences|here]]. And updated all of the previous Future Directions Forum pages seen [[Journal of Clinical Child and Adolescent Psychology Future Directions Forum (JCCAP FDF)|here]]. Additionally, we were able to create Wikipedia pages for some of the previous presenters of the Forum with a focus on women and other minority groups. By starting this, we have decided to try and continue this project moving forward. We have also recruited several new Wiki editors and trained those individuals how to use our template and how to edit Wiki pages. Many of the current editors working on the project have increased their skills on Wiki platforms and have attended workshops on transclusion and creating templates in order to increase our ability to effectively update pages and create the template for conferences to use. == Outcome == ''Please report on your original project targets. Please be sure to '''[[Grants:Metrics#Three_shared_metrics|review and provide metrics required for Rapid Grants]]''''' {| class="wikitable" |+ ! !Target outcome !Achived outcome !Explanation |- |1 |Host 2 edit-a-thons with HGAPS team members from both UNC and UMD |Hosted 2 edit-a-thons |Both edit-a-thons were successful. We had HGAPS members come from both UNC and UMD as well as UCLA. We also had individuals attend the edit-a-thons who are not a part of HGAPS. |- |2 |15+ contributors and attendees per edit-a-thon |10 contributors per edit-a-thon |Although we were not able to get 15+ attendees at our edit-a-thons, we were able to get 10 at both events. We had many more individuals sign up for the edit-a-thons than the number that actually attended. |- |3 |5 new editors |10 new editors |We had more than 5 new editors and ended with about 10 new editors who have not edited Wiki before. |- |4 |1 new article created, 20+ articles improved |5 new pages created and 25 pages updated |We were successful on this target and created 5 new pages related to keynote speakers and improved many existing articles with around 25 total. |- |5 |increase views within 6 months of launch |Views have increased |We have had an increase in views on FDF related pages since updating the pages and creating new ones. |} == Learning == ''Projects do not always go according to plan. Sharing what you learned can help you and others plan similar projects in the future. Help the movement learn from your experience by answering the following questions:'' *What worked well? #We made page templates on Wiki using transclusion for every page we created or improved. This was very helpful as it guided new editors and created a professional, organized, and visually continuous layout for every page we edited, even though most of our work was done collaboratively. This practice also helped to ensure that necessary and beneficial information was present on every page we edited. #We also made a checklist on Canva, summarizing key aspects to include living biography pages. This checklist provided newer Wiki editors with a framework off of which they could build their pages, and ensured that necessary elements were not left off. [[File:996 Edit-a-thon Page Checklist.jpg|thumb|996 Edit-a-thon Checklist]] The checklist was presented in conjunction with an example living biography page ([[wikipedia:Steven_Pinker|Steven Pinker]]) during the introduction of each Edit-A-Thon and was linked on collaborative editing documents, which served to further demonstrate our expectations to newer editors and ensure that quality pages were created. #Our team met regularly (at least once a week) via video call throughout the entirety of this project. Between meetings, we used a professional instant messaging platform to communicate thoughts, questions, ideas, and reminders both within our team and to other members of our larger organization. Having a clearly defined and hierarchical communication system that was still adaptable enough to meet the needs of our team (working internationally) allowed us to collaborate efficiently, solve problems as they arose, avoid miscommunication, and make the most of our time. #We did the majority of our planning work in wiki sandboxes and separate rough draft documents, instead of working/brainstorming directly on the publicly visible wiki pages themselves. This allowed us to ensure that everything we put on Wiki was accurate, well thought out, and organized. The use of collaborative documents for brainstorming outside of Wiki also served to streamline the teamwork process, especially since a significant number of our editors did not have prior experience editing Wiki. #We created documents with lists of web links for use on specific pages in advance of each Edit-A-Thon. Since these link lists were created by experienced team members, they allowed us to ensure that the information editors used to build pages was accurate and extensive. Additionally, this process allowed editors to use their time most efficiently during the Edit-A-Thon, as they could focus on brainstorming and editing, instead of having to search for and vet links. #Including prizes, gift cards to virtually by lunch for editors, and designated time at the end of the Edit-A-Thon to collaboratively review pages helped not only to gather interest in the events we hosted, but also to incentivize editors to stay focused and productive over the two hour time frame. [[File:996 Edit-a-Thon Schedule.jpg|thumb|996 Edit-a-Thon Schedule]] #Establishing a detailed time frame and plan for each Edit-A-Thon helped us avoid administrative errors during events and allowed us to plan how much we should expect participants to accomplish. This practice also made sure we used our time provided efficiently, and made sure that we were able to fulfill our goals at every Edit-A-Thon. #Providing new editors with Wiki training links in advance of the Edit-A-Thon, as well as with editing workshops during the first few minutes of every event helped us to ensure that new editors learned from this experience and were able to make valuable contributions to their teams. More advanced editing workshops were also provided to individuals with more experience, allowing people of all levels of Wiki editing skills to benefit from this experience and feel encouraged to continue to build their Wiki editing skills in the future. #With the help of the HGAPS Social Media team, we created Google Forms that participants were able to fill out to sign up for Edit-A-Thons. This way, our team was able to know how many editors to expect at each event, as well as to know how many new versus experienced editors planned to show up. These forms were created and advertised during HGAPS meetings and on social media well in advance of each event, in order to maximize our potential audience and gauge interest. #Additionally, we used Google Forms to employ a page rating system that allowed teams to both give and receive feedback on their work, further refining editing skills and serving as an additional motivator for focused work. *What did not work so well? #While we still were able to recruit a significant number of both new and experienced editors to participate in our Edit-A-Thons, we did not manage to achieve the participant turnout rate we initially hoped for. This led to minor complications during incentive allocation, wherein we had to modify our initial plans for how incentives would be given out. #Our team ended up with more clean-up work at the end of each Edit-A-Thon than we initially anticipated. This additional work was partly due to the lower than target turnout rate at Edit-A-Thons, but was able to be accounted for when our finances were re-examined (we reallocated incentive funds to wages in order to pay individuals to clean up the pages). #We had a good turnout in terms of RSVP response rate to the sign-up and informational forms we advertised, but we struggled with getting everyone who RSVP'd to attend. This was largely anticipated, but does provide room for improvement if/when we complete similar projects in the future. *What would you do differently next time? #Due to the aforementioned challenges, we have discussed strengthening our advertising effort for Edit-A-Thons in the future. While we did post informational infographics in advance of the Edit-A-Thons on social media, and dedicated time in our HGAPS weekly meetings, we realized that it would likely be beneficial to start the process of advertising the Edit-A-Thons earlier than we did, and post subsequent reminders as the events got closer (as opposed to just having 1 or 2 social media posts). #We also considered that it might be a good idea to include more information about the specific goals of future HGAPS Edit-A-Thons in our social media advertisements. This practice would help garner interest in specific topics, drawing in an increased number of dedicated editors from outside HGAPS UNC. A specific idea we had for implementing this change is to advertise the Edit-A-Thons by way of infographic, as opposed to simply listing the title and time of the event. #As a significant amount of time ended up being spent coordinating bringing in outside trainers for the edit-a-thons, we discussed having experienced Wiki editors prerecorded training sessions. This would allow us to better plan for the time that training would take, and decrease the time and resources spent on recruiting trainers that had to present live talks. If we used prerecorded training sessions we would still recruit experienced editors to be present at the events to answer any questions that may arise, but would reduce time spent during the event as we could send out the recording in advance for participants to watch. #Overall, our team was able to learn a lot during the organization and implementation of this project, and we hope to use what we have learned to scale up this project in the future. Next time, we strive to further perfect our process in order to recruit more new editors, involve an even greater audience from outside of HGAPS, and create/update more pages in order to continue to disseminate critical psychological research by way of sustained Wiki editing. == Finances == ===Grant funds spent=== ''Please describe how much grant money you spent for approved expenses, and tell us what you spent it on.'' * '''Wages for template/tool-kit creators''': $2,040 ($20 per hour x 3 creators x 34 hours) ** The remaining $2589.73 was spent here for our creators. * '''Wages for trainers''': $720 ($20 per hour x 3 trainers x 12 hours) ** We spent the anticipated $720 here on trainers. * '''Gift cards to virtually buy lunch for edit-a-thon participants''': $600 ($20 for 15 participants x 2 events) ** We spent $260 on gift cards to buy lunch for edit-a-thon participants. Not everyone that attended wanted one, which led to us being under budget here. We have reallocated these remaining funds ($340) to "wages for template/tool-kit creators". * '''Incentives for sustained editing''': $500 (1st prize $100, 2nd prize $50, and 3rd prize $25 at 1 and 3 month follow-ups after last edit-a-thon = $175 x 4 "contests") ** Upon organizing the edit-a-thons, we decided to change our method for prizes. Since we organized into teams we decided to have participants evaluate each teams work at the end of each edit-a-thon. We used these evaluations to come up with a first place and second place team and these teams were given prizes. We spent $350 in this category and reallocated these remaining funds ($150) to "wages for template/tool-kit creators". * '''HGAPS merch for milestones completed in editor training''': $300 ** We spent $248.27 on HGAPS merch for editors. The remaining funds ($51.73) were reallocated to "wages for template/tool-kit creators". * '''Fiscal sponsor administrative fees (including access to Google Suites for Nonprofits platform and analytics)''': $832 (20% final budget) ** We spent the anticipated $832 for fiscal sponsor administrative fees. '''Total''': USD $4,992 ===Remaining funds=== ''Do you have any remaining grant funds?'' No, we don't have any remaining grant funds left after the completion of the project. <!--Let us know if you would like to use the remaining funds on a similar or new project. Remember, a grants officer must approve this request before you spend the money.--> ==Anything else== ''Anything else you want to share about your project?'' [[Category:Project/Rapid/Report]] 3k3shm2y05cyiqj6u41s606jbt6n0nb 2413829 2413828 2022-08-11T16:00:34Z Ncharamut 2824970 /* Outcome */ added pages we created wikitext text/x-wiki == Goals == ''Did you meet your goals? Are you happy with how the project went?''<br>We did meet our goals and are very happy with how the project went. We were able to create a template for conferences to use seen [[Template:Conferences|here]]. And updated all of the previous Future Directions Forum pages seen [[Journal of Clinical Child and Adolescent Psychology Future Directions Forum (JCCAP FDF)|here]]. Additionally, we were able to create Wikipedia pages for some of the previous presenters of the Forum with a focus on women and other minority groups. By starting this, we have decided to try and continue this project moving forward. We have also recruited several new Wiki editors and trained those individuals how to use our template and how to edit Wiki pages. Many of the current editors working on the project have increased their skills on Wiki platforms and have attended workshops on transclusion and creating templates in order to increase our ability to effectively update pages and create the template for conferences to use. == Outcome == ''Please report on your original project targets. Please be sure to '''[[Grants:Metrics#Three_shared_metrics|review and provide metrics required for Rapid Grants]]''''' {| class="wikitable" |+ ! !Target outcome !Achived outcome !Explanation |- |1 |Host 2 edit-a-thons with HGAPS team members from both UNC and UMD |Hosted 2 edit-a-thons |Both edit-a-thons were successful. We had HGAPS members come from both UNC and UMD as well as UCLA. We also had individuals attend the edit-a-thons who are not a part of HGAPS. |- |2 |15+ contributors and attendees per edit-a-thon |10 contributors per edit-a-thon |Although we were not able to get 15+ attendees at our edit-a-thons, we were able to get 10 at both events. We had many more individuals sign up for the edit-a-thons than the number that actually attended. |- |3 |5 new editors |10 new editors |We had more than 5 new editors and ended with about 10 new editors who have not edited Wiki before. |- |4 |1 new article created, 20+ articles improved |4 new pages created and 25 pages updated |We were successful on this target and created 4 new pages ([[wikipedia:Anna_Van_Meter|Anna Van Meter]], Andres De Los Reyes, Jessica Schleider, and Bruce Chorpita) related to keynote speakers and improved many existing articles with around 25 total. |- |5 |increase views within 6 months of launch |Views have increased |We have had an increase in views on FDF related pages since updating the pages and creating new ones. |} == Learning == ''Projects do not always go according to plan. Sharing what you learned can help you and others plan similar projects in the future. Help the movement learn from your experience by answering the following questions:'' *What worked well? #We made page templates on Wiki using transclusion for every page we created or improved. This was very helpful as it guided new editors and created a professional, organized, and visually continuous layout for every page we edited, even though most of our work was done collaboratively. This practice also helped to ensure that necessary and beneficial information was present on every page we edited. #We also made a checklist on Canva, summarizing key aspects to include living biography pages. This checklist provided newer Wiki editors with a framework off of which they could build their pages, and ensured that necessary elements were not left off. [[File:996 Edit-a-thon Page Checklist.jpg|thumb|996 Edit-a-thon Checklist]] The checklist was presented in conjunction with an example living biography page ([[wikipedia:Steven_Pinker|Steven Pinker]]) during the introduction of each Edit-A-Thon and was linked on collaborative editing documents, which served to further demonstrate our expectations to newer editors and ensure that quality pages were created. #Our team met regularly (at least once a week) via video call throughout the entirety of this project. Between meetings, we used a professional instant messaging platform to communicate thoughts, questions, ideas, and reminders both within our team and to other members of our larger organization. Having a clearly defined and hierarchical communication system that was still adaptable enough to meet the needs of our team (working internationally) allowed us to collaborate efficiently, solve problems as they arose, avoid miscommunication, and make the most of our time. #We did the majority of our planning work in wiki sandboxes and separate rough draft documents, instead of working/brainstorming directly on the publicly visible wiki pages themselves. This allowed us to ensure that everything we put on Wiki was accurate, well thought out, and organized. The use of collaborative documents for brainstorming outside of Wiki also served to streamline the teamwork process, especially since a significant number of our editors did not have prior experience editing Wiki. #We created documents with lists of web links for use on specific pages in advance of each Edit-A-Thon. Since these link lists were created by experienced team members, they allowed us to ensure that the information editors used to build pages was accurate and extensive. Additionally, this process allowed editors to use their time most efficiently during the Edit-A-Thon, as they could focus on brainstorming and editing, instead of having to search for and vet links. #Including prizes, gift cards to virtually by lunch for editors, and designated time at the end of the Edit-A-Thon to collaboratively review pages helped not only to gather interest in the events we hosted, but also to incentivize editors to stay focused and productive over the two hour time frame. [[File:996 Edit-a-Thon Schedule.jpg|thumb|996 Edit-a-Thon Schedule]] #Establishing a detailed time frame and plan for each Edit-A-Thon helped us avoid administrative errors during events and allowed us to plan how much we should expect participants to accomplish. This practice also made sure we used our time provided efficiently, and made sure that we were able to fulfill our goals at every Edit-A-Thon. #Providing new editors with Wiki training links in advance of the Edit-A-Thon, as well as with editing workshops during the first few minutes of every event helped us to ensure that new editors learned from this experience and were able to make valuable contributions to their teams. More advanced editing workshops were also provided to individuals with more experience, allowing people of all levels of Wiki editing skills to benefit from this experience and feel encouraged to continue to build their Wiki editing skills in the future. #With the help of the HGAPS Social Media team, we created Google Forms that participants were able to fill out to sign up for Edit-A-Thons. This way, our team was able to know how many editors to expect at each event, as well as to know how many new versus experienced editors planned to show up. These forms were created and advertised during HGAPS meetings and on social media well in advance of each event, in order to maximize our potential audience and gauge interest. #Additionally, we used Google Forms to employ a page rating system that allowed teams to both give and receive feedback on their work, further refining editing skills and serving as an additional motivator for focused work. *What did not work so well? #While we still were able to recruit a significant number of both new and experienced editors to participate in our Edit-A-Thons, we did not manage to achieve the participant turnout rate we initially hoped for. This led to minor complications during incentive allocation, wherein we had to modify our initial plans for how incentives would be given out. #Our team ended up with more clean-up work at the end of each Edit-A-Thon than we initially anticipated. This additional work was partly due to the lower than target turnout rate at Edit-A-Thons, but was able to be accounted for when our finances were re-examined (we reallocated incentive funds to wages in order to pay individuals to clean up the pages). #We had a good turnout in terms of RSVP response rate to the sign-up and informational forms we advertised, but we struggled with getting everyone who RSVP'd to attend. This was largely anticipated, but does provide room for improvement if/when we complete similar projects in the future. *What would you do differently next time? #Due to the aforementioned challenges, we have discussed strengthening our advertising effort for Edit-A-Thons in the future. While we did post informational infographics in advance of the Edit-A-Thons on social media, and dedicated time in our HGAPS weekly meetings, we realized that it would likely be beneficial to start the process of advertising the Edit-A-Thons earlier than we did, and post subsequent reminders as the events got closer (as opposed to just having 1 or 2 social media posts). #We also considered that it might be a good idea to include more information about the specific goals of future HGAPS Edit-A-Thons in our social media advertisements. This practice would help garner interest in specific topics, drawing in an increased number of dedicated editors from outside HGAPS UNC. A specific idea we had for implementing this change is to advertise the Edit-A-Thons by way of infographic, as opposed to simply listing the title and time of the event. #As a significant amount of time ended up being spent coordinating bringing in outside trainers for the edit-a-thons, we discussed having experienced Wiki editors prerecorded training sessions. This would allow us to better plan for the time that training would take, and decrease the time and resources spent on recruiting trainers that had to present live talks. If we used prerecorded training sessions we would still recruit experienced editors to be present at the events to answer any questions that may arise, but would reduce time spent during the event as we could send out the recording in advance for participants to watch. #Overall, our team was able to learn a lot during the organization and implementation of this project, and we hope to use what we have learned to scale up this project in the future. Next time, we strive to further perfect our process in order to recruit more new editors, involve an even greater audience from outside of HGAPS, and create/update more pages in order to continue to disseminate critical psychological research by way of sustained Wiki editing. == Finances == ===Grant funds spent=== ''Please describe how much grant money you spent for approved expenses, and tell us what you spent it on.'' * '''Wages for template/tool-kit creators''': $2,040 ($20 per hour x 3 creators x 34 hours) ** The remaining $2589.73 was spent here for our creators. * '''Wages for trainers''': $720 ($20 per hour x 3 trainers x 12 hours) ** We spent the anticipated $720 here on trainers. * '''Gift cards to virtually buy lunch for edit-a-thon participants''': $600 ($20 for 15 participants x 2 events) ** We spent $260 on gift cards to buy lunch for edit-a-thon participants. Not everyone that attended wanted one, which led to us being under budget here. We have reallocated these remaining funds ($340) to "wages for template/tool-kit creators". * '''Incentives for sustained editing''': $500 (1st prize $100, 2nd prize $50, and 3rd prize $25 at 1 and 3 month follow-ups after last edit-a-thon = $175 x 4 "contests") ** Upon organizing the edit-a-thons, we decided to change our method for prizes. Since we organized into teams we decided to have participants evaluate each teams work at the end of each edit-a-thon. We used these evaluations to come up with a first place and second place team and these teams were given prizes. We spent $350 in this category and reallocated these remaining funds ($150) to "wages for template/tool-kit creators". * '''HGAPS merch for milestones completed in editor training''': $300 ** We spent $248.27 on HGAPS merch for editors. The remaining funds ($51.73) were reallocated to "wages for template/tool-kit creators". * '''Fiscal sponsor administrative fees (including access to Google Suites for Nonprofits platform and analytics)''': $832 (20% final budget) ** We spent the anticipated $832 for fiscal sponsor administrative fees. '''Total''': USD $4,992 ===Remaining funds=== ''Do you have any remaining grant funds?'' No, we don't have any remaining grant funds left after the completion of the project. <!--Let us know if you would like to use the remaining funds on a similar or new project. Remember, a grants officer must approve this request before you spend the money.--> ==Anything else== ''Anything else you want to share about your project?'' [[Category:Project/Rapid/Report]] npu61pwznvbceu7bkgmip5vqjlagopd 0 285677 2413793 2412523 2022-08-11T13:09:23Z ThaniosAkro 2805358 /* Links to related topics */ wikitext text/x-wiki =Congruences= The subject of congruences is a field of mathematics that covers the integers, their relationship to each other and also the effect of arithmetic operations on their relationship to each other. Expressed mathematically: :<math>A \equiv B \pmod{N}</math> read as: A is congruent with B modulo N. {{RoundBoxTop|theme=2}} <math>A,B,N</math> are integers and <math>N > 1.</math> {{RoundBoxBottom}} This means that: * A modulo N equals B modulo N, * the difference, A-B, is exactly divisible by N, or * <math>A-B = K\cdot N.</math> where p modulo N or <code>p % N</code> is the remainder when p is divided by N. For example: <math>23 \equiv 8 \pmod{5}</math> because division <math>\frac{23-8}{5}</math> is exact without remainder, or <math>5\mid (23-8).</math> Similarly, <math>39 \not\equiv 29 \,\pmod{7}</math> because division <math>\frac{39-29}{7}</math> is not exact, or <math>7\nmid (39-29).</math> ==Law of addition== ===Adding a constant=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N}, </math> then: <math>A+q \equiv B+q \pmod{N}.</math> Proof: <math>A-B = K\cdot N</math>, therefore <math>A = B + K\cdot N.</math> <math>(A+q) - (B+q) = B + K\cdot N + q - B - q = K\cdot N</math> which is exactly divisible by N. {{RoundBoxBottom}} ===Adding 2 congruences=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N}, </math> and <math>C \equiv D \pmod{N}, </math> then: <math>A+C \equiv B+D \pmod{N}.</math> Proof: <math>A-B = K_1\cdot N</math>, therefore <math>A = B + K_1\cdot N</math> and <math>C = D + K_2\cdot N</math> <math>(A+C) - (B+D)</math> <math>= B + K_1\cdot N + D + K_2\cdot N - B - D</math> <math>= N(K_1 + K_2)</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Common Congruence== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> and <math>C \equiv B \pmod{N},</math> then: <math>A \equiv C \pmod{N}.</math> Proof: <math>A = B + K_1\cdot N</math> and <math>C = B + K_2\cdot N.</math> <math>A - C = B + K_1\cdot N - B - K_2\cdot N = (K_1 - K_2)N</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Multiplication== ===by a constant=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> then: <math>A\cdot p \equiv B\cdot p \pmod{N}.</math> Proof: <math>A\cdot p - B\cdot p = p(A-B)</math> which is exactly divisible by N. {{RoundBoxBottom}} ===by another congruence=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> and <math>C \equiv D \pmod{N},</math> then: <math>A\cdot C \equiv B\cdot D \pmod{N}.</math> Proof: <math>A = B + K_1\cdot N</math> and <math>C = D + K_2\cdot N.</math> <math>A\cdot C - B\cdot D</math> <math>= (B + K_1\cdot N)( D + K_2\cdot N) - B\cdot D</math> <math>= B\cdot D + B\cdot K_2\cdot N + K_1\cdot N\cdot D + K_1\cdot N\cdot K_2\cdot N - B\cdot D</math> <math>= N( B\cdot K_2 + K_1\cdot D + K_1\cdot K_2\cdot N )</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of squares== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> then: <math>A^2 \equiv B^2 \pmod{N}.</math> Proof: <math>A^2 - B^2 = (A+B)(A-B)</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Division?== {{RoundBoxTop|theme=2}} A simple example shows that a "law of division" does not exist. <math>24 \equiv 14 \pmod{10}.</math> However <math>\frac{24}{2} \not\equiv \frac{14}{2} \pmod{10}</math> Because <math>12 - 7 = 5</math> is not exactly divisible by <math>10</math> {{RoundBoxBottom}} =Quadratic Congruences= A quadratic congruence is a congruence that contains at least one exact square, for example: <math>x^2 \equiv y \pmod{N}</math> or <math>x^2 \equiv y^2 \pmod{N}.</math> Initially, let us consider the congruence: <math>x^2 \equiv y \pmod{N}.</math> If <math>y = x^2 - N,</math> then: <math>x^2 \equiv y \pmod{N}.</math> Proof: <math>x^2 - y = x^2 - (x^2 - N) = N</math> which is exactly divisible by <math>N.</math> Consider an example with real numbers. Let <math>N = 257</math> and <math>26 \ge x \ge 6.</math> <syntaxhighlight> N = 257 x | x^2 - N ----|-------- 6 | -221 7 | -208 8 | -193 9 | -176 10 | -157 11 | -136 12 | -113 13 | -88 14 | -61 15 | -32 16 | -1 17 | 32 18 | 67 19 | 104 20 | 143 21 | 184 22 | 227 23 | 272 24 | 319 25 | 368 26 | 419 </syntaxhighlight> A cursory glance at the values of <math>x^2 - N</math> indicates that the value <math>x^2 - N</math> is never divisible by <math>5.</math> Proof: <math>N \equiv 2 \pmod{5}</math> therefore <math>N - 2 = k5</math> or <math>N = 5k + 2.</math> The table shows all possible values of <math>x\ %\ 5:</math> <syntaxhighlight> x | x^2 | y = x^2 - N ------ | --------------- | ----------------------------------------------- 5p + 0 | 25pp | 25pp - (5k+2) = 25pp - 5k - 2 5p + 1 | 25pp + 10p + 1 | 25pp + 10p + 1 - (5k+2) = 25pp + 10p - 5k - 1 5p + 2 | 25pp + 20p + 4 | 25pp + 20p + 4 - (5k+2) = 25pp + 20p - 5k + 2 5p + 3 | 25pp + 30p + 9 | 25pp + 30p + 9 - (5k+2) = 25pp + 30p - 5k + 7 5p + 4 | 25pp + 40p + 16 | 25pp + 40p + 16 - (5k+2) = 25pp + 40p - 5k + 14 </syntaxhighlight> As you can see, the value <math>y = x^2 - N</math> is never exactly divisible by <math>5.</math> If you look closely, you will see also that it is never exactly divisible by <math>3.</math> Why is this? An interesting question that leads us to the topic of quadratic residues. ==Quadratic Residues== Consider all the congruences for prime number <math>5:</math> <math>x^2 \equiv y \pmod{5}</math> for <math>5 > x \ge 0.</math> <syntaxhighlight> x | x^2 | (x^2) % 5 ---|---------|----------- 0 | 0 | 0 1 | 1 | 1 2 | 4 | 4 3 | 9 | 4 4 | 16 | 1 </syntaxhighlight> Quadratic residues of <math>5</math> are <math>0,1,4.</math> Values <math>2,3</math> are not quadratic residues of <math>5.</math> These values are quadratic non-residues. To calculate the quadratic residues of a small prime <math>p:</math> <syntaxhighlight lang=python> # python code: def quadResidues(p) : L1 = [] for v in range (p>>1, -1, -1) : L1 += [(v*v) % p] return L1 print (quadResidues(11)) </syntaxhighlight> <syntaxhighlight> [3, 5, 9, 4, 1, 0] </syntaxhighlight> Quadratic residues of <math>11</math> are <math>0,1,3,4,5,9.</math> The method presented here answers the question, "What are the quadratic residues of p?" If <math>p</math> is a very large prime, the question is often, "Is r a quadratic residue of p?" The answer is found in advanced number theory. Let us return to quadratic residues mod <math>N = 257.</math> <math>N\ %\ 5 = 2,</math> therefore <math>N</math> is not a quadratic residue of <math>5.</math> This is why <math>x^2 - N</math> is never divisible by <math>5</math> exactly. <math>N\ %\ 11 = 4,</math> therefore <math>N</math> is a quadratic residue of <math>11</math> and a value of <math>x</math> that satisfies the congruence <math>x^2 \equiv 4 \pmod{257}</math> has form <math>11p \pm 2.</math> From the table above: <syntaxhighlight> N = 257 x | x^2 - N ----|-------- 9 | -176 13 | -88 20 | 143 24 | 319 </syntaxhighlight> These <math>4</math> values of <math>x^2 - N</math> are exactly divisible by <math>11.</math> <math>x = 9</math> is <math>11\cdot 1 - 2.</math> <math>x = 13</math> is <math>11\cdot 1 + 2.</math> <math>x = 20</math> is <math>11\cdot 2 - 2.</math> <math>x = 24</math> is <math>11\cdot 2 + 2.</math> ===Products=== This section uses prime number <math>41</math> as an example. Using <code>quadResidues(p)</code> quadratic residues of <math>41</math> are: <syntaxhighlight> qr41 = [0, 1, 2, 4, 5, 8, 9, 10, 16, 18, 20, 21, 23, 25, 31, 32, 33, 36, 37, 39, 40] </syntaxhighlight> Quadratic non-residues of <math>41</math> are: <syntaxhighlight> qnr41 = [3, 6, 7, 11, 12, 13, 14, 15, 17, 19, 22, 24, 26, 27, 28, 29, 30, 34, 35, 38] </syntaxhighlight> ====of 2 residues==== A simple test to verify that the product of 2 residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qr41)) : v1 = qr41[index1] for index2 in range (index1, len(qr41)) : v2 = qr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 residues is a residue. Advanced math proves that this is true for all primes. ====of 2 non-residues==== A simple test to verify that the product of 2 non-residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qnr41)) : v1 = qnr41[index1] for index2 in range (index1, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 non-residues is a residue. Advanced math proves that this is true for all primes. ====of residue and non-residue==== A simple test to verify that the product of residue and non-residue is non-residue: <syntaxhighlight lang=python> # Python code. for index1 in range (1, len(qr41)) : v1 = qr41[index1] for index2 in range (0, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qnr41 : print ('residue',residue,'quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of residue and non-residue is non-residue. Advanced math proves that this is true for all primes. {{RoundBoxTop|theme=2}} Some authors may consider <math>0</math> as not a legitimate residue. <math>0</math> is not included as a residue in the test above. {{RoundBoxBottom}} ==Euler's criterion== In number theory, '''Euler's criterion''' is a formula for determining whether or not an integer is a quadratic residue modulo a prime number. Precisely, Let ''p'' be an odd prime and ''a'' be an integer coprime to ''p''. Then :<math> a^{\tfrac{p-1}{2}} \equiv \begin{cases} \;\;\,1\pmod{p}& \text{ if there is an integer }x \text{ such that }a\equiv x^2 \pmod{p},\\ -1\pmod{p}& \text{ if there is no such integer.} \end{cases} </math> Euler's criterion can be concisely reformulated using the Legendre symbol: :<math> \left(\frac{a}{p}\right) \equiv a^{\tfrac{p-1}{2}} \pmod p. </math> :<math>\left(\frac{a}{p}\right) = \begin{cases} 1 & \text{if } a \text{ is a quadratic residue modulo } p \text{ and } a \not\equiv 0\pmod p, \\ -1 & \text{if } a \text{ is a non-quadratic residue modulo } p, \\ 0 & \text{if } a \equiv 0 \pmod p. \end{cases}</math> It is known that <math>3</math> is a quadratic residue modulo <math>11.</math> Therefore <math>(3^5)\ %\ 11</math> should be <math>1.</math> <syntaxhighlight lang=python> # python code: >>> (3**5) % 11 1 </syntaxhighlight> It is known that <math>7</math> is a quadratic non-residue modulo <math>11.</math> Therefore <math>(7^5)\ %\ 11</math> should be <math>-1.</math> <syntaxhighlight lang=python> # python code: >>> (7**5) % 11 10 </syntaxhighlight> :<math>10 \equiv -1 \pmod{11}</math> Python's decimal module provides a method for computing <math>(a^x)\ %\ p</math> very efficiently for both small and very large numbers. <syntaxhighlight lang=python> # python code: >>> import decimal >>> decimal.Context().power(3,5,11) Decimal('1') >>> decimal.Context().power(7,5,11) Decimal('10') >>> >>> a = 3456789 >>> p = 761838257287 >>> decimal.Context().power(a, p>>1, p) Decimal('761838257286') </syntaxhighlight> :<math>761838257286 \equiv -1 \pmod{761838257287}</math> Value <math>a = 3456789</math> is not a quadratic residue modulo <math>p = 761838257287.</math> {{RoundBoxTop|theme=3}} An exact square such as <math>1,4,9,16,25,\dots</math> is always a quadratic residue modulo an odd prime <math>p.</math> {{RoundBoxBottom}} ===Product of 2 residues=== Let <math>a,b</math> be quadratic residues modulo odd prime <math>p.</math> Let <math>q = \frac{p-1}{2}.</math> Then: <math>a^q \equiv 1 \pmod p</math> <math>b^q \equiv 1 \pmod p</math> By law of multiplication: <math>(a^q)(b^q) \equiv (1)(1) \pmod p</math> or <math>(a\cdot b)^q \equiv 1 \pmod p</math> Product <math>(a\cdot b)</math> of 2 quadratic residues <math>a, b</math> is quadratic residue. Similarly, product of 2 non-residues is residue, and product of residue and non-residue is non-residue. ==Factors of integer N== Several modern methods for determining the factors of a given integer attempt to create two congruent squares modulo integer <math>N.</math> <math>x^2 \equiv y^2 \pmod{N}</math> This means that the difference between the two squares is exactly divisible by <math>N</math>: <math>N\mid (x^2 - y^2).</math> Integer <math>N</math> always contains the factors <math>N,1,</math> called trivial factors. If <math>N</math> contains two non-trivial factors <math>p,q,</math> then: <math>\frac{(x+y)(x-y)}{p \cdot q}.</math> With a little luck <math>p\mid (x+y)</math> and <math>q\mid (x-y)</math> in which case: <math>p = \text{igcd}(x+y, N)</math> and <math>q = \text{igcd}(x-y, N)</math> where "<math>\text{igcd}</math>" is function "<math>\text{integer greatest common divisor.}</math>" ===A simple example:=== We will use quadratic congruences to calculate factors of <math>N = 4171</math> for <math>164 \ge x \ge 1.</math> ====Right hand side exact square==== One congruence produced an exact square for y: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 70 | 4900 | 729 |} :<math>4900 \equiv 729 \pmod{N}</math> :<math>70^2 \equiv 27^2 \pmod{N}</math> <math>p = \text{igcd}(70-27, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(70+27, 4171)</math> <math>= \text{igcd}(97, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> ====Right hand side negative==== Table below contains a sample of values of <math>x</math> that produce negative <math>y:</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 7 | 49 | -4122 |- | 8 | 64 | -4107 ** |- | 9 | 81 | -4090 |- | 10 | 100 | -4071 |- | 11 | 121 | -4050 !! |- | 12 | 144 | -4027 |- | 60 | 3600 | -571 |- | 61 | 3721 | -450 <math>\ \ </math>!! |- | 62 | 3844 | -327 |- | 63 | 3969 | -202 |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |} =====Non-trivial result 1===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 8 | 64 | -4107 ** |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |} :<math>64 \equiv -4107 \pmod{N}</math> :<math>4096 \equiv -75 \pmod{N}</math> :<math>64\cdot 4096 \equiv -4107\cdot (-75) \pmod{N}</math> :<math>262144 \equiv 308025 \pmod{N}</math> :<math>512^2 \equiv 555^2 \pmod{4171}</math> <math>p = \text{igcd}(555-512, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(555+512, 4171)</math> <math>= \text{igcd}(1067, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =====Non-trivial result 2===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 11 | 121 | -4050 !! |- | 61 | 3721 | -450 <math>\ \ </math>!! |} :<math>121 \equiv -4050 \pmod{N}</math> :<math>3721 \equiv -450 \pmod{N}</math> :<math>121\cdot 3721 \equiv -4050 \cdot (-450) \pmod{N}</math> :<math>450241 \equiv 1822500 \pmod{N}</math> :<math>671^2 \equiv 1350^2 \pmod{4171}</math> <math>p = \text{igcd}(1350-671, 4171)</math> <math>= \text{igcd}(679, 4171)</math> <math>= 97.</math> <math>q = \text{igcd}(1350+671, 4171)</math> <math>= \text{igcd}(2021, 4171)</math> <math>= 43.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> ====Right hand side positive==== Table below contains a sample of values of <math>x</math> that produce positive <math>y:</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 65 | 4225 | 54 <math>\ \ \ </math>** |- | 66 | 4356 | 185 |- | 88 | 7744 | 3573 |- | 89 | 7921 | 3750 **!! |- | 90 | 8100 | 3929 |- | 144 | 20736 | 16565 |- | 145 | 21025 | 16854 <math>\ </math>!! |- | 146 | 21316 | 17145 |} =====Non-trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 65 | 4225 | 54 <math>\ \ \ </math>** |- | 89 | 7921 | 3750 **!! |} :<math>4225 \equiv 54 \pmod{N}</math> :<math>7921 \equiv 3750 \pmod{N}</math> :<math>4225\cdot 7921 \equiv 54 \cdot 3750 \pmod{N}</math> :<math>33466225 \equiv 202500 \pmod{N}</math> :<math>5785^2 \equiv 450^2 \pmod{4171}</math> <math>p = \text{igcd}(5785-450, 4171)</math> <math>= \text{igcd}(5335, 4171)</math> <math>= 97.</math> <math>q = \text{igcd}(5785+450, 4171)</math> <math>= \text{igcd}(6235, 4171)</math> <math>= 43.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =====Trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 89 | 7921 | 3750 **!! |- | 145 | 21025 | 16854 <math>\ </math>!! |} :<math>7921 \equiv 3750 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>7921\cdot 21025 \equiv 3750 \cdot 16854 \pmod{N}</math> :<math>166539025 \equiv 63202500 \pmod{N}</math> :<math>12905^2 \equiv 7950^2 \pmod{4171}</math> <math>p = \text{igcd}(12905-7950, 4171)</math> <math>= \text{igcd}(4955, 4171)</math> <math>= 1.</math> <math>q = \text{igcd}(12905+7950, 4171)</math> <math>= \text{igcd}(20855, 4171)</math> <math>= 4171.</math> This congruence produced the trivial factors of <math>4171.</math> ====With 3 congruences==== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 56 | 3136 | -1035 |- | 59 | 3481 | -690 |- | 145 | 21025 | 16854 |} :<math>3136 \equiv -1035 \pmod{N}</math> :<math>3481 \equiv -690 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>3136\cdot 3481 \cdot 21025 \equiv -1035 \cdot -690 \cdot 16854 \pmod{N}</math> :<math>229517646400 \equiv 12036284100 \pmod{N}</math> :<math>479080^2 \equiv 109710^2 \pmod{4171}</math> <math>p=\text{igcd}(479080-109710,4171)</math> <math>= 43.</math> <math>q = \text{igcd}(479080+109710, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =Links to related topics= [https://en.wikipedia.org/wiki/Quadratic_residue Quadratic Residue] [https://en.wikipedia.org/wiki/Modular_arithmetic Modular Arithmetic] [https://en.wikipedia.org/wiki/Leonhard_Euler Leonhard Euler,] [https://en.wikipedia.org/wiki/Euler%27s_criterion Euler's Criterion] [https://en.wikipedia.org/wiki/Adrien-Marie_Legendre Adrien-Marie Legendre,] [https://en.wikipedia.org/wiki/Legendre_symbol Legendre Symbol] [https://en.wikipedia.org/wiki/Carl_Pomerance Carl Pomerance,] [https://en.wikipedia.org/wiki/Quadratic_sieve Quadratic sieve] [https://en.wikipedia.org/wiki/Greatest_common_divisor Greatest common divisor,] [https://en.wikipedia.org/wiki/Recursion_(computer_science)#Greatest_common_divisor Greatest common divisor (Example of Recursion)] [https://docs.python.org/3.4/library/decimal.html?highlight=decimal#decimal.Context.power Python's decimal Module] shsgeiqs72bzu2eu8b4s2n50uzh2mwm 2413794 2413793 2022-08-11T13:15:02Z ThaniosAkro 2805358 /* Quadratic Congruences */ wikitext text/x-wiki =Congruences= The subject of congruences is a field of mathematics that covers the integers, their relationship to each other and also the effect of arithmetic operations on their relationship to each other. Expressed mathematically: :<math>A \equiv B \pmod{N}</math> read as: A is congruent with B modulo N. {{RoundBoxTop|theme=2}} <math>A,B,N</math> are integers and <math>N > 1.</math> {{RoundBoxBottom}} This means that: * A modulo N equals B modulo N, * the difference, A-B, is exactly divisible by N, or * <math>A-B = K\cdot N.</math> where p modulo N or <code>p % N</code> is the remainder when p is divided by N. For example: <math>23 \equiv 8 \pmod{5}</math> because division <math>\frac{23-8}{5}</math> is exact without remainder, or <math>5\mid (23-8).</math> Similarly, <math>39 \not\equiv 29 \,\pmod{7}</math> because division <math>\frac{39-29}{7}</math> is not exact, or <math>7\nmid (39-29).</math> ==Law of addition== ===Adding a constant=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N}, </math> then: <math>A+q \equiv B+q \pmod{N}.</math> Proof: <math>A-B = K\cdot N</math>, therefore <math>A = B + K\cdot N.</math> <math>(A+q) - (B+q) = B + K\cdot N + q - B - q = K\cdot N</math> which is exactly divisible by N. {{RoundBoxBottom}} ===Adding 2 congruences=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N}, </math> and <math>C \equiv D \pmod{N}, </math> then: <math>A+C \equiv B+D \pmod{N}.</math> Proof: <math>A-B = K_1\cdot N</math>, therefore <math>A = B + K_1\cdot N</math> and <math>C = D + K_2\cdot N</math> <math>(A+C) - (B+D)</math> <math>= B + K_1\cdot N + D + K_2\cdot N - B - D</math> <math>= N(K_1 + K_2)</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Common Congruence== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> and <math>C \equiv B \pmod{N},</math> then: <math>A \equiv C \pmod{N}.</math> Proof: <math>A = B + K_1\cdot N</math> and <math>C = B + K_2\cdot N.</math> <math>A - C = B + K_1\cdot N - B - K_2\cdot N = (K_1 - K_2)N</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Multiplication== ===by a constant=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> then: <math>A\cdot p \equiv B\cdot p \pmod{N}.</math> Proof: <math>A\cdot p - B\cdot p = p(A-B)</math> which is exactly divisible by N. {{RoundBoxBottom}} ===by another congruence=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> and <math>C \equiv D \pmod{N},</math> then: <math>A\cdot C \equiv B\cdot D \pmod{N}.</math> Proof: <math>A = B + K_1\cdot N</math> and <math>C = D + K_2\cdot N.</math> <math>A\cdot C - B\cdot D</math> <math>= (B + K_1\cdot N)( D + K_2\cdot N) - B\cdot D</math> <math>= B\cdot D + B\cdot K_2\cdot N + K_1\cdot N\cdot D + K_1\cdot N\cdot K_2\cdot N - B\cdot D</math> <math>= N( B\cdot K_2 + K_1\cdot D + K_1\cdot K_2\cdot N )</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of squares== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> then: <math>A^2 \equiv B^2 \pmod{N}.</math> Proof: <math>A^2 - B^2 = (A+B)(A-B)</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Division?== {{RoundBoxTop|theme=2}} A simple example shows that a "law of division" does not exist. <math>24 \equiv 14 \pmod{10}.</math> However <math>\frac{24}{2} \not\equiv \frac{14}{2} \pmod{10}</math> Because <math>12 - 7 = 5</math> is not exactly divisible by <math>10</math> {{RoundBoxBottom}} =Quadratic Congruences= A quadratic congruence is a congruence that contains at least one exact square, for example: <math>x^2 \equiv y \pmod{N}</math> or <math>x^2 \equiv y^2 \pmod{N}.</math> Initially, let us consider the congruence: <math>x^2 \equiv y \pmod{N}.</math> If <math>y = x^2 - N,</math> then: <math>x^2 \equiv y \pmod{N}.</math> Proof: <math>x^2 - y = x^2 - (x^2 - N) = N</math> which is exactly divisible by <math>N.</math> Consider an example with real numbers. Let <math>N = 257</math> and <math>26 \ge x \ge 6.</math> <syntaxhighlight> N = 257 </syntaxhighlight> {| class="wikitable" |- ! <math>x</math> !! <math>x^2 - N</math> |- | <code></code><code>6</code> || <code>-221</code> |- | <code></code><code>7</code> || <code>-208</code> |- | <code></code><code>8</code> || <code>-193</code> |- | <code></code><code>9</code> || <code>-176</code> |- | <code>10</code> || <code>-157</code> |- | <code>11</code> || <code>-136</code> |- | <code>12</code> || <code>-113</code> |- | <code>13</code> || <code></code><code>-88</code> |- | <code>14</code> || <code></code><code>-61</code> |- | <code>15</code> || <code></code><code>-32</code> |- | <code>16</code> || <code></code><code></code><code>-1</code> |- | <code>17</code> || <code></code><code></code><code>32</code> |- | <code>18</code> || <code></code><code></code><code>67</code> |- | <code>19</code> || <code></code><code>104</code> |- | <code>20</code> || <code></code><code>143</code> |- | <code>21</code> || <code></code><code>184</code> |- | <code>22</code> || <code></code><code>227</code> |- | <code>23</code> || <code></code><code>272</code> |- | <code>24</code> || <code></code><code>319</code> |- | <code>25</code> || <code></code><code>368</code> |- | <code>26</code> || <code></code><code>419</code> |} A cursory glance at the values of <math>x^2 - N</math> indicates that the value <math>x^2 - N</math> is never divisible by <math>5.</math> Proof: <math>N \equiv 2 \pmod{5}</math> therefore <math>N - 2 = k5</math> or <math>N = 5k + 2.</math> The table shows all possible values of <math>x\ %\ 5:</math> <syntaxhighlight> x | x^2 | y = x^2 - N ------ | --------------- | ----------------------------------------------- 5p + 0 | 25pp | 25pp - (5k+2) = 25pp - 5k - 2 5p + 1 | 25pp + 10p + 1 | 25pp + 10p + 1 - (5k+2) = 25pp + 10p - 5k - 1 5p + 2 | 25pp + 20p + 4 | 25pp + 20p + 4 - (5k+2) = 25pp + 20p - 5k + 2 5p + 3 | 25pp + 30p + 9 | 25pp + 30p + 9 - (5k+2) = 25pp + 30p - 5k + 7 5p + 4 | 25pp + 40p + 16 | 25pp + 40p + 16 - (5k+2) = 25pp + 40p - 5k + 14 </syntaxhighlight> As you can see, the value <math>y = x^2 - N</math> is never exactly divisible by <math>5.</math> If you look closely, you will see also that it is never exactly divisible by <math>3.</math> Why is this? An interesting question that leads us to the topic of quadratic residues. ==Quadratic Residues== Consider all the congruences for prime number <math>5:</math> <math>x^2 \equiv y \pmod{5}</math> for <math>5 > x \ge 0.</math> <syntaxhighlight> x | x^2 | (x^2) % 5 ---|---------|----------- 0 | 0 | 0 1 | 1 | 1 2 | 4 | 4 3 | 9 | 4 4 | 16 | 1 </syntaxhighlight> Quadratic residues of <math>5</math> are <math>0,1,4.</math> Values <math>2,3</math> are not quadratic residues of <math>5.</math> These values are quadratic non-residues. To calculate the quadratic residues of a small prime <math>p:</math> <syntaxhighlight lang=python> # python code: def quadResidues(p) : L1 = [] for v in range (p>>1, -1, -1) : L1 += [(v*v) % p] return L1 print (quadResidues(11)) </syntaxhighlight> <syntaxhighlight> [3, 5, 9, 4, 1, 0] </syntaxhighlight> Quadratic residues of <math>11</math> are <math>0,1,3,4,5,9.</math> The method presented here answers the question, "What are the quadratic residues of p?" If <math>p</math> is a very large prime, the question is often, "Is r a quadratic residue of p?" The answer is found in advanced number theory. Let us return to quadratic residues mod <math>N = 257.</math> <math>N\ %\ 5 = 2,</math> therefore <math>N</math> is not a quadratic residue of <math>5.</math> This is why <math>x^2 - N</math> is never divisible by <math>5</math> exactly. <math>N\ %\ 11 = 4,</math> therefore <math>N</math> is a quadratic residue of <math>11</math> and a value of <math>x</math> that satisfies the congruence <math>x^2 \equiv 4 \pmod{257}</math> has form <math>11p \pm 2.</math> From the table above: <syntaxhighlight> N = 257 x | x^2 - N ----|-------- 9 | -176 13 | -88 20 | 143 24 | 319 </syntaxhighlight> These <math>4</math> values of <math>x^2 - N</math> are exactly divisible by <math>11.</math> <math>x = 9</math> is <math>11\cdot 1 - 2.</math> <math>x = 13</math> is <math>11\cdot 1 + 2.</math> <math>x = 20</math> is <math>11\cdot 2 - 2.</math> <math>x = 24</math> is <math>11\cdot 2 + 2.</math> ===Products=== This section uses prime number <math>41</math> as an example. Using <code>quadResidues(p)</code> quadratic residues of <math>41</math> are: <syntaxhighlight> qr41 = [0, 1, 2, 4, 5, 8, 9, 10, 16, 18, 20, 21, 23, 25, 31, 32, 33, 36, 37, 39, 40] </syntaxhighlight> Quadratic non-residues of <math>41</math> are: <syntaxhighlight> qnr41 = [3, 6, 7, 11, 12, 13, 14, 15, 17, 19, 22, 24, 26, 27, 28, 29, 30, 34, 35, 38] </syntaxhighlight> ====of 2 residues==== A simple test to verify that the product of 2 residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qr41)) : v1 = qr41[index1] for index2 in range (index1, len(qr41)) : v2 = qr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 residues is a residue. Advanced math proves that this is true for all primes. ====of 2 non-residues==== A simple test to verify that the product of 2 non-residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qnr41)) : v1 = qnr41[index1] for index2 in range (index1, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 non-residues is a residue. Advanced math proves that this is true for all primes. ====of residue and non-residue==== A simple test to verify that the product of residue and non-residue is non-residue: <syntaxhighlight lang=python> # Python code. for index1 in range (1, len(qr41)) : v1 = qr41[index1] for index2 in range (0, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qnr41 : print ('residue',residue,'quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of residue and non-residue is non-residue. Advanced math proves that this is true for all primes. {{RoundBoxTop|theme=2}} Some authors may consider <math>0</math> as not a legitimate residue. <math>0</math> is not included as a residue in the test above. {{RoundBoxBottom}} ==Euler's criterion== In number theory, '''Euler's criterion''' is a formula for determining whether or not an integer is a quadratic residue modulo a prime number. Precisely, Let ''p'' be an odd prime and ''a'' be an integer coprime to ''p''. Then :<math> a^{\tfrac{p-1}{2}} \equiv \begin{cases} \;\;\,1\pmod{p}& \text{ if there is an integer }x \text{ such that }a\equiv x^2 \pmod{p},\\ -1\pmod{p}& \text{ if there is no such integer.} \end{cases} </math> Euler's criterion can be concisely reformulated using the Legendre symbol: :<math> \left(\frac{a}{p}\right) \equiv a^{\tfrac{p-1}{2}} \pmod p. </math> :<math>\left(\frac{a}{p}\right) = \begin{cases} 1 & \text{if } a \text{ is a quadratic residue modulo } p \text{ and } a \not\equiv 0\pmod p, \\ -1 & \text{if } a \text{ is a non-quadratic residue modulo } p, \\ 0 & \text{if } a \equiv 0 \pmod p. \end{cases}</math> It is known that <math>3</math> is a quadratic residue modulo <math>11.</math> Therefore <math>(3^5)\ %\ 11</math> should be <math>1.</math> <syntaxhighlight lang=python> # python code: >>> (3**5) % 11 1 </syntaxhighlight> It is known that <math>7</math> is a quadratic non-residue modulo <math>11.</math> Therefore <math>(7^5)\ %\ 11</math> should be <math>-1.</math> <syntaxhighlight lang=python> # python code: >>> (7**5) % 11 10 </syntaxhighlight> :<math>10 \equiv -1 \pmod{11}</math> Python's decimal module provides a method for computing <math>(a^x)\ %\ p</math> very efficiently for both small and very large numbers. <syntaxhighlight lang=python> # python code: >>> import decimal >>> decimal.Context().power(3,5,11) Decimal('1') >>> decimal.Context().power(7,5,11) Decimal('10') >>> >>> a = 3456789 >>> p = 761838257287 >>> decimal.Context().power(a, p>>1, p) Decimal('761838257286') </syntaxhighlight> :<math>761838257286 \equiv -1 \pmod{761838257287}</math> Value <math>a = 3456789</math> is not a quadratic residue modulo <math>p = 761838257287.</math> {{RoundBoxTop|theme=3}} An exact square such as <math>1,4,9,16,25,\dots</math> is always a quadratic residue modulo an odd prime <math>p.</math> {{RoundBoxBottom}} ===Product of 2 residues=== Let <math>a,b</math> be quadratic residues modulo odd prime <math>p.</math> Let <math>q = \frac{p-1}{2}.</math> Then: <math>a^q \equiv 1 \pmod p</math> <math>b^q \equiv 1 \pmod p</math> By law of multiplication: <math>(a^q)(b^q) \equiv (1)(1) \pmod p</math> or <math>(a\cdot b)^q \equiv 1 \pmod p</math> Product <math>(a\cdot b)</math> of 2 quadratic residues <math>a, b</math> is quadratic residue. Similarly, product of 2 non-residues is residue, and product of residue and non-residue is non-residue. ==Factors of integer N== Several modern methods for determining the factors of a given integer attempt to create two congruent squares modulo integer <math>N.</math> <math>x^2 \equiv y^2 \pmod{N}</math> This means that the difference between the two squares is exactly divisible by <math>N</math>: <math>N\mid (x^2 - y^2).</math> Integer <math>N</math> always contains the factors <math>N,1,</math> called trivial factors. If <math>N</math> contains two non-trivial factors <math>p,q,</math> then: <math>\frac{(x+y)(x-y)}{p \cdot q}.</math> With a little luck <math>p\mid (x+y)</math> and <math>q\mid (x-y)</math> in which case: <math>p = \text{igcd}(x+y, N)</math> and <math>q = \text{igcd}(x-y, N)</math> where "<math>\text{igcd}</math>" is function "<math>\text{integer greatest common divisor.}</math>" ===A simple example:=== We will use quadratic congruences to calculate factors of <math>N = 4171</math> for <math>164 \ge x \ge 1.</math> ====Right hand side exact square==== One congruence produced an exact square for y: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 70 | 4900 | 729 |} :<math>4900 \equiv 729 \pmod{N}</math> :<math>70^2 \equiv 27^2 \pmod{N}</math> <math>p = \text{igcd}(70-27, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(70+27, 4171)</math> <math>= \text{igcd}(97, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> ====Right hand side negative==== Table below contains a sample of values of <math>x</math> that produce negative <math>y:</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 7 | 49 | -4122 |- | 8 | 64 | -4107 ** |- | 9 | 81 | -4090 |- | 10 | 100 | -4071 |- | 11 | 121 | -4050 !! |- | 12 | 144 | -4027 |- | 60 | 3600 | -571 |- | 61 | 3721 | -450 <math>\ \ </math>!! |- | 62 | 3844 | -327 |- | 63 | 3969 | -202 |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |} =====Non-trivial result 1===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 8 | 64 | -4107 ** |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |} :<math>64 \equiv -4107 \pmod{N}</math> :<math>4096 \equiv -75 \pmod{N}</math> :<math>64\cdot 4096 \equiv -4107\cdot (-75) \pmod{N}</math> :<math>262144 \equiv 308025 \pmod{N}</math> :<math>512^2 \equiv 555^2 \pmod{4171}</math> <math>p = \text{igcd}(555-512, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(555+512, 4171)</math> <math>= \text{igcd}(1067, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =====Non-trivial result 2===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 11 | 121 | -4050 !! |- | 61 | 3721 | -450 <math>\ \ </math>!! |} :<math>121 \equiv -4050 \pmod{N}</math> :<math>3721 \equiv -450 \pmod{N}</math> :<math>121\cdot 3721 \equiv -4050 \cdot (-450) \pmod{N}</math> :<math>450241 \equiv 1822500 \pmod{N}</math> :<math>671^2 \equiv 1350^2 \pmod{4171}</math> <math>p = \text{igcd}(1350-671, 4171)</math> <math>= \text{igcd}(679, 4171)</math> <math>= 97.</math> <math>q = \text{igcd}(1350+671, 4171)</math> <math>= \text{igcd}(2021, 4171)</math> <math>= 43.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> ====Right hand side positive==== Table below contains a sample of values of <math>x</math> that produce positive <math>y:</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 65 | 4225 | 54 <math>\ \ \ </math>** |- | 66 | 4356 | 185 |- | 88 | 7744 | 3573 |- | 89 | 7921 | 3750 **!! |- | 90 | 8100 | 3929 |- | 144 | 20736 | 16565 |- | 145 | 21025 | 16854 <math>\ </math>!! |- | 146 | 21316 | 17145 |} =====Non-trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 65 | 4225 | 54 <math>\ \ \ </math>** |- | 89 | 7921 | 3750 **!! |} :<math>4225 \equiv 54 \pmod{N}</math> :<math>7921 \equiv 3750 \pmod{N}</math> :<math>4225\cdot 7921 \equiv 54 \cdot 3750 \pmod{N}</math> :<math>33466225 \equiv 202500 \pmod{N}</math> :<math>5785^2 \equiv 450^2 \pmod{4171}</math> <math>p = \text{igcd}(5785-450, 4171)</math> <math>= \text{igcd}(5335, 4171)</math> <math>= 97.</math> <math>q = \text{igcd}(5785+450, 4171)</math> <math>= \text{igcd}(6235, 4171)</math> <math>= 43.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =====Trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 89 | 7921 | 3750 **!! |- | 145 | 21025 | 16854 <math>\ </math>!! |} :<math>7921 \equiv 3750 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>7921\cdot 21025 \equiv 3750 \cdot 16854 \pmod{N}</math> :<math>166539025 \equiv 63202500 \pmod{N}</math> :<math>12905^2 \equiv 7950^2 \pmod{4171}</math> <math>p = \text{igcd}(12905-7950, 4171)</math> <math>= \text{igcd}(4955, 4171)</math> <math>= 1.</math> <math>q = \text{igcd}(12905+7950, 4171)</math> <math>= \text{igcd}(20855, 4171)</math> <math>= 4171.</math> This congruence produced the trivial factors of <math>4171.</math> ====With 3 congruences==== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 56 | 3136 | -1035 |- | 59 | 3481 | -690 |- | 145 | 21025 | 16854 |} :<math>3136 \equiv -1035 \pmod{N}</math> :<math>3481 \equiv -690 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>3136\cdot 3481 \cdot 21025 \equiv -1035 \cdot -690 \cdot 16854 \pmod{N}</math> :<math>229517646400 \equiv 12036284100 \pmod{N}</math> :<math>479080^2 \equiv 109710^2 \pmod{4171}</math> <math>p=\text{igcd}(479080-109710,4171)</math> <math>= 43.</math> <math>q = \text{igcd}(479080+109710, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =Links to related topics= [https://en.wikipedia.org/wiki/Quadratic_residue Quadratic Residue] [https://en.wikipedia.org/wiki/Modular_arithmetic Modular Arithmetic] [https://en.wikipedia.org/wiki/Leonhard_Euler Leonhard Euler,] [https://en.wikipedia.org/wiki/Euler%27s_criterion Euler's Criterion] [https://en.wikipedia.org/wiki/Adrien-Marie_Legendre Adrien-Marie Legendre,] [https://en.wikipedia.org/wiki/Legendre_symbol Legendre Symbol] [https://en.wikipedia.org/wiki/Carl_Pomerance Carl Pomerance,] [https://en.wikipedia.org/wiki/Quadratic_sieve Quadratic sieve] [https://en.wikipedia.org/wiki/Greatest_common_divisor Greatest common divisor,] [https://en.wikipedia.org/wiki/Recursion_(computer_science)#Greatest_common_divisor Greatest common divisor (Example of Recursion)] [https://docs.python.org/3.4/library/decimal.html?highlight=decimal#decimal.Context.power Python's decimal Module] eli5s9zq1q1mxkl5dblzt2cjyilzo26 2413797 2413794 2022-08-11T13:25:55Z ThaniosAkro 2805358 /* Quadratic Residues */ wikitext text/x-wiki =Congruences= The subject of congruences is a field of mathematics that covers the integers, their relationship to each other and also the effect of arithmetic operations on their relationship to each other. Expressed mathematically: :<math>A \equiv B \pmod{N}</math> read as: A is congruent with B modulo N. {{RoundBoxTop|theme=2}} <math>A,B,N</math> are integers and <math>N > 1.</math> {{RoundBoxBottom}} This means that: * A modulo N equals B modulo N, * the difference, A-B, is exactly divisible by N, or * <math>A-B = K\cdot N.</math> where p modulo N or <code>p % N</code> is the remainder when p is divided by N. For example: <math>23 \equiv 8 \pmod{5}</math> because division <math>\frac{23-8}{5}</math> is exact without remainder, or <math>5\mid (23-8).</math> Similarly, <math>39 \not\equiv 29 \,\pmod{7}</math> because division <math>\frac{39-29}{7}</math> is not exact, or <math>7\nmid (39-29).</math> ==Law of addition== ===Adding a constant=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N}, </math> then: <math>A+q \equiv B+q \pmod{N}.</math> Proof: <math>A-B = K\cdot N</math>, therefore <math>A = B + K\cdot N.</math> <math>(A+q) - (B+q) = B + K\cdot N + q - B - q = K\cdot N</math> which is exactly divisible by N. {{RoundBoxBottom}} ===Adding 2 congruences=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N}, </math> and <math>C \equiv D \pmod{N}, </math> then: <math>A+C \equiv B+D \pmod{N}.</math> Proof: <math>A-B = K_1\cdot N</math>, therefore <math>A = B + K_1\cdot N</math> and <math>C = D + K_2\cdot N</math> <math>(A+C) - (B+D)</math> <math>= B + K_1\cdot N + D + K_2\cdot N - B - D</math> <math>= N(K_1 + K_2)</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Common Congruence== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> and <math>C \equiv B \pmod{N},</math> then: <math>A \equiv C \pmod{N}.</math> Proof: <math>A = B + K_1\cdot N</math> and <math>C = B + K_2\cdot N.</math> <math>A - C = B + K_1\cdot N - B - K_2\cdot N = (K_1 - K_2)N</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Multiplication== ===by a constant=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> then: <math>A\cdot p \equiv B\cdot p \pmod{N}.</math> Proof: <math>A\cdot p - B\cdot p = p(A-B)</math> which is exactly divisible by N. {{RoundBoxBottom}} ===by another congruence=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> and <math>C \equiv D \pmod{N},</math> then: <math>A\cdot C \equiv B\cdot D \pmod{N}.</math> Proof: <math>A = B + K_1\cdot N</math> and <math>C = D + K_2\cdot N.</math> <math>A\cdot C - B\cdot D</math> <math>= (B + K_1\cdot N)( D + K_2\cdot N) - B\cdot D</math> <math>= B\cdot D + B\cdot K_2\cdot N + K_1\cdot N\cdot D + K_1\cdot N\cdot K_2\cdot N - B\cdot D</math> <math>= N( B\cdot K_2 + K_1\cdot D + K_1\cdot K_2\cdot N )</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of squares== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> then: <math>A^2 \equiv B^2 \pmod{N}.</math> Proof: <math>A^2 - B^2 = (A+B)(A-B)</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Division?== {{RoundBoxTop|theme=2}} A simple example shows that a "law of division" does not exist. <math>24 \equiv 14 \pmod{10}.</math> However <math>\frac{24}{2} \not\equiv \frac{14}{2} \pmod{10}</math> Because <math>12 - 7 = 5</math> is not exactly divisible by <math>10</math> {{RoundBoxBottom}} =Quadratic Congruences= A quadratic congruence is a congruence that contains at least one exact square, for example: <math>x^2 \equiv y \pmod{N}</math> or <math>x^2 \equiv y^2 \pmod{N}.</math> Initially, let us consider the congruence: <math>x^2 \equiv y \pmod{N}.</math> If <math>y = x^2 - N,</math> then: <math>x^2 \equiv y \pmod{N}.</math> Proof: <math>x^2 - y = x^2 - (x^2 - N) = N</math> which is exactly divisible by <math>N.</math> Consider an example with real numbers. Let <math>N = 257</math> and <math>26 \ge x \ge 6.</math> <syntaxhighlight> N = 257 </syntaxhighlight> {| class="wikitable" |- ! <math>x</math> !! <math>x^2 - N</math> |- | <code></code><code>6</code> || <code>-221</code> |- | <code></code><code>7</code> || <code>-208</code> |- | <code></code><code>8</code> || <code>-193</code> |- | <code></code><code>9</code> || <code>-176</code> |- | <code>10</code> || <code>-157</code> |- | <code>11</code> || <code>-136</code> |- | <code>12</code> || <code>-113</code> |- | <code>13</code> || <code></code><code>-88</code> |- | <code>14</code> || <code></code><code>-61</code> |- | <code>15</code> || <code></code><code>-32</code> |- | <code>16</code> || <code></code><code></code><code>-1</code> |- | <code>17</code> || <code></code><code></code><code>32</code> |- | <code>18</code> || <code></code><code></code><code>67</code> |- | <code>19</code> || <code></code><code>104</code> |- | <code>20</code> || <code></code><code>143</code> |- | <code>21</code> || <code></code><code>184</code> |- | <code>22</code> || <code></code><code>227</code> |- | <code>23</code> || <code></code><code>272</code> |- | <code>24</code> || <code></code><code>319</code> |- | <code>25</code> || <code></code><code>368</code> |- | <code>26</code> || <code></code><code>419</code> |} A cursory glance at the values of <math>x^2 - N</math> indicates that the value <math>x^2 - N</math> is never divisible by <math>5.</math> Proof: <math>N \equiv 2 \pmod{5}</math> therefore <math>N - 2 = k5</math> or <math>N = 5k + 2.</math> The table shows all possible values of <math>x\ %\ 5:</math> <syntaxhighlight> x | x^2 | y = x^2 - N ------ | --------------- | ----------------------------------------------- 5p + 0 | 25pp | 25pp - (5k+2) = 25pp - 5k - 2 5p + 1 | 25pp + 10p + 1 | 25pp + 10p + 1 - (5k+2) = 25pp + 10p - 5k - 1 5p + 2 | 25pp + 20p + 4 | 25pp + 20p + 4 - (5k+2) = 25pp + 20p - 5k + 2 5p + 3 | 25pp + 30p + 9 | 25pp + 30p + 9 - (5k+2) = 25pp + 30p - 5k + 7 5p + 4 | 25pp + 40p + 16 | 25pp + 40p + 16 - (5k+2) = 25pp + 40p - 5k + 14 </syntaxhighlight> As you can see, the value <math>y = x^2 - N</math> is never exactly divisible by <math>5.</math> If you look closely, you will see also that it is never exactly divisible by <math>3.</math> Why is this? An interesting question that leads us to the topic of quadratic residues. ==Quadratic Residues== Consider all the congruences for prime number <math>5:</math> <math>x^2 \equiv y \pmod{5}</math> for <math>5 > x \ge 0.</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>(x^2)\ %\ 5</math> |- | <code>0</code> || <code></code><code>0</code> || <code>0</code> |- | <code>1</code> || <code></code><code>1</code> || <code>1</code> |- | <code>2</code> || <code></code><code>4</code> || <code>4</code> |- | <code>3</code> || <code></code><code>9</code> || <code>4</code> |- | <code>4</code> || <code>16</code> || <code>1</code> |} Quadratic residues of <math>5</math> are <math>0,1,4.</math> Values <math>2,3</math> are not quadratic residues of <math>5.</math> These values are quadratic non-residues. To calculate the quadratic residues of a small prime <math>p:</math> <syntaxhighlight lang=python> # python code: def quadResidues(p) : L1 = [] for v in range (p>>1, -1, -1) : L1 += [(v*v) % p] return L1 print (quadResidues(11)) </syntaxhighlight> <syntaxhighlight> [3, 5, 9, 4, 1, 0] </syntaxhighlight> Quadratic residues of <math>11</math> are <math>0,1,3,4,5,9.</math> The method presented here answers the question, "What are the quadratic residues of p?" If <math>p</math> is a very large prime, the question is often, "Is r a quadratic residue of p?" The answer is found in advanced number theory. Let us return to quadratic residues mod <math>N = 257.</math> <math>N\ %\ 5 = 2,</math> therefore <math>N</math> is not a quadratic residue of <math>5.</math> This is why <math>x^2 - N</math> is never divisible by <math>5</math> exactly. <math>N\ %\ 11 = 4,</math> therefore <math>N</math> is a quadratic residue of <math>11</math> and a value of <math>x</math> that satisfies the congruence <math>x^2 \equiv 4 \pmod{257}</math> has form <math>11p \pm 2.</math> From the table above: <syntaxhighlight> N = 257 x | x^2 - N ----|-------- 9 | -176 13 | -88 20 | 143 24 | 319 </syntaxhighlight> These <math>4</math> values of <math>x^2 - N</math> are exactly divisible by <math>11.</math> <math>x = 9</math> is <math>11\cdot 1 - 2.</math> <math>x = 13</math> is <math>11\cdot 1 + 2.</math> <math>x = 20</math> is <math>11\cdot 2 - 2.</math> <math>x = 24</math> is <math>11\cdot 2 + 2.</math> ===Products=== This section uses prime number <math>41</math> as an example. Using <code>quadResidues(p)</code> quadratic residues of <math>41</math> are: <syntaxhighlight> qr41 = [0, 1, 2, 4, 5, 8, 9, 10, 16, 18, 20, 21, 23, 25, 31, 32, 33, 36, 37, 39, 40] </syntaxhighlight> Quadratic non-residues of <math>41</math> are: <syntaxhighlight> qnr41 = [3, 6, 7, 11, 12, 13, 14, 15, 17, 19, 22, 24, 26, 27, 28, 29, 30, 34, 35, 38] </syntaxhighlight> ====of 2 residues==== A simple test to verify that the product of 2 residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qr41)) : v1 = qr41[index1] for index2 in range (index1, len(qr41)) : v2 = qr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 residues is a residue. Advanced math proves that this is true for all primes. ====of 2 non-residues==== A simple test to verify that the product of 2 non-residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qnr41)) : v1 = qnr41[index1] for index2 in range (index1, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 non-residues is a residue. Advanced math proves that this is true for all primes. ====of residue and non-residue==== A simple test to verify that the product of residue and non-residue is non-residue: <syntaxhighlight lang=python> # Python code. for index1 in range (1, len(qr41)) : v1 = qr41[index1] for index2 in range (0, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qnr41 : print ('residue',residue,'quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of residue and non-residue is non-residue. Advanced math proves that this is true for all primes. {{RoundBoxTop|theme=2}} Some authors may consider <math>0</math> as not a legitimate residue. <math>0</math> is not included as a residue in the test above. {{RoundBoxBottom}} ==Euler's criterion== In number theory, '''Euler's criterion''' is a formula for determining whether or not an integer is a quadratic residue modulo a prime number. Precisely, Let ''p'' be an odd prime and ''a'' be an integer coprime to ''p''. Then :<math> a^{\tfrac{p-1}{2}} \equiv \begin{cases} \;\;\,1\pmod{p}& \text{ if there is an integer }x \text{ such that }a\equiv x^2 \pmod{p},\\ -1\pmod{p}& \text{ if there is no such integer.} \end{cases} </math> Euler's criterion can be concisely reformulated using the Legendre symbol: :<math> \left(\frac{a}{p}\right) \equiv a^{\tfrac{p-1}{2}} \pmod p. </math> :<math>\left(\frac{a}{p}\right) = \begin{cases} 1 & \text{if } a \text{ is a quadratic residue modulo } p \text{ and } a \not\equiv 0\pmod p, \\ -1 & \text{if } a \text{ is a non-quadratic residue modulo } p, \\ 0 & \text{if } a \equiv 0 \pmod p. \end{cases}</math> It is known that <math>3</math> is a quadratic residue modulo <math>11.</math> Therefore <math>(3^5)\ %\ 11</math> should be <math>1.</math> <syntaxhighlight lang=python> # python code: >>> (3**5) % 11 1 </syntaxhighlight> It is known that <math>7</math> is a quadratic non-residue modulo <math>11.</math> Therefore <math>(7^5)\ %\ 11</math> should be <math>-1.</math> <syntaxhighlight lang=python> # python code: >>> (7**5) % 11 10 </syntaxhighlight> :<math>10 \equiv -1 \pmod{11}</math> Python's decimal module provides a method for computing <math>(a^x)\ %\ p</math> very efficiently for both small and very large numbers. <syntaxhighlight lang=python> # python code: >>> import decimal >>> decimal.Context().power(3,5,11) Decimal('1') >>> decimal.Context().power(7,5,11) Decimal('10') >>> >>> a = 3456789 >>> p = 761838257287 >>> decimal.Context().power(a, p>>1, p) Decimal('761838257286') </syntaxhighlight> :<math>761838257286 \equiv -1 \pmod{761838257287}</math> Value <math>a = 3456789</math> is not a quadratic residue modulo <math>p = 761838257287.</math> {{RoundBoxTop|theme=3}} An exact square such as <math>1,4,9,16,25,\dots</math> is always a quadratic residue modulo an odd prime <math>p.</math> {{RoundBoxBottom}} ===Product of 2 residues=== Let <math>a,b</math> be quadratic residues modulo odd prime <math>p.</math> Let <math>q = \frac{p-1}{2}.</math> Then: <math>a^q \equiv 1 \pmod p</math> <math>b^q \equiv 1 \pmod p</math> By law of multiplication: <math>(a^q)(b^q) \equiv (1)(1) \pmod p</math> or <math>(a\cdot b)^q \equiv 1 \pmod p</math> Product <math>(a\cdot b)</math> of 2 quadratic residues <math>a, b</math> is quadratic residue. Similarly, product of 2 non-residues is residue, and product of residue and non-residue is non-residue. ==Factors of integer N== Several modern methods for determining the factors of a given integer attempt to create two congruent squares modulo integer <math>N.</math> <math>x^2 \equiv y^2 \pmod{N}</math> This means that the difference between the two squares is exactly divisible by <math>N</math>: <math>N\mid (x^2 - y^2).</math> Integer <math>N</math> always contains the factors <math>N,1,</math> called trivial factors. If <math>N</math> contains two non-trivial factors <math>p,q,</math> then: <math>\frac{(x+y)(x-y)}{p \cdot q}.</math> With a little luck <math>p\mid (x+y)</math> and <math>q\mid (x-y)</math> in which case: <math>p = \text{igcd}(x+y, N)</math> and <math>q = \text{igcd}(x-y, N)</math> where "<math>\text{igcd}</math>" is function "<math>\text{integer greatest common divisor.}</math>" ===A simple example:=== We will use quadratic congruences to calculate factors of <math>N = 4171</math> for <math>164 \ge x \ge 1.</math> ====Right hand side exact square==== One congruence produced an exact square for y: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 70 | 4900 | 729 |} :<math>4900 \equiv 729 \pmod{N}</math> :<math>70^2 \equiv 27^2 \pmod{N}</math> <math>p = \text{igcd}(70-27, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(70+27, 4171)</math> <math>= \text{igcd}(97, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> ====Right hand side negative==== Table below contains a sample of values of <math>x</math> that produce negative <math>y:</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 7 | 49 | -4122 |- | 8 | 64 | -4107 ** |- | 9 | 81 | -4090 |- | 10 | 100 | -4071 |- | 11 | 121 | -4050 !! |- | 12 | 144 | -4027 |- | 60 | 3600 | -571 |- | 61 | 3721 | -450 <math>\ \ </math>!! |- | 62 | 3844 | -327 |- | 63 | 3969 | -202 |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |} =====Non-trivial result 1===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 8 | 64 | -4107 ** |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |} :<math>64 \equiv -4107 \pmod{N}</math> :<math>4096 \equiv -75 \pmod{N}</math> :<math>64\cdot 4096 \equiv -4107\cdot (-75) \pmod{N}</math> :<math>262144 \equiv 308025 \pmod{N}</math> :<math>512^2 \equiv 555^2 \pmod{4171}</math> <math>p = \text{igcd}(555-512, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(555+512, 4171)</math> <math>= \text{igcd}(1067, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =====Non-trivial result 2===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 11 | 121 | -4050 !! |- | 61 | 3721 | -450 <math>\ \ </math>!! |} :<math>121 \equiv -4050 \pmod{N}</math> :<math>3721 \equiv -450 \pmod{N}</math> :<math>121\cdot 3721 \equiv -4050 \cdot (-450) \pmod{N}</math> :<math>450241 \equiv 1822500 \pmod{N}</math> :<math>671^2 \equiv 1350^2 \pmod{4171}</math> <math>p = \text{igcd}(1350-671, 4171)</math> <math>= \text{igcd}(679, 4171)</math> <math>= 97.</math> <math>q = \text{igcd}(1350+671, 4171)</math> <math>= \text{igcd}(2021, 4171)</math> <math>= 43.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> ====Right hand side positive==== Table below contains a sample of values of <math>x</math> that produce positive <math>y:</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 65 | 4225 | 54 <math>\ \ \ </math>** |- | 66 | 4356 | 185 |- | 88 | 7744 | 3573 |- | 89 | 7921 | 3750 **!! |- | 90 | 8100 | 3929 |- | 144 | 20736 | 16565 |- | 145 | 21025 | 16854 <math>\ </math>!! |- | 146 | 21316 | 17145 |} =====Non-trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 65 | 4225 | 54 <math>\ \ \ </math>** |- | 89 | 7921 | 3750 **!! |} :<math>4225 \equiv 54 \pmod{N}</math> :<math>7921 \equiv 3750 \pmod{N}</math> :<math>4225\cdot 7921 \equiv 54 \cdot 3750 \pmod{N}</math> :<math>33466225 \equiv 202500 \pmod{N}</math> :<math>5785^2 \equiv 450^2 \pmod{4171}</math> <math>p = \text{igcd}(5785-450, 4171)</math> <math>= \text{igcd}(5335, 4171)</math> <math>= 97.</math> <math>q = \text{igcd}(5785+450, 4171)</math> <math>= \text{igcd}(6235, 4171)</math> <math>= 43.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =====Trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 89 | 7921 | 3750 **!! |- | 145 | 21025 | 16854 <math>\ </math>!! |} :<math>7921 \equiv 3750 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>7921\cdot 21025 \equiv 3750 \cdot 16854 \pmod{N}</math> :<math>166539025 \equiv 63202500 \pmod{N}</math> :<math>12905^2 \equiv 7950^2 \pmod{4171}</math> <math>p = \text{igcd}(12905-7950, 4171)</math> <math>= \text{igcd}(4955, 4171)</math> <math>= 1.</math> <math>q = \text{igcd}(12905+7950, 4171)</math> <math>= \text{igcd}(20855, 4171)</math> <math>= 4171.</math> This congruence produced the trivial factors of <math>4171.</math> ====With 3 congruences==== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 56 | 3136 | -1035 |- | 59 | 3481 | -690 |- | 145 | 21025 | 16854 |} :<math>3136 \equiv -1035 \pmod{N}</math> :<math>3481 \equiv -690 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>3136\cdot 3481 \cdot 21025 \equiv -1035 \cdot -690 \cdot 16854 \pmod{N}</math> :<math>229517646400 \equiv 12036284100 \pmod{N}</math> :<math>479080^2 \equiv 109710^2 \pmod{4171}</math> <math>p=\text{igcd}(479080-109710,4171)</math> <math>= 43.</math> <math>q = \text{igcd}(479080+109710, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =Links to related topics= [https://en.wikipedia.org/wiki/Quadratic_residue Quadratic Residue] [https://en.wikipedia.org/wiki/Modular_arithmetic Modular Arithmetic] [https://en.wikipedia.org/wiki/Leonhard_Euler Leonhard Euler,] [https://en.wikipedia.org/wiki/Euler%27s_criterion Euler's Criterion] [https://en.wikipedia.org/wiki/Adrien-Marie_Legendre Adrien-Marie Legendre,] [https://en.wikipedia.org/wiki/Legendre_symbol Legendre Symbol] [https://en.wikipedia.org/wiki/Carl_Pomerance Carl Pomerance,] [https://en.wikipedia.org/wiki/Quadratic_sieve Quadratic sieve] [https://en.wikipedia.org/wiki/Greatest_common_divisor Greatest common divisor,] [https://en.wikipedia.org/wiki/Recursion_(computer_science)#Greatest_common_divisor Greatest common divisor (Example of Recursion)] [https://docs.python.org/3.4/library/decimal.html?highlight=decimal#decimal.Context.power Python's decimal Module] 65jprjlvxsnnmkfnsuvkgbngl32suqx 2413801 2413797 2022-08-11T13:41:40Z ThaniosAkro 2805358 /* Quadratic Residues */ wikitext text/x-wiki =Congruences= The subject of congruences is a field of mathematics that covers the integers, their relationship to each other and also the effect of arithmetic operations on their relationship to each other. Expressed mathematically: :<math>A \equiv B \pmod{N}</math> read as: A is congruent with B modulo N. {{RoundBoxTop|theme=2}} <math>A,B,N</math> are integers and <math>N > 1.</math> {{RoundBoxBottom}} This means that: * A modulo N equals B modulo N, * the difference, A-B, is exactly divisible by N, or * <math>A-B = K\cdot N.</math> where p modulo N or <code>p % N</code> is the remainder when p is divided by N. For example: <math>23 \equiv 8 \pmod{5}</math> because division <math>\frac{23-8}{5}</math> is exact without remainder, or <math>5\mid (23-8).</math> Similarly, <math>39 \not\equiv 29 \,\pmod{7}</math> because division <math>\frac{39-29}{7}</math> is not exact, or <math>7\nmid (39-29).</math> ==Law of addition== ===Adding a constant=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N}, </math> then: <math>A+q \equiv B+q \pmod{N}.</math> Proof: <math>A-B = K\cdot N</math>, therefore <math>A = B + K\cdot N.</math> <math>(A+q) - (B+q) = B + K\cdot N + q - B - q = K\cdot N</math> which is exactly divisible by N. {{RoundBoxBottom}} ===Adding 2 congruences=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N}, </math> and <math>C \equiv D \pmod{N}, </math> then: <math>A+C \equiv B+D \pmod{N}.</math> Proof: <math>A-B = K_1\cdot N</math>, therefore <math>A = B + K_1\cdot N</math> and <math>C = D + K_2\cdot N</math> <math>(A+C) - (B+D)</math> <math>= B + K_1\cdot N + D + K_2\cdot N - B - D</math> <math>= N(K_1 + K_2)</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Common Congruence== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> and <math>C \equiv B \pmod{N},</math> then: <math>A \equiv C \pmod{N}.</math> Proof: <math>A = B + K_1\cdot N</math> and <math>C = B + K_2\cdot N.</math> <math>A - C = B + K_1\cdot N - B - K_2\cdot N = (K_1 - K_2)N</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Multiplication== ===by a constant=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> then: <math>A\cdot p \equiv B\cdot p \pmod{N}.</math> Proof: <math>A\cdot p - B\cdot p = p(A-B)</math> which is exactly divisible by N. {{RoundBoxBottom}} ===by another congruence=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> and <math>C \equiv D \pmod{N},</math> then: <math>A\cdot C \equiv B\cdot D \pmod{N}.</math> Proof: <math>A = B + K_1\cdot N</math> and <math>C = D + K_2\cdot N.</math> <math>A\cdot C - B\cdot D</math> <math>= (B + K_1\cdot N)( D + K_2\cdot N) - B\cdot D</math> <math>= B\cdot D + B\cdot K_2\cdot N + K_1\cdot N\cdot D + K_1\cdot N\cdot K_2\cdot N - B\cdot D</math> <math>= N( B\cdot K_2 + K_1\cdot D + K_1\cdot K_2\cdot N )</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of squares== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> then: <math>A^2 \equiv B^2 \pmod{N}.</math> Proof: <math>A^2 - B^2 = (A+B)(A-B)</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Division?== {{RoundBoxTop|theme=2}} A simple example shows that a "law of division" does not exist. <math>24 \equiv 14 \pmod{10}.</math> However <math>\frac{24}{2} \not\equiv \frac{14}{2} \pmod{10}</math> Because <math>12 - 7 = 5</math> is not exactly divisible by <math>10</math> {{RoundBoxBottom}} =Quadratic Congruences= A quadratic congruence is a congruence that contains at least one exact square, for example: <math>x^2 \equiv y \pmod{N}</math> or <math>x^2 \equiv y^2 \pmod{N}.</math> Initially, let us consider the congruence: <math>x^2 \equiv y \pmod{N}.</math> If <math>y = x^2 - N,</math> then: <math>x^2 \equiv y \pmod{N}.</math> Proof: <math>x^2 - y = x^2 - (x^2 - N) = N</math> which is exactly divisible by <math>N.</math> Consider an example with real numbers. Let <math>N = 257</math> and <math>26 \ge x \ge 6.</math> <syntaxhighlight> N = 257 </syntaxhighlight> {| class="wikitable" |- ! <math>x</math> !! <math>x^2 - N</math> |- | <code></code><code>6</code> || <code>-221</code> |- | <code></code><code>7</code> || <code>-208</code> |- | <code></code><code>8</code> || <code>-193</code> |- | <code></code><code>9</code> || <code>-176</code> |- | <code>10</code> || <code>-157</code> |- | <code>11</code> || <code>-136</code> |- | <code>12</code> || <code>-113</code> |- | <code>13</code> || <code></code><code>-88</code> |- | <code>14</code> || <code></code><code>-61</code> |- | <code>15</code> || <code></code><code>-32</code> |- | <code>16</code> || <code></code><code></code><code>-1</code> |- | <code>17</code> || <code></code><code></code><code>32</code> |- | <code>18</code> || <code></code><code></code><code>67</code> |- | <code>19</code> || <code></code><code>104</code> |- | <code>20</code> || <code></code><code>143</code> |- | <code>21</code> || <code></code><code>184</code> |- | <code>22</code> || <code></code><code>227</code> |- | <code>23</code> || <code></code><code>272</code> |- | <code>24</code> || <code></code><code>319</code> |- | <code>25</code> || <code></code><code>368</code> |- | <code>26</code> || <code></code><code>419</code> |} A cursory glance at the values of <math>x^2 - N</math> indicates that the value <math>x^2 - N</math> is never divisible by <math>5.</math> Proof: <math>N \equiv 2 \pmod{5}</math> therefore <math>N - 2 = k5</math> or <math>N = 5k + 2.</math> The table shows all possible values of <math>x\ %\ 5:</math> <syntaxhighlight> x | x^2 | y = x^2 - N ------ | --------------- | ----------------------------------------------- 5p + 0 | 25pp | 25pp - (5k+2) = 25pp - 5k - 2 5p + 1 | 25pp + 10p + 1 | 25pp + 10p + 1 - (5k+2) = 25pp + 10p - 5k - 1 5p + 2 | 25pp + 20p + 4 | 25pp + 20p + 4 - (5k+2) = 25pp + 20p - 5k + 2 5p + 3 | 25pp + 30p + 9 | 25pp + 30p + 9 - (5k+2) = 25pp + 30p - 5k + 7 5p + 4 | 25pp + 40p + 16 | 25pp + 40p + 16 - (5k+2) = 25pp + 40p - 5k + 14 </syntaxhighlight> As you can see, the value <math>y = x^2 - N</math> is never exactly divisible by <math>5.</math> If you look closely, you will see also that it is never exactly divisible by <math>3.</math> Why is this? An interesting question that leads us to the topic of quadratic residues. ==Quadratic Residues== Consider all the congruences for prime number <math>5:</math> <math>x^2 \equiv y \pmod{5}</math> for <math>5 > x \ge 0.</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>(x^2)\ %\ 5</math> |- | <code>0</code> || <code></code><code>0</code> || <code>0</code> |- | <code>1</code> || <code></code><code>1</code> || <code>1</code> |- | <code>2</code> || <code></code><code>4</code> || <code>4</code> |- | <code>3</code> || <code></code><code>9</code> || <code>4</code> |- | <code>4</code> || <code>16</code> || <code>1</code> |} Quadratic residues of <math>5</math> are <math>0,1,4.</math> Values <math>2,3</math> are not quadratic residues of <math>5.</math> These values are quadratic non-residues. To calculate the quadratic residues of a small prime <math>p:</math> <syntaxhighlight lang=python> # python code: def quadResidues(p) : L1 = [] for v in range (p>>1, -1, -1) : L1 += [(v*v) % p] return L1 print (quadResidues(11)) </syntaxhighlight> <syntaxhighlight> [3, 5, 9, 4, 1, 0] </syntaxhighlight> Quadratic residues of <math>11</math> are <math>0,1,3,4,5,9.</math> The method presented here answers the question, "What are the quadratic residues of p?" If <math>p</math> is a very large prime, the question is often, "Is r a quadratic residue of p?" The answer is found in advanced number theory. Let us return to quadratic residues mod <math>N = 257.</math> <math>N\ %\ 5 = 2,</math> therefore <math>N</math> is not a quadratic residue of <math>5.</math> This is why <math>x^2 - N</math> is never divisible by <math>5</math> exactly. <math>N\ %\ 11 = 4,</math> therefore <math>N</math> is a quadratic residue of <math>11</math> and a value of <math>x</math> that satisfies the congruence <math>x^2 \equiv 4 \pmod{257}</math> has form <math>11p \pm 2.</math> From the table above: <syntaxhighlight> N = 257 </syntaxhighlight> {| class="wikitable" |- ! <math>x</math> !! <math>x^2\ -\ N</math> |- | <code></code><code>9</code> || <code>-176</code> |- | <code>13</code> || <code></code><code>-88</code> |- | <code>20</code> || <code></code><code>143</code> |- | <code>24</code> || <code></code><code>319</code> |} These <math>4</math> values of <math>x^2 - N</math> are exactly divisible by <math>11.</math> <math>x = 9</math> is <math>11\cdot 1 - 2.</math> <math>x = 13</math> is <math>11\cdot 1 + 2.</math> <math>x = 20</math> is <math>11\cdot 2 - 2.</math> <math>x = 24</math> is <math>11\cdot 2 + 2.</math> ===Products=== This section uses prime number <math>41</math> as an example. Using <code>quadResidues(p)</code> quadratic residues of <math>41</math> are: <syntaxhighlight> qr41 = [0, 1, 2, 4, 5, 8, 9, 10, 16, 18, 20, 21, 23, 25, 31, 32, 33, 36, 37, 39, 40] </syntaxhighlight> Quadratic non-residues of <math>41</math> are: <syntaxhighlight> qnr41 = [3, 6, 7, 11, 12, 13, 14, 15, 17, 19, 22, 24, 26, 27, 28, 29, 30, 34, 35, 38] </syntaxhighlight> ====of 2 residues==== A simple test to verify that the product of 2 residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qr41)) : v1 = qr41[index1] for index2 in range (index1, len(qr41)) : v2 = qr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 residues is a residue. Advanced math proves that this is true for all primes. ====of 2 non-residues==== A simple test to verify that the product of 2 non-residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qnr41)) : v1 = qnr41[index1] for index2 in range (index1, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 non-residues is a residue. Advanced math proves that this is true for all primes. ====of residue and non-residue==== A simple test to verify that the product of residue and non-residue is non-residue: <syntaxhighlight lang=python> # Python code. for index1 in range (1, len(qr41)) : v1 = qr41[index1] for index2 in range (0, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qnr41 : print ('residue',residue,'quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of residue and non-residue is non-residue. Advanced math proves that this is true for all primes. {{RoundBoxTop|theme=2}} Some authors may consider <math>0</math> as not a legitimate residue. <math>0</math> is not included as a residue in the test above. {{RoundBoxBottom}} ==Euler's criterion== In number theory, '''Euler's criterion''' is a formula for determining whether or not an integer is a quadratic residue modulo a prime number. Precisely, Let ''p'' be an odd prime and ''a'' be an integer coprime to ''p''. Then :<math> a^{\tfrac{p-1}{2}} \equiv \begin{cases} \;\;\,1\pmod{p}& \text{ if there is an integer }x \text{ such that }a\equiv x^2 \pmod{p},\\ -1\pmod{p}& \text{ if there is no such integer.} \end{cases} </math> Euler's criterion can be concisely reformulated using the Legendre symbol: :<math> \left(\frac{a}{p}\right) \equiv a^{\tfrac{p-1}{2}} \pmod p. </math> :<math>\left(\frac{a}{p}\right) = \begin{cases} 1 & \text{if } a \text{ is a quadratic residue modulo } p \text{ and } a \not\equiv 0\pmod p, \\ -1 & \text{if } a \text{ is a non-quadratic residue modulo } p, \\ 0 & \text{if } a \equiv 0 \pmod p. \end{cases}</math> It is known that <math>3</math> is a quadratic residue modulo <math>11.</math> Therefore <math>(3^5)\ %\ 11</math> should be <math>1.</math> <syntaxhighlight lang=python> # python code: >>> (3**5) % 11 1 </syntaxhighlight> It is known that <math>7</math> is a quadratic non-residue modulo <math>11.</math> Therefore <math>(7^5)\ %\ 11</math> should be <math>-1.</math> <syntaxhighlight lang=python> # python code: >>> (7**5) % 11 10 </syntaxhighlight> :<math>10 \equiv -1 \pmod{11}</math> Python's decimal module provides a method for computing <math>(a^x)\ %\ p</math> very efficiently for both small and very large numbers. <syntaxhighlight lang=python> # python code: >>> import decimal >>> decimal.Context().power(3,5,11) Decimal('1') >>> decimal.Context().power(7,5,11) Decimal('10') >>> >>> a = 3456789 >>> p = 761838257287 >>> decimal.Context().power(a, p>>1, p) Decimal('761838257286') </syntaxhighlight> :<math>761838257286 \equiv -1 \pmod{761838257287}</math> Value <math>a = 3456789</math> is not a quadratic residue modulo <math>p = 761838257287.</math> {{RoundBoxTop|theme=3}} An exact square such as <math>1,4,9,16,25,\dots</math> is always a quadratic residue modulo an odd prime <math>p.</math> {{RoundBoxBottom}} ===Product of 2 residues=== Let <math>a,b</math> be quadratic residues modulo odd prime <math>p.</math> Let <math>q = \frac{p-1}{2}.</math> Then: <math>a^q \equiv 1 \pmod p</math> <math>b^q \equiv 1 \pmod p</math> By law of multiplication: <math>(a^q)(b^q) \equiv (1)(1) \pmod p</math> or <math>(a\cdot b)^q \equiv 1 \pmod p</math> Product <math>(a\cdot b)</math> of 2 quadratic residues <math>a, b</math> is quadratic residue. Similarly, product of 2 non-residues is residue, and product of residue and non-residue is non-residue. ==Factors of integer N== Several modern methods for determining the factors of a given integer attempt to create two congruent squares modulo integer <math>N.</math> <math>x^2 \equiv y^2 \pmod{N}</math> This means that the difference between the two squares is exactly divisible by <math>N</math>: <math>N\mid (x^2 - y^2).</math> Integer <math>N</math> always contains the factors <math>N,1,</math> called trivial factors. If <math>N</math> contains two non-trivial factors <math>p,q,</math> then: <math>\frac{(x+y)(x-y)}{p \cdot q}.</math> With a little luck <math>p\mid (x+y)</math> and <math>q\mid (x-y)</math> in which case: <math>p = \text{igcd}(x+y, N)</math> and <math>q = \text{igcd}(x-y, N)</math> where "<math>\text{igcd}</math>" is function "<math>\text{integer greatest common divisor.}</math>" ===A simple example:=== We will use quadratic congruences to calculate factors of <math>N = 4171</math> for <math>164 \ge x \ge 1.</math> ====Right hand side exact square==== One congruence produced an exact square for y: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 70 | 4900 | 729 |} :<math>4900 \equiv 729 \pmod{N}</math> :<math>70^2 \equiv 27^2 \pmod{N}</math> <math>p = \text{igcd}(70-27, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(70+27, 4171)</math> <math>= \text{igcd}(97, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> ====Right hand side negative==== Table below contains a sample of values of <math>x</math> that produce negative <math>y:</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 7 | 49 | -4122 |- | 8 | 64 | -4107 ** |- | 9 | 81 | -4090 |- | 10 | 100 | -4071 |- | 11 | 121 | -4050 !! |- | 12 | 144 | -4027 |- | 60 | 3600 | -571 |- | 61 | 3721 | -450 <math>\ \ </math>!! |- | 62 | 3844 | -327 |- | 63 | 3969 | -202 |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |} =====Non-trivial result 1===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 8 | 64 | -4107 ** |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |} :<math>64 \equiv -4107 \pmod{N}</math> :<math>4096 \equiv -75 \pmod{N}</math> :<math>64\cdot 4096 \equiv -4107\cdot (-75) \pmod{N}</math> :<math>262144 \equiv 308025 \pmod{N}</math> :<math>512^2 \equiv 555^2 \pmod{4171}</math> <math>p = \text{igcd}(555-512, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(555+512, 4171)</math> <math>= \text{igcd}(1067, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =====Non-trivial result 2===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 11 | 121 | -4050 !! |- | 61 | 3721 | -450 <math>\ \ </math>!! |} :<math>121 \equiv -4050 \pmod{N}</math> :<math>3721 \equiv -450 \pmod{N}</math> :<math>121\cdot 3721 \equiv -4050 \cdot (-450) \pmod{N}</math> :<math>450241 \equiv 1822500 \pmod{N}</math> :<math>671^2 \equiv 1350^2 \pmod{4171}</math> <math>p = \text{igcd}(1350-671, 4171)</math> <math>= \text{igcd}(679, 4171)</math> <math>= 97.</math> <math>q = \text{igcd}(1350+671, 4171)</math> <math>= \text{igcd}(2021, 4171)</math> <math>= 43.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> ====Right hand side positive==== Table below contains a sample of values of <math>x</math> that produce positive <math>y:</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 65 | 4225 | 54 <math>\ \ \ </math>** |- | 66 | 4356 | 185 |- | 88 | 7744 | 3573 |- | 89 | 7921 | 3750 **!! |- | 90 | 8100 | 3929 |- | 144 | 20736 | 16565 |- | 145 | 21025 | 16854 <math>\ </math>!! |- | 146 | 21316 | 17145 |} =====Non-trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 65 | 4225 | 54 <math>\ \ \ </math>** |- | 89 | 7921 | 3750 **!! |} :<math>4225 \equiv 54 \pmod{N}</math> :<math>7921 \equiv 3750 \pmod{N}</math> :<math>4225\cdot 7921 \equiv 54 \cdot 3750 \pmod{N}</math> :<math>33466225 \equiv 202500 \pmod{N}</math> :<math>5785^2 \equiv 450^2 \pmod{4171}</math> <math>p = \text{igcd}(5785-450, 4171)</math> <math>= \text{igcd}(5335, 4171)</math> <math>= 97.</math> <math>q = \text{igcd}(5785+450, 4171)</math> <math>= \text{igcd}(6235, 4171)</math> <math>= 43.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =====Trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 89 | 7921 | 3750 **!! |- | 145 | 21025 | 16854 <math>\ </math>!! |} :<math>7921 \equiv 3750 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>7921\cdot 21025 \equiv 3750 \cdot 16854 \pmod{N}</math> :<math>166539025 \equiv 63202500 \pmod{N}</math> :<math>12905^2 \equiv 7950^2 \pmod{4171}</math> <math>p = \text{igcd}(12905-7950, 4171)</math> <math>= \text{igcd}(4955, 4171)</math> <math>= 1.</math> <math>q = \text{igcd}(12905+7950, 4171)</math> <math>= \text{igcd}(20855, 4171)</math> <math>= 4171.</math> This congruence produced the trivial factors of <math>4171.</math> ====With 3 congruences==== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 56 | 3136 | -1035 |- | 59 | 3481 | -690 |- | 145 | 21025 | 16854 |} :<math>3136 \equiv -1035 \pmod{N}</math> :<math>3481 \equiv -690 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>3136\cdot 3481 \cdot 21025 \equiv -1035 \cdot -690 \cdot 16854 \pmod{N}</math> :<math>229517646400 \equiv 12036284100 \pmod{N}</math> :<math>479080^2 \equiv 109710^2 \pmod{4171}</math> <math>p=\text{igcd}(479080-109710,4171)</math> <math>= 43.</math> <math>q = \text{igcd}(479080+109710, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =Links to related topics= [https://en.wikipedia.org/wiki/Quadratic_residue Quadratic Residue] [https://en.wikipedia.org/wiki/Modular_arithmetic Modular Arithmetic] [https://en.wikipedia.org/wiki/Leonhard_Euler Leonhard Euler,] [https://en.wikipedia.org/wiki/Euler%27s_criterion Euler's Criterion] [https://en.wikipedia.org/wiki/Adrien-Marie_Legendre Adrien-Marie Legendre,] [https://en.wikipedia.org/wiki/Legendre_symbol Legendre Symbol] [https://en.wikipedia.org/wiki/Carl_Pomerance Carl Pomerance,] [https://en.wikipedia.org/wiki/Quadratic_sieve Quadratic sieve] [https://en.wikipedia.org/wiki/Greatest_common_divisor Greatest common divisor,] [https://en.wikipedia.org/wiki/Recursion_(computer_science)#Greatest_common_divisor Greatest common divisor (Example of Recursion)] [https://docs.python.org/3.4/library/decimal.html?highlight=decimal#decimal.Context.power Python's decimal Module] doff1v83lks7oj8hd7cnauvaanlp618 2413809 2413801 2022-08-11T14:06:37Z ThaniosAkro 2805358 /* Non-trivial result 2 */ wikitext text/x-wiki =Congruences= The subject of congruences is a field of mathematics that covers the integers, their relationship to each other and also the effect of arithmetic operations on their relationship to each other. Expressed mathematically: :<math>A \equiv B \pmod{N}</math> read as: A is congruent with B modulo N. {{RoundBoxTop|theme=2}} <math>A,B,N</math> are integers and <math>N > 1.</math> {{RoundBoxBottom}} This means that: * A modulo N equals B modulo N, * the difference, A-B, is exactly divisible by N, or * <math>A-B = K\cdot N.</math> where p modulo N or <code>p % N</code> is the remainder when p is divided by N. For example: <math>23 \equiv 8 \pmod{5}</math> because division <math>\frac{23-8}{5}</math> is exact without remainder, or <math>5\mid (23-8).</math> Similarly, <math>39 \not\equiv 29 \,\pmod{7}</math> because division <math>\frac{39-29}{7}</math> is not exact, or <math>7\nmid (39-29).</math> ==Law of addition== ===Adding a constant=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N}, </math> then: <math>A+q \equiv B+q \pmod{N}.</math> Proof: <math>A-B = K\cdot N</math>, therefore <math>A = B + K\cdot N.</math> <math>(A+q) - (B+q) = B + K\cdot N + q - B - q = K\cdot N</math> which is exactly divisible by N. {{RoundBoxBottom}} ===Adding 2 congruences=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N}, </math> and <math>C \equiv D \pmod{N}, </math> then: <math>A+C \equiv B+D \pmod{N}.</math> Proof: <math>A-B = K_1\cdot N</math>, therefore <math>A = B + K_1\cdot N</math> and <math>C = D + K_2\cdot N</math> <math>(A+C) - (B+D)</math> <math>= B + K_1\cdot N + D + K_2\cdot N - B - D</math> <math>= N(K_1 + K_2)</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Common Congruence== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> and <math>C \equiv B \pmod{N},</math> then: <math>A \equiv C \pmod{N}.</math> Proof: <math>A = B + K_1\cdot N</math> and <math>C = B + K_2\cdot N.</math> <math>A - C = B + K_1\cdot N - B - K_2\cdot N = (K_1 - K_2)N</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Multiplication== ===by a constant=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> then: <math>A\cdot p \equiv B\cdot p \pmod{N}.</math> Proof: <math>A\cdot p - B\cdot p = p(A-B)</math> which is exactly divisible by N. {{RoundBoxBottom}} ===by another congruence=== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> and <math>C \equiv D \pmod{N},</math> then: <math>A\cdot C \equiv B\cdot D \pmod{N}.</math> Proof: <math>A = B + K_1\cdot N</math> and <math>C = D + K_2\cdot N.</math> <math>A\cdot C - B\cdot D</math> <math>= (B + K_1\cdot N)( D + K_2\cdot N) - B\cdot D</math> <math>= B\cdot D + B\cdot K_2\cdot N + K_1\cdot N\cdot D + K_1\cdot N\cdot K_2\cdot N - B\cdot D</math> <math>= N( B\cdot K_2 + K_1\cdot D + K_1\cdot K_2\cdot N )</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of squares== {{RoundBoxTop|theme=2}} If <math>A \equiv B \pmod{N} </math> then: <math>A^2 \equiv B^2 \pmod{N}.</math> Proof: <math>A^2 - B^2 = (A+B)(A-B)</math> which is exactly divisible by N. {{RoundBoxBottom}} ==Law of Division?== {{RoundBoxTop|theme=2}} A simple example shows that a "law of division" does not exist. <math>24 \equiv 14 \pmod{10}.</math> However <math>\frac{24}{2} \not\equiv \frac{14}{2} \pmod{10}</math> Because <math>12 - 7 = 5</math> is not exactly divisible by <math>10</math> {{RoundBoxBottom}} =Quadratic Congruences= A quadratic congruence is a congruence that contains at least one exact square, for example: <math>x^2 \equiv y \pmod{N}</math> or <math>x^2 \equiv y^2 \pmod{N}.</math> Initially, let us consider the congruence: <math>x^2 \equiv y \pmod{N}.</math> If <math>y = x^2 - N,</math> then: <math>x^2 \equiv y \pmod{N}.</math> Proof: <math>x^2 - y = x^2 - (x^2 - N) = N</math> which is exactly divisible by <math>N.</math> Consider an example with real numbers. Let <math>N = 257</math> and <math>26 \ge x \ge 6.</math> <syntaxhighlight> N = 257 </syntaxhighlight> {| class="wikitable" |- ! <math>x</math> !! <math>x^2 - N</math> |- | <code></code><code>6</code> || <code>-221</code> |- | <code></code><code>7</code> || <code>-208</code> |- | <code></code><code>8</code> || <code>-193</code> |- | <code></code><code>9</code> || <code>-176</code> |- | <code>10</code> || <code>-157</code> |- | <code>11</code> || <code>-136</code> |- | <code>12</code> || <code>-113</code> |- | <code>13</code> || <code></code><code>-88</code> |- | <code>14</code> || <code></code><code>-61</code> |- | <code>15</code> || <code></code><code>-32</code> |- | <code>16</code> || <code></code><code></code><code>-1</code> |- | <code>17</code> || <code></code><code></code><code>32</code> |- | <code>18</code> || <code></code><code></code><code>67</code> |- | <code>19</code> || <code></code><code>104</code> |- | <code>20</code> || <code></code><code>143</code> |- | <code>21</code> || <code></code><code>184</code> |- | <code>22</code> || <code></code><code>227</code> |- | <code>23</code> || <code></code><code>272</code> |- | <code>24</code> || <code></code><code>319</code> |- | <code>25</code> || <code></code><code>368</code> |- | <code>26</code> || <code></code><code>419</code> |} A cursory glance at the values of <math>x^2 - N</math> indicates that the value <math>x^2 - N</math> is never divisible by <math>5.</math> Proof: <math>N \equiv 2 \pmod{5}</math> therefore <math>N - 2 = k5</math> or <math>N = 5k + 2.</math> The table shows all possible values of <math>x\ %\ 5:</math> <syntaxhighlight> x | x^2 | y = x^2 - N ------ | --------------- | ----------------------------------------------- 5p + 0 | 25pp | 25pp - (5k+2) = 25pp - 5k - 2 5p + 1 | 25pp + 10p + 1 | 25pp + 10p + 1 - (5k+2) = 25pp + 10p - 5k - 1 5p + 2 | 25pp + 20p + 4 | 25pp + 20p + 4 - (5k+2) = 25pp + 20p - 5k + 2 5p + 3 | 25pp + 30p + 9 | 25pp + 30p + 9 - (5k+2) = 25pp + 30p - 5k + 7 5p + 4 | 25pp + 40p + 16 | 25pp + 40p + 16 - (5k+2) = 25pp + 40p - 5k + 14 </syntaxhighlight> As you can see, the value <math>y = x^2 - N</math> is never exactly divisible by <math>5.</math> If you look closely, you will see also that it is never exactly divisible by <math>3.</math> Why is this? An interesting question that leads us to the topic of quadratic residues. ==Quadratic Residues== Consider all the congruences for prime number <math>5:</math> <math>x^2 \equiv y \pmod{5}</math> for <math>5 > x \ge 0.</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>(x^2)\ %\ 5</math> |- | <code>0</code> || <code></code><code>0</code> || <code>0</code> |- | <code>1</code> || <code></code><code>1</code> || <code>1</code> |- | <code>2</code> || <code></code><code>4</code> || <code>4</code> |- | <code>3</code> || <code></code><code>9</code> || <code>4</code> |- | <code>4</code> || <code>16</code> || <code>1</code> |} Quadratic residues of <math>5</math> are <math>0,1,4.</math> Values <math>2,3</math> are not quadratic residues of <math>5.</math> These values are quadratic non-residues. To calculate the quadratic residues of a small prime <math>p:</math> <syntaxhighlight lang=python> # python code: def quadResidues(p) : L1 = [] for v in range (p>>1, -1, -1) : L1 += [(v*v) % p] return L1 print (quadResidues(11)) </syntaxhighlight> <syntaxhighlight> [3, 5, 9, 4, 1, 0] </syntaxhighlight> Quadratic residues of <math>11</math> are <math>0,1,3,4,5,9.</math> The method presented here answers the question, "What are the quadratic residues of p?" If <math>p</math> is a very large prime, the question is often, "Is r a quadratic residue of p?" The answer is found in advanced number theory. Let us return to quadratic residues mod <math>N = 257.</math> <math>N\ %\ 5 = 2,</math> therefore <math>N</math> is not a quadratic residue of <math>5.</math> This is why <math>x^2 - N</math> is never divisible by <math>5</math> exactly. <math>N\ %\ 11 = 4,</math> therefore <math>N</math> is a quadratic residue of <math>11</math> and a value of <math>x</math> that satisfies the congruence <math>x^2 \equiv 4 \pmod{257}</math> has form <math>11p \pm 2.</math> From the table above: <syntaxhighlight> N = 257 </syntaxhighlight> {| class="wikitable" |- ! <math>x</math> !! <math>x^2\ -\ N</math> |- | <code></code><code>9</code> || <code>-176</code> |- | <code>13</code> || <code></code><code>-88</code> |- | <code>20</code> || <code></code><code>143</code> |- | <code>24</code> || <code></code><code>319</code> |} These <math>4</math> values of <math>x^2 - N</math> are exactly divisible by <math>11.</math> <math>x = 9</math> is <math>11\cdot 1 - 2.</math> <math>x = 13</math> is <math>11\cdot 1 + 2.</math> <math>x = 20</math> is <math>11\cdot 2 - 2.</math> <math>x = 24</math> is <math>11\cdot 2 + 2.</math> ===Products=== This section uses prime number <math>41</math> as an example. Using <code>quadResidues(p)</code> quadratic residues of <math>41</math> are: <syntaxhighlight> qr41 = [0, 1, 2, 4, 5, 8, 9, 10, 16, 18, 20, 21, 23, 25, 31, 32, 33, 36, 37, 39, 40] </syntaxhighlight> Quadratic non-residues of <math>41</math> are: <syntaxhighlight> qnr41 = [3, 6, 7, 11, 12, 13, 14, 15, 17, 19, 22, 24, 26, 27, 28, 29, 30, 34, 35, 38] </syntaxhighlight> ====of 2 residues==== A simple test to verify that the product of 2 residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qr41)) : v1 = qr41[index1] for index2 in range (index1, len(qr41)) : v2 = qr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 residues is a residue. Advanced math proves that this is true for all primes. ====of 2 non-residues==== A simple test to verify that the product of 2 non-residues is a residue: <syntaxhighlight lang=python> # Python code. for index1 in range (0, len(qnr41)) : v1 = qnr41[index1] for index2 in range (index1, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qr41 : print ('residue',residue,'not quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of 2 non-residues is a residue. Advanced math proves that this is true for all primes. ====of residue and non-residue==== A simple test to verify that the product of residue and non-residue is non-residue: <syntaxhighlight lang=python> # Python code. for index1 in range (1, len(qr41)) : v1 = qr41[index1] for index2 in range (0, len(qnr41)) : v2 = qnr41[index2] residue = (v1*v2) % 41 if residue not in qnr41 : print ('residue',residue,'quadratic.') </syntaxhighlight> This test shows that, at least for prime number <math>41,</math> the product of residue and non-residue is non-residue. Advanced math proves that this is true for all primes. {{RoundBoxTop|theme=2}} Some authors may consider <math>0</math> as not a legitimate residue. <math>0</math> is not included as a residue in the test above. {{RoundBoxBottom}} ==Euler's criterion== In number theory, '''Euler's criterion''' is a formula for determining whether or not an integer is a quadratic residue modulo a prime number. Precisely, Let ''p'' be an odd prime and ''a'' be an integer coprime to ''p''. Then :<math> a^{\tfrac{p-1}{2}} \equiv \begin{cases} \;\;\,1\pmod{p}& \text{ if there is an integer }x \text{ such that }a\equiv x^2 \pmod{p},\\ -1\pmod{p}& \text{ if there is no such integer.} \end{cases} </math> Euler's criterion can be concisely reformulated using the Legendre symbol: :<math> \left(\frac{a}{p}\right) \equiv a^{\tfrac{p-1}{2}} \pmod p. </math> :<math>\left(\frac{a}{p}\right) = \begin{cases} 1 & \text{if } a \text{ is a quadratic residue modulo } p \text{ and } a \not\equiv 0\pmod p, \\ -1 & \text{if } a \text{ is a non-quadratic residue modulo } p, \\ 0 & \text{if } a \equiv 0 \pmod p. \end{cases}</math> It is known that <math>3</math> is a quadratic residue modulo <math>11.</math> Therefore <math>(3^5)\ %\ 11</math> should be <math>1.</math> <syntaxhighlight lang=python> # python code: >>> (3**5) % 11 1 </syntaxhighlight> It is known that <math>7</math> is a quadratic non-residue modulo <math>11.</math> Therefore <math>(7^5)\ %\ 11</math> should be <math>-1.</math> <syntaxhighlight lang=python> # python code: >>> (7**5) % 11 10 </syntaxhighlight> :<math>10 \equiv -1 \pmod{11}</math> Python's decimal module provides a method for computing <math>(a^x)\ %\ p</math> very efficiently for both small and very large numbers. <syntaxhighlight lang=python> # python code: >>> import decimal >>> decimal.Context().power(3,5,11) Decimal('1') >>> decimal.Context().power(7,5,11) Decimal('10') >>> >>> a = 3456789 >>> p = 761838257287 >>> decimal.Context().power(a, p>>1, p) Decimal('761838257286') </syntaxhighlight> :<math>761838257286 \equiv -1 \pmod{761838257287}</math> Value <math>a = 3456789</math> is not a quadratic residue modulo <math>p = 761838257287.</math> {{RoundBoxTop|theme=3}} An exact square such as <math>1,4,9,16,25,\dots</math> is always a quadratic residue modulo an odd prime <math>p.</math> {{RoundBoxBottom}} ===Product of 2 residues=== Let <math>a,b</math> be quadratic residues modulo odd prime <math>p.</math> Let <math>q = \frac{p-1}{2}.</math> Then: <math>a^q \equiv 1 \pmod p</math> <math>b^q \equiv 1 \pmod p</math> By law of multiplication: <math>(a^q)(b^q) \equiv (1)(1) \pmod p</math> or <math>(a\cdot b)^q \equiv 1 \pmod p</math> Product <math>(a\cdot b)</math> of 2 quadratic residues <math>a, b</math> is quadratic residue. Similarly, product of 2 non-residues is residue, and product of residue and non-residue is non-residue. ==Factors of integer N== Several modern methods for determining the factors of a given integer attempt to create two congruent squares modulo integer <math>N.</math> <math>x^2 \equiv y^2 \pmod{N}</math> This means that the difference between the two squares is exactly divisible by <math>N</math>: <math>N\mid (x^2 - y^2).</math> Integer <math>N</math> always contains the factors <math>N,1,</math> called trivial factors. If <math>N</math> contains two non-trivial factors <math>p,q,</math> then: <math>\frac{(x+y)(x-y)}{p \cdot q}.</math> With a little luck <math>p\mid (x+y)</math> and <math>q\mid (x-y)</math> in which case: <math>p = \text{igcd}(x+y, N)</math> and <math>q = \text{igcd}(x-y, N)</math> where "<math>\text{igcd}</math>" is function "<math>\text{integer greatest common divisor.}</math>" ===A simple example:=== We will use quadratic congruences to calculate factors of <math>N = 4171</math> for <math>164 \ge x \ge 1.</math> ====Right hand side exact square==== One congruence produced an exact square for y: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 70 | 4900 | 729 |} :<math>4900 \equiv 729 \pmod{N}</math> :<math>70^2 \equiv 27^2 \pmod{N}</math> <math>p = \text{igcd}(70-27, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(70+27, 4171)</math> <math>= \text{igcd}(97, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> ====Right hand side negative==== Table below contains a sample of values of <math>x</math> that produce negative <math>y:</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 7 | 49 | -4122 |- | 8 | 64 | -4107 ** |- | 9 | 81 | -4090 |- | 10 | 100 | -4071 |- | 11 | 121 | -4050 !! |- | 12 | 144 | -4027 |- | 60 | 3600 | -571 |- | 61 | 3721 | -450 <math>\ \ </math>!! |- | 62 | 3844 | -327 |- | 63 | 3969 | -202 |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |} =====Non-trivial result 1===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 8 | 64 | -4107 ** |- | 64 | 4096 | -75 <math>\ \ \ \ </math>** |} :<math>64 \equiv -4107 \pmod{N}</math> :<math>4096 \equiv -75 \pmod{N}</math> :<math>64\cdot 4096 \equiv -4107\cdot (-75) \pmod{N}</math> :<math>262144 \equiv 308025 \pmod{N}</math> :<math>512^2 \equiv 555^2 \pmod{4171}</math> <math>p = \text{igcd}(555-512, 4171)</math> <math>= \text{igcd}(43, 4171)</math> <math>= 43.</math> <math>q = \text{igcd}(555+512, 4171)</math> <math>= \text{igcd}(1067, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =====Non-trivial result 2===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | <code>11</code> || <code></code><code>121</code> || <code>-4050</code><code>!!</code> |- | <code>61</code> || <code>3721</code> || <code></code><code>-450</code><code>!!</code> |} :<math>121 \equiv -4050 \pmod{N}</math> :<math>3721 \equiv -450 \pmod{N}</math> :<math>121\cdot 3721 \equiv -4050 \cdot (-450) \pmod{N}</math> :<math>450241 \equiv 1822500 \pmod{N}</math> :<math>671^2 \equiv 1350^2 \pmod{4171}</math> <math>p = \text{igcd}(1350-671, 4171)</math> <math>= \text{igcd}(679, 4171)</math> <math>= 97.</math> <math>q = \text{igcd}(1350+671, 4171)</math> <math>= \text{igcd}(2021, 4171)</math> <math>= 43.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> ====Right hand side positive==== Table below contains a sample of values of <math>x</math> that produce positive <math>y:</math> {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 65 | 4225 | 54 <math>\ \ \ </math>** |- | 66 | 4356 | 185 |- | 88 | 7744 | 3573 |- | 89 | 7921 | 3750 **!! |- | 90 | 8100 | 3929 |- | 144 | 20736 | 16565 |- | 145 | 21025 | 16854 <math>\ </math>!! |- | 146 | 21316 | 17145 |} =====Non-trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 65 | 4225 | 54 <math>\ \ \ </math>** |- | 89 | 7921 | 3750 **!! |} :<math>4225 \equiv 54 \pmod{N}</math> :<math>7921 \equiv 3750 \pmod{N}</math> :<math>4225\cdot 7921 \equiv 54 \cdot 3750 \pmod{N}</math> :<math>33466225 \equiv 202500 \pmod{N}</math> :<math>5785^2 \equiv 450^2 \pmod{4171}</math> <math>p = \text{igcd}(5785-450, 4171)</math> <math>= \text{igcd}(5335, 4171)</math> <math>= 97.</math> <math>q = \text{igcd}(5785+450, 4171)</math> <math>= \text{igcd}(6235, 4171)</math> <math>= 43.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =====Trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 89 | 7921 | 3750 **!! |- | 145 | 21025 | 16854 <math>\ </math>!! |} :<math>7921 \equiv 3750 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>7921\cdot 21025 \equiv 3750 \cdot 16854 \pmod{N}</math> :<math>166539025 \equiv 63202500 \pmod{N}</math> :<math>12905^2 \equiv 7950^2 \pmod{4171}</math> <math>p = \text{igcd}(12905-7950, 4171)</math> <math>= \text{igcd}(4955, 4171)</math> <math>= 1.</math> <math>q = \text{igcd}(12905+7950, 4171)</math> <math>= \text{igcd}(20855, 4171)</math> <math>= 4171.</math> This congruence produced the trivial factors of <math>4171.</math> ====With 3 congruences==== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | 56 | 3136 | -1035 |- | 59 | 3481 | -690 |- | 145 | 21025 | 16854 |} :<math>3136 \equiv -1035 \pmod{N}</math> :<math>3481 \equiv -690 \pmod{N}</math> :<math>21025 \equiv 16854 \pmod{N}</math> :<math>3136\cdot 3481 \cdot 21025 \equiv -1035 \cdot -690 \cdot 16854 \pmod{N}</math> :<math>229517646400 \equiv 12036284100 \pmod{N}</math> :<math>479080^2 \equiv 109710^2 \pmod{4171}</math> <math>p=\text{igcd}(479080-109710,4171)</math> <math>= 43.</math> <math>q = \text{igcd}(479080+109710, 4171)</math> <math>= 97.</math> Non-trivial factors of <math>4171</math> are <math>43,97.</math> =Links to related topics= [https://en.wikipedia.org/wiki/Quadratic_residue Quadratic Residue] [https://en.wikipedia.org/wiki/Modular_arithmetic Modular Arithmetic] [https://en.wikipedia.org/wiki/Leonhard_Euler Leonhard Euler,] [https://en.wikipedia.org/wiki/Euler%27s_criterion Euler's Criterion] [https://en.wikipedia.org/wiki/Adrien-Marie_Legendre Adrien-Marie Legendre,] [https://en.wikipedia.org/wiki/Legendre_symbol Legendre Symbol] [https://en.wikipedia.org/wiki/Carl_Pomerance Carl Pomerance,] [https://en.wikipedia.org/wiki/Quadratic_sieve Quadratic sieve] [https://en.wikipedia.org/wiki/Greatest_common_divisor Greatest common divisor,] [https://en.wikipedia.org/wiki/Recursion_(computer_science)#Greatest_common_divisor Greatest common divisor (Example of Recursion)] [https://docs.python.org/3.4/library/decimal.html?highlight=decimal#decimal.Context.power Python's decimal Module] amunpvyvexht9ryxgu3njfx7a5w3yft 2 285803 2413886 2410379 2022-08-12T01:22:40Z U3216563 2947577 Created user page and added in book chapter wikitext text/x-wiki == About me == == Hobbies == == Book Chapter == [[Motivation and emotion/Book/2022/Conspiracy theory motivation|Conspiracy theory motivation]] - What motivates people to believe in conspiracy theories? == Social Contribtion == o5hxhekwd54ygggn08c02k67ge51ghn 0 285908 2413899 2413609 2022-08-12T02:37:36Z U3216256 2942574 /* References */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; textbook, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Textbook, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... disappointment research is in its infancy…. ... more on chapter and overview This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * disappointment is ... (reference) - discuss what emotions are and the difference between simple and complex emotions/positive v negative emotions * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) refers to ..., and person-related disappointment (PRD) refers to ... (Van Dijk & Zeelenberg, 2002). * Can have more content * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is... : Anger is similar to regret because... : (Reference) '''Disillusionment''' : Disillusionment is ... : Disappointment is a key feature of disillusionment ... : (Maher et al., 2020) </div> {{Robelbox/close}} [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * key content: disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === Key content: the general feeling + how its about expectations Key content: Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) 23q9qcmkq5fhb9pqgbnp6l1npm6vhx0 2413900 2413899 2022-08-12T02:38:13Z U3216256 2942574 /* Overview */ References wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... disappointment research is in its infancy…. ... more on chapter and overview This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * disappointment is ... (reference) - discuss what emotions are and the difference between simple and complex emotions/positive v negative emotions * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) refers to ..., and person-related disappointment (PRD) refers to ... (Van Dijk & Zeelenberg, 2002). * Can have more content * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is... : Anger is similar to regret because... : (Reference) '''Disillusionment''' : Disillusionment is ... : Disappointment is a key feature of disillusionment ... : (Maher et al., 2020) </div> {{Robelbox/close}} [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * key content: disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === Key content: the general feeling + how its about expectations Key content: Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) fwuxifd4kurr7cpsprtgg8t9d5g8f6t 2413901 2413900 2022-08-12T03:07:21Z U3216256 2942574 /* Overview */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is... : Anger is similar to regret because... : (Reference) '''Disillusionment''' : Disillusionment is ... : Disappointment is a key feature of disillusionment ... : (Maher et al., 2020) </div> {{Robelbox/close}} [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * key content: disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === Key content: the general feeling + how its about expectations Key content: Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) ra6y5bivwjise11w6a9xt2o3abdatur 2413902 2413901 2022-08-12T03:16:52Z U3216256 2942574 wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is... : Anger is similar to regret because... : (Reference) '''Disillusionment''' : Disillusionment is ... : Disappointment is a key feature of disillusionment ... : (Maher et al., 2020) </div> {{Robelbox/close}} Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * key content: disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === Key content: the general feeling + how its about expectations Key content: Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) 5okb16vceg4lmh9j9ri2w0t737g41ex 2413903 2413902 2022-08-12T03:19:40Z U3216256 2942574 /* What is disappointment? */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… === Emotions Similar to disappointment === {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is... : Anger is similar to regret because... : (Reference) '''Disillusionment''' : Disillusionment is ... : Disappointment is a key feature of disillusionment ... : (Maher et al., 2020) </div> {{Robelbox/close}} === Test yourself === <quiz display=simple> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * key content: disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === Key content: the general feeling + how its about expectations Key content: Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) oenqw5zj29amm5njnnta9esv5rpspcd 2413904 2413903 2022-08-12T03:22:14Z U3216256 2942574 /* Emotions Similar to disappointment */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is... : Anger is similar to regret because... : (Reference) '''Disillusionment''' : Disillusionment is ... : Disappointment is a key feature of disillusionment ... : (Maher et al., 2020) </div> {{Robelbox/close}} Test yourself:<quiz display=simple> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * key content: disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === Key content: the general feeling + how its about expectations Key content: Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) f6jns9e0ta7gw05uow2h28njcd3o0ab 2413906 2413904 2022-08-12T03:28:18Z U3216256 2942574 /* How can disappointment be managed? */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is... : Anger is similar to regret because... : (Reference) '''Disillusionment''' : Disillusionment is ... : Disappointment is a key feature of disillusionment ... : (Maher et al., 2020) </div> {{Robelbox/close}} Test yourself:<quiz display=simple> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) 2jt8ew7vp4idsf2353pb5l6oxbz3mhc 2413907 2413906 2022-08-12T03:48:20Z U3216256 2942574 wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is... : Anger is similar to regret because... : (Reference) '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. : Disappointment is different to disillusionment because it relates to your expectations, rather than realisations (Zeelenberg et al., 1998; Maher et al., 2020). </div> {{Robelbox/close}} Test yourself:<quiz display=simple> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) 4zuvocbi49pji0co3g8mhn4h2e0uirk 2413909 2413907 2022-08-12T03:53:10Z U3216256 2942574 wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is... Anger can be the result of disappointment (van Dijk, 1999). : Anger is similar to regret because... : (Reference) '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display=simple> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) bnwgeehiuic51zeyw5196wr7d90cwlb 2413910 2413909 2022-08-12T03:57:01Z U3216256 2942574 /* References */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is... Anger can be the result of disappointment (van Dijk, 1999). : Anger is similar to regret because... : (Reference) '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display=simple> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) 9x1n4h732akcr3nl415b9m3x4dtigfm 2413913 2413910 2022-08-12T04:06:02Z U3216256 2942574 /* What is disappointment? */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display=simple> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) 09tab7fj9q01ih8dk31r6cyb8n0n4z8 2413914 2413913 2022-08-12T04:07:25Z U3216256 2942574 /* References */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display=simple> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. <nowiki>https://doi.org/10.1080/026999398379727</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) qfapx1fpgu4yfovtpvedzbdmbzut4b4 2413915 2413914 2022-08-12T04:11:11Z U3216256 2942574 /* References */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression; and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is... : Regret is similar to disappointment because ... : (Zeelenberg et al., 1998) '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display=simple> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., S.R.Manstead, A., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) 4s41g0eulfzdv1d7qepnuz0hvuphv8n 2413922 2413915 2022-08-12T06:31:25Z U3216256 2942574 /* References */ + moved figure wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person displaying facial characteristics of disappointment]] [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression (see figure 1); and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is a negative emotion that occurs when you know that the outcome that occurred could have been better if you made a different choice (Zeelenberg et al., 1998). "Regret stems from bad decisions" (Zeelenberg et al., 1998). '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display="simple"> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) lkyivbfd3l77f6zyncfscxmzcutmefw 2413923 2413922 2022-08-12T06:32:54Z U3216256 2942574 Figure description wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person expressing disappointment through facial features]] [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression (see figure 1); and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, ..........................., demonstrates ..............., blah..... While there is interesting ... it is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017). This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help.{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is a negative emotion that occurs when you know that the outcome that occurred could have been better if you made a different choice (Zeelenberg et al., 1998). "Regret stems from bad decisions" (Zeelenberg et al., 1998). '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display="simple"> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) ka7n00t5k6gf6vjm2m3zpte3en6rmc6 2413924 2413923 2022-08-12T06:41:30Z U3216256 2942574 /* Overview */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person expressing disappointment through facial features]] [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression (see figure 1); and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, the different types of disappointment and other emotions that are similar to disappointment. The causes of disappointment are explored, and suggestions on how to minimise disappointment are made. The benefits and disadvantages of disappointment are also outlined. It is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017).{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is a negative emotion that occurs when you know that the outcome that occurred could have been better if you made a different choice (Zeelenberg et al., 1998). "Regret stems from bad decisions" (Zeelenberg et al., 1998). '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display="simple"> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) cjnrha9ir31f0itawdac0lpepvz3bss 2413925 2413924 2022-08-12T06:43:50Z U3216256 2942574 /* See also */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person expressing disappointment through facial features]] [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression (see figure 1); and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, the different types of disappointment and other emotions that are similar to disappointment. The causes of disappointment are explored, and suggestions on how to minimise disappointment are made. The benefits and disadvantages of disappointment are also outlined. It is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is still in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017).{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is a negative emotion that occurs when you know that the outcome that occurred could have been better if you made a different choice (Zeelenberg et al., 1998). "Regret stems from bad decisions" (Zeelenberg et al., 1998). '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display="simple"> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) * [[Motivation and emotion/Book/2011/Anger|Anger]] (Book chapter, 2011) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) peto3cu4su9t48y0s7v545lj3wfbtr7 2413927 2413925 2022-08-12T06:50:32Z U3216256 2942574 /* Overview */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person expressing disappointment through facial features]] [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression (see figure 1); and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, the different types of disappointment and other emotions that are similar to disappointment. The causes of disappointment are explored, and suggestions on how to minimise disappointment are made. The benefits and disadvantages of disappointment are also outlined. It is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017).{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is a negative emotion that occurs when you know that the outcome that occurred could have been better if you made a different choice (Zeelenberg et al., 1998). "Regret stems from bad decisions" (Zeelenberg et al., 1998). '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display="simple"> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== This chapter examines... Blah on disappointment What the reader can do with the new information The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) * [[Motivation and emotion/Book/2011/Anger|Anger]] (Book chapter, 2011) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) ctubcffz30irswqfz01qolbxyjwg10b 2413929 2413927 2022-08-12T07:09:21Z U3216256 2942574 /* Conclusion */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you ever gotten a lower grade than you expected? Have you ever been let down my someone? If so, you may have experienced disappointment. Disappointment is one of the most common and frequently experienced negative emotions (Van Dijk & Zeelenberg, 2002). [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person expressing disappointment through facial features]] [[wikipedia:Emotion|Emotions]] are complex, coordinated, multidimensional responses that help us in our everyday lives (Textbook reference, 2018). Emotions help us to cope, communicate, and adapt to the world around us (Izard, 2010; Reeve, 2018). While there is no official definition of the word 'emotion', it is agreed that emotions involve feelings, bodily arousal, purpose, and expression (see figure 1); and are a part of what motivates us (Reeve, 2018). This chapter explores disappointment, the different types of disappointment and other emotions that are similar to disappointment. The causes of disappointment are explored, and suggestions on how to minimise disappointment are made. The benefits and disadvantages of disappointment are also outlined. It is important to note that human emotions are poorly understood and emotion research is 'new'; disappointment research is in its infancy and there is still a lot to learn (Ramachandran & Jalal, 2017).{{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). * reference figure - e.g., common facial features are a downturned mouth and ‘sad’ eyes (see figure 1)… {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is a negative emotion that occurs when you know that the outcome that occurred could have been better if you made a different choice (Zeelenberg et al., 1998). "Regret stems from bad decisions" (Zeelenberg et al., 1998). '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display="simple"> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content Insert Quiz on why John could be disappointed ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== * Restate what disappointment is, the types of disappointment, and emotions similar to disappointment. * Restate the causes of disappointment * Restate how disappointment can be managed * Take home message: everybody experiences disappointment, but there are things you can do to minimise experiencing it and you can even take advantage of it. The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) * [[Motivation and emotion/Book/2011/Anger|Anger]] (Book chapter, 2011) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) orbdxdkia8ticyqctuz4bo8rbakpj93 2413930 2413929 2022-08-12T07:20:13Z U3216256 2942574 /* Overview */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person expressing disappointment through facial features]]Example (case study) of disappointment - include statistics on frequency of occurrence (Van Dijk & Zeelenberg, 2002) * Define emotions (link to wiki page), what emotions involve. Reference Figure 1 * Overview of what the chapter explores * Note on emotion research (Ramachandran & Jalal, 2017) {{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is a negative emotion that occurs when you know that the outcome that occurred could have been better if you made a different choice (Zeelenberg et al., 1998). "Regret stems from bad decisions" (Zeelenberg et al., 1998). '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display="simple"> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content Insert Quiz on why John could be disappointed ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === Key content: negotiation Key content: Key content: can have more key content === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: can have more key content ==Learning features== ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== * Restate what disappointment is, the types of disappointment, and emotions similar to disappointment. * Restate the causes of disappointment * Restate how disappointment can be managed * Take home message: everybody experiences disappointment, but there are things you can do to minimise experiencing it and you can even take advantage of it. The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) * [[Motivation and emotion/Book/2011/Anger|Anger]] (Book chapter, 2011) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) 307rh0za2be9xdlzzfezrj7ku2869jy 2413931 2413930 2022-08-12T07:43:45Z U3216256 2942574 /* The downsides to disappointment */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person expressing disappointment through facial features]]Example (case study) of disappointment - include statistics on frequency of occurrence (Van Dijk & Zeelenberg, 2002) * Define emotions (link to wiki page), what emotions involve. Reference Figure 1 * Overview of what the chapter explores * Note on emotion research (Ramachandran & Jalal, 2017) {{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is a negative emotion that occurs when you know that the outcome that occurred could have been better if you made a different choice (Zeelenberg et al., 1998). "Regret stems from bad decisions" (Zeelenberg et al., 1998). '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display="simple"> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content Insert Quiz on why John could be disappointed ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === * Key content: negotiation * Key content: disappointment can be recognised via * Key content: === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * Key content: In a study conducted in 2011 (p.277 in Handbook of positive emotions ) showed that valuing happiness was associated with disappointment, which decreased wellbeing. ==Learning features== ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== * Restate what disappointment is, the types of disappointment, and emotions similar to disappointment. * Restate the causes of disappointment * Restate how disappointment can be managed * Take home message: everybody experiences disappointment, but there are things you can do to minimise experiencing it and you can even take advantage of it. The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) * [[Motivation and emotion/Book/2011/Anger|Anger]] (Book chapter, 2011) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) 8vcwxmorkl5983u95oymag3edyh77il 2413932 2413931 2022-08-12T07:52:00Z U3216256 2942574 /* The benefits of disappointment */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person expressing disappointment through facial features]]Example (case study) of disappointment - include statistics on frequency of occurrence (Van Dijk & Zeelenberg, 2002) * Define emotions (link to wiki page), what emotions involve. Reference Figure 1 * Overview of what the chapter explores * Note on emotion research (Ramachandran & Jalal, 2017) {{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is a negative emotion that occurs when you know that the outcome that occurred could have been better if you made a different choice (Zeelenberg et al., 1998). "Regret stems from bad decisions" (Zeelenberg et al., 1998). '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display="simple"> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content Insert Quiz on why John could be disappointed ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === * Key content: negotiation * Expressing disappointment can lead to helping behaviour in others(Johnson & Connelly, 2014). * Key content: === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * A study conducted in 2011 (p.277 in Handbook of positive emotions ) showed that valuing happiness was associated with disappointment, which decreased wellbeing. ==Learning features== ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== * Restate what disappointment is, the types of disappointment, and emotions similar to disappointment. * Restate the causes of disappointment * Restate how disappointment can be managed * Take home message: everybody experiences disappointment, but there are things you can do to minimise experiencing it and you can even take advantage of it. The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) * [[Motivation and emotion/Book/2011/Anger|Anger]] (Book chapter, 2011) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Johnson, G., & Connelly, S. (2014). Negative emotions in informal feedback: The benefits of disappointment and drawbacks of anger. ''Human Relations (New York), 67''(10), 1265–1290. https://doi.org/10.1177/0018726714532856 Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) gnyp1pgubewsnpn8md1tljvu6n8w52c 2413933 2413932 2022-08-12T07:59:57Z U3216256 2942574 /* The benefits of disappointment */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person expressing disappointment through facial features]]Example (case study) of disappointment - include statistics on frequency of occurrence (Van Dijk & Zeelenberg, 2002) * Define emotions (link to wiki page), what emotions involve. Reference Figure 1 * Overview of what the chapter explores * Note on emotion research (Ramachandran & Jalal, 2017) {{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is a negative emotion that occurs when you know that the outcome that occurred could have been better if you made a different choice (Zeelenberg et al., 1998). "Regret stems from bad decisions" (Zeelenberg et al., 1998). '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display="simple"> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> ==What causes disappointment?== * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content Insert Quiz on why John could be disappointed ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === * Key content: negotiation * Expressing disappointment encourages higher levels of cooperation in others (Olekalns & Druckman, 2014). - * Expressing disappointment can lead to helping behaviour in others(Johnson & Connelly, 2014). * Key content: === The downsides to disappointment === * Key content: The feeling of disappointment (reference) * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * A study conducted in 2011 (p.277 in Handbook of positive emotions ) showed that valuing happiness was associated with disappointment, which decreased wellbeing. * ==Learning features== ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== * Restate what disappointment is, the types of disappointment, and emotions similar to disappointment. * Restate the causes of disappointment * Restate how disappointment can be managed * Take home message: everybody experiences disappointment, but there are things you can do to minimise experiencing it and you can even take advantage of it. The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) * [[Motivation and emotion/Book/2011/Anger|Anger]] (Book chapter, 2011) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Johnson, G., & Connelly, S. (2014). Negative emotions in informal feedback: The benefits of disappointment and drawbacks of anger. ''Human Relations (New York), 67''(10), 1265–1290. https://doi.org/10.1177/0018726714532856 Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Olekalns, M., & Druckman, D. (2014). With Feeling: How Emotions Shape Negotiation. ''Negotiation Journal, 30''(4), 455–478. https://doi.org/10.1111/nejo.12071 Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) g5r49omtfp9nknhjp3gabks40h4ipjs 2413942 2413933 2022-08-12T08:51:52Z U3216256 2942574 /* The downsides to disappointment */ wikitext text/x-wiki {{title|Disappointment<br>What is disappointment, what causes disappointment, and how can disappointment be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== [[File:Wayuu woman with sad face in the market buying.jpg|alt=Older woman with a disappointed look on her face in a busy market place.|thumb|''Figure 1.'' Person expressing disappointment through facial features]] * Example (case study) of disappointment - include statistics on frequency of occurrence (Van Dijk & Zeelenberg, 2002) * Define emotions (link to wiki page), what emotions involve. Reference Figure 1 * Overview of what the chapter explores * Note on emotion research (Ramachandran & Jalal, 2017) {{RoundBoxTop|theme=13}} '''Key questions:''' * What is disappointment? * What causes disappointment? * How can disappointment be managed? {{RoundBoxBottom}} ==What is disappointment?== * Disappointment occurs when the outcome that has occurred is not as good as the outcome that could have occurred, or when your expectations are not met (Zeelenberg et al., 1998). * Disappointment involves feeling powerless, a tendency to remove oneself from the situation, and a desire to do nothing (van Dijk et al., 1999) * Disappointment is a complex emotion (Ramachandran & Jalal, 2017) * Disappointment can be categorised as outcome-related or person-related; where outcome-related disappointment (ORD) occurs when the expected pleasurable outcome has not occurred, and person-related disappointment (PRD) occurs when you attribute the undesirable outcome to another person (you blame them for the 'bad' outcome) (Van Dijk & Zeelenberg, 2002). {{Robelbox|theme={{{theme|2}}}|title=Emotions similar to disappointment}} <div style="{{Robelbox/pad}}"> '''Regret''' : Regret is a negative emotion that occurs when you know that the outcome that occurred could have been better if you made a different choice (Zeelenberg et al., 1998). "Regret stems from bad decisions" (Zeelenberg et al., 1998). '''Anger''' : Anger is a simple negative emotion that occurs when you cannot achieve your goals and you blame someone or something else for it (Lelieveld et al., 2011). Anger can be the result of disappointment (van Dijk et al., 1999). '''Disillusionment''' : Disillusionment is a complex negative emotion that occurs when you realise that what you believe or know is false (Maher et al., 2020). Disappointment is a key feature of disillusionment. </div> {{Robelbox/close}} Test yourself:<quiz display="simple"> {Mary's boss received a complaint from a customer about Mary. Mary was made aware of the complaint and then fired. Mary is likely to experience: |type="()"} + Person-related disappointment - Outcome-related disappointment {Alex is trying to get a snack from a vending machine. Alex put their money into the vending machine and typed in the code for lemonade. The vending machine did not give Alex lemonade, and took their money. Alex is likely to experience: |type="()"} - Person-related disappointment + Outcome-related disappointment </quiz> == What causes disappointment? == * Key content: why people experience disappointment (reference) * Key content: what causes disappointment - go into physiology/chemistry/etc. (reference) * key content: contexts? eg. disappointment in self vs in external thing??? (reference) * can have more content Insert Quiz on why John could be disappointed ==How can disappointment be managed?== * Disappointment can be managed by lowering expectations (van Dijk et al., 2003) * key content: mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) ... ^ therefore having lower expectations can improve wellbeing * key content: how to mitigate/reduce disappointment (reference) * key content: something else (reference) * can have more content === The benefits of disappointment === * Key content: negotiation * Expressing disappointment encourages higher levels of cooperation in others (Olekalns & Druckman, 2014). - * Expressing disappointment can lead to helping behaviour in others(Johnson & Connelly, 2014). * Key content: === The downsides to disappointment === * Disappointment can taint relationships, leading to blaming or [[wikipedia:Scapegoating|scapegoating]] (Clancy et al., 2012). * Mistaken expectations lower overall [[wikipedia:Well-being|wellbeing]] (de Meza & Dawson, 2021) * A study conducted in 2011 (p.277 in Handbook of positive emotions ) showed that valuing happiness was associated with disappointment, which decreased wellbeing. * ==Learning features== ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== * Restate what disappointment is, the types of disappointment, and emotions similar to disappointment. * Restate the causes of disappointment * Restate how disappointment can be managed * Take home message: everybody experiences disappointment, but there are things you can do to minimise experiencing it and you can even take advantage of it. The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Disappointment|Disappointment]] (Wikipedia) * [[Motivation and emotion/Book/2016/Regret|Regret]] (Book chapter, 2016) * [[Motivation and emotion/Book/2011/Anger|Anger]] (Book chapter, 2011) ==References== {{Hanging indent|1= List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: Clancy, A., Vince, R., & Gabriel, Y. (2012). That Unwanted Feeling: A Psychodynamic Study of Disappointment in Organizations. ''British Journal of Management, 23''(4), 518–531. https://doi.org/10.1111/j.1467-8551.2011.00780.x de Meza, D., & Dawson, C. (2021). Neither an Optimist Nor a Pessimist Be: Mistaken Expectations Lower Well-Being. ''Personality & Social Psychology Bulletin'', ''47''(4), 540–550. <nowiki>https://doi.org/10.1177/0146167220934577</nowiki> Izard, C. E. (2010). The Many Meanings/Aspects of Emotion: Definitions, Functions, Activation, and Regulation. ''Emotion Review, 2''(4), 363–370. <nowiki>https://doi.org/10.1177/1754073910374661</nowiki> Johnson, G., & Connelly, S. (2014). Negative emotions in informal feedback: The benefits of disappointment and drawbacks of anger. ''Human Relations (New York), 67''(10), 1265–1290. https://doi.org/10.1177/0018726714532856 Lelieveld, GJ., Van Dijk, E., Van Beest, I., Steinel, W., & Van Kleef, G. A. (2011). Disappointed in you, angry about your offer: Distinct negative emotions induce concessions via different mechanisms. ''Journal of Experimental Social Psychology, 47''(3), 635–641. https://doi.org/10.1016/j.jesp.2010.12.015 Maher, P. J., Igou, E. R., & van Tilburg, W. A. P. (2020). Disillusionment: a prototype analysis. ''Cognition and Emotion, 34''(5), 947–959. <nowiki>https://doi.org/10.1080/02699931.2019.1705764</nowiki> Olekalns, M., & Druckman, D. (2014). With Feeling: How Emotions Shape Negotiation. ''Negotiation Journal, 30''(4), 455–478. https://doi.org/10.1111/nejo.12071 Ramachandran, V.S., & Jalal, B. (2017). The Evolutionary Psychology of Envy and Jealousy. ''Frontiers in Psychology, 8'', 1619–1619. https://doi.org/10.3389/fpsyg.2017.01619 Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley van Dijk, W. W., & Zeelenberg, M. (2002). What do we talk about when we talk about disappointment? Distinguishing outcome-related disappointment from person-related disappointment. ''Cognition and Emotion, 16''(6), 787–807. <nowiki>https://doi.org/10.1080/02699930143000563</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (2003). Blessed are those who expect nothing: Lowering expectations as a way of avoiding disappointment. ''Journal of Economic Psychology, 24''(4), 505–516. <nowiki>https://doi.org/10.1016/S0167-4870(02)00211-8</nowiki> van Dijk, W. W., Zeelenberg, M., & van der Pligt, J. (1999). Not Having What You Want versus Having What You Do Not Want: The Impact of Type of Negative Outcome on the Experience of Disappointment and Related Emotions. ''Cognition and Emotion, 13''(2), 129–148. https://doi.org/10.1080/026999399379302 Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & der Pligt, J. (1998). The Experience of Regret and Disappointment. ''Cognition and Emotion, 12''(2), 221–230. https://doi.org/10.1080/026999398379727 }} {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== * [https://www.youtube.com/watch?v=8KgUFMN7aJQ The value of disappointment] (TEDxPCC) oteo0gamqtczfrmvj3iuyyviqcu187q 0 285934 2413802 2413791 2022-08-11T13:48:01Z 2001:8003:1D4D:1900:2CB0:ECEB:A373:69C5 /* Theories */ editing wikitext text/x-wiki {{title| Benzodiazepines and emotion:<br> What are the effects of benzodiazepines on emotion?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== Have you used something you believed at the time have no harm and later realised it has more risk (harm) than good? Well although many people believe benzodiazepines (BNZ) can do no harms, physician have serious concern about misuse and abuse of these drugs by patients. Many doctors and psychiatrics are still wondering by benzodiazepines are still prescribe for patients despite all risk associate the drugs . This book chapter will discuss the effects of BNZ on emotion, biological, cognitive, psychological aspects of BNZ. Additional, book chapter will touch on pathophysiology of anxiety, theories, and interventions. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What are benzodiazepines use for? * What roles does benzodiazepines play on emotions? * Can people management their emotions without benzodiazepines? {{RoundBoxBottom}} {{tip| Suggestions for this section: * What is the problem? Why is it important? * How can specific motivation and/or emotion theories and research help? * Provide an example or case study. * Conclude with Focus questions to guide the chapter. }} ==What are benzodiazepines?== Benzodiazepines (BNZ) also known as blues or benzos are sedative drugs commonly used for treating anxiety and insomnia and these are groups of anxiolytics and hypnotics, such as diazepam, temazepam, and oxazepam. Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]]. [[File:Benzodiazepine.svg|thumb|''Figure 1''. Description of benzodiazepines |169x169px]] {{tip|Suggestions for this section: * For the [[Motivation and emotion/Assessment/Topic|topic development]], provide at least 3 bullet-points about key content per section. Include key citations. * For the [[Motivation and emotion/Assessment/Chapter|book chapter]], expand the bullet points into paragraphs. * If a section has a lot of content, arrange it into two to five sub-headings such as in the [[#Interactive learning features|interactive learning features section]]. Avoid having sections with only one sub-heading. }} == What is emotion == == Region in the brain affected by benzos == == Social cognitions == == Physiological aspects == == Cognitive aspects == == Biological aspects == == Pathophysiology of anxiety and other emotional related disorders == == Theories == * Darwin biological and genetic theory on emotion * Every species are innate experience emotions == Available interventions == * Cognitive therapy * Behavioural therapy * Psychological therapy * Life styles ==== Take home message ==== == conclusion == ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Figures=== [[File:Monkey-typing.jpg|right|205px|thumb|''Figure 1''. Example image with descriptive caption.]] Use figures to illustrate concepts, add interest, and provide examples. Figures can be used to show photographs, drawings, diagrams, graphs, etcetera. Figures can be embedded throughout the chapter, starting with the Overview section. Figures should be captioned (using a number and a description) in order to explain their relevance to the text. Possible images can be found at [[commons:|Wikimedia Commons]]. Images can also be uploaded if they are licensed for re-use or if you created the image. Each figure should be referred to at least once in the main text (e.g., see Figure 1). ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Tables=== Tables can be an effective way to organise and summarise information. Tables should be captioned (using APA style) to explain their relevance to the text. Plus each table should be referred to at least once in the main text (e.g., see Table 1 and Table 2). Here are some [[Motivation and emotion/Wikiversity/Tables|example 3 x 3 tables]] which could be adapted. ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide up to half-a-dozen [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. For example: * [[Motivation and emotion/Book/2016/Anorexia nervosa and extrinsic motivation|Anorexia nervosa and extrinsic motivation]] (Book chapter, 2016) * [[w:David McClelland|David McClelland]] (Wikipedia) * [[Motivation and emotion/Book/2018/Loss aversion|Loss aversion]] (Book chapter, 2018) * [[w:Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order. * Include the source in parentheses. }} ==References== List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== Provide up to half-a-dozen [[Help:Contents/Links#External_links|external links]] to relevant resources such as presentations, news articles, and professional sites. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]" qxlgz7uiktee59zr4x0h3r0elwswj1p 0 286036 2413830 2411918 2022-08-11T16:45:55Z Parodda 2936296 /* Added description for Diversity and Inclusion workshop */ wikitext text/x-wiki {{underconstruction}} This year's Forum looks a little bit different. Instead of in past years where the conference was held over the course of 2 to 3 days, this year's programming will be held in the form of a webinar series spanning from July to December. While we have all address and workshops listed, the descriptions and YouTube links will be updated as the events occur, so stay tuned for full descriptions of the programming. == '''Addresses''' == === '''''Future Directions Address 1: Future Directions in Research on Brief, Scalable Interventions''''' === '''Presented by Dr. Jessica Schleider, Ph.D.''' ====Description==== Watch the YouTube video recording of the address enter link here. === '''''Future Directions Address 2: Future Directions in Research on Racism ''''' === '''Presented by Dr. Riana Anderson, Ph.D.''' ====Description==== Watch the YouTube video recording of the address enter link here === '''''Future Directions Address 3: Future Directions in Research on Lay Health Workers''''' === '''Presented by Dr. Miya Barnett, Ph.D.''' ====Description==== Watch the YouTube video recording of the address enter link here. == '''Workshops''' == === '''''Diversity and Inclusion''''' === '''Presented by Cassandra Boness, Ph.D. and Chardée Galán, Ph.D.''' ===== Description ===== The field of Psychology has made significant strides over the course of the last decade in improving diversity among recruits to graduate programs. However, comparatively few minority students, especially Black and Indigenous People of Color (BIPOC) are retained throughout these degree programs and subsequent career pathways. In this workshop, Boness and Galán discuss the practical implications of their recent work on anti-racism in graduate training programs. Boness and Galán use the analogy of a leaky pipeline, wherein "leaks" occur when a diverse student body is recruited, but individuals ultimately alter their academic and career trajectories due to adverse experiences with institutionalized racism and discrimination, effectively maintaining lack of diversity as a status quo in the field of psychology. Boness and Galán identify both cultural taxation and decreased sense of belonging as drivers of discrimination, detailing the nuanced and intersectional factors at play. As Boness and Galán explain, we must build an actively anti-racist system that is meant not only to recruit BIPOC to psychology graduate programs, but additionally to retain those individuals throughout their trajectories. This means changing the current approaches to training and ensuring that all students and professionals alike graduate with the skills necessary for antiracist practice in research, receive education on concrete skills for communicating and facilitating cross cultural experiences, and are trained on navigating discussion of experiences of racism in clinical settings. Boness and Galán emphasize the need to move beyond simple representation, pushing for active reform. In contrast to performative tokenism, authentic change involved embedding DEI principles into the culture of degree programs and moving beyond the surface "quick-fix" level to ensure every individual implements concrete measures for informed anti-racist change. Authentic change works toward the central goal of creating a culture wherein individuals can intervene in cases of microaggressions and discrimination to implement a dynamic conversation surrounding race, ethnicity, and cross-cultural experiences during education, clinical work, and research. Boness and Galán divided the workshop into three smaller working groups, which were instructed to deep-dive into two or three detailed plans for change centered around either: # Increasing the recruitment, retention, and sense of belonging among faculty and students of color # Advancing cultural humility in clinical training and supervision # Improving training in racially and socially just research practices All working groups reconvened for a larger discussion at the end of the session, led by Boness and Galán. Watch the YouTube recording of the workshop here. === '''''Building a Lab''''' === '''Presented by Christine Cha, Ph.D. and Kate Humphreys, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Outlook on Academia''''' === '''Presented by Andres De Los Reyes, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Diversity and Inclusion''''' === '''Presented by Omar Gudiño, Ph.D. and Amy West, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''APA Advocacy Training''''' === '''Presented by Parfaite-Claude, Kobor, & Sharpe, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Writing Mechanics''''' === '''Presented by Andres De Los Reyes, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Mentorship Gone Wrong''''' === '''Presented by Deb Drabick, Ph.D. and Sarah Racz, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Taking a Leadership Role''''' === '''Presented by Andres De Los Reyes, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Participatory Action Framework''''' === '''Presented by Judith Scott, Ph.D. and Yoyo Yau, Ph.D''' ===== Description ===== Watch the YouTube recording of the workshop here. bxywj5lzhi943fnbbmg15lvx6sohjj1 2413833 2413830 2022-08-11T17:07:28Z Parodda 2936296 Added description of the Schleider Address wikitext text/x-wiki {{underconstruction}} This year's Forum looks a little bit different. Instead of in past years where the conference was held over the course of 2 to 3 days, this year's programming will be held in the form of a webinar series spanning from July to December. While we have all address and workshops listed, the descriptions and YouTube links will be updated as the events occur, so stay tuned for full descriptions of the programming. == '''Addresses''' == === '''''Future Directions Address 1: Future Directions in Research on Brief, Scalable Interventions''''' === '''Presented by Dr. Jessica Schleider, Ph.D.''' '''Description''' Of the children and adolescents in the United States that experience significant mental health difficulties, only 20% access specialized mental health treatment, only 5% complete such treatment, and the modal number of treatment sessions attended in evidence-based care is 1. The problem that these statistics convey is further exacerbated by provider shortages, as Schleider explains. However, single session interventions (SSI) have the potential to help, in certain cases, as much as longer term treatments, and can fill otherwise unfillable gaps in mental healthcare systems. In her address, Schleider discusses two SSIs, "Project Personality" and "The ABC Project" that have shown promise for youth depression. Schleider details the methodology and future directions of these approaches, emphasizing the potential for social media platforms, industry partnership, drop-in centers, minority-specific programs, and waiving parent permission to promote youth autonomy to streamline dissemination of such approaches. Elaborating further on the future directions of SSI work, Schleider discusses the necessity of the field to: * Strengthen mechanisms for the systematic dissemination of evidence-based SSIs into community settings, such as to individuals on waitlists * Center work predominantly around the needs of youth, from intervention co-design to direct-to-teen deployment * Increase the use of lay and peer providers to disseminate SSIs * Strengthen industry engagement and partnership to utilize the expansive reach of related companies with complementary aims * Improve cost-effectiveness research on SSIs in order to ensure open access to intervention materials as the norm in the field of Psychology Watch the YouTube video recording of the address enter link '''here'''. === '''''Future Directions Address 2: Future Directions in Research on Racism ''''' === '''Presented by Dr. Riana Anderson, Ph.D.''' ====Description==== Watch the YouTube video recording of the address enter link here === '''''Future Directions Address 3: Future Directions in Research on Lay Health Workers''''' === '''Presented by Dr. Miya Barnett, Ph.D.''' ====Description==== Watch the YouTube video recording of the address enter link here. == '''Workshops''' == === '''''Diversity and Inclusion''''' === '''Presented by Cassandra Boness, Ph.D. and Chardée Galán, Ph.D.''' ===== Description ===== The field of Psychology has made significant strides over the course of the last decade in improving diversity among recruits to graduate programs. However, comparatively few minority students, especially Black and Indigenous People of Color (BIPOC) are retained throughout these degree programs and subsequent career pathways. In this workshop, Boness and Galán discuss the practical implications of their recent work on anti-racism in graduate training programs. Boness and Galán use the analogy of a leaky pipeline, wherein "leaks" occur when a diverse student body is recruited, but individuals ultimately alter their academic and career trajectories due to adverse experiences with institutionalized racism and discrimination, effectively maintaining lack of diversity as a status quo in the field of psychology. Boness and Galán identify both cultural taxation and decreased sense of belonging as drivers of discrimination, detailing the nuanced and intersectional factors at play. As Boness and Galán explain, we must build an actively anti-racist system that is meant not only to recruit BIPOC to psychology graduate programs, but additionally to retain those individuals throughout their trajectories. This means changing the current approaches to training and ensuring that all students and professionals alike graduate with the skills necessary for antiracist practice in research, receive education on concrete skills for communicating and facilitating cross cultural experiences, and are trained on navigating discussion of experiences of racism in clinical settings. Boness and Galán emphasize the need to move beyond simple representation, pushing for active reform. In contrast to performative tokenism, authentic change involved embedding DEI principles into the culture of degree programs and moving beyond the surface "quick-fix" level to ensure every individual implements concrete measures for informed anti-racist change. Authentic change works toward the central goal of creating a culture wherein individuals can intervene in cases of microaggressions and discrimination to implement a dynamic conversation surrounding race, ethnicity, and cross-cultural experiences during education, clinical work, and research. Boness and Galán divided the workshop into three smaller working groups, which were instructed to deep-dive into two or three detailed plans for change centered around either: # Increasing the recruitment, retention, and sense of belonging among faculty and students of color # Advancing cultural humility in clinical training and supervision # Improving training in racially and socially just research practices All working groups reconvened for a larger discussion at the end of the session, led by Boness and Galán. Watch the YouTube recording of the workshop '''here'''. === '''''Building a Lab''''' === '''Presented by Christine Cha, Ph.D. and Kate Humphreys, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Outlook on Academia''''' === '''Presented by Andres De Los Reyes, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Diversity and Inclusion''''' === '''Presented by Omar Gudiño, Ph.D. and Amy West, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''APA Advocacy Training''''' === '''Presented by Parfaite-Claude, Kobor, & Sharpe, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Writing Mechanics''''' === '''Presented by Andres De Los Reyes, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Mentorship Gone Wrong''''' === '''Presented by Deb Drabick, Ph.D. and Sarah Racz, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Taking a Leadership Role''''' === '''Presented by Andres De Los Reyes, Ph.D.''' ===== Description ===== Watch the YouTube recording of the workshop here. === '''''Participatory Action Framework''''' === '''Presented by Judith Scott, Ph.D. and Yoyo Yau, Ph.D''' ===== Description ===== Watch the YouTube recording of the workshop here. tnvem89xncg83h5e7dbmpvq7gufn4yp 2 286289 2413818 2022-08-11T15:23:29Z Nofacehellas 2947789 TESTING INTRO wikitext text/x-wiki Hello, I am looking to learn about philosophy! And of course, mythology. rgtm2jl5dqsj9smdswvbktc7gf5yjdk 3 286290 2413822 2022-08-11T15:32:04Z Dave Braunschweig 426084 Welcome 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]] Yasmin taha!''' 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:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. 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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]]) 15:32, 11 August 2022 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} lqyjvyd7kxyl5256ogcyc9mcvfh2vab 1 286291 2413856 2022-08-11T22:25:46Z Eyoungstrom 1933979 /* Planning for Closing */ new section wikitext text/x-wiki == Planning for Closing == Work left to do: Edit-a-thon cleanup Expense out the balance Internal Target Date: Aug 30, 2022 for submission -- Ncharamut to submit in consultation with Eyoungstrom [[User:Eyoungstrom|Eyoungstrom]] ([[User talk:Eyoungstrom|discuss]] • [[Special:Contributions/Eyoungstrom|contribs]]) 22:25, 11 August 2022 (UTC) j886dwvnoptextblhpzkaerzrzrkcjo 0 286292 2413869 2022-08-11T23:00:22Z JBondareva3x7 2927239 copied over the main page wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== * For background information on what assessment portfolios are, click the link in the heading above. ==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]== It is important to recognize that measures of suicide-related thoughts and behaviors (i.e., suicidal ideation) and non-suicidal self injury (NSSI) are measure distinct constructs. NSSI items often specify a behavior with clarification that the behavior was not undertaken with intent of suicide. This distinction is important when identifying which measure to use to evaluate a client. === Suicidal Ideation === Self-Injurious Thoughts and Behaviors Interview<ref>{{Cite journal|last=Nock|first=Matthew K.|last2=Holmberg|first2=Elizabeth B.|last3=Photos|first3=Valerie I.|last4=Michel|first4=Bethany D.|date=2007|title=Self-Injurious Thoughts and Behaviors Interview: Development, reliability, and validity in an adolescent sample.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/1040-3590.19.3.309|journal=Psychological Assessment|language=en|volume=19|issue=3|pages=309–317|doi=10.1037/1040-3590.19.3.309|issn=1939-134X}}</ref>. [[w:Suicide|Suicide]] has an article on Wikipedia. === Suicidal Behavior === <br /> === Diagnostic criteria for NSSI === {{blockquotetop}} '''DSM-5 Criteria for NSSI''' * Nonsuicidal self-injury is currently a proposed disorder in need of further research in the ''Diagnostic and Statistical Manual of Mental Disorders'' (DSM-5)<ref name="DSM5" />. * The criteria for NSSI can be found under Conditions for Further Study in DSM-5. '''ICD-11 Criteria for NSSI''' Intentional self-inflicted injury to the body, most commonly cutting, scraping, burning, biting, or hitting, with the expectation that the injury will lead to only minor physical harm. * For ICD-11, self-injury or self-harm is cited as a symptom or sign that is not classified elsewhere {{blockquotebottom}} === Base rates of NSSI in different populations and clinical settings === This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of the non-suicidal self injuries (NSSI) that they are likely to see in their clinical practice. * '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] {| class="wikitable sortable" border="1" |- ! Demography !Setting ! Base Rate ! Diagnostic Method ! Reference !Best Recommended For |- | International | Young adult non-clinical sample | 13.4% | Meta-analysis, controlling for methodological differences across studies | Lifetime frequency; Swannell et al., 2014<ref name="SwannellEtAl2014" /> | |- | All of U.S.A. | Adult community sample | 23% | Self-report measure (questions based on proposed DSM-V criteria for NSSI Disorder; FASM) | Lifetime frequency; Andover, 2015<ref name=Andover2014/> | |- | North East | Adolescent inpatient sample | 50% | Self-report measure (ISAS), based on DSM-V criteria for NSSI Disorder | Lifetime frequency; Glenn & Klonsky, 2013<ref name="GlennKlonsky2013"/> | |- | Sweden | Adolescent community sample | 43.4% | Combined self-report measure (FASM) and interview (SITBI) | Lifetime frequency; Zetterqvist et al., 2013<ref name="ZetterqvistetAl2013"/> | |- | U.S.A. | Adult outpatient sample | 11.4% | Chart review, not based on DSM-V criteria | Lifetime frequency; Selby et al., 2012<ref name="SelbyEtAl2012"/> | |- | All of U.S.A. | Adolescent epidemiological | 13.0%-23.2% | Variable assessment methods | Lifetime frequency; Jacobson & Gould, 2007<ref name="Jacobson2007"/> | |- | North East | Adolescent non-clinical sample | 7.5% | Self-report measure | within the last year; Hilt et al., 2008<ref name="HiltEtAl2008"/> | |- | North East | Adolescent inpatient sample | 60% | Self-report measure (FASM) | lifetime frequency; Nock et al., 2006<ref name="NockEtAl2006"/> | |- | United Kingdom | Incarcerated sample | 52% | Self-report measure (FASM) | Gray et al., 2003 | |- |International |Adults from sexual minorities (LGBT) samples |36.53% |Various self-report questionnaires |Liu et al., 2019 | |} '''Search terms:''' [Non-suicidal self-injury or NSSI or Self harm] AND [children OR adolescents] AND [prevalence OR incidence OR epidemiological] in PsychInfo and Google Schola == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == === Comparison of screening measures === {{collapse top|Descriptions of types of NSSI screenings}} '''Differences between types of NSSI measures''' #''Omnibus Measures'' #* Assess several NSSI domains #* These tests are the most comprehensive compared to other measures #''Functional Measures'' #* Helpful for understanding why people self-injure #* These tests assess motives for, or functions of, NSSI #''Behavioral Measures'' #* Primarily assess one's history of NSSI behaviors #* These measures are useful for assessment methods used and NSSI frequency #''Brief Measures'' #* Include a single item or a few items to assess NSSI #* These may be best when conducting a brief assessment '''Recommendations''' * Omnibus measures are highly recommended over all other types of measures. **''The SITBI'' is the best clinical interview for assessing adolescent NSSI **''The SASII'' was designed to assess NSSI among adults. {{collapse bottom}} === Scope of screening instruments for NSSI === {{collapse top| Click here for cross-screening component analysis}} {| class="wikitable sortable" border="1" |- !Category of Screening ! Instrument ! No. Items ! History ! Methods ! Frequency ! Lethality ! Intent of Functions ! History of Suicidality |- | '''''Omnibus''''' | Suicidal Behaviors Questionnaire (SBQ) | 90 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |[[File:Green check.png]] |- | '''''Omnibus''''' | Self-Harm Behavior Questionnaire (SHBQ) | 32 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] |- |<b>''Functional''</b> | Functional Assessment of Self-Mutilation (FASM) | 22 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |- |<b>''Functional''</b> | Inventory of Statements About Self-Harm (ISAS) | 39 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] | |- |<b>''Functional''</b> | Self-Injury Questionnaire (SIQ) | 30 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |- |<b>''Functional''</b> | Self-Injury Motivation Scale (SIMS) | 35 | | | | |[[File:Green check.png]] | |- |<b>''Functional''</b> | Self-Harm Reasons Questionnaire (SHRQ) - Revised | 21 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] | |- |<b>''Behavioral''</b> | Deliberate Self-Harm Inventory (DSHI) | 17 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |- |<b>''Behavioral''</b> | Self-Harm Inventory (SHI) | 22 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |- |<b> ''Brief''</b> | Schedule for Nonadaptive and Adaptive Personality (SNAP) Items | 2 |[[File:Green check.png]] | | | | |[[File:Green check.png]] |- |<b> ''Brief''</b> | Trauma Symptom Inventory (TSI) Item | 1 |[[File:Green check.png]] | |[[File:Green check.png]] | | | |- |} * '''Note:''' SNAP has 375 items in the total measure; TSI has 100 items in the total measure. * '''Search terms:''' [Non-suicidal self-injury or NSSI or Self harm] AND [children OR adolescents] AND [assessment] in PsychINFO and Google ScholarTreatment * '''Sources consulted:''' Klonsky, E. D., & Lewis, S. P. (2014). Assessment of nonsuicidal self-injury. In M. K. Nock, M. K. Nock (Eds.), The Oxford handbook of suicide and self-injury (pp. 337-351). New York, NY, US: Oxford University Press.; Nock (Eds.), Understanding non-suicidal self-injury: Origins, assessment, and treatment. Washington, DC: Am. Psychol. Assoc. {{collapse bottom}} === Psychometric properties of screening instruments of NSSI === The following section contains a list of screening and diagnostic instruments for non-suicidal self-injury. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]] * ''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Psychometric_properties_of_common_screening_instruments '''click here.''']'' {| class="wikitable sortable" border="1" |- ! Instrument (Reference) !Type of screeening !Format (Reporter) !Age Range !Administration Time ! Internal Consistency ! Interrater Reliability ! Test-Retest Reliability ! Construct Validity ! Highly Recommended !Free and Accessible Measures |- | Suicidal Behaviors Questionnaire (SBQ) <ref name="Linehan1981" /> |<b>Omnibus</b> | | | | G | NA | A | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | * [https://mfr.osf.io/render?url=https://osf.io/vg2sn/?action=download%26mode=render Printable PDF of SBQ] |- | Self-Harm Behavior Questionnaire (SHBQ) <ref name="GutierrezEtAl2001" /> |<b>Omnibus</b> | | | | G | NA | A | G | |Not free |- | Functional Assessment of Self-Mutilation (FASM)<ref name="LloydRichardsonEtAl1997" /> |<b> Functional</b> | | | | A | NA | U | A | | * [https://mfr.osf.io/render?url=https://osf.io/qps3v/?action=download%26mode=render Printable PDF of the FASM] |- |Inventory of Statements About Self-Harm (ISAS) <ref>http://www2.psych.ubc.ca/~klonsky/publications/ISASmeasure.pdf</ref> |<b> Functional</b> | | | | G | NA | G | G | | * [https://mfr.osf.io/render?url=https://osf.io/ntwkr/?action=download%26mode=render Printable PDF of ISAS] |- | Self-Injury Questionnaire (SIQ) <ref name="SantaMinaEtAl2006" /> ''*Not Free*'' |<b> Functional</b> | | | | G | NA | U | A | |Not free |- | Self-Injury Motivation Scale (SIMS)<ref name="OsuchEtAl1999" /> |<b> Functional</b> | | | | G | NA | U | A | | |- | Self-Harm Reasons Questionnaire (SHRQ) <ref name="LewisEtAl2008" /> |<b> Functional</b> | | | | G | NA | U | A | | |- | Deliberate Self-Harm Inventory (DSHI) <ref name="Gratz2001" /> |<b>Behavioral</b> | | | | G | NA | G | G | | |- | Self-Harm Inventory (SHI) |<b>Behavioral</b> | | | | A | NA | U | A | | |- | SNAP Items<ref name="Clark1996" /> |<b>Brief</b> | | | | NA | NA | U | A | | |- | Trauma Symptom Inventory (TSI) <ref name="Briere1995" /> |<b>Brief</b> | | | | NA | NA | U | A | | |- | Scale for Suicide Ideation (SSI) |<b>Other</b> | | | | G | U | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Behaviors Interview (SBI) |<b>Other</b> | | | | E | E | U | A | | |- | Child Suicide Potential Scales (CSPS) |<b>Other</b> | | | | A | E | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Beck Scale for Suicide Ideation (BSI) |<b>Other</b> | | | | E | NA | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Behaviors Questionnaire for Children (SBQ-C) |<b>Other</b> | | | | G | NA | A | A | | |- | Suicide Ideation Questionnaire for Children (SIQ-JR) |<b>Other</b> | | | | G | NA | A | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Probability Scale (SPS) |<b>Other</b> | | | | E | NA | U | A | | |- | Columbia Suicide Screen (CSS) |<b>Other</b> | | | | G | NA | L | A | | |- | Harkavy Asnis Suicide Scale (HASS) |<b>Other</b> | | | | E | NA | U | G | | |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable *<u>Sources consulted:</u> Klonsky, E. D., & Lewis, S. P. (2014). Assessment of nonsuicidal self-injury. In M. K. Nock, M. K. Nock (Eds.) , The Oxford handbook of suicide and self-injury (pp. 337-351). New York, NY, US: Oxford University Press.<ref name="KlonskyLewis2014" />; Nock (Eds.), Understanding non-suicidal self-injury: Origins, assessment, and treatment. Washington, DC: Am. Psychol. Assoc. === Likelihood ratios and AUCs of screening measures for NSSI === *''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments '''click here.''']'' {| class="wikitable sortable" |- ! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability !Download |- |Child Behavior Checklist (CBCL) Anxious/Depressed Scale T-score<ref name="Achenbach1991">{{cite book|last1=Achenbach|first1=Thomas M.|title=Child behavior checklist for ages 4-18|date=1991|publisher=T.M. Achenbach|location=Burlington, VT|isbn=0938565087|edition=[11th print.]}}</ref>|| .70 (N=470) || 3.78 (60+) || .39 (<60) || High. Large diverse sample with mixed depression sample compared to samples without depression. |Not free |- |} === Interpreting NSSI screening measure scores === * For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] == [[Evidence based assessment/Prescription phase|'''Prescription phase''']] == ===Gold standard diagnostic interviews=== * For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews '''click here.'''] === Coverage of interviews for NSSI === {{collapse top| Scope of diagnostic interviews for NSSI}} {| class="wikitable sortable" border="1" |- ! Instrument ! No. Items ! History ! Methods ! Frequency ! Lethality ! Intent of Functions ! History of Suicidality |- | colspan="8" style="font-size:110%; text-align:center;" span |<b> Omnibus Measures </b> |- | Suicide Attempt Self-Injury Interview (SASII) | 31 | X | X | X | X | X | X |- | Self-Injurious Thoughts and Behaviors Interview (SITBI) | 169 | X | X | X | X | X | X |} {{collapse bottom}} === Recommended diagnostic instruments for NSSI === {| class="wikitable sortable" ! colspan="11" |Diagnostic instruments for '''NSSI''' ! |- !Instrument (Reference) !Type of screeening !Format (Reporter) !Age Range !Administration Time !Internal Consistency !Interrater Reliability !Test-Retest Reliability !Construct Validity !Content Validity !Highly Recommended !Free and Accessible Measures |- |Beck Scale for Suicidal Ideation (BSI) | |Self-report questionnaire |17+ |5-10 mins | |E | |A |G | |No * Link to purchase [https://www.pearsonclinical.com/psychology/products/100000157/beck-scale-for-suicide-ideation-bss.html] |- |Suicidal Behaviors Questionnaire-Revised (SBQ-R) | |Self-report |18+ |5-10 mins | | | |.87 E |E |Yes |[https://www.integration.samhsa.gov/images/res/SBQ.pdf SBQ-R] |- |Self-Harm Behavior Questionnaire (SHBQ) | |Self-report questionnaire |adolescents |Not Reported | |E | |G |G | | |- |Suicide Attempt Self-Injury Interview (SASII) <ref name="LinehanEtAl2006" /> |<b>Omnibus</b> | | | |G |E |E |G | |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png]] |[https://mfr.osf.io/render?url=https://osf.io/zstnj/?action=download%26mode=render SASII] |- |Self Injurious Thoughts and Behaviors Interview (SITBI) <ref name="NockEtAl2007" /> |<b>Omnibus</b> | | | |NA |E |A |G | |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png]] |[https://mfr.osf.io/render?url=https://osf.io/hw46c/?action=download%26mode=render SITBI] |- |Suicidal Ideation Questionnaire (SIQ) | |Self-report questionnaire |12-18 years old |10 minutes |NA | | | | | |[https://www.semel.ucla.edu/sites/default/files/pdf/SuicidalIdeationQuestionnaire%28SIQ%29%28Child%29.PDF SIQ] |- |Suicidal Ideation Questionnaire (SIQ-JR) | |Self-report Questionnaire |Middle School aged children |10 minutes |NA | |test-retest: r -0.93 (males) r = .87 (females) | | | |SIQ-[https://www.semel.ucla.edu/sites/default/files/pdf/SuicidalIdeationQuestionnaire%28SIQ%29%28Child%29.PDF JR] |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable == [[Evidence based assessment/Process phase|'''Process phase''']] == The following section contains a brief overview of treatment options for depression and list of process and outcome measures for non-suicidal self-injury. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === {{blockquotetop}} {{blockquotebottom}} === Outcome and severity measures === * This table includes clinically significant benchmarks for NSSI specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="8" |'''Clinically significant change benchmarks with common instruments for NSSI''' |- | rowspan="1&quot;" style="text-align:center;font-size:130%;" | <b> Measure</b> | style="text-align:center;font-size:130%;" | <b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" | <b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" | <b> Critical Change <br> (unstandardized scores)</b> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms </b> |- | colspan="2" | | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| |- | rowspan="1" style="text-align:center;" | | style="text-align:right;" | | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| |} === Treatment === * Please refer to the page on [[wikipedia:Nonsuicidal_self-injury_disorder|non-suicidal self injury]] for more information on available treatment for NSSI *Go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ Effective Child Therapy] for a curated resource on effective treatments for NSSI. {{collapse top| Click here for information on treatment for NSSI}} According to Nock (2010)<ref name="Nock2010"/>, no treatment for NSSI could be considered "evidence-based." However, recent years have seen an increase in intervention trials for NSSI. Although limited due to lack of consistency in defining and measuring NSSI, this work could provide insight into potential best practices for treating this condition (Andover, 2015)<ref name=Andover2014/>. # '''Dialectical behavioral therapy (DBT)''' ## Dialectical Behavior Therapy has been shown to be effective in treating individuals with Borderline Personality Disorder (BPD) who engage in NSSI; however it has not been shown to be better than treatment as usual in a sample of individuals without BPD. In the absence of a better option, a DBT approach to treatment is the most evidence based. # '''Cognitive behavioral therapy (CBT)''' ## Few research studies have tested cognitive-behavioral therapy (CBT) as a treatment specifically for NSSI. However, some studies have evaluated the efficacy of CBT trials in treating self-injury with and without suicidal intent. Manual-assisted cognitive therapy (MACT) is a 6-session CBT intervention focusing on functions of deliberate self-harm, emotion regulation, problem-solving skills, and relapse prevention. MACT has demonstrated mixed results for decreasing NSSI frequency and severity among adults (Tyrer et al., 2003<ref name="TyrerEtAl2003" />; Weinberg, Gunderson, Hennen, & Cutter, 2006)<ref name="WeinbergEtAl2006" />. Although MACT may be a promising intervention (Muehlenkamp, 2006)<ref name="Muehlenkamp2006" />, it should be evaluated in future studies. In one adolescent treatment trial, the Adolescent Depression Antidepressant Psychotherapy Trial (ADAPT), a decrease in NSSI behaviors was found at post-treatment for both SSRI and SSRI+CBT groups (Goodyer et al., 2007)<ref name="GoodyerEtAl2007" />, although no differences were found between groups. In sum, findings from efficacy trials of CBT on NSSI outcomes are mixed, and more trials examining CBT as a treatment specifically for NSSI are needed. # '''Pharmacology''' ## Pharmacological interventions are especially scarce. However, one study found that fluoxetine was effective at reducing NSSI frequency in a sample of 22 adults with major depressive disorder and either BPD or schizotypal personality disorder (Markovitz et al, 1991)<ref name="MarkovitzEtAl1991" />. A second trial found that antidepressant medications alone (SSRIs and SNRIs) were as effective as medication plus CBT in reducing NSSI among adolescents with MDD (Brent et al., 2009<ref name="Brent2009" />; Goodyer et al., 2007)<ref name="GoodyerEtAl2007" />. Ziprasidone, an atypical antipsychotic, was found to be more effective in reducing NSSI behaviors among adolescents compared to another neuroleptic medication (Libal et al., 2005)<ref name="LibalEtAl2005" />. Clonidine has also been effective as an intervention for acute NSSI urges and feelings of tension among a sample of patients with BPD (Philipsen et al., 2004)<ref name="PhilipsenEtAl2004" />, although the long-term effects are unknown. # '''Prevention programs''' ## Jacobs, Walsh, McDade, and Pigeon (2009)<ref name="JacobsEtAl2009" /> developed the only known prevention program for NSSI, the Signs of Self-Injury program (SOSI). This school-based prevention program is designed to increase awareness about NSSI among adolescents through psychoeducation about warning signs and symptoms and improvement of help-seeking behaviors and attitudes. One test of effectiveness and acceptance found the program to be feasible and effective at changing attitudes toward NSSI and increasing help-seeking among students (Muehlenkamp et al., 2010)<ref name="MuehlenkampEtAl2010" />. {{collapse bottom}} == '''External resources''' == # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provide #[http://www.selfinjury.bctr.cornell.edu/about-self-injury.html Cornell resource on self-injury] #Effective Child Therapy page for [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ Self-Injurious Thoughts and Behaviors] ##Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology (SCCAP)] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. # [[wikipedia:Nonsuicidal_self-injury_disorder|Wikipedia page for non-suicidal self injury]] #[https://mhfa.com.au/sites/mhfa.com.au/files/MHFA_selfinjury_guidelinesA4%202014%20Revised_1.pdf Mental Health First Aid] page on non-suicidal self-injury == '''References''' == {{collapse top|Liu, R. T., Sheehan, A. E., Walsh, R. F., Sanzari, C. M., Cheek, S. M., & Hernandez, E. M. (2019). Prevalence and correlates of non-suicidal self-injury among lesbian, gay, bisexual, and transgender individuals: A systematic review and meta-analysis. 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M.|title=Suicides behaviors questionnaire|date=1981|publisher=University of Washington|location=Seattle}}</ref> <ref name="LloydRichardsonEtAl1997">{{cite journal|last1=Lloyd-Richardson|first1=E. E.|last2=Kelley|first2=M. L.|last3=Hope|first3=T.|title=Self-mutilation in a community sample of adolescents: Descriptive characteristics and provisional prevalence rates|journal=Poster session presented at the Annual Meeting of the Society for Behavioral Medicine|date=April 1997|location=New Orleans, LA}}</ref> <ref name="Muehlenkamp2006">{{cite journal|last1=Muehlenkamp|first1=J. J.|title=Empirically supported treatments and general therapy guidelines for non-suicidal self-injury|journal=Journal of Mental Health Counseling|date=2006|volume=28|pages=166-185}}</ref> }} {{collapse bottom}} 8sv15lb99gky44szodof44yi2qac0t0 2413871 2413869 2022-08-11T23:06:28Z JBondareva3x7 2927239 /* What is a "portfolio"? */ added a link to the condensed version wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{BASEPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== * For background information on what assessment portfolios are, click the link in the heading above. * Does all this feel like TMI? Click [[Evidence-based assessment/Self harm (assessment portfolio)|here]] to go to a condensed version. ==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]== It is important to recognize that measures of suicide-related thoughts and behaviors (i.e., suicidal ideation) and non-suicidal self injury (NSSI) are measure distinct constructs. NSSI items often specify a behavior with clarification that the behavior was not undertaken with intent of suicide. This distinction is important when identifying which measure to use to evaluate a client. === Suicidal Ideation === Self-Injurious Thoughts and Behaviors Interview<ref>{{Cite journal|last=Nock|first=Matthew K.|last2=Holmberg|first2=Elizabeth B.|last3=Photos|first3=Valerie I.|last4=Michel|first4=Bethany D.|date=2007|title=Self-Injurious Thoughts and Behaviors Interview: Development, reliability, and validity in an adolescent sample.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/1040-3590.19.3.309|journal=Psychological Assessment|language=en|volume=19|issue=3|pages=309–317|doi=10.1037/1040-3590.19.3.309|issn=1939-134X}}</ref>. [[w:Suicide|Suicide]] has an article on Wikipedia. === Suicidal Behavior === <br /> === Diagnostic criteria for NSSI === {{blockquotetop}} '''DSM-5 Criteria for NSSI''' * Nonsuicidal self-injury is currently a proposed disorder in need of further research in the ''Diagnostic and Statistical Manual of Mental Disorders'' (DSM-5)<ref name="DSM5" />. * The criteria for NSSI can be found under Conditions for Further Study in DSM-5. '''ICD-11 Criteria for NSSI''' Intentional self-inflicted injury to the body, most commonly cutting, scraping, burning, biting, or hitting, with the expectation that the injury will lead to only minor physical harm. * For ICD-11, self-injury or self-harm is cited as a symptom or sign that is not classified elsewhere {{blockquotebottom}} === Base rates of NSSI in different populations and clinical settings === This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of the non-suicidal self injuries (NSSI) that they are likely to see in their clinical practice. * '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] {| class="wikitable sortable" border="1" |- ! Demography !Setting ! Base Rate ! Diagnostic Method ! Reference !Best Recommended For |- | International | Young adult non-clinical sample | 13.4% | Meta-analysis, controlling for methodological differences across studies | Lifetime frequency; Swannell et al., 2014<ref name="SwannellEtAl2014" /> | |- | All of U.S.A. | Adult community sample | 23% | Self-report measure (questions based on proposed DSM-V criteria for NSSI Disorder; FASM) | Lifetime frequency; Andover, 2015<ref name=Andover2014/> | |- | North East | Adolescent inpatient sample | 50% | Self-report measure (ISAS), based on DSM-V criteria for NSSI Disorder | Lifetime frequency; Glenn & Klonsky, 2013<ref name="GlennKlonsky2013"/> | |- | Sweden | Adolescent community sample | 43.4% | Combined self-report measure (FASM) and interview (SITBI) | Lifetime frequency; Zetterqvist et al., 2013<ref name="ZetterqvistetAl2013"/> | |- | U.S.A. | Adult outpatient sample | 11.4% | Chart review, not based on DSM-V criteria | Lifetime frequency; Selby et al., 2012<ref name="SelbyEtAl2012"/> | |- | All of U.S.A. | Adolescent epidemiological | 13.0%-23.2% | Variable assessment methods | Lifetime frequency; Jacobson & Gould, 2007<ref name="Jacobson2007"/> | |- | North East | Adolescent non-clinical sample | 7.5% | Self-report measure | within the last year; Hilt et al., 2008<ref name="HiltEtAl2008"/> | |- | North East | Adolescent inpatient sample | 60% | Self-report measure (FASM) | lifetime frequency; Nock et al., 2006<ref name="NockEtAl2006"/> | |- | United Kingdom | Incarcerated sample | 52% | Self-report measure (FASM) | Gray et al., 2003 | |- |International |Adults from sexual minorities (LGBT) samples |36.53% |Various self-report questionnaires |Liu et al., 2019 | |} '''Search terms:''' [Non-suicidal self-injury or NSSI or Self harm] AND [children OR adolescents] AND [prevalence OR incidence OR epidemiological] in PsychInfo and Google Schola == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == === Comparison of screening measures === {{collapse top|Descriptions of types of NSSI screenings}} '''Differences between types of NSSI measures''' #''Omnibus Measures'' #* Assess several NSSI domains #* These tests are the most comprehensive compared to other measures #''Functional Measures'' #* Helpful for understanding why people self-injure #* These tests assess motives for, or functions of, NSSI #''Behavioral Measures'' #* Primarily assess one's history of NSSI behaviors #* These measures are useful for assessment methods used and NSSI frequency #''Brief Measures'' #* Include a single item or a few items to assess NSSI #* These may be best when conducting a brief assessment '''Recommendations''' * Omnibus measures are highly recommended over all other types of measures. **''The SITBI'' is the best clinical interview for assessing adolescent NSSI **''The SASII'' was designed to assess NSSI among adults. {{collapse bottom}} === Scope of screening instruments for NSSI === {{collapse top| Click here for cross-screening component analysis}} {| class="wikitable sortable" border="1" |- !Category of Screening ! Instrument ! No. Items ! History ! Methods ! Frequency ! Lethality ! Intent of Functions ! History of Suicidality |- | '''''Omnibus''''' | Suicidal Behaviors Questionnaire (SBQ) | 90 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |[[File:Green check.png]] |- | '''''Omnibus''''' | Self-Harm Behavior Questionnaire (SHBQ) | 32 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] |- |<b>''Functional''</b> | Functional Assessment of Self-Mutilation (FASM) | 22 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |- |<b>''Functional''</b> | Inventory of Statements About Self-Harm (ISAS) | 39 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] | |- |<b>''Functional''</b> | Self-Injury Questionnaire (SIQ) | 30 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |- |<b>''Functional''</b> | Self-Injury Motivation Scale (SIMS) | 35 | | | | |[[File:Green check.png]] | |- |<b>''Functional''</b> | Self-Harm Reasons Questionnaire (SHRQ) - Revised | 21 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] | |- |<b>''Behavioral''</b> | Deliberate Self-Harm Inventory (DSHI) | 17 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |- |<b>''Behavioral''</b> | Self-Harm Inventory (SHI) | 22 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |- |<b> ''Brief''</b> | Schedule for Nonadaptive and Adaptive Personality (SNAP) Items | 2 |[[File:Green check.png]] | | | | |[[File:Green check.png]] |- |<b> ''Brief''</b> | Trauma Symptom Inventory (TSI) Item | 1 |[[File:Green check.png]] | |[[File:Green check.png]] | | | |- |} * '''Note:''' SNAP has 375 items in the total measure; TSI has 100 items in the total measure. * '''Search terms:''' [Non-suicidal self-injury or NSSI or Self harm] AND [children OR adolescents] AND [assessment] in PsychINFO and Google ScholarTreatment * '''Sources consulted:''' Klonsky, E. D., & Lewis, S. P. (2014). Assessment of nonsuicidal self-injury. In M. K. Nock, M. K. Nock (Eds.), The Oxford handbook of suicide and self-injury (pp. 337-351). New York, NY, US: Oxford University Press.; Nock (Eds.), Understanding non-suicidal self-injury: Origins, assessment, and treatment. Washington, DC: Am. Psychol. Assoc. {{collapse bottom}} === Psychometric properties of screening instruments of NSSI === The following section contains a list of screening and diagnostic instruments for non-suicidal self-injury. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]] * ''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Psychometric_properties_of_common_screening_instruments '''click here.''']'' {| class="wikitable sortable" border="1" |- ! Instrument (Reference) !Type of screeening !Format (Reporter) !Age Range !Administration Time ! Internal Consistency ! Interrater Reliability ! Test-Retest Reliability ! Construct Validity ! Highly Recommended !Free and Accessible Measures |- | Suicidal Behaviors Questionnaire (SBQ) <ref name="Linehan1981" /> |<b>Omnibus</b> | | | | G | NA | A | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | * [https://mfr.osf.io/render?url=https://osf.io/vg2sn/?action=download%26mode=render Printable PDF of SBQ] |- | Self-Harm Behavior Questionnaire (SHBQ) <ref name="GutierrezEtAl2001" /> |<b>Omnibus</b> | | | | G | NA | A | G | |Not free |- | Functional Assessment of Self-Mutilation (FASM)<ref name="LloydRichardsonEtAl1997" /> |<b> Functional</b> | | | | A | NA | U | A | | * [https://mfr.osf.io/render?url=https://osf.io/qps3v/?action=download%26mode=render Printable PDF of the FASM] |- |Inventory of Statements About Self-Harm (ISAS) <ref>http://www2.psych.ubc.ca/~klonsky/publications/ISASmeasure.pdf</ref> |<b> Functional</b> | | | | G | NA | G | G | | * [https://mfr.osf.io/render?url=https://osf.io/ntwkr/?action=download%26mode=render Printable PDF of ISAS] |- | Self-Injury Questionnaire (SIQ) <ref name="SantaMinaEtAl2006" /> ''*Not Free*'' |<b> Functional</b> | | | | G | NA | U | A | |Not free |- | Self-Injury Motivation Scale (SIMS)<ref name="OsuchEtAl1999" /> |<b> Functional</b> | | | | G | NA | U | A | | |- | Self-Harm Reasons Questionnaire (SHRQ) <ref name="LewisEtAl2008" /> |<b> Functional</b> | | | | G | NA | U | A | | |- | Deliberate Self-Harm Inventory (DSHI) <ref name="Gratz2001" /> |<b>Behavioral</b> | | | | G | NA | G | G | | |- | Self-Harm Inventory (SHI) |<b>Behavioral</b> | | | | A | NA | U | A | | |- | SNAP Items<ref name="Clark1996" /> |<b>Brief</b> | | | | NA | NA | U | A | | |- | Trauma Symptom Inventory (TSI) <ref name="Briere1995" /> |<b>Brief</b> | | | | NA | NA | U | A | | |- | Scale for Suicide Ideation (SSI) |<b>Other</b> | | | | G | U | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Behaviors Interview (SBI) |<b>Other</b> | | | | E | E | U | A | | |- | Child Suicide Potential Scales (CSPS) |<b>Other</b> | | | | A | E | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Beck Scale for Suicide Ideation (BSI) |<b>Other</b> | | | | E | NA | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Behaviors Questionnaire for Children (SBQ-C) |<b>Other</b> | | | | G | NA | A | A | | |- | Suicide Ideation Questionnaire for Children (SIQ-JR) |<b>Other</b> | | | | G | NA | A | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Probability Scale (SPS) |<b>Other</b> | | | | E | NA | U | A | | |- | Columbia Suicide Screen (CSS) |<b>Other</b> | | | | G | NA | L | A | | |- | Harkavy Asnis Suicide Scale (HASS) |<b>Other</b> | | | | E | NA | U | G | | |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable *<u>Sources consulted:</u> Klonsky, E. D., & Lewis, S. P. (2014). Assessment of nonsuicidal self-injury. In M. K. Nock, M. K. Nock (Eds.) , The Oxford handbook of suicide and self-injury (pp. 337-351). New York, NY, US: Oxford University Press.<ref name="KlonskyLewis2014" />; Nock (Eds.), Understanding non-suicidal self-injury: Origins, assessment, and treatment. Washington, DC: Am. Psychol. Assoc. === Likelihood ratios and AUCs of screening measures for NSSI === *''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments '''click here.''']'' {| class="wikitable sortable" |- ! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability !Download |- |Child Behavior Checklist (CBCL) Anxious/Depressed Scale T-score<ref name="Achenbach1991">{{cite book|last1=Achenbach|first1=Thomas M.|title=Child behavior checklist for ages 4-18|date=1991|publisher=T.M. Achenbach|location=Burlington, VT|isbn=0938565087|edition=[11th print.]}}</ref>|| .70 (N=470) || 3.78 (60+) || .39 (<60) || High. Large diverse sample with mixed depression sample compared to samples without depression. |Not free |- |} === Interpreting NSSI screening measure scores === * For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] == [[Evidence based assessment/Prescription phase|'''Prescription phase''']] == ===Gold standard diagnostic interviews=== * For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews '''click here.'''] === Coverage of interviews for NSSI === {{collapse top| Scope of diagnostic interviews for NSSI}} {| class="wikitable sortable" border="1" |- ! Instrument ! No. Items ! History ! Methods ! Frequency ! Lethality ! Intent of Functions ! History of Suicidality |- | colspan="8" style="font-size:110%; text-align:center;" span |<b> Omnibus Measures </b> |- | Suicide Attempt Self-Injury Interview (SASII) | 31 | X | X | X | X | X | X |- | Self-Injurious Thoughts and Behaviors Interview (SITBI) | 169 | X | X | X | X | X | X |} {{collapse bottom}} === Recommended diagnostic instruments for NSSI === {| class="wikitable sortable" ! colspan="11" |Diagnostic instruments for '''NSSI''' ! |- !Instrument (Reference) !Type of screeening !Format (Reporter) !Age Range !Administration Time !Internal Consistency !Interrater Reliability !Test-Retest Reliability !Construct Validity !Content Validity !Highly Recommended !Free and Accessible Measures |- |Beck Scale for Suicidal Ideation (BSI) | |Self-report questionnaire |17+ |5-10 mins | |E | |A |G | |No * Link to purchase [https://www.pearsonclinical.com/psychology/products/100000157/beck-scale-for-suicide-ideation-bss.html] |- |Suicidal Behaviors Questionnaire-Revised (SBQ-R) | |Self-report |18+ |5-10 mins | | | |.87 E |E |Yes |[https://www.integration.samhsa.gov/images/res/SBQ.pdf SBQ-R] |- |Self-Harm Behavior Questionnaire (SHBQ) | |Self-report questionnaire |adolescents |Not Reported | |E | |G |G | | |- |Suicide Attempt Self-Injury Interview (SASII) <ref name="LinehanEtAl2006" /> |<b>Omnibus</b> | | | |G |E |E |G | |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png]] |[https://mfr.osf.io/render?url=https://osf.io/zstnj/?action=download%26mode=render SASII] |- |Self Injurious Thoughts and Behaviors Interview (SITBI) <ref name="NockEtAl2007" /> |<b>Omnibus</b> | | | |NA |E |A |G | |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png]] |[https://mfr.osf.io/render?url=https://osf.io/hw46c/?action=download%26mode=render SITBI] |- |Suicidal Ideation Questionnaire (SIQ) | |Self-report questionnaire |12-18 years old |10 minutes |NA | | | | | |[https://www.semel.ucla.edu/sites/default/files/pdf/SuicidalIdeationQuestionnaire%28SIQ%29%28Child%29.PDF SIQ] |- |Suicidal Ideation Questionnaire (SIQ-JR) | |Self-report Questionnaire |Middle School aged children |10 minutes |NA | |test-retest: r -0.93 (males) r = .87 (females) | | | |SIQ-[https://www.semel.ucla.edu/sites/default/files/pdf/SuicidalIdeationQuestionnaire%28SIQ%29%28Child%29.PDF JR] |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable == [[Evidence based assessment/Process phase|'''Process phase''']] == The following section contains a brief overview of treatment options for depression and list of process and outcome measures for non-suicidal self-injury. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === {{blockquotetop}} {{blockquotebottom}} === Outcome and severity measures === * This table includes clinically significant benchmarks for NSSI specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="8" |'''Clinically significant change benchmarks with common instruments for NSSI''' |- | rowspan="1&quot;" style="text-align:center;font-size:130%;" | <b> Measure</b> | style="text-align:center;font-size:130%;" | <b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" | <b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" | <b> Critical Change <br> (unstandardized scores)</b> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms </b> |- | colspan="2" | | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| |- | rowspan="1" style="text-align:center;" | | style="text-align:right;" | | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| |} === Treatment === * Please refer to the page on [[wikipedia:Nonsuicidal_self-injury_disorder|non-suicidal self injury]] for more information on available treatment for NSSI *Go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ Effective Child Therapy] for a curated resource on effective treatments for NSSI. {{collapse top| Click here for information on treatment for NSSI}} According to Nock (2010)<ref name="Nock2010"/>, no treatment for NSSI could be considered "evidence-based." However, recent years have seen an increase in intervention trials for NSSI. Although limited due to lack of consistency in defining and measuring NSSI, this work could provide insight into potential best practices for treating this condition (Andover, 2015)<ref name=Andover2014/>. # '''Dialectical behavioral therapy (DBT)''' ## Dialectical Behavior Therapy has been shown to be effective in treating individuals with Borderline Personality Disorder (BPD) who engage in NSSI; however it has not been shown to be better than treatment as usual in a sample of individuals without BPD. In the absence of a better option, a DBT approach to treatment is the most evidence based. # '''Cognitive behavioral therapy (CBT)''' ## Few research studies have tested cognitive-behavioral therapy (CBT) as a treatment specifically for NSSI. However, some studies have evaluated the efficacy of CBT trials in treating self-injury with and without suicidal intent. Manual-assisted cognitive therapy (MACT) is a 6-session CBT intervention focusing on functions of deliberate self-harm, emotion regulation, problem-solving skills, and relapse prevention. MACT has demonstrated mixed results for decreasing NSSI frequency and severity among adults (Tyrer et al., 2003<ref name="TyrerEtAl2003" />; Weinberg, Gunderson, Hennen, & Cutter, 2006)<ref name="WeinbergEtAl2006" />. Although MACT may be a promising intervention (Muehlenkamp, 2006)<ref name="Muehlenkamp2006" />, it should be evaluated in future studies. In one adolescent treatment trial, the Adolescent Depression Antidepressant Psychotherapy Trial (ADAPT), a decrease in NSSI behaviors was found at post-treatment for both SSRI and SSRI+CBT groups (Goodyer et al., 2007)<ref name="GoodyerEtAl2007" />, although no differences were found between groups. In sum, findings from efficacy trials of CBT on NSSI outcomes are mixed, and more trials examining CBT as a treatment specifically for NSSI are needed. # '''Pharmacology''' ## Pharmacological interventions are especially scarce. However, one study found that fluoxetine was effective at reducing NSSI frequency in a sample of 22 adults with major depressive disorder and either BPD or schizotypal personality disorder (Markovitz et al, 1991)<ref name="MarkovitzEtAl1991" />. A second trial found that antidepressant medications alone (SSRIs and SNRIs) were as effective as medication plus CBT in reducing NSSI among adolescents with MDD (Brent et al., 2009<ref name="Brent2009" />; Goodyer et al., 2007)<ref name="GoodyerEtAl2007" />. Ziprasidone, an atypical antipsychotic, was found to be more effective in reducing NSSI behaviors among adolescents compared to another neuroleptic medication (Libal et al., 2005)<ref name="LibalEtAl2005" />. Clonidine has also been effective as an intervention for acute NSSI urges and feelings of tension among a sample of patients with BPD (Philipsen et al., 2004)<ref name="PhilipsenEtAl2004" />, although the long-term effects are unknown. # '''Prevention programs''' ## Jacobs, Walsh, McDade, and Pigeon (2009)<ref name="JacobsEtAl2009" /> developed the only known prevention program for NSSI, the Signs of Self-Injury program (SOSI). This school-based prevention program is designed to increase awareness about NSSI among adolescents through psychoeducation about warning signs and symptoms and improvement of help-seeking behaviors and attitudes. One test of effectiveness and acceptance found the program to be feasible and effective at changing attitudes toward NSSI and increasing help-seeking among students (Muehlenkamp et al., 2010)<ref name="MuehlenkampEtAl2010" />. {{collapse bottom}} == '''External resources''' == # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provide #[http://www.selfinjury.bctr.cornell.edu/about-self-injury.html Cornell resource on self-injury] #Effective Child Therapy page for [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ Self-Injurious Thoughts and Behaviors] ##Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology (SCCAP)] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. # [[wikipedia:Nonsuicidal_self-injury_disorder|Wikipedia page for non-suicidal self injury]] #[https://mhfa.com.au/sites/mhfa.com.au/files/MHFA_selfinjury_guidelinesA4%202014%20Revised_1.pdf Mental Health First Aid] page on non-suicidal self-injury == '''References''' == {{collapse top|Liu, R. T., Sheehan, A. E., Walsh, R. F., Sanzari, C. M., Cheek, S. M., & Hernandez, E. M. (2019). Prevalence and correlates of non-suicidal self-injury among lesbian, gay, bisexual, and transgender individuals: A systematic review and meta-analysis. 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A.|title=Schedule for adaptive and nonadaptive personality: Manual for administration, scoring, and interpretation|date=1996|publisher=University of Minnesota Press|location=Minneapolis}}</ref> <ref name="JacobsEtAl2009">{{cite book|last1=Jacobs|first1=D|last2=Walsh|first2=B. W.|last3=McCade|first3=M|last4=Pigeon|first4=S|title=Signs of self-injury prevention manual|date=2009|publisher=Screening for Mental Health|location=Wellesley Hills, MA}}</ref> <ref name="KlonskyLewis2014">{{cite book|last1=Klonsky|first1=E. D.|last2=Lewis|first2=S. P.|editor1-last=Nock|editor1-first=M. K.|title=The Oxford handbook of suicide and self-injury|date=2013|publisher=Oxford University Press|location=New York|isbn=9780195388565|pages=337-351|chapter=Assessment of nonsuicidal self-injury}}</ref> <ref name="Linehan1981">{{cite book|last1=Linehan|first1=M. M.|title=Suicides behaviors questionnaire|date=1981|publisher=University of Washington|location=Seattle}}</ref> <ref name="LloydRichardsonEtAl1997">{{cite journal|last1=Lloyd-Richardson|first1=E. E.|last2=Kelley|first2=M. L.|last3=Hope|first3=T.|title=Self-mutilation in a community sample of adolescents: Descriptive characteristics and provisional prevalence rates|journal=Poster session presented at the Annual Meeting of the Society for Behavioral Medicine|date=April 1997|location=New Orleans, LA}}</ref> <ref name="Muehlenkamp2006">{{cite journal|last1=Muehlenkamp|first1=J. J.|title=Empirically supported treatments and general therapy guidelines for non-suicidal self-injury|journal=Journal of Mental Health Counseling|date=2006|volume=28|pages=166-185}}</ref> }} {{collapse bottom}} pwuwso8wgbod5bqo4v17x2uobu2mpew 2413872 2413871 2022-08-11T23:10:30Z JBondareva3x7 2927239 made the sidebar functional wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> {{medical disclaimer}} {{:{{ROOTPAGENAME}}/Sidebar}} ==[[Evidence based assessment/Portfolio template/What is a "portfolio"|'''What is a "portfolio"?''']]== * For background information on what assessment portfolios are, click the link in the heading above. * Does all this feel like TMI? Click [[Evidence-based assessment/Self harm (assessment portfolio)|here]] to go to a condensed version. ==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]== It is important to recognize that measures of suicide-related thoughts and behaviors (i.e., suicidal ideation) and non-suicidal self injury (NSSI) are measure distinct constructs. NSSI items often specify a behavior with clarification that the behavior was not undertaken with intent of suicide. This distinction is important when identifying which measure to use to evaluate a client. === Suicidal Ideation === Self-Injurious Thoughts and Behaviors Interview<ref>{{Cite journal|last=Nock|first=Matthew K.|last2=Holmberg|first2=Elizabeth B.|last3=Photos|first3=Valerie I.|last4=Michel|first4=Bethany D.|date=2007|title=Self-Injurious Thoughts and Behaviors Interview: Development, reliability, and validity in an adolescent sample.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/1040-3590.19.3.309|journal=Psychological Assessment|language=en|volume=19|issue=3|pages=309–317|doi=10.1037/1040-3590.19.3.309|issn=1939-134X}}</ref>. [[w:Suicide|Suicide]] has an article on Wikipedia. === Suicidal Behavior === <br /> === Diagnostic criteria for NSSI === {{blockquotetop}} '''DSM-5 Criteria for NSSI''' * Nonsuicidal self-injury is currently a proposed disorder in need of further research in the ''Diagnostic and Statistical Manual of Mental Disorders'' (DSM-5)<ref name="DSM5" />. * The criteria for NSSI can be found under Conditions for Further Study in DSM-5. '''ICD-11 Criteria for NSSI''' Intentional self-inflicted injury to the body, most commonly cutting, scraping, burning, biting, or hitting, with the expectation that the injury will lead to only minor physical harm. * For ICD-11, self-injury or self-harm is cited as a symptom or sign that is not classified elsewhere {{blockquotebottom}} === Base rates of NSSI in different populations and clinical settings === This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of the non-suicidal self injuries (NSSI) that they are likely to see in their clinical practice. * '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] {| class="wikitable sortable" border="1" |- ! Demography !Setting ! Base Rate ! Diagnostic Method ! Reference !Best Recommended For |- | International | Young adult non-clinical sample | 13.4% | Meta-analysis, controlling for methodological differences across studies | Lifetime frequency; Swannell et al., 2014<ref name="SwannellEtAl2014" /> | |- | All of U.S.A. | Adult community sample | 23% | Self-report measure (questions based on proposed DSM-V criteria for NSSI Disorder; FASM) | Lifetime frequency; Andover, 2015<ref name=Andover2014/> | |- | North East | Adolescent inpatient sample | 50% | Self-report measure (ISAS), based on DSM-V criteria for NSSI Disorder | Lifetime frequency; Glenn & Klonsky, 2013<ref name="GlennKlonsky2013"/> | |- | Sweden | Adolescent community sample | 43.4% | Combined self-report measure (FASM) and interview (SITBI) | Lifetime frequency; Zetterqvist et al., 2013<ref name="ZetterqvistetAl2013"/> | |- | U.S.A. | Adult outpatient sample | 11.4% | Chart review, not based on DSM-V criteria | Lifetime frequency; Selby et al., 2012<ref name="SelbyEtAl2012"/> | |- | All of U.S.A. | Adolescent epidemiological | 13.0%-23.2% | Variable assessment methods | Lifetime frequency; Jacobson & Gould, 2007<ref name="Jacobson2007"/> | |- | North East | Adolescent non-clinical sample | 7.5% | Self-report measure | within the last year; Hilt et al., 2008<ref name="HiltEtAl2008"/> | |- | North East | Adolescent inpatient sample | 60% | Self-report measure (FASM) | lifetime frequency; Nock et al., 2006<ref name="NockEtAl2006"/> | |- | United Kingdom | Incarcerated sample | 52% | Self-report measure (FASM) | Gray et al., 2003 | |- |International |Adults from sexual minorities (LGBT) samples |36.53% |Various self-report questionnaires |Liu et al., 2019 | |} '''Search terms:''' [Non-suicidal self-injury or NSSI or Self harm] AND [children OR adolescents] AND [prevalence OR incidence OR epidemiological] in PsychInfo and Google Schola == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == === Comparison of screening measures === {{collapse top|Descriptions of types of NSSI screenings}} '''Differences between types of NSSI measures''' #''Omnibus Measures'' #* Assess several NSSI domains #* These tests are the most comprehensive compared to other measures #''Functional Measures'' #* Helpful for understanding why people self-injure #* These tests assess motives for, or functions of, NSSI #''Behavioral Measures'' #* Primarily assess one's history of NSSI behaviors #* These measures are useful for assessment methods used and NSSI frequency #''Brief Measures'' #* Include a single item or a few items to assess NSSI #* These may be best when conducting a brief assessment '''Recommendations''' * Omnibus measures are highly recommended over all other types of measures. **''The SITBI'' is the best clinical interview for assessing adolescent NSSI **''The SASII'' was designed to assess NSSI among adults. {{collapse bottom}} === Scope of screening instruments for NSSI === {{collapse top| Click here for cross-screening component analysis}} {| class="wikitable sortable" border="1" |- !Category of Screening ! Instrument ! No. Items ! History ! Methods ! Frequency ! Lethality ! Intent of Functions ! History of Suicidality |- | '''''Omnibus''''' | Suicidal Behaviors Questionnaire (SBQ) | 90 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |[[File:Green check.png]] |- | '''''Omnibus''''' | Self-Harm Behavior Questionnaire (SHBQ) | 32 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] |- |<b>''Functional''</b> | Functional Assessment of Self-Mutilation (FASM) | 22 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |- |<b>''Functional''</b> | Inventory of Statements About Self-Harm (ISAS) | 39 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] | |- |<b>''Functional''</b> | Self-Injury Questionnaire (SIQ) | 30 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |- |<b>''Functional''</b> | Self-Injury Motivation Scale (SIMS) | 35 | | | | |[[File:Green check.png]] | |- |<b>''Functional''</b> | Self-Harm Reasons Questionnaire (SHRQ) - Revised | 21 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | |[[File:Green check.png]] | |- |<b>''Behavioral''</b> | Deliberate Self-Harm Inventory (DSHI) | 17 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |- |<b>''Behavioral''</b> | Self-Harm Inventory (SHI) | 22 |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] |[[File:Green check.png]] | | |- |<b> ''Brief''</b> | Schedule for Nonadaptive and Adaptive Personality (SNAP) Items | 2 |[[File:Green check.png]] | | | | |[[File:Green check.png]] |- |<b> ''Brief''</b> | Trauma Symptom Inventory (TSI) Item | 1 |[[File:Green check.png]] | |[[File:Green check.png]] | | | |- |} * '''Note:''' SNAP has 375 items in the total measure; TSI has 100 items in the total measure. * '''Search terms:''' [Non-suicidal self-injury or NSSI or Self harm] AND [children OR adolescents] AND [assessment] in PsychINFO and Google ScholarTreatment * '''Sources consulted:''' Klonsky, E. D., & Lewis, S. P. (2014). Assessment of nonsuicidal self-injury. In M. K. Nock, M. K. Nock (Eds.), The Oxford handbook of suicide and self-injury (pp. 337-351). New York, NY, US: Oxford University Press.; Nock (Eds.), Understanding non-suicidal self-injury: Origins, assessment, and treatment. Washington, DC: Am. Psychol. Assoc. {{collapse bottom}} === Psychometric properties of screening instruments of NSSI === The following section contains a list of screening and diagnostic instruments for non-suicidal self-injury. The section includes administration information, psychometric data, and PDFs or links to the screenings. * Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]] * ''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Psychometric_properties_of_common_screening_instruments '''click here.''']'' {| class="wikitable sortable" border="1" |- ! Instrument (Reference) !Type of screeening !Format (Reporter) !Age Range !Administration Time ! Internal Consistency ! Interrater Reliability ! Test-Retest Reliability ! Construct Validity ! Highly Recommended !Free and Accessible Measures |- | Suicidal Behaviors Questionnaire (SBQ) <ref name="Linehan1981" /> |<b>Omnibus</b> | | | | G | NA | A | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | * [https://mfr.osf.io/render?url=https://osf.io/vg2sn/?action=download%26mode=render Printable PDF of SBQ] |- | Self-Harm Behavior Questionnaire (SHBQ) <ref name="GutierrezEtAl2001" /> |<b>Omnibus</b> | | | | G | NA | A | G | |Not free |- | Functional Assessment of Self-Mutilation (FASM)<ref name="LloydRichardsonEtAl1997" /> |<b> Functional</b> | | | | A | NA | U | A | | * [https://mfr.osf.io/render?url=https://osf.io/qps3v/?action=download%26mode=render Printable PDF of the FASM] |- |Inventory of Statements About Self-Harm (ISAS) <ref>http://www2.psych.ubc.ca/~klonsky/publications/ISASmeasure.pdf</ref> |<b> Functional</b> | | | | G | NA | G | G | | * [https://mfr.osf.io/render?url=https://osf.io/ntwkr/?action=download%26mode=render Printable PDF of ISAS] |- | Self-Injury Questionnaire (SIQ) <ref name="SantaMinaEtAl2006" /> ''*Not Free*'' |<b> Functional</b> | | | | G | NA | U | A | |Not free |- | Self-Injury Motivation Scale (SIMS)<ref name="OsuchEtAl1999" /> |<b> Functional</b> | | | | G | NA | U | A | | |- | Self-Harm Reasons Questionnaire (SHRQ) <ref name="LewisEtAl2008" /> |<b> Functional</b> | | | | G | NA | U | A | | |- | Deliberate Self-Harm Inventory (DSHI) <ref name="Gratz2001" /> |<b>Behavioral</b> | | | | G | NA | G | G | | |- | Self-Harm Inventory (SHI) |<b>Behavioral</b> | | | | A | NA | U | A | | |- | SNAP Items<ref name="Clark1996" /> |<b>Brief</b> | | | | NA | NA | U | A | | |- | Trauma Symptom Inventory (TSI) <ref name="Briere1995" /> |<b>Brief</b> | | | | NA | NA | U | A | | |- | Scale for Suicide Ideation (SSI) |<b>Other</b> | | | | G | U | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Behaviors Interview (SBI) |<b>Other</b> | | | | E | E | U | A | | |- | Child Suicide Potential Scales (CSPS) |<b>Other</b> | | | | A | E | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Beck Scale for Suicide Ideation (BSI) |<b>Other</b> | | | | E | NA | U | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Behaviors Questionnaire for Children (SBQ-C) |<b>Other</b> | | | | G | NA | A | A | | |- | Suicide Ideation Questionnaire for Children (SIQ-JR) |<b>Other</b> | | | | G | NA | A | G |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png|alt=Yes]] | |- | Suicide Probability Scale (SPS) |<b>Other</b> | | | | E | NA | U | A | | |- | Columbia Suicide Screen (CSS) |<b>Other</b> | | | | G | NA | L | A | | |- | Harkavy Asnis Suicide Scale (HASS) |<b>Other</b> | | | | E | NA | U | G | | |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable *<u>Sources consulted:</u> Klonsky, E. D., & Lewis, S. P. (2014). Assessment of nonsuicidal self-injury. In M. K. Nock, M. K. Nock (Eds.) , The Oxford handbook of suicide and self-injury (pp. 337-351). New York, NY, US: Oxford University Press.<ref name="KlonskyLewis2014" />; Nock (Eds.), Understanding non-suicidal self-injury: Origins, assessment, and treatment. Washington, DC: Am. Psychol. Assoc. === Likelihood ratios and AUCs of screening measures for NSSI === *''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments '''click here.''']'' {| class="wikitable sortable" |- ! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability !Download |- |Child Behavior Checklist (CBCL) Anxious/Depressed Scale T-score<ref name="Achenbach1991">{{cite book|last1=Achenbach|first1=Thomas M.|title=Child behavior checklist for ages 4-18|date=1991|publisher=T.M. Achenbach|location=Burlington, VT|isbn=0938565087|edition=[11th print.]}}</ref>|| .70 (N=470) || 3.78 (60+) || .39 (<60) || High. Large diverse sample with mixed depression sample compared to samples without depression. |Not free |- |} === Interpreting NSSI screening measure scores === * For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]] == [[Evidence based assessment/Prescription phase|'''Prescription phase''']] == ===Gold standard diagnostic interviews=== * For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&wteswitched=1#Common_Diagnostic_Interviews '''click here.'''] === Coverage of interviews for NSSI === {{collapse top| Scope of diagnostic interviews for NSSI}} {| class="wikitable sortable" border="1" |- ! Instrument ! No. Items ! History ! Methods ! Frequency ! Lethality ! Intent of Functions ! History of Suicidality |- | colspan="8" style="font-size:110%; text-align:center;" span |<b> Omnibus Measures </b> |- | Suicide Attempt Self-Injury Interview (SASII) | 31 | X | X | X | X | X | X |- | Self-Injurious Thoughts and Behaviors Interview (SITBI) | 169 | X | X | X | X | X | X |} {{collapse bottom}} === Recommended diagnostic instruments for NSSI === {| class="wikitable sortable" ! colspan="11" |Diagnostic instruments for '''NSSI''' ! |- !Instrument (Reference) !Type of screeening !Format (Reporter) !Age Range !Administration Time !Internal Consistency !Interrater Reliability !Test-Retest Reliability !Construct Validity !Content Validity !Highly Recommended !Free and Accessible Measures |- |Beck Scale for Suicidal Ideation (BSI) | |Self-report questionnaire |17+ |5-10 mins | |E | |A |G | |No * Link to purchase [https://www.pearsonclinical.com/psychology/products/100000157/beck-scale-for-suicide-ideation-bss.html] |- |Suicidal Behaviors Questionnaire-Revised (SBQ-R) | |Self-report |18+ |5-10 mins | | | |.87 E |E |Yes |[https://www.integration.samhsa.gov/images/res/SBQ.pdf SBQ-R] |- |Self-Harm Behavior Questionnaire (SHBQ) | |Self-report questionnaire |adolescents |Not Reported | |E | |G |G | | |- |Suicide Attempt Self-Injury Interview (SASII) <ref name="LinehanEtAl2006" /> |<b>Omnibus</b> | | | |G |E |E |G | |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png]] |[https://mfr.osf.io/render?url=https://osf.io/zstnj/?action=download%26mode=render SASII] |- |Self Injurious Thoughts and Behaviors Interview (SITBI) <ref name="NockEtAl2007" /> |<b>Omnibus</b> | | | |NA |E |A |G | |[[File:Green check.png|link=https://en.wikiversity.org/wiki/File:Green%20check.png]] |[https://mfr.osf.io/render?url=https://osf.io/hw46c/?action=download%26mode=render SITBI] |- |Suicidal Ideation Questionnaire (SIQ) | |Self-report questionnaire |12-18 years old |10 minutes |NA | | | | | |[https://www.semel.ucla.edu/sites/default/files/pdf/SuicidalIdeationQuestionnaire%28SIQ%29%28Child%29.PDF SIQ] |- |Suicidal Ideation Questionnaire (SIQ-JR) | |Self-report Questionnaire |Middle School aged children |10 minutes |NA | |test-retest: r -0.93 (males) r = .87 (females) | | | |SIQ-[https://www.semel.ucla.edu/sites/default/files/pdf/SuicidalIdeationQuestionnaire%28SIQ%29%28Child%29.PDF JR] |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable == [[Evidence based assessment/Process phase|'''Process phase''']] == The following section contains a brief overview of treatment options for depression and list of process and outcome measures for non-suicidal self-injury. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. === Process measures === {{blockquotetop}} {{blockquotebottom}} === Outcome and severity measures === * This table includes clinically significant benchmarks for NSSI specific outcome measures * Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here]. * Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice. *''<u>For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,</u>'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.] {| class="wikitable sortable" border="1" | colspan="8" |'''Clinically significant change benchmarks with common instruments for NSSI''' |- | rowspan="1&quot;" style="text-align:center;font-size:130%;" | <b> Measure</b> | style="text-align:center;font-size:130%;" | <b>Subscale</b> | colspan="3" style="text-align:center;font-size:130%" width="300" | <b> Cut-off scores</b> | colspan="3" style="text-align:center;font-size:120%" | <b> Critical Change <br> (unstandardized scores)</b> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms </b> |- | colspan="2" | | style="text-align:center;font-size:110%" | <b> A</b> | style="text-align:center;font-size:110%" | <b> B</b> | style="text-align:center;font-size:110%" | <b> C</b> | style="text-align:center;font-size:110%" | <b> 95%</b> | style="text-align:center;font-size:110%" | <b> 90%</b> | style="text-align:center;font-size:110%" | <b> SE_difference</b> |- | rowspan="1" style="text-align:center;" | | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| |- | rowspan="1" style="text-align:center;" | | style="text-align:right;" | | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| | style="text-align:center;"| |} === Treatment === * Please refer to the page on [[wikipedia:Nonsuicidal_self-injury_disorder|non-suicidal self injury]] for more information on available treatment for NSSI *Go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ Effective Child Therapy] for a curated resource on effective treatments for NSSI. {{collapse top| Click here for information on treatment for NSSI}} According to Nock (2010)<ref name="Nock2010"/>, no treatment for NSSI could be considered "evidence-based." However, recent years have seen an increase in intervention trials for NSSI. Although limited due to lack of consistency in defining and measuring NSSI, this work could provide insight into potential best practices for treating this condition (Andover, 2015)<ref name=Andover2014/>. # '''Dialectical behavioral therapy (DBT)''' ## Dialectical Behavior Therapy has been shown to be effective in treating individuals with Borderline Personality Disorder (BPD) who engage in NSSI; however it has not been shown to be better than treatment as usual in a sample of individuals without BPD. In the absence of a better option, a DBT approach to treatment is the most evidence based. # '''Cognitive behavioral therapy (CBT)''' ## Few research studies have tested cognitive-behavioral therapy (CBT) as a treatment specifically for NSSI. However, some studies have evaluated the efficacy of CBT trials in treating self-injury with and without suicidal intent. Manual-assisted cognitive therapy (MACT) is a 6-session CBT intervention focusing on functions of deliberate self-harm, emotion regulation, problem-solving skills, and relapse prevention. MACT has demonstrated mixed results for decreasing NSSI frequency and severity among adults (Tyrer et al., 2003<ref name="TyrerEtAl2003" />; Weinberg, Gunderson, Hennen, & Cutter, 2006)<ref name="WeinbergEtAl2006" />. Although MACT may be a promising intervention (Muehlenkamp, 2006)<ref name="Muehlenkamp2006" />, it should be evaluated in future studies. In one adolescent treatment trial, the Adolescent Depression Antidepressant Psychotherapy Trial (ADAPT), a decrease in NSSI behaviors was found at post-treatment for both SSRI and SSRI+CBT groups (Goodyer et al., 2007)<ref name="GoodyerEtAl2007" />, although no differences were found between groups. In sum, findings from efficacy trials of CBT on NSSI outcomes are mixed, and more trials examining CBT as a treatment specifically for NSSI are needed. # '''Pharmacology''' ## Pharmacological interventions are especially scarce. However, one study found that fluoxetine was effective at reducing NSSI frequency in a sample of 22 adults with major depressive disorder and either BPD or schizotypal personality disorder (Markovitz et al, 1991)<ref name="MarkovitzEtAl1991" />. A second trial found that antidepressant medications alone (SSRIs and SNRIs) were as effective as medication plus CBT in reducing NSSI among adolescents with MDD (Brent et al., 2009<ref name="Brent2009" />; Goodyer et al., 2007)<ref name="GoodyerEtAl2007" />. Ziprasidone, an atypical antipsychotic, was found to be more effective in reducing NSSI behaviors among adolescents compared to another neuroleptic medication (Libal et al., 2005)<ref name="LibalEtAl2005" />. Clonidine has also been effective as an intervention for acute NSSI urges and feelings of tension among a sample of patients with BPD (Philipsen et al., 2004)<ref name="PhilipsenEtAl2004" />, although the long-term effects are unknown. # '''Prevention programs''' ## Jacobs, Walsh, McDade, and Pigeon (2009)<ref name="JacobsEtAl2009" /> developed the only known prevention program for NSSI, the Signs of Self-Injury program (SOSI). This school-based prevention program is designed to increase awareness about NSSI among adolescents through psychoeducation about warning signs and symptoms and improvement of help-seeking behaviors and attitudes. One test of effectiveness and acceptance found the program to be feasible and effective at changing attitudes toward NSSI and increasing help-seeking among students (Muehlenkamp et al., 2010)<ref name="MuehlenkampEtAl2010" />. {{collapse bottom}} == '''External resources''' == # [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provide #[http://www.selfinjury.bctr.cornell.edu/about-self-injury.html Cornell resource on self-injury] #Effective Child Therapy page for [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ Self-Injurious Thoughts and Behaviors] ##Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology (SCCAP)] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments. # [[wikipedia:Nonsuicidal_self-injury_disorder|Wikipedia page for non-suicidal self injury]] #[https://mhfa.com.au/sites/mhfa.com.au/files/MHFA_selfinjury_guidelinesA4%202014%20Revised_1.pdf Mental Health First Aid] page on non-suicidal self-injury == '''References''' == {{collapse top|Liu, R. T., Sheehan, A. E., Walsh, R. F., Sanzari, C. M., Cheek, S. M., & Hernandez, E. M. (2019). Prevalence and correlates of non-suicidal self-injury among lesbian, gay, bisexual, and transgender individuals: A systematic review and meta-analysis. 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in adolescents with major depression: randomised controlled trial.|journal=BMJ (Clinical research ed.)|date=21 July 2007|volume=335|issue=7611|pages=142|pmid=17556431}}</ref> <ref name="MarkovitzEtAl1991">{{cite journal|last1=Markovitz|first1=PJ|last2=Calabrese|first2=JR|last3=Schulz|first3=SC|last4=Meltzer|first4=HY|title=Fluoxetine in the treatment of borderline and schizotypal personality disorders.|journal=The American journal of psychiatry|date=August 1991|volume=148|issue=8|pages=1064-7|pmid=1853957}}</ref> <ref name="Brent2009">{{cite journal|last1=Brent|first1=DA|title=The treatment of SSRI-resistant depression in adolescents (TORDIA): in search of the best next step.|journal=Depression and anxiety|date=2009|volume=26|issue=10|pages=871-4|pmid=19798756}}</ref> <ref name="LibalEtAl2005">{{cite journal|last1=Libal|first1=Gerhard|last2=Plener|first2=Paul L.|last3=Ludolph|first3=Andrea G.|last4=Fegert|first4=Joerg M.|title=Ziprasidone as a Weight-Neutral Alternative in the Treatment of Self-Injurious Behavior in Adolescent Females|journal=Child and Adolescent Psychopharmacology News|date=June 2005|volume=10|issue=4|pages=1–6|doi=10.1521/capn.2005.10.4.1}}</ref> <ref name="PhilipsenEtAl2004">{{cite journal|last1=Philipsen|first1=A|last2=Richter|first2=H|last3=Schmahl|first3=C|last4=Peters|first4=J|last5=Rüsch|first5=N|last6=Bohus|first6=M|last7=Lieb|first7=K|title=Clonidine in acute aversive inner tension and self-injurious behavior in female patients with borderline personality disorder.|journal=The Journal of clinical psychiatry|date=October 2004|volume=65|issue=10|pages=1414-9|pmid=15491247}}</ref> <ref name="MuehlenkampEtAl2010">{{cite journal|last1=Muehlenkamp|first1=JJ|last2=Walsh|first2=BW|last3=McDade|first3=M|title=Preventing non-suicidal self-injury in adolescents: the signs of self-injury program.|journal=Journal of youth and adolescence|date=March 2010|volume=39|issue=3|pages=306-14|pmid=19756992}}</ref> <ref name="NockEtAl2007">{{cite journal|last1=Nock|first1=MK|last2=Holmberg|first2=EB|last3=Photos|first3=VI|last4=Michel|first4=BD|title=Self-Injurious Thoughts and Behaviors Interview: development, reliability, and validity in an adolescent sample.|journal=Psychological assessment|date=September 2007|volume=19|issue=3|pages=309-17|pmid=17845122}}</ref> <ref name="Gratz2001">{{cite journal|last1=Gratz|first1=K. L.|title=Measurement of deliberate self-harm: Preliminary data on the deliberate self-harm inventory|journal=Journal of Psychopathology and Behavioral Assessment|date=4 December 2001|volume=23|issue=4|pages=253-263|doi=0882-2689/01/1200-0253/0}}</ref> <ref name="DSM5">{{cite book|last1=American Psychiatry Association|title=Diagnostic and statistical manual of mental disorders : DSM-5|date=2013|publisher=American Psychiatric Publishing|location=Washington [etc.]|isbn=9780890425558|edition=5th}}</ref> <ref name="Briere1995">{{cite book|last1=Briere|first1=J|title=Trauma symptom inventory (TSI) professional manual.|date=1995|publisher=Psychological Assessment Resources|location=Odessa, FL}}</ref> <ref name="Clark1996">{{cite book|last1=Clark|first1=L. A.|title=Schedule for adaptive and nonadaptive personality: Manual for administration, scoring, and interpretation|date=1996|publisher=University of Minnesota Press|location=Minneapolis}}</ref> <ref name="JacobsEtAl2009">{{cite book|last1=Jacobs|first1=D|last2=Walsh|first2=B. W.|last3=McCade|first3=M|last4=Pigeon|first4=S|title=Signs of self-injury prevention manual|date=2009|publisher=Screening for Mental Health|location=Wellesley Hills, MA}}</ref> <ref name="KlonskyLewis2014">{{cite book|last1=Klonsky|first1=E. D.|last2=Lewis|first2=S. P.|editor1-last=Nock|editor1-first=M. K.|title=The Oxford handbook of suicide and self-injury|date=2013|publisher=Oxford University Press|location=New York|isbn=9780195388565|pages=337-351|chapter=Assessment of nonsuicidal self-injury}}</ref> <ref name="Linehan1981">{{cite book|last1=Linehan|first1=M. M.|title=Suicides behaviors questionnaire|date=1981|publisher=University of Washington|location=Seattle}}</ref> <ref name="LloydRichardsonEtAl1997">{{cite journal|last1=Lloyd-Richardson|first1=E. E.|last2=Kelley|first2=M. L.|last3=Hope|first3=T.|title=Self-mutilation in a community sample of adolescents: Descriptive characteristics and provisional prevalence rates|journal=Poster session presented at the Annual Meeting of the Society for Behavioral Medicine|date=April 1997|location=New Orleans, LA}}</ref> <ref name="Muehlenkamp2006">{{cite journal|last1=Muehlenkamp|first1=J. J.|title=Empirically supported treatments and general therapy guidelines for non-suicidal self-injury|journal=Journal of Mental Health Counseling|date=2006|volume=28|pages=166-185}}</ref> }} {{collapse bottom}} 3ym2job1mwe9zeo2gfst8p9rxg9r9tj 2 286293 2413873 2022-08-11T23:13:36Z U3215603 2947641 New resource with "'''''Hi my name is Jacob I'm a student at the University of Canberra'''''" wikitext text/x-wiki '''''Hi my name is Jacob I'm a student at the University of Canberra''''' brvwdg11bkwdvzmwhtmu8xbxubcbml4 2413874 2413873 2022-08-11T23:16:33Z U3215603 2947641 headings wikitext text/x-wiki == About Me == '''''Hi my name is Jacob I'm a student at the University of Canberra''''' === Hobbies === == Book Chapter I am Working On == == Social Contributions == mvgg7rgz2mblfky502gxtu1zc6o0qig 2413875 2413874 2022-08-11T23:28:28Z U3215603 2947641 /* About Me */ wikitext text/x-wiki == About Me == '''''Hi my name is Jacob I'm a [[wikipedia:Student|student]] at the University of Canberra''''' === Hobbies === == Book Chapter I am Working On == == Social Contributions == ej3ui5wrne8wmb3y839sgwaxag5gbfo 2413876 2413875 2022-08-11T23:31:25Z U3215603 2947641 wikitext text/x-wiki == About Me == '''''Hi my name is Jacob I'm a [[wikipedia:Student|student]] at the University of Canberra studying Psychology''''' === Hobbies === == Book Chapter I am Working On == == Social Contributions == 4yh81mgphb9mkfxg50yo5x7m3ggdpo9 2413877 2413876 2022-08-11T23:31:43Z U3215603 2947641 wikitext text/x-wiki == About Me == '''''Hi my name is Jacob I'm a [[wikipedia:Student|student]] at the University of Canberra studying [[w:Psychology|Psychology]]''''' === Hobbies === == Book Chapter I am Working On == == Social Contributions == pt644r1nicppxfuf7y2uo5p3ucqx6zy 2413879 2413877 2022-08-11T23:37:20Z U3215603 2947641 /* Book Chapter I am Working On */ wikitext text/x-wiki == About Me == '''''Hi my name is Jacob I'm a [[wikipedia:Student|student]] at the University of Canberra studying [[w:Psychology|Psychology]]''''' === Hobbies === == Book Chapter I am Working On == [[Motivation and emotion/Book/2022/Work breaks, well-being, and productivity|Work breaks, well-being and productivity]] == Social Contributions == 9cy54d354l6zkxe4vmgba5qs4abrlzf 2413883 2413879 2022-08-11T23:50:25Z U3215603 2947641 wikitext text/x-wiki == About Me == [[File:A Smiling boy from Bangladesh.jpg|thumb|Figure 1]] '''''Hi my name is Jacob I'm a [[wikipedia:Student|student]] at the University of Canberra studying [[w:Psychology|Psychology]]''''' === Hobbies === == Book Chapter I am Working On == [[Motivation and emotion/Book/2022/Work breaks, well-being, and productivity|Work breaks, well-being and productivity]] == Social Contributions == q6d207ihlwc8xkatvwv1ow5oc3ubrz8 0 286294 2413884 2022-08-12T01:19:17Z U3216563 2947577 expanding user page wikitext text/x-wiki == About me == Hello, my name is Kristina and I am in my third year undergrade degree in Bachelor of Science in Psychology, Major in Counselling studies at the [https://www.canberra.edu.au/ University of Canberra.] My goal at the end of my studying journey is to become a Clinical Psychologist, where I will be trainined in the assessment and diagnosis of mental health illnesses and psychologocal problems individuals may face. This will enable me to provide advice in clincial and compensation areas in which will guide individuals to better themselves in all aspects of life. == Hobbies == * Sports (rugby League) * Playing instruments (Piano, Singing, Guitar) * Baking * Gyming == Book Chapter == [[Motivation and emotion/Book/2022/Academic self-regulation|Academic self-regulation]] - What is academic self-regulation, why does it matter, and how can it be fostered? - [[U3216563]] == Social Contributions == TBC...... g92lmpv6ow4tqu6rz7x5omygwjd3vq2 2413885 2413884 2022-08-12T01:19:44Z U3216563 2947577 /* Book Chapter */ wikitext text/x-wiki == About me == Hello, my name is Kristina and I am in my third year undergrade degree in Bachelor of Science in Psychology, Major in Counselling studies at the [https://www.canberra.edu.au/ University of Canberra.] My goal at the end of my studying journey is to become a Clinical Psychologist, where I will be trainined in the assessment and diagnosis of mental health illnesses and psychologocal problems individuals may face. This will enable me to provide advice in clincial and compensation areas in which will guide individuals to better themselves in all aspects of life. == Hobbies == * Sports (rugby League) * Playing instruments (Piano, Singing, Guitar) * Baking * Gyming == Book Chapter == [[Motivation and emotion/Book/2022/Academic self-regulation|Academic self-regulation]] - What is academic self-regulation, why does it matter, and how can it be fostered? == Social Contributions == TBC...... od1puksi9i2lyd2uijivgd94ky6lg9u 2413888 2413885 2022-08-12T01:28:03Z U3216563 2947577 social contributions wikitext text/x-wiki == About me == Hello, my name is Kristina and I am in my third year undergrade degree in Bachelor of Science in Psychology, Major in Counselling studies at the [https://www.canberra.edu.au/ University of Canberra.] My goal at the end of my studying journey is to become a Clinical Psychologist, where I will be trainined in the assessment and diagnosis of mental health illnesses and psychologocal problems individuals may face. This will enable me to provide advice in clincial and compensation areas in which will guide individuals to better themselves in all aspects of life. == Hobbies == * Sports (rugby League) * Playing instruments (Piano, Singing, Guitar) * Baking * Gyming == Book Chapter == [[Motivation and emotion/Book/2022/Academic self-regulation|Academic self-regulation]] - What is academic self-regulation, why does it matter, and how can it be fostered? == Social Contributions == # Created user page and added in book chapter: [[Motivation and emotion/Book/2022/Conspiracy theory motivation|Conspiracy theory motivation]] - [[User:KingMob221|KingMob221]] # Edited user page by creating consistency between headings and grammar: [[Motivation and emotion/Book/2022/Survival needs and motivation|Survival needs and motivation]] - [[User:U3148161|U3148161]] 7ox9cxymb0d6vde1ojgb07pbs6g81m0 2413889 2413888 2022-08-12T01:31:03Z U3216563 2947577 /* About me */ wikitext text/x-wiki == About me == Hello, my name is Kristina and I am in my third year undergrade degree in Bachelor of Science in Psychology paired with a Major in Counselling studies at the [https://www.canberra.edu.au/ University of Canberra.] My goal at the end of my studying journey is to become a Clinical Psychologist, where I will be trainined in the assessment and diagnosis of mental health illnesses and psychologocal problems individuals may face. This will enable me to provide advice in clincial and compensation areas in which will guide individuals to better themselves in all aspects of life. == Hobbies == * Sports (rugby League) * Playing instruments (Piano, Singing, Guitar) * Baking * Gyming == Book Chapter == [[Motivation and emotion/Book/2022/Academic self-regulation|Academic self-regulation]] - What is academic self-regulation, why does it matter, and how can it be fostered? == Social Contributions == # Created user page and added in book chapter: [[Motivation and emotion/Book/2022/Conspiracy theory motivation|Conspiracy theory motivation]] - [[User:KingMob221|KingMob221]] # Edited user page by creating consistency between headings and grammar: [[Motivation and emotion/Book/2022/Survival needs and motivation|Survival needs and motivation]] - [[User:U3148161|U3148161]] mhmc75bj4jwpjpmy2llvoekhf953mob 2413890 2413889 2022-08-12T01:31:31Z U3216563 2947577 /* About me */ wikitext text/x-wiki == About me == Hello, my name is Kristina and I am in my third year undergrade degree in Bachelor of Science in Psychology paired with a Major in Counselling studies at the [https://www.canberra.edu.au/ University of Canberra.] My goal at the end of my studying journey is to become a Clinical Psychologist, where I will be trainined in the assessment and diagnosis of mental health illnesses and psychological problems that individuals may face. This will enable me to provide advice in clincial and compensation areas in which will guide individuals to better themselves in all aspects of life. == Hobbies == * Sports (rugby League) * Playing instruments (Piano, Singing, Guitar) * Baking * Gyming == Book Chapter == [[Motivation and emotion/Book/2022/Academic self-regulation|Academic self-regulation]] - What is academic self-regulation, why does it matter, and how can it be fostered? == Social Contributions == # Created user page and added in book chapter: [[Motivation and emotion/Book/2022/Conspiracy theory motivation|Conspiracy theory motivation]] - [[User:KingMob221|KingMob221]] # Edited user page by creating consistency between headings and grammar: [[Motivation and emotion/Book/2022/Survival needs and motivation|Survival needs and motivation]] - [[User:U3148161|U3148161]] o39wu6jvf7fjsfdh6qdnh24ck8ujghh 2413891 2413890 2022-08-12T01:31:50Z U3216563 2947577 /* Hobbies */ wikitext text/x-wiki == About me == Hello, my name is Kristina and I am in my third year undergrade degree in Bachelor of Science in Psychology paired with a Major in Counselling studies at the [https://www.canberra.edu.au/ University of Canberra.] My goal at the end of my studying journey is to become a Clinical Psychologist, where I will be trainined in the assessment and diagnosis of mental health illnesses and psychological problems that individuals may face. This will enable me to provide advice in clincial and compensation areas in which will guide individuals to better themselves in all aspects of life. == Hobbies == * Sports (Rugby League) * Playing instruments (Piano, Singing, Guitar) * Baking * Gyming == Book Chapter == [[Motivation and emotion/Book/2022/Academic self-regulation|Academic self-regulation]] - What is academic self-regulation, why does it matter, and how can it be fostered? == Social Contributions == # Created user page and added in book chapter: [[Motivation and emotion/Book/2022/Conspiracy theory motivation|Conspiracy theory motivation]] - [[User:KingMob221|KingMob221]] # Edited user page by creating consistency between headings and grammar: [[Motivation and emotion/Book/2022/Survival needs and motivation|Survival needs and motivation]] - [[User:U3148161|U3148161]] efo7s9hksmh3qpwstlk5zia1uc76qaq 2413892 2413891 2022-08-12T01:41:47Z U3216563 2947577 /* Book Chapter */ wikitext text/x-wiki == About me == Hello, my name is Kristina and I am in my third year undergrade degree in Bachelor of Science in [[w:Psychology|Psychology]] paired with a Major in Counselling studies at the [https://www.canberra.edu.au/ University of Canberra.] My goal at the end of my studying journey is to become a Clinical Psychologist, where I will be trainined in the assessment and diagnosis of mental health illnesses and psychological problems that individuals may face. This will enable me to provide advice in clincial and compensation areas in which will guide individuals to better themselves in all aspects of life. == Hobbies == * Sports (Rugby League) * Playing instruments (Piano, Singing, Guitar) * Baking * Gyming == Book Chapter == [[Motivation and emotion/Book/2022/Academic self-regulation|Academic self-regulation]] - What is academic self-regulation, why does it matter, and how can it be fostered? == Social Contributions == # Created user page and added in book chapter: [[Motivation and emotion/Book/2022/Conspiracy theory motivation|Conspiracy theory motivation]] - [[User:KingMob221|KingMob221]] # Edited user page by creating consistency between headings and grammar: [[Motivation and emotion/Book/2022/Survival needs and motivation|Survival needs and motivation]] - [[User:U3148161|U3148161]] 07uyyx871soabzgspx3wbizoy8qlc1f 2413894 2413892 2022-08-12T02:03:41Z U3216563 2947577 added a figure wikitext text/x-wiki == About me == Hello, my name is Kristina and I am in my third year undergrade degree in Bachelor of Science in [[w:Psychology|Psychology]] paired with a Major in Counselling studies at the [https://www.canberra.edu.au/ University of Canberra.] My goal at the end of my studying journey is to become a Clinical Psychologist, where I will be trainined in the assessment and diagnosis of mental health illnesses and psychological problems that individuals may face. This will enable me to provide advice in clincial and compensation areas in which will guide individuals to better themselves in all aspects of life. == Hobbies == * Sports (Rugby League) * Playing instruments (Piano, Singing, Guitar * Baking * Gyming == Book Chapter == [[File:Delhi Government School Student defining Happiness in Happiness Class.jpg|alt=Photo of a young person writing on the blackboard |thumb|169x169px|Figure 1. Academic Self-Regulation increases individuals behaviours, emotions and independence. ]] [[Motivation and emotion/Book/2022/Academic self-regulation|Academic self-regulation]] - What is academic self-regulation, why does it matter, and how can it be fostered? '''PROVIDE A SHORT DESCRIPTION**** TBC....''' == Social Contributions == # Created user page and added in book chapter: [[Motivation and emotion/Book/2022/Conspiracy theory motivation|Conspiracy theory motivation]] - [[User:KingMob221|KingMob221]] # Edited user page by creating consistency between headings and grammar: [[Motivation and emotion/Book/2022/Survival needs and motivation|Survival needs and motivation]] - [[User:U3148161|U3148161]] 7q971gki3xm3tk3eoytnzibxceeu7sr 0 286295 2413897 2022-08-12T02:17:26Z Giovannihbartlett 2948102 claimed the toic wikitext text/x-wiki Giovannihbartlett oz5h27zu3l0f6jkbo5bcn978xrgx8ck 2 286296 2413918 2022-08-12T04:47:32Z Faggetmutilator 2948104 New resource with "Hi everyone, my name is Zach Welch and I am a sophomore at Columbia participating in a course about Wikipedia engagement." wikitext text/x-wiki Hi everyone, my name is Zach Welch and I am a sophomore at Columbia participating in a course about Wikipedia engagement. 96gnd4fd9bfmzg71xgpa8xtszg2thnb 2 286297 2413919 2022-08-12T05:22:10Z AEMOR 2947559 Started page wikitext text/x-wiki About me: Hi, my name is '''Anna Morrison'''. 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How can it be managed? == Social contributions == 7rjq3dofx0d4a2vyp4nf8gsumipjozo 2413944 2413921 2022-08-12T10:33:17Z AEMOR 2947559 wikitext text/x-wiki == About me == Hi, my name is '''Anna Morrison'''. I am a '''student''' at the ''[https://www.canberra.edu.au/ University of Canberra]'' studying [[w: Psychology|psychology]]. I am enrolled in the unit [[Motivation and emotion|Motivation and Emotion]]. === Hobbies === * Cooking * Running * Gardening # Music # Movies == Book chapter I'm working on == Perfectionism - What motivates perfectionism? Is perfectionism good or bad? How can it be managed? == Social contributions == bp3d29vxx1g35iy2q4hou8xrpnwakd1 2413948 2413944 2022-08-12T10:40:30Z AEMOR 2947559 wikitext text/x-wiki == About me == Hi, my name is '''Anna Morrison'''. I am a '''student''' at the ''[https://www.canberra.edu.au/ University of Canberra]'' studying [[w: Psychology|psychology]]. I am enrolled in the unit [[Motivation and emotion|Motivation and Emotion]]. === Hobbies === * Cooking * Running * Gardening # Music # Movies == Book chapter I'm working on == [[Motivation and emotion/Book/2022/Perfectionism|Perfectionism - What motivates perfectionism? Is perfectionism good or bad? How can it be managed?]] == Social contributions == mbxhd8lztus98dp5cpnq52sexmbcuus 2413949 2413948 2022-08-12T11:01:40Z AEMOR 2947559 wikitext text/x-wiki == About me == Hi, my name is '''Anna Morrison'''. I am a '''student''' at the ''[https://www.canberra.edu.au/ University of Canberra]'' studying [[w: Psychology|psychology]]. [[File:Border collie flyball.jpg|thumb|313x313px|Figure 1. A Border Collie is my favourite kind of dog]] I am enrolled in the unit [[Motivation and emotion|Motivation and Emotion]]. === Hobbies === * Cooking * Running * Gardening # Music # Movies == Book chapter I'm working on == [[Motivation and emotion/Book/2022/Perfectionism|Perfectionism - What motivates perfectionism? Is perfectionism good or bad? How can it be managed?]] == Social contributions == qn0cajabww0e0z579wsb4gjzh6qp3q1 6 286298 2413935 2022-08-12T08:25:34Z Young1lim 21186 {{Information |Description=Condition (20220808 - 20220806) |Source={{own|Young1lim}} |Date=2022-08-11 |Author=Young W. Lim |Permission={{cc-by-sa-3.0,2.5,2.0,1.0}} }} wikitext text/x-wiki == Summary == {{Information |Description=Condition (20220808 - 20220806) |Source={{own|Young1lim}} |Date=2022-08-11 |Author=Young W. 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Lim |Permission={{cc-by-sa-3.0,2.5,2.0,1.0}} }} wikitext text/x-wiki == Summary == {{Information |Description=Condition (20220810 - 20220809) |Source={{own|Young1lim}} |Date=2022-08-11 |Author=Young W. Lim |Permission={{cc-by-sa-3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} fnmjwggn011tg2n3cirozupl1fpyi9b 0 286301 2413943 2022-08-12T10:32:04Z AEMOR 2947559 New resource with "What motivates perfectionism? Is perfectionism good or bad? How can it be managed?" wikitext text/x-wiki What motivates perfectionism? Is perfectionism good or bad? How can it be managed? qr8d4rtr8lqjeftczspogyafe8vrkpg 2413946 2413943 2022-08-12T10:39:24Z AEMOR 2947559 wikitext text/x-wiki {{title|Chapter title:<br>Subtitle?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== You are underway {{smile}}! This template provides tips for [[Motivation and emotion/Assessment/Topic|topic development]]. Gradually remove these suggestions as you develop the chapter. Also consult the [[Motivation and emotion/Assessment/Chapter|author guidelines]]. At the top of the chapter, the title and sub-title should match the ''exact'' wording and casing as shown in the {{Motivation and emotion/Book}}. The sub-titles all end with a question mark. This Overview section should be concise but consist of several paragraphs which engage the reader, illustrate the problem, and outline how psychological science can help. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is the first focus question? * What is the second focus question? * What is the third focus question? {{RoundBoxBottom}} {{tip| Suggestions for this section: * What is the problem? Why is it important? * How can specific motivation and/or emotion theories and research help? * Provide an example or case study. * Conclude with Focus questions to guide the chapter. }} ==Main headings== How you are going to structure the chapter? Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]]. {{tip|Suggestions for this section: * For the [[Motivation and emotion/Assessment/Topic|topic development]], provide at least 3 bullet-points about key content per section. Include key citations. * For the [[Motivation and emotion/Assessment/Chapter|book chapter]], expand the bullet points into paragraphs. * If a section has a lot of content, arrange it into two to five sub-headings such as in the [[#Interactive learning features|interactive learning features section]]. Avoid having sections with only one sub-heading. }} ==Learning features== What brings an online book chapter to life are its interactive learning features. Case studies, feature boxes, figures, links, tables, and quiz questions can be used throughout the chapter. ===Case studies=== Case studies describe real-world examples of concepts in action. Case studies can be real or fictional. A case could be used multiple times during a chapter to illustrate different theories or stages. It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Boxes=== Boxes can be used to highlight content, but don't overuse them. There are many different ways of creating boxes (e.g., see [[Help:Pretty boxes|Pretty boxes]]). Possible uses include: * Focus questions * Case studies or examples * Quiz questions * Take-home messages {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ===Figures=== [[File:Monkey-typing.jpg|right|205px|thumb|''Figure 1''. Example image with descriptive caption.]] Use figures to illustrate concepts, add interest, and provide examples. Figures can be used to show photographs, drawings, diagrams, graphs, etcetera. Figures can be embedded throughout the chapter, starting with the Overview section. Figures should be captioned (using a number and a description) in order to explain their relevance to the text. Possible images can be found at [[commons:|Wikimedia Commons]]. Images can also be uploaded if they are licensed for re-use or if you created the image. Each figure should be referred to at least once in the main text (e.g., see Figure 1). ===Links=== Where key words are first used, make them into [[Help:Links|interwiki links]] such as Wikipedia links to articles about famous people (e.g., [[w:Sigmund Freud|Sigmund Freud]] and key concepts (e.g., [[w:Dreams|dreams]]) and links to book chapters about related topics (e.g., would you like to learn about how to overcome [[Motivation and emotion/Book/2020/Writer's block|writer's block]]?). ===Tables=== Tables can be an effective way to organise and summarise information. Tables should be captioned (using APA style) to explain their relevance to the text. Plus each table should be referred to at least once in the main text (e.g., see Table 1 and Table 2). Here are some [[Motivation and emotion/Wikiversity/Tables|example 3 x 3 tables]] which could be adapted. ===Quizzes=== Quizzes are a direct way to engage readers. But don't make quizzes too hard or long. It is better to have one or two review questions per major section than a long quiz at the end. Try to quiz conceptual understanding, rather than trivia. Here are some simple quiz questions which could be adapted. Choose the correct answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. ==Conclusion== The Conclusion is arguably the most important section. It should be possible for someone to read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the topic. {{tip|Suggestions for this section: * What is the answer to the question in the sub-title (based on psychological theory and research)? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide up to half-a-dozen [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. For example: * [[Motivation and emotion/Book/2016/Anorexia nervosa and extrinsic motivation|Anorexia nervosa and extrinsic motivation]] (Book chapter, 2016) * [[w:David McClelland|David McClelland]] (Wikipedia) * [[Motivation and emotion/Book/2018/Loss aversion|Loss aversion]] (Book chapter, 2018) * [[w:Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order. * Include the source in parentheses. }} ==References== List the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Blair, R. J. R. (2004). The roles of orbital frontal cortex in the modulation of antisocial behavior. ''Brain and Cognition'', ''55''(1), 198–208. https://doi.org/10.1016/S0278-2626(03)00276-8 Buckholtz, J. W., & Meyer-Lindenberg, A. (2008). MAOA and the neurogenetic architecture of human aggression. ''Trends in Neurosciences'', ''31''(3), 120–129. https://doi.org/10.1016/j.tins.2007.12.006 Eckardt, M., File, S., Gessa, G., Grant, K., Guerri, C., Hoffman, P., & Tabakoff, B. (1998). Effects of moderate alcohol consumption on the central nervous system. ''Alcoholism, Clinical and Experimental Research'', ''22''(5), 998–1040. https://doi.org/10.1111/j.1530-0277.1998.tb03695.x }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the hanging indent template. Using "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop. ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop. ** Provide the full doi as a URL and working hyperlink * Common mistakes include: ** incorrect capitalisation ** incorrect italicisation ** providing a "retrieved from" date (not part of APA 7th ed. style). ** citing sources that weren't actually read or consulted }} ==External links== Provide up to half-a-dozen [[Help:Contents/Links#External_links|external links]] to relevant resources such as presentations, news articles, and professional sites. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] thp5r91aziue2l80cis4wxipwwn2uzy