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 4 28 2414399 2414234 2022-08-14T14:11:42Z Dave Braunschweig 426084 Archive wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == TemplateScripts = Templates + JavaScript == Hi! I'd like to propose enabling [[c:Help:TemplateScripts|TemplateScripts]] on the English Wikiversity. It's not a MediaWiki extension, but a few lines of JavaScript added to [[MediaWiki:Common.js]] that basically allow to run JavaScript from templates, '''as long as the code is on the MediaWiki namespace and with the "TemplateScript-" prefix''', which requires an authorized user and community consensus to get there. The system is enabled on the Spanish Wikipedia where it's used for easy signing of polls and projects (see blue button [[:es:Wikiproyecto:Veganismo/participantes|here]]), for navigating [[Template:Excerpt#Excerpt trees|excerpt trees]] (see box with tree icon [[:es:Discusión:Ciencia|here]]), for injecting interactive widgets on some articles ([[:es:Hormiga de Langton|here]] and [[:es:Juego de la vida|here]]) and more recently for creating interactive forms that inject content into other pages (see template [[:es:Plantilla:Formulario|here]], soon to be used on admin boards). My immediate goal on Wikiversity is to use it to develop a tool to make [[Wikidebate|wikidebates]] more friendly. However I believe some of the existing scripts, particularly the ones for creating forms and signing pages, can be very useful on Wikiversity overall, as well as in some specific projects like [[Automata theory]] and [[Conway's Game of Life]]. So what do you think? [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|talk]]) 21:12, 29 June 2022 (UTC) :Hmm well, there's no support, but no objections either. If no one objects in a week or two, I may implement this since I got the necessary permission (and years of involvement in Wikiversity and other Wikimedia projects, I dare say). Cheers! [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|discuss]] • [[Special:Contributions/Sophivorus|contribs]]) 19:23, 1 August 2022 (UTC) ::Well, after a prudent amount of time with no objections, I just enabled TemplateScripts. See [[Template:Game of Life]] and [[Conway's Game of Life#Sandbox]] for a first example of a template using this feature. Cheers! [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|discuss]] • [[Special:Contributions/Sophivorus|contribs]]) 21:38, 13 August 2022 (UTC) si5wd6quavntrxmcuid8sm7m8ljchxc 4 1558 2414617 2413991 2022-08-15T03:52:23Z Mr. Grunkleton 2948257 wikitext text/x-wiki {{Please leave this line alone (sandbox heading)}} Here you add content!<!-- Hello! Feel free to try your formatting and editing skills below this line. As this page is for editing experiments, this page will automatically be cleaned periodically. --> Ouuuu '''this should be bold and italic?''' fuzs1ofyvhvc9lwqh23gfzun4kc4iil 2414618 2414617 2022-08-15T03:53:12Z Mr. Grunkleton 2948257 wikitext text/x-wiki {{Please leave this line alone (sandbox heading)}} Here you add content!<!-- Hello! Feel free to try your formatting and editing skills below this line. As this page is for editing experiments, this page will automatically be cleaned periodically. --> Ouuuu '''this should be bold and italic?''' Clearly that was incorrect '''''ITS FIVE OF THESE ''S ????''''' iazseqyneyp1qpk4m0dxrxomno8dyq3 2414619 2414618 2022-08-15T03:53:29Z Mr. Grunkleton 2948257 wikitext text/x-wiki {{Please leave this line alone (sandbox heading)}} Here you add content!<!-- Hello! Feel free to try your formatting and editing skills below this line. As this page is for editing experiments, this page will automatically be cleaned periodically. --> Ouuuu '''this should be bold and italic?''' Clearly that was incorrect '''''ITS FIVE????''''' 2fbbyffay0nwql65xaubfv625dyrhi9 2414621 2414619 2022-08-15T03:54:53Z Mr. Grunkleton 2948257 wikitext text/x-wiki {{Please leave this line alone (sandbox heading)}} Here you add content!<!-- Hello! Feel free to try your formatting and editing skills below this line. As this page is for editing experiments, this page will automatically be cleaned periodically. --> Ouuuu '''this should be bold and italic?''' Clearly that was incorrect '''''ITS FIVE????''''' If anyone is reading this, I'm ''very'' excited to get into the universe of ''Wikimedia''!! '''AAAAAAAAHAHAAHAAAAAAAAAAAAA''' --[[User:Mr. Grunkleton|Mr. Grunkleton]] ([[User talk:Mr. Grunkleton|discuss]] • [[Special:Contributions/Mr. Grunkleton|contribs]]) 03:54, 15 August 2022 (UTC) dfw78pm2kmlaw1stnuedcpq56asibfy 2414622 2414621 2022-08-15T03:55:46Z Mr. Grunkleton 2948257 wikitext text/x-wiki {{Please leave this line alone (sandbox heading)}} Here you add content!<!-- Hello! Feel free to try your formatting and editing skills below this line. As this page is for editing experiments, this page will automatically be cleaned periodically. --> Ouuuu '''this should be bold and italic?''' Clearly that was incorrect '''''ITS FIVE????''''' If anyone is reading this, I'm ''very'' excited to get into the universe of ''Wikimedia''!! '''AAAAAAAAHAHAAHAAAAAAAAAAAAA''' ALSO why is there no sandbox in wikipedia or others? s5uqbby8lffqau8ubu7vfrrqxjkarvi 2414624 2414622 2022-08-15T03:56:39Z Mr. Grunkleton 2948257 wikitext text/x-wiki {{Please leave this line alone (sandbox heading)}} Here you add content!<!-- Hello! Feel free to try your formatting and editing skills below this line. As this page is for editing experiments, this page will automatically be cleaned periodically. --> Ouuuu '''this should be bold and italic?''' Clearly that was incorrect '''''ITS FIVE????''''' If anyone is reading this, I'm ''very'' excited to get into the universe of ''Wikimedia''!! '''AAAAAAAAHAHAAHAAAAAAAAAAAAA''' ALSO why is there no sandbox in wikipedia or others? [[User:Mr. Grunkleton|Mr. Grunkleton]] ([[User talk:Mr. Grunkleton|discuss]] • [[Special:Contributions/Mr. Grunkleton|contribs]]) 03:56, 15 August 2022 (UTC) tqgcuwc95huiuklhlyue1c7qlbu9x3d 0 8040 2414369 2127710 2022-08-14T12:48:37Z Emmasmith420 2948224 wikitext text/x-wiki == Course Purpose == 1) The aim is to present the general principles of the database systems with a practical focus, and some implementation assignments. Those assignments may or may not include some programming 2)The course assumes that students have some programming or strong logical reasoning skills in programming languages like C or C++. Some programing data structures such as (heap files, buffer manager, B+ trees, hash indexes, varoius goin methodes) are used in the course 3) The course concentrates on issues of the design, tuning , and implementation of the databases == The object of Database == *A '''database''' is a collection of information, which describes the activities of one of more related organizations. The performance and productivity of organization depends on their abilities to acquire accurate and up to time data, and manage it. The amount of the data organization is exponentially growing and hard to manage by hand, so the [[w:Database|database management system]] comes to help. *For example, if the database is about a food store, the information in database can be characterized as **''Entities'', such as products, salespeople, etc **''Relationships'' between the entities such as products, and salesmen who are selling them. **Database management system, or DBMS is a software that assists people in managing the database information.And well as its performance *The '''basic operations''' of the database systems can be characterized as **''Database Design'': This is the way the user describes the real world issue in terms of the DBMS system **Data Analysis:How a user can address the problem of analyzing information upon a request by the company, and doing it efficiently. **Concurrency: How the DBMS can handle multiple requests accurately at the same time. == Describing and storing data in the database == *Is the issue of translating the real world structure of the business into the data model. ''Data model'' is a collection of high-level presented data. The database software allows user to define data which will be stored in DBMS. Most of the databases use the [[w:relational data model|relational data model]]. Semantic data model is a more complicated mind map of the database needed to tolerate given situation. *The semantic data model is also called the [[w:Entity Relationship model|Entity Relationship model]] == Chapter 1: Relational Model== Data is formatted in '''[[Introduction to Databases#Database tables|tables]]''', where each row represents an entry. For example, in a table of ''salespeople'' each row represents information about each ''particular'' salesperson. This data includes his/her name, age, address, etc. Such a ''single row'' of information is called a '''''record'''''. :The record can be treated as an '''array''' of an information, with its components treated as '''fields'''. '''''Relation''''' is rule which ''relates'' different records of different tables. For example: records exist in a table of salespeople, as well as in a table of products. So it is possible to assign each salesperson as a specialist in each product. Such an assignment can be characterized as a '''relation'''. *A '''[[database query]]''' is a program which presents ''particular'' information from the DBMS upon users request. *A '''[[stored procedure]]''' is a program which performs data maintenance other than a query. ===Relational Model Concepts=== Relation is often represented as a table. Each table consists of several rows with many related values. One such row is called a [[tuple]]. In formal relational model a table is called table, the column headers are called attributes. == Chapter 2: File Organization and Indexing== Even though the database shows us data in the form of relations we must understand that it is just a logical representation. Finally all the data needs to be stored on the hard disk as files. It is very important in performance point of view that this organization should allow the database software to access data quickly and in an efficient way. *A '''[[Primary storage|Primary Storage]]''' is that storage that is directly accessible to the CPU and is limited. The data to be processed is usually brought from secondary storage to primary storage as and when needed. It is very fast but size is limited. *A '''[[Secondary Storage]]''' includes magnetic discs, tapes, optical media etc. In short the mass storage devices. *A '''[[Buffering]]''' is done to copy data from secondary storage to primary storage. In case the secondary storage is magnetic disk data is copied in units called blocks. Often a block is of same size as a cluster. ===Files on Disk=== ====Records==== Data is stored in files in the form of records. Records are related type of data. Ex. Details of one employee. However the data types too are important while storing data. The various data types are integer, text, date and time etc. Once they are recorded to a file while retrieving them back we must know their correct data type. With the latest databases we have a huge number of data types. To store binary data like program files and images we have a data type called BLOBs. =====Fixed Length v/s Variable Length Records===== Files are accessed sequentially hence to retrieve each record we must know its size. If the records are known to be of fixed size the work is very simple. Consider a list of mobile numbers where each number is exactly 10 digits long. Retrieving number will be simple here because we can read 10 characters at a time. But consider a list of names. How do we know the size of names? They can vary. To make matters more complex we can have records of certain number of fixed length entries and some variable length entries. Variable length records can be separated by a delimiter or separator such as a comma ',' or new line. [[Comma Separated Values]] or CVS is one such file based database. If every record in the file has exactly the same size (in bytes) the file is said to be made up of Fixed length records. if different records in the file have different sizes,the file is made up of variable length records. =====Records on Disk: Spanned v/s Unspanned===== Records need to be stored on a disk. Read and Write operations on disk are usually done in disk blocks. If the block size is greater than one record we might record many records in a single block and vice versa. In any case if the block size is not exactly divisible by the size of each records or to put in better terms the number of records that can be stored in a block is not a natural number a part of record will get stored on one block and remaining on some other disk block. In such a case there will be a pointer at the end of the disk block that will point to the next block. Such a organization is called '''Spanned'''. If Records are not allowed to cross block boundaries we call them '''unspanned'''. == Related materials == [[School:Computer Science]]: *[[Introduction to Databases]] *[[SQL|Introduction to SQL]] *[[Portal:Databases|Topic:Databases]] *[[Databases/Object-relational databases|Topic:Object-relational databases]] *... == Bibliography == Database Management Systems, second edition by Raghu Ramakrishnan(University of Wisconsin) and Johannes Gerkhe (Cornell University) This course is a part of the [[computer science program]]. == References: == https://keepthetech.com/relational-database/ [[Category:Introductions]] [[Category:Databases]] prkb9jdqnmeiiho3zo2pl5cpn58vn4s 2414394 2414369 2022-08-14T13:59:51Z Johannnes89 618724 Reverted 1 edit by [[Special:Contributions/Emmasmith420|Emmasmith420]] ([[User talk:Emmasmith420|talk]]): Linkspam (TwinkleGlobal) wikitext text/x-wiki == Course Purpose == 1) The aim is to present the general principles of the database systems with a practical focus, and some implementation assignments. Those assignments may or may not include some programming 2)The course assumes that students have some programming or strong logical reasoning skills in programming languages like C or C++. Some programing data structures such as (heap files, buffer manager, B+ trees, hash indexes, varoius goin methodes) are used in the course 3) The course concentrates on issues of the design, tuning , and implementation of the databases == The object of Database == *A '''database''' is a collection of information, which describes the activities of one of more related organizations. The performance and productivity of organization depends on their abilities to acquire accurate and up to time data, and manage it. The amount of the data organization is exponentially growing and hard to manage by hand, so the [[w:Database|database management system]] comes to help. *For example, if the database is about a food store, the information in database can be characterized as **''Entities'', such as products, salespeople, etc **''Relationships'' between the entities such as products, and salesmen who are selling them. **Database management system, or DBMS is a software that assists people in managing the database information.And well as its performance *The '''basic operations''' of the database systems can be characterized as **''Database Design'': This is the way the user describes the real world issue in terms of the DBMS system **Data Analysis:How a user can address the problem of analyzing information upon a request by the company, and doing it efficiently. **Concurrency: How the DBMS can handle multiple requests accurately at the same time. == Describing and storing data in the database == *Is the issue of translating the real world structure of the business into the data model. ''Data model'' is a collection of high-level presented data. The database software allows user to define data which will be stored in DBMS. Most of the databases use the [[w:relational data model|relational data model]]. Semantic data model is a more complicated mind map of the database needed to tolerate given situation. *The semantic data model is also called the [[w:Entity Relationship model|Entity Relationship model]] == Chapter 1: Relational Model== Data is formatted in '''[[Introduction to Databases#Database tables|tables]]''', where each row represents an entry. For example, in a table of ''salespeople'' each row represents information about each ''particular'' salesperson. This data includes his/her name, age, address, etc. Such a ''single row'' of information is called a '''''record'''''. :The record can be treated as an '''array''' of an information, with its components treated as '''fields'''. '''''Relation''''' is rule which ''relates'' different records of different tables. For example: records exist in a table of salespeople, as well as in a table of products. So it is possible to assign each salesperson as a specialist in each product. Such an assignment can be characterized as a '''relation'''. *A '''[[database query]]''' is a program which presents ''particular'' information from the DBMS upon users request. *A '''[[stored procedure]]''' is a program which performs data maintenance other than a query. ===Relational Model Concepts=== Relation is often represented as a table. Each table consists of several rows with many related values. One such row is called a [[tuple]]. In formal relational model a table is called table, the column headers are called attributes. == Chapter 2: File Organization and Indexing== Even though the database shows us data in the form of relations we must understand that it is just a logical representation. Finally all the data needs to be stored on the hard disk as files. It is very important in performance point of view that this organization should allow the database software to access data quickly and in an efficient way. *A '''[[Primary storage|Primary Storage]]''' is that storage that is directly accessible to the CPU and is limited. The data to be processed is usually brought from secondary storage to primary storage as and when needed. It is very fast but size is limited. *A '''[[Secondary Storage]]''' includes magnetic discs, tapes, optical media etc. In short the mass storage devices. *A '''[[Buffering]]''' is done to copy data from secondary storage to primary storage. In case the secondary storage is magnetic disk data is copied in units called blocks. Often a block is of same size as a cluster. ===Files on Disk=== ====Records==== Data is stored in files in the form of records. Records are related type of data. Ex. Details of one employee. However the data types too are important while storing data. The various data types are integer, text, date and time etc. Once they are recorded to a file while retrieving them back we must know their correct data type. With the latest databases we have a huge number of data types. To store binary data like program files and images we have a data type called BLOBs. =====Fixed Length v/s Variable Length Records===== Files are accessed sequentially hence to retrieve each record we must know its size. If the records are known to be of fixed size the work is very simple. Consider a list of mobile numbers where each number is exactly 10 digits long. Retrieving number will be simple here because we can read 10 characters at a time. But consider a list of names. How do we know the size of names? They can vary. To make matters more complex we can have records of certain number of fixed length entries and some variable length entries. Variable length records can be separated by a delimiter or separator such as a comma ',' or new line. [[Comma Separated Values]] or CVS is one such file based database. If every record in the file has exactly the same size (in bytes) the file is said to be made up of Fixed length records. if different records in the file have different sizes,the file is made up of variable length records. =====Records on Disk: Spanned v/s Unspanned===== Records need to be stored on a disk. Read and Write operations on disk are usually done in disk blocks. If the block size is greater than one record we might record many records in a single block and vice versa. In any case if the block size is not exactly divisible by the size of each records or to put in better terms the number of records that can be stored in a block is not a natural number a part of record will get stored on one block and remaining on some other disk block. In such a case there will be a pointer at the end of the disk block that will point to the next block. Such a organization is called '''Spanned'''. If Records are not allowed to cross block boundaries we call them '''unspanned'''. == Related materials == [[School:Computer Science]]: *[[Introduction to Databases]] *[[SQL|Introduction to SQL]] *[[Portal:Databases|Topic:Databases]] *[[Databases/Object-relational databases|Topic:Object-relational databases]] *... == Bibliography == Database Management Systems, second edition by Raghu Ramakrishnan(University of Wisconsin) and Johannes Gerkhe (Cornell University) This course is a part of the [[computer science program]]. [[Category:Introductions]] [[Category:Databases]] bb441681vzqf83bmj6wthauy30e5593 0 45871 2414491 2286213 2022-08-14T21:52:42Z 173.252.15.6 wikitext text/x-wiki User interfaces are a significant area of computers and are multi-disciplinary in their nature because they represent the trait d'union between humans and machines. As computing becomes more and more pervasive this area grows and a broader range of people get involved and affected by it. Main areas involved in User Interface are * Design * Programming * Usability as pointed out by [[w:Alan Cooper|Alan Cooper]] in his brilliant ''The Inmates Are Running the Asylum: Why High-Tech Products Drive Us Crazy and How to Restore the Sanity'', often the area of interface design and programming are incompatible, and we could also state the same for graphical design. Everyone of us has experienced beautiful unusable programs, or ergonomic and ugly programs, or too-many-features-packed-in-a-single-form programs. {{delete|Cross-wiki abuse}} ==See also== * [[Technical writing UI Design]] [[Category:Computer science]] [[Category:User interfaces]] k6ya2om6ow7a66pgb2v6jzkn2kc3pr1 2414492 2414491 2022-08-14T21:52:53Z -Alabama- 2926145 Undid edits by [[Special:Contribs/173.252.15.6|173.252.15.6]] ([[User talk:173.252.15.6|talk]]) to last version by Dave Braunschweig wikitext text/x-wiki User interfaces are a significant area of computers and are multi-disciplinary in their nature because they represent the trait d'union between humans and machines. As computing becomes more and more pervasive this area grows and a broader range of people get involved and affected by it. Main areas involved in User Interface are * Design * Programming * Usability as pointed out by [[w:Alan Cooper|Alan Cooper]] in his brilliant ''The Inmates Are Running the Asylum: Why High-Tech Products Drive Us Crazy and How to Restore the Sanity'', often the area of interface design and programming are incompatible, and we could also state the same for graphical design. Everyone of us has experienced beautiful unusable programs, or ergonomic and ugly programs, or too-many-features-packed-in-a-single-form programs. ==See also== * [[Technical writing UI Design]] [[Category:Computer science]] [[Category:User interfaces]] hr6vya18w9v0zhit2oqzr1yqoo7x9k6 2 51111 2414529 1403348 2022-08-14T23:49:10Z 777sms 770235 ([[c:GR|GR]]) [[c:COM:FR|File renamed]]: [[File:F-102 Delta Dagger 0009.jpg]] → [[File:Convair F-102 Delta Dagger 0009.jpg]] [[c:COM:FR#FR4|Criterion 4]] (harmonizing names of file set) · To conform to WikiProject Aircraft naming conventions/standardize the file names of images in the [[c::Category:Aircraft 3-views|aircraft 3-views category]]. wikitext text/x-wiki __NOTOC__<!-- [[|222px|center]] [[|222px|center]] [[|222px|center]]--> {{col list|3| [[Image:Rotating earth (large).gif|222px|center]] [[Image:Haeckel Actiniae.jpg|222px|center]] [[Image:AERMACCHI M.B. 326.png|222px|center]] [[Image:Ssc2008-12a small.jpg|222px|center]] [[Image:M87 VLA VLBA radio astronomy.jpg|222px|center]] [[Image:Silverpit northwest perspective.jpg|222px|center]] [[Image:FAE visualization.jpg|222px|center]] [[Image:Par installation.jpg|222px|center]] [[Image:Malaria.jpg|222px|center]] [[Image:Computer Organization.jpg|222px|center]] [[Image:Earth and Moon from Mars PIA04531.jpg|222px|center]] [[image:Sentry.jpg|222px|center]] [[Image:Modern_3T_MRI.JPG|222px|center]] [[Image:Solar sys.jpg|222px|center]] [[Image:Hubble ultra deep field.jpg|222px|center]] [[Image:Hudf-illustration.jpg|222px|center]] [[Image:France blank3.svg|222px|center]] [[Image:Aquarius external.jpg|222px|center]] [[Image:Osm on psp.jpg|222px|center]] }} <!-- [[Image:Nepal topo en.jpg|222px|center]] [[Image:Advanced_Automation_for_Space_Missions_figure_5-29.gif|222px|center]] [[Image:Earth-crust-cutaway-english.svg|222px|center]] [[Image:Crude Oil Distillation.png|222px|center]] [[Image:Focal length.jpg|222px|center]] [[Image:Toggle-clamp manual horizontal 3D animated.gif|222px|center]] [[Image:Tugboat_diagram-en_edit1a.svg|392px|center]] [[Image:API Separator.png|392px|center]] [[|392px|center]] [[|392px|center]] [[|392px|center]] [[Image:Dialectos del castellano en España.png|392px|center]] [[|392px|center]]--> {{Col list|2| [[Image:Map of the Imperial Circles (1512)-en.png|392px|center]] [[Image:Domus romana.png|392px|center]] [[Image:Thames tunnel shield.png|392px|center]] [[Image:Doe cosources nov3.jpg|392px|center]] [[Image:Spreading homo sapiens.jpg|392px|center]] [[Image:Topography of africa.png|392px|center]] }} [[Image:Convair F-102 Delta Dagger 0009.jpg|777px|center]] [[Image:520 PM Product Improvement.png|777px|center]] [[Wikipedia:Image:Linear actuator basic.gif|Linear actuator]] ==See also== * [[User:Jtneill/Gallery]] [[Category:PLE]] pitefvt9a5kbzzxyzqy194ge2jmhbst 0 53432 2414445 2414294 2022-08-14T19:49:14Z Lbeaumont 278565 Added Evolving Governments wikitext text/x-wiki '''2022''' * '''August 22''': First day of classes for the [[Radiation astronomy/Courses/Principles/Syllabus/Fall|Fall semester of Principles of Radiation Astronomy]] an advanced undergraduate course. * '''August 14''' The course [[Evolving Governments]] is now available and is part of the [[Unleashing_Creativity/possibilities_curriculum|Possibilities]] curriculum. * '''July 4''': The lecture [[Radiation astronomy/Alloys|Radiation astronomy of alloys]] and its [[Radiation astronomy/Alloys/Quiz|quiz]] are ready for students. * '''June 5''': The course [[Intentional Evolution]] is now available and is part of the [[Unleashing_Creativity/possibilities_curriculum|Possibilities]] curriculum. * '''May 29''': The political essay [[Gota Go Home! The Downfall of Sri Lanka's War Hero]] has been published and is ready for viewers. * '''April 20''': The course [[Embracing Ambiguity]] is now available and is part of the [[Unleashing_Creativity/possibilities_curriculum|Possibilities]] curriculum. * '''April 8''': Students at Memorial University of Newfoundland are documenting public folklore for the town of [[Laneways of Harbour Grace|Harbour Grace]]. * '''April 7''': Students at the University of North Carolina Chapel Hill are contributing to [[OToPS|Open Teaching of Psychological Science]]. * '''April 5''': The course [[Solving Problems]] is now available and is part of the [[Unleashing_Creativity/possibilities_curriculum|Possibilities]] curriculum. <noinclude> <!--Delete items after ~30 days to keep this list fresh. If/when Wikiversity becomes more active, then try to keep the list ~20 items--> [[Category:Main page templates]] [[Category:Wikiversity news]] </noinclude> m02d4x6ddr8sbmccu764rqnavjcb6wc 0 55822 2414705 1818133 2022-08-15T11:53:41Z 67.161.249.147 Previous version had the typo "electro[n]magnetic field". I corrected it to "electromagnetic field" wikitext text/x-wiki {{Educational Media Awareness Campaign/POTD|The Electromagnetic Spectrum|EM Spectrum Properties edit.svg| A diagram of the electromagnetic (EM) spectrum, showing the type, wavelength (with examples), frequency, and the black body emission temperature.| [[:commons:Category:Electromagnetism|Electromagnetism images]]<br>[[:commons:Category:Mechanics|Mechanics images]] - [[:commons:Category:Optics|Optics images]] - [[:commons:Category:Atomic physics|Atomic physics images]] <br>[[:commons:Category:Physics|Images relating to physics in general]]|420px|}} 7k53g2uu0p8l16qp4s6jalajs2men4t 12 56713 2414393 1995955 2022-08-14T13:58:42Z 157.34.236.9 wikitext text/x-wiki {{The original tour for newcomers/Nav}} {{The original tour for newcomers/Nav}} nnyalt4pg1n4kpeuavk93mjxo43gndi 2414396 2414393 2022-08-14T14:07:32Z Dave Braunschweig 426084 Reverted edits by [[Special:Contributions/157.34.236.9|157.34.236.9]] ([[User_talk:157.34.236.9|talk]]) to last version by [[User:Dave Braunschweig|Dave Braunschweig]] using [[Wikiversity:Rollback|rollback]] wikitext text/x-wiki {{The original tour for newcomers/Nav}} {{Tour page wrapper|Wikiversity:Introduction/Part 1|page=Introduction/Part 1|ns=Wikiversity}} {{The original tour for newcomers/Nav}} 2shbdc1v3eruwtm7xeyl3ziprdcq13a 0 68832 2414437 2384858 2022-08-14T19:05:40Z Nobeedee 2948238 Typo in Synopsis - Grammar Error - 1st sentence - changed been to being. wikitext text/x-wiki {{50%done}} {{course}} {{tertiary}} ==Programme== This is a module part of the [[Open Source ERP/Executive Masters]] course conducted by a private university. ===Course Module=== <big>The Web Economy - Its Era and Impact to Open Source, A Practical Approach. </big> <blockquote> Open Source is a result of an online community that heavily depends on the Web's space of freely available tools and applications. It is also maturing with lots of anchor domains and ready and new audiences. The Web is also home to many commercial entities and interests crouching into the advantage and territory of Open Source. We have to grasp and appreciate as well as understand some of the forces that shape its form and strategy and importantly its future direction in order to thrive optimally. </blockquote> ===Objectives=== The objectives of this module are: *To explore the impact of the explosive Web and Open Source on certain economies, its trends, and business software development *To provide important exposure and skills in web social engineering for Open Source ERP (OS ERP) *To grasp the rules of creating a self-sustaining web presence. *To prepare for practical work during the technical subjects of software development and project management ===Learning Outcomes=== On completion of this module the students shall be able to: *Understand and explain the importance of the Web in the new economy of evolving business applications versus the old. *Create their web presence among the community and evolve their area of focus. *Manage on a survival basis the various web tools such as IRC, Forums, Wiki and other portalised mediums. *Conduct themselves confidently online among the community with adherence to basic etiquette. *Calculate and debate the viable cost/benefit option among various choices and opinions when choosing a software. ===Synopsis=== This module is an important foundation that will govern the students' behaviour in being a future and successful Open Source ERP practitioner. Critical understanding of the principles that ensure better and faster evolving of a software product and knowledge base versus the traditional version. Among the subject matters covered are how software development is affected by Open Source, its pros and cons, community open source versus commercial open source, Total Cost of Ownerships, and critical issues facing users of OS ERP. ==Course Details== This course module comprises of the following 33 chapters grouped according to major areas of interest. ===What is The Web?=== (20 hrs) *Consequences of the Web on global economy and human behaviour ** [[The Web Economy/01|^1]] - The Web is The Computer. This topic exposes the impact of the web on the desktop environment, making it borderless as if it is in the same room. **[[The Web Economy/02|^2]] - The Web Changes Everything. This topic goes further to see how the web transforms both social and economic activity. **[[The Web Economy/03|^3]] - Attention Economy. This topic explains the main constraint upon the users and thus how it is used in determining a web based economic or social model. *Various Models of Web Economies **[[The Web Economy/04|^4]] - Traffic is King. This topic explains how some models assume that traffic is a sole determinant of success. **[[The Web Economy/05|^5]] - Content is King. This topic explains how content can determine user behaviour. **[[The Web Economy/06|^6]] - Community is King. This topic regards a political view that there must be leadership in the chaotic web. *Reinventing Yourself On The Web **[[The Web Economy/07|^7]] - Email and Mailing Lists. This topic looks at Email as a killer app that is ubiquitous to all users. **[[The Web Economy/08|^8]] - Forums and Blogs. This topic looks at how buletin boards has become a cornerstone in web social activity. **[[The Web Economy/09|^9]] - Second Life. This topic looks at to what extent can the web displaces real social activity and experience. ===The Cathedral and The Bazaar=== :When Linux and Apache began to make an impact and serious challenge to proprietary software, it revolutionised the way software development is thought to be done. :However there are still difference of opinion as to what are the right ingredients to ensure quality software in the end. :There is also the question of priority, of which comes first - something good enough to kick-start the whole process, or the community that is expert enough to improve it. (15 hrs) *[[The Web Economy/10|^10]] - Brief History of Open Source - How Software Development Was Originally Done. This topic allows the student to know the truth about the way software was learnt and evolved among the learning fraternity. *[[The Web Economy/11|^11]] - Linus vs Tannenbaum - Why Releasing Early is Better Than Releasing Better. This topic examines the context behind Linux's success from the creators' points of views. *[[The Web Economy/12|^12]] - Bazaar Culture and Policy - Why Giving Away Is Something Good. This topic examines some salient learning points in the famous Eric Raymond's article. *[[The Web Economy/13|^13]] - Microsoft vs The World - Dynamics of an Eco-system. This topic looks at how proprietary software is hitting back with their own version of Open Source Software and how it can impact the users and their adoption. ===Getting Online and Staying Online=== : The basic requirement for participating in the web economy is to get online and staying online. :There are contemporary tools and tactics that get you there. :Note that such tools and manners may change in the fast paced web economy. :Here you get to learn and use them hands-on within a live project. (20hrs) *[[The Web Economy/14|^14]] - Critical Tools and Skills. This topic brings the student to practice the tools needed to create their online presence. *[[The Web Economy/15|^15]] - Levels of Participation. This topic looks at the constraints and ways users stay online and in touch. *[[The Web Economy/16|^16]] - Social Engineering. This topic looks at a sensitive subject on how to become acceptable and effective in a virtual world. ===Total Cost of Ownership=== :A cost table of aquiring a product today goes beyond just the starting price of the product. :It involves learning how to use and keep it in use. :Ease of use and negligible operational impact scores high earnings to a user. (15 hrs) *[[The Web Economy/17|^17]] - Why isn't everyone using Linux? This topic looks at how TCO is influencing the adoption equation by users. *[[The Web Economy/18|^18]] - Costs of Gaps. This topic looks further at how each gap may cost differently in real terms. *[[The Web Economy/19|^19]] - TCO Pyramid. This topic introduces the comparison model of TCOs. *[[The Web Economy/20|^20]] - TCO Strategy. This topic looks at various ways to approach a long term effectiveness in closing TCO gaps. ===Web for Business=== : The web is the new explosive medium to do business :It has and shall continue to reinvent or create new wealth. :It is like the Wild Wild West all over again. (15 hrs) *[[The Web Economy/21|^21]] - Branding philosophy. This topic looks at the importance of branding in a borderless web. *[[The Web Economy/22|^22]] - Marketshare and Mindshare. This topic looks at how to achieve territory in a virtual world. *[[The Web Economy/23|^23]] - Collaborative Community. This topic looks at how a virulent community can help market and brand a project. *[[The Web Economy/24|^24]] - Seeking a Niche. This topic looks at the need to seek a segment and niche well among the players. *[[The Web Economy/25|^25]] - Positioning and Aligning. This topic looks at more advanced scenarios of evolving more effectively among players. ===Contemporary Open Source=== : Open Source has attracted alot of commercial interest :There is great effort to create lucrative models out of it :Can a true Open Source project survive in the long term? (20 hrs) *[[The Web Economy/26|^26]] - Licensing & Business Models. This topic looks at the licensing types in use by FOSS projects and products. *[[The Web Economy/27|^27]] - Community OS vs Commercial OS. This topic looks at how Open Source is now divided between such issues. *[[The Web Economy/28|^28]] - Business As Usual. This topic looks at how business profiteering comes into play in FOSS projects. *[[The Web Economy/29|^29]] - Institutionalising Open Source. This topic looks at the important role institutions might play in such FOSS projects. ===Next Generation=== :Open Source only furthers technology itself in disruptive ways. :There can be convergence of previous technologies or completely new unexpected areas. :When tools and reference source becomes readily available, a bottom up revolution of innovation can spring easily. (15 hrs) *[[The Web Economy/30|^30]] - Era of Convergence. This topic explains to the student how various applications are converging on a singular window of experience for the users. *[[The Web Economy/31|^31]] - Google-ERP - The Single Window. This topic shows how an ubiquitous application may become everything to everyone. *[[The Web Economy/32|^32]] - IPhone-ERP - Sensory Computing. This topic looks at a particular scenario where the phone may be the window of experience in the web economy. *[[The Web Economy/33|^33]] - Universal Supply Chain. This topic looks at the future of web-based ERP where all players and products are in a common cloud of interdependent activity. ===Prior Knowledge=== This course module requires no prior technical knowledge. However, this course ties into the intersections of [[Information Technology Planning Management]] & [[Sociology]]. ==Further Reading== *[http://dreamsongs.com/IHE/IHE.html Innovation Happens Elsewhere] *[http://cyber.law.harvard.edu/wealth_of_networks/Main_Page Wealth of Networks] *[[w:Tanenbaum-Torvalds_debate|Linus vs Tanenbaum]] *[http://www.catb.org/~esr/writings/cathedral-bazaar/ Cathedral and the Bazaar] *[http://www.sociosite.net/topics/websoc.php Sociosite] *[http://itinvestmentresearch.com/trendsthisday.aspx IT Investment Research] *[http://perens.com/Articles/Economic.html Economics of Open Source] *[http://www.aseansec.org/pdf/sme_policies_1.pdf SME Potential in Asia Pacific] *[http://slashdot.org/features/98/12/28/1745252.shtml Lurker Culture] [[Category:Business]] [[Category:The Web Economy]] [[Category:Open Source]] 0dp366xrygz1tcsr23p4fn2uhn9mqh5 2414438 2414437 2022-08-14T19:21:03Z Nobeedee 2948238 Clarity - Contemporary Open Source - First list item- Expanded acronym FOSS where it is first used. Was FOSS without words prepended to acronym. Now Free and Open-Source Software (FOSS) to expand the acronym's words for clarity where it is first used. wikitext text/x-wiki {{50%done}} {{course}} {{tertiary}} ==Programme== This is a module part of the [[Open Source ERP/Executive Masters]] course conducted by a private university. ===Course Module=== <big>The Web Economy - Its Era and Impact to Open Source, A Practical Approach. </big> <blockquote> Open Source is a result of an online community that heavily depends on the Web's space of freely available tools and applications. It is also maturing with lots of anchor domains and ready and new audiences. The Web is also home to many commercial entities and interests crouching into the advantage and territory of Open Source. We have to grasp and appreciate as well as understand some of the forces that shape its form and strategy and importantly its future direction in order to thrive optimally. </blockquote> ===Objectives=== The objectives of this module are: *To explore the impact of the explosive Web and Open Source on certain economies, its trends, and business software development *To provide important exposure and skills in web social engineering for Open Source ERP (OS ERP) *To grasp the rules of creating a self-sustaining web presence. *To prepare for practical work during the technical subjects of software development and project management ===Learning Outcomes=== On completion of this module the students shall be able to: *Understand and explain the importance of the Web in the new economy of evolving business applications versus the old. *Create their web presence among the community and evolve their area of focus. *Manage on a survival basis the various web tools such as IRC, Forums, Wiki and other portalised mediums. *Conduct themselves confidently online among the community with adherence to basic etiquette. *Calculate and debate the viable cost/benefit option among various choices and opinions when choosing a software. ===Synopsis=== This module is an important foundation that will govern the students' behaviour in being a future and successful Open Source ERP practitioner. Critical understanding of the principles that ensure better and faster evolving of a software product and knowledge base versus the traditional version. Among the subject matters covered are how software development is affected by Open Source, its pros and cons, community open source versus commercial open source, Total Cost of Ownerships, and critical issues facing users of OS ERP. ==Course Details== This course module comprises of the following 33 chapters grouped according to major areas of interest. ===What is The Web?=== (20 hrs) *Consequences of the Web on global economy and human behaviour ** [[The Web Economy/01|^1]] - The Web is The Computer. This topic exposes the impact of the web on the desktop environment, making it borderless as if it is in the same room. **[[The Web Economy/02|^2]] - The Web Changes Everything. This topic goes further to see how the web transforms both social and economic activity. **[[The Web Economy/03|^3]] - Attention Economy. This topic explains the main constraint upon the users and thus how it is used in determining a web based economic or social model. *Various Models of Web Economies **[[The Web Economy/04|^4]] - Traffic is King. This topic explains how some models assume that traffic is a sole determinant of success. **[[The Web Economy/05|^5]] - Content is King. This topic explains how content can determine user behaviour. **[[The Web Economy/06|^6]] - Community is King. This topic regards a political view that there must be leadership in the chaotic web. *Reinventing Yourself On The Web **[[The Web Economy/07|^7]] - Email and Mailing Lists. This topic looks at Email as a killer app that is ubiquitous to all users. **[[The Web Economy/08|^8]] - Forums and Blogs. This topic looks at how buletin boards has become a cornerstone in web social activity. **[[The Web Economy/09|^9]] - Second Life. This topic looks at to what extent can the web displaces real social activity and experience. ===The Cathedral and The Bazaar=== :When Linux and Apache began to make an impact and serious challenge to proprietary software, it revolutionised the way software development is thought to be done. :However there are still difference of opinion as to what are the right ingredients to ensure quality software in the end. :There is also the question of priority, of which comes first - something good enough to kick-start the whole process, or the community that is expert enough to improve it. (15 hrs) *[[The Web Economy/10|^10]] - Brief History of Open Source - How Software Development Was Originally Done. This topic allows the student to know the truth about the way software was learnt and evolved among the learning fraternity. *[[The Web Economy/11|^11]] - Linus vs Tannenbaum - Why Releasing Early is Better Than Releasing Better. This topic examines the context behind Linux's success from the creators' points of views. *[[The Web Economy/12|^12]] - Bazaar Culture and Policy - Why Giving Away Is Something Good. This topic examines some salient learning points in the famous Eric Raymond's article. *[[The Web Economy/13|^13]] - Microsoft vs The World - Dynamics of an Eco-system. This topic looks at how proprietary software is hitting back with their own version of Open Source Software and how it can impact the users and their adoption. ===Getting Online and Staying Online=== : The basic requirement for participating in the web economy is to get online and staying online. :There are contemporary tools and tactics that get you there. :Note that such tools and manners may change in the fast paced web economy. :Here you get to learn and use them hands-on within a live project. (20hrs) *[[The Web Economy/14|^14]] - Critical Tools and Skills. This topic brings the student to practice the tools needed to create their online presence. *[[The Web Economy/15|^15]] - Levels of Participation. This topic looks at the constraints and ways users stay online and in touch. *[[The Web Economy/16|^16]] - Social Engineering. This topic looks at a sensitive subject on how to become acceptable and effective in a virtual world. ===Total Cost of Ownership=== :A cost table of aquiring a product today goes beyond just the starting price of the product. :It involves learning how to use and keep it in use. :Ease of use and negligible operational impact scores high earnings to a user. (15 hrs) *[[The Web Economy/17|^17]] - Why isn't everyone using Linux? This topic looks at how TCO is influencing the adoption equation by users. *[[The Web Economy/18|^18]] - Costs of Gaps. This topic looks further at how each gap may cost differently in real terms. *[[The Web Economy/19|^19]] - TCO Pyramid. This topic introduces the comparison model of TCOs. *[[The Web Economy/20|^20]] - TCO Strategy. This topic looks at various ways to approach a long term effectiveness in closing TCO gaps. ===Web for Business=== : The web is the new explosive medium to do business :It has and shall continue to reinvent or create new wealth. :It is like the Wild Wild West all over again. (15 hrs) *[[The Web Economy/21|^21]] - Branding philosophy. This topic looks at the importance of branding in a borderless web. *[[The Web Economy/22|^22]] - Marketshare and Mindshare. This topic looks at how to achieve territory in a virtual world. *[[The Web Economy/23|^23]] - Collaborative Community. This topic looks at how a virulent community can help market and brand a project. *[[The Web Economy/24|^24]] - Seeking a Niche. This topic looks at the need to seek a segment and niche well among the players. *[[The Web Economy/25|^25]] - Positioning and Aligning. This topic looks at more advanced scenarios of evolving more effectively among players. ===Contemporary Open Source=== : Open Source has attracted alot of commercial interest :There is great effort to create lucrative models out of it :Can a true Open Source project survive in the long term? (20 hrs) *[[The Web Economy/26|^26]] - Licensing & Business Models. This topic looks at the licensing types in use by Free and Open-Source Software (FOSS) projects and products. *[[The Web Economy/27|^27]] - Community OS vs Commercial OS. This topic looks at how Open Source is now divided between such issues. *[[The Web Economy/28|^28]] - Business As Usual. This topic looks at how business profiteering comes into play in FOSS projects. *[[The Web Economy/29|^29]] - Institutionalising Open Source. This topic looks at the important role institutions might play in such FOSS projects. ===Next Generation=== :Open Source only furthers technology itself in disruptive ways. :There can be convergence of previous technologies or completely new unexpected areas. :When tools and reference source becomes readily available, a bottom up revolution of innovation can spring easily. (15 hrs) *[[The Web Economy/30|^30]] - Era of Convergence. This topic explains to the student how various applications are converging on a singular window of experience for the users. *[[The Web Economy/31|^31]] - Google-ERP - The Single Window. This topic shows how an ubiquitous application may become everything to everyone. *[[The Web Economy/32|^32]] - IPhone-ERP - Sensory Computing. This topic looks at a particular scenario where the phone may be the window of experience in the web economy. *[[The Web Economy/33|^33]] - Universal Supply Chain. This topic looks at the future of web-based ERP where all players and products are in a common cloud of interdependent activity. ===Prior Knowledge=== This course module requires no prior technical knowledge. However, this course ties into the intersections of [[Information Technology Planning Management]] & [[Sociology]]. ==Further Reading== *[http://dreamsongs.com/IHE/IHE.html Innovation Happens Elsewhere] *[http://cyber.law.harvard.edu/wealth_of_networks/Main_Page Wealth of Networks] *[[w:Tanenbaum-Torvalds_debate|Linus vs Tanenbaum]] *[http://www.catb.org/~esr/writings/cathedral-bazaar/ Cathedral and the Bazaar] *[http://www.sociosite.net/topics/websoc.php Sociosite] *[http://itinvestmentresearch.com/trendsthisday.aspx IT Investment Research] *[http://perens.com/Articles/Economic.html Economics of Open Source] *[http://www.aseansec.org/pdf/sme_policies_1.pdf SME Potential in Asia Pacific] *[http://slashdot.org/features/98/12/28/1745252.shtml Lurker Culture] [[Category:Business]] [[Category:The Web Economy]] [[Category:Open Source]] lhway2ipspyotw2lugjyytuydpfnjkl 2414446 2414438 2022-08-14T20:12:37Z Nobeedee 2948238 Navigation to next page at bottom wikitext text/x-wiki {{50%done}} {{course}} {{tertiary}} ==Programme== This is a module part of the [[Open Source ERP/Executive Masters]] course conducted by a private university. ===Course Module=== <big>The Web Economy - Its Era and Impact to Open Source, A Practical Approach. </big> <blockquote> Open Source is a result of an online community that heavily depends on the Web's space of freely available tools and applications. It is also maturing with lots of anchor domains and ready and new audiences. The Web is also home to many commercial entities and interests crouching into the advantage and territory of Open Source. We have to grasp and appreciate as well as understand some of the forces that shape its form and strategy and importantly its future direction in order to thrive optimally. </blockquote> ===Objectives=== The objectives of this module are: *To explore the impact of the explosive Web and Open Source on certain economies, its trends, and business software development *To provide important exposure and skills in web social engineering for Open Source ERP (OS ERP) *To grasp the rules of creating a self-sustaining web presence. *To prepare for practical work during the technical subjects of software development and project management ===Learning Outcomes=== On completion of this module the students shall be able to: *Understand and explain the importance of the Web in the new economy of evolving business applications versus the old. *Create their web presence among the community and evolve their area of focus. *Manage on a survival basis the various web tools such as IRC, Forums, Wiki and other portalised mediums. *Conduct themselves confidently online among the community with adherence to basic etiquette. *Calculate and debate the viable cost/benefit option among various choices and opinions when choosing a software. ===Synopsis=== This module is an important foundation that will govern the students' behaviour in being a future and successful Open Source ERP practitioner. Critical understanding of the principles that ensure better and faster evolving of a software product and knowledge base versus the traditional version. Among the subject matters covered are how software development is affected by Open Source, its pros and cons, community open source versus commercial open source, Total Cost of Ownerships, and critical issues facing users of OS ERP. ==Course Details== This course module comprises of the following 33 chapters grouped according to major areas of interest. ===What is The Web?=== (20 hrs) *Consequences of the Web on global economy and human behaviour ** [[The Web Economy/01|^1]] - The Web is The Computer. This topic exposes the impact of the web on the desktop environment, making it borderless as if it is in the same room. **[[The Web Economy/02|^2]] - The Web Changes Everything. This topic goes further to see how the web transforms both social and economic activity. **[[The Web Economy/03|^3]] - Attention Economy. This topic explains the main constraint upon the users and thus how it is used in determining a web based economic or social model. *Various Models of Web Economies **[[The Web Economy/04|^4]] - Traffic is King. This topic explains how some models assume that traffic is a sole determinant of success. **[[The Web Economy/05|^5]] - Content is King. This topic explains how content can determine user behaviour. **[[The Web Economy/06|^6]] - Community is King. This topic regards a political view that there must be leadership in the chaotic web. *Reinventing Yourself On The Web **[[The Web Economy/07|^7]] - Email and Mailing Lists. This topic looks at Email as a killer app that is ubiquitous to all users. **[[The Web Economy/08|^8]] - Forums and Blogs. This topic looks at how buletin boards has become a cornerstone in web social activity. **[[The Web Economy/09|^9]] - Second Life. This topic looks at to what extent can the web displaces real social activity and experience. ===The Cathedral and The Bazaar=== :When Linux and Apache began to make an impact and serious challenge to proprietary software, it revolutionised the way software development is thought to be done. :However there are still difference of opinion as to what are the right ingredients to ensure quality software in the end. :There is also the question of priority, of which comes first - something good enough to kick-start the whole process, or the community that is expert enough to improve it. (15 hrs) *[[The Web Economy/10|^10]] - Brief History of Open Source - How Software Development Was Originally Done. This topic allows the student to know the truth about the way software was learnt and evolved among the learning fraternity. *[[The Web Economy/11|^11]] - Linus vs Tannenbaum - Why Releasing Early is Better Than Releasing Better. This topic examines the context behind Linux's success from the creators' points of views. *[[The Web Economy/12|^12]] - Bazaar Culture and Policy - Why Giving Away Is Something Good. This topic examines some salient learning points in the famous Eric Raymond's article. *[[The Web Economy/13|^13]] - Microsoft vs The World - Dynamics of an Eco-system. This topic looks at how proprietary software is hitting back with their own version of Open Source Software and how it can impact the users and their adoption. ===Getting Online and Staying Online=== : The basic requirement for participating in the web economy is to get online and staying online. :There are contemporary tools and tactics that get you there. :Note that such tools and manners may change in the fast paced web economy. :Here you get to learn and use them hands-on within a live project. (20hrs) *[[The Web Economy/14|^14]] - Critical Tools and Skills. This topic brings the student to practice the tools needed to create their online presence. *[[The Web Economy/15|^15]] - Levels of Participation. This topic looks at the constraints and ways users stay online and in touch. *[[The Web Economy/16|^16]] - Social Engineering. This topic looks at a sensitive subject on how to become acceptable and effective in a virtual world. ===Total Cost of Ownership=== :A cost table of aquiring a product today goes beyond just the starting price of the product. :It involves learning how to use and keep it in use. :Ease of u se and negligible operational impact scores high earnings to a user. (15 hrs) *[[The Web Economy/17|^17]] - Why isn't everyone using Linux? This topic looks at how TCO is influencing the adoption equation by users. *[[The Web Economy/18|^18]] - Costs of Gaps. This topic looks further at how each gap may cost differently in real terms. *[[The Web Economy/19|^19]] - TCO Pyramid. This topic introduces the comparison model of TCOs. *[[The Web Economy/20|^20]] - TCO Strategy. This topic looks at various ways to approach a long term effectiveness in closing TCO gaps. ===Web for Business=== : The web is the new explosive medium to do business :It has and shall continue to reinvent or create new wealth. :It is like the Wild Wild West all over again. (15 hrs) *[[The Web Economy/21|^21]] - Branding philosophy. This topic looks at the importance of branding in a borderless web. *[[The Web Economy/22|^22]] - Marketshare and Mindshare. This topic looks at how to achieve territory in a virtual world. *[[The Web Economy/23|^23]] - Collaborative Community. This topic looks at how a virulent community can help market and brand a project. *[[The Web Economy/24|^24]] - Seeking a Niche. This topic looks at the need to seek a segment and niche well among the players. *[[The Web Economy/25|^25]] - Positioning and Aligning. This topic looks at more advanced scenarios of evolving more effectively among players. ===Contemporary Open Source=== : Open Source has attracted alot of commercial interest :There is great effort to create lucrative models out of it :Can a true Open Source project survive in the long term? (20 hrs) *[[The Web Economy/26|^26]] - Licensing & Business Models. This topic looks at the licensing types in use by Free and Open-Source Software (FOSS) projects and products. *[[The Web Economy/27|^27]] - Community OS vs Commercial OS. This topic looks at how Open Source is now divided between such issues. *[[The Web Economy/28|^28]] - Business As Usual. This topic looks at how business profiteering comes into play in FOSS projects. *[[The Web Economy/29|^29]] - Institutionalising Open Source. This topic looks at the important role institutions might play in such FOSS projects. ===Next Generation=== :Open Source only furthers technology itself in disruptive ways. :There can be convergence of previous technologies or completely new unexpected areas. :When tools and reference source becomes readily available, a bottom up revolution of innovation can spring easily. (15 hrs) *[[The Web Economy/30|^30]] - Era of Convergence. This topic explains to the student how various applications are converging on a singular window of experience for the users. *[[The Web Economy/31|^31]] - Google-ERP - The Single Window. This topic shows how an ubiquitous application may become everything to everyone. *[[The Web Economy/32|^32]] - IPhone-ERP - Sensory Computing. This topic looks at a particular scenario where the phone may be the window of experience in the web economy. *[[The Web Economy/33|^33]] - Universal Supply Chain. This topic looks at the future of web-based ERP where all players and products are in a common cloud of interdependent activity. ===Prior Knowledge=== This course module requires no prior technical knowledge. However, this course ties into the intersections of [[Information Technology Planning Management]] & [[Sociology]]. <syntaxhighlight lang="html" line="1"> ==Further Reading== *[http://dreamsongs.com/IHE/IHE.html Innovation Happens Elsewhere] *[http://cyber.law.harvard.edu/wealth_of_networks/Main_Page Wealth of Networks] *[[w:Tanenbaum-Torvalds_debate|Linus vs Tanenbaum]] *[http://www.catb.org/~esr/writings/cathedral-bazaar/ Cathedral and the Bazaar] *[http://www.sociosite.net/topics/websoc.php Sociosite] *[http://itinvestmentresearch.com/trendsthisday.aspx IT Investment Research] *[http://perens.com/Articles/Economic.html Economics of Open Source] *[http://www.aseansec.org/pdf/sme_policies_1.pdf SME Potential in Asia Pacific] *[http://slashdot.org/features/98/12/28/1745252.shtml Lurker Culture] ===Course Navigation=== Next - The Web is The Computer [[The Web Economy/01]] [[Category:Business]] [[Category:The Web Economy]] [[Category:Open Source]] b2geiabg21wmbt12ad9s9faqgl1u06k 2414447 2414446 2022-08-14T20:14:13Z Nobeedee 2948238 Formatted newly inserted "Course Navigation" link text. wikitext text/x-wiki {{50%done}} {{course}} {{tertiary}} ==Programme== This is a module part of the [[Open Source ERP/Executive Masters]] course conducted by a private university. ===Course Module=== <big>The Web Economy - Its Era and Impact to Open Source, A Practical Approach. </big> <blockquote> Open Source is a result of an online community that heavily depends on the Web's space of freely available tools and applications. It is also maturing with lots of anchor domains and ready and new audiences. The Web is also home to many commercial entities and interests crouching into the advantage and territory of Open Source. We have to grasp and appreciate as well as understand some of the forces that shape its form and strategy and importantly its future direction in order to thrive optimally. </blockquote> ===Objectives=== The objectives of this module are: *To explore the impact of the explosive Web and Open Source on certain economies, its trends, and business software development *To provide important exposure and skills in web social engineering for Open Source ERP (OS ERP) *To grasp the rules of creating a self-sustaining web presence. *To prepare for practical work during the technical subjects of software development and project management ===Learning Outcomes=== On completion of this module the students shall be able to: *Understand and explain the importance of the Web in the new economy of evolving business applications versus the old. *Create their web presence among the community and evolve their area of focus. *Manage on a survival basis the various web tools such as IRC, Forums, Wiki and other portalised mediums. *Conduct themselves confidently online among the community with adherence to basic etiquette. *Calculate and debate the viable cost/benefit option among various choices and opinions when choosing a software. ===Synopsis=== This module is an important foundation that will govern the students' behaviour in being a future and successful Open Source ERP practitioner. Critical understanding of the principles that ensure better and faster evolving of a software product and knowledge base versus the traditional version. Among the subject matters covered are how software development is affected by Open Source, its pros and cons, community open source versus commercial open source, Total Cost of Ownerships, and critical issues facing users of OS ERP. ==Course Details== This course module comprises of the following 33 chapters grouped according to major areas of interest. ===What is The Web?=== (20 hrs) *Consequences of the Web on global economy and human behaviour ** [[The Web Economy/01|^1]] - The Web is The Computer. This topic exposes the impact of the web on the desktop environment, making it borderless as if it is in the same room. **[[The Web Economy/02|^2]] - The Web Changes Everything. This topic goes further to see how the web transforms both social and economic activity. **[[The Web Economy/03|^3]] - Attention Economy. This topic explains the main constraint upon the users and thus how it is used in determining a web based economic or social model. *Various Models of Web Economies **[[The Web Economy/04|^4]] - Traffic is King. This topic explains how some models assume that traffic is a sole determinant of success. **[[The Web Economy/05|^5]] - Content is King. This topic explains how content can determine user behaviour. **[[The Web Economy/06|^6]] - Community is King. This topic regards a political view that there must be leadership in the chaotic web. *Reinventing Yourself On The Web **[[The Web Economy/07|^7]] - Email and Mailing Lists. This topic looks at Email as a killer app that is ubiquitous to all users. **[[The Web Economy/08|^8]] - Forums and Blogs. This topic looks at how buletin boards has become a cornerstone in web social activity. **[[The Web Economy/09|^9]] - Second Life. This topic looks at to what extent can the web displaces real social activity and experience. ===The Cathedral and The Bazaar=== :When Linux and Apache began to make an impact and serious challenge to proprietary software, it revolutionised the way software development is thought to be done. :However there are still difference of opinion as to what are the right ingredients to ensure quality software in the end. :There is also the question of priority, of which comes first - something good enough to kick-start the whole process, or the community that is expert enough to improve it. (15 hrs) *[[The Web Economy/10|^10]] - Brief History of Open Source - How Software Development Was Originally Done. This topic allows the student to know the truth about the way software was learnt and evolved among the learning fraternity. *[[The Web Economy/11|^11]] - Linus vs Tannenbaum - Why Releasing Early is Better Than Releasing Better. This topic examines the context behind Linux's success from the creators' points of views. *[[The Web Economy/12|^12]] - Bazaar Culture and Policy - Why Giving Away Is Something Good. This topic examines some salient learning points in the famous Eric Raymond's article. *[[The Web Economy/13|^13]] - Microsoft vs The World - Dynamics of an Eco-system. This topic looks at how proprietary software is hitting back with their own version of Open Source Software and how it can impact the users and their adoption. ===Getting Online and Staying Online=== : The basic requirement for participating in the web economy is to get online and staying online. :There are contemporary tools and tactics that get you there. :Note that such tools and manners may change in the fast paced web economy. :Here you get to learn and use them hands-on within a live project. (20hrs) *[[The Web Economy/14|^14]] - Critical Tools and Skills. This topic brings the student to practice the tools needed to create their online presence. *[[The Web Economy/15|^15]] - Levels of Participation. This topic looks at the constraints and ways users stay online and in touch. *[[The Web Economy/16|^16]] - Social Engineering. This topic looks at a sensitive subject on how to become acceptable and effective in a virtual world. ===Total Cost of Ownership=== :A cost table of aquiring a product today goes beyond just the starting price of the product. :It involves learning how to use and keep it in use. :Ease of u se and negligible operational impact scores high earnings to a user. (15 hrs) *[[The Web Economy/17|^17]] - Why isn't everyone using Linux? This topic looks at how TCO is influencing the adoption equation by users. *[[The Web Economy/18|^18]] - Costs of Gaps. This topic looks further at how each gap may cost differently in real terms. *[[The Web Economy/19|^19]] - TCO Pyramid. This topic introduces the comparison model of TCOs. *[[The Web Economy/20|^20]] - TCO Strategy. This topic looks at various ways to approach a long term effectiveness in closing TCO gaps. ===Web for Business=== : The web is the new explosive medium to do business :It has and shall continue to reinvent or create new wealth. :It is like the Wild Wild West all over again. (15 hrs) *[[The Web Economy/21|^21]] - Branding philosophy. This topic looks at the importance of branding in a borderless web. *[[The Web Economy/22|^22]] - Marketshare and Mindshare. This topic looks at how to achieve territory in a virtual world. *[[The Web Economy/23|^23]] - Collaborative Community. This topic looks at how a virulent community can help market and brand a project. *[[The Web Economy/24|^24]] - Seeking a Niche. This topic looks at the need to seek a segment and niche well among the players. *[[The Web Economy/25|^25]] - Positioning and Aligning. This topic looks at more advanced scenarios of evolving more effectively among players. ===Contemporary Open Source=== : Open Source has attracted alot of commercial interest :There is great effort to create lucrative models out of it :Can a true Open Source project survive in the long term? (20 hrs) *[[The Web Economy/26|^26]] - Licensing & Business Models. This topic looks at the licensing types in use by Free and Open-Source Software (FOSS) projects and products. *[[The Web Economy/27|^27]] - Community OS vs Commercial OS. This topic looks at how Open Source is now divided between such issues. *[[The Web Economy/28|^28]] - Business As Usual. This topic looks at how business profiteering comes into play in FOSS projects. *[[The Web Economy/29|^29]] - Institutionalising Open Source. This topic looks at the important role institutions might play in such FOSS projects. ===Next Generation=== :Open Source only furthers technology itself in disruptive ways. :There can be convergence of previous technologies or completely new unexpected areas. :When tools and reference source becomes readily available, a bottom up revolution of innovation can spring easily. (15 hrs) *[[The Web Economy/30|^30]] - Era of Convergence. This topic explains to the student how various applications are converging on a singular window of experience for the users. *[[The Web Economy/31|^31]] - Google-ERP - The Single Window. This topic shows how an ubiquitous application may become everything to everyone. *[[The Web Economy/32|^32]] - IPhone-ERP - Sensory Computing. This topic looks at a particular scenario where the phone may be the window of experience in the web economy. *[[The Web Economy/33|^33]] - Universal Supply Chain. This topic looks at the future of web-based ERP where all players and products are in a common cloud of interdependent activity. ===Prior Knowledge=== This course module requires no prior technical knowledge. However, this course ties into the intersections of [[Information Technology Planning Management]] & [[Sociology]]. <syntaxhighlight lang="html" line="1"> ==Further Reading== *[http://dreamsongs.com/IHE/IHE.html Innovation Happens Elsewhere] *[http://cyber.law.harvard.edu/wealth_of_networks/Main_Page Wealth of Networks] *[[w:Tanenbaum-Torvalds_debate|Linus vs Tanenbaum]] *[http://www.catb.org/~esr/writings/cathedral-bazaar/ Cathedral and the Bazaar] *[http://www.sociosite.net/topics/websoc.php Sociosite] *[http://itinvestmentresearch.com/trendsthisday.aspx IT Investment Research] *[http://perens.com/Articles/Economic.html Economics of Open Source] *[http://www.aseansec.org/pdf/sme_policies_1.pdf SME Potential in Asia Pacific] *[http://slashdot.org/features/98/12/28/1745252.shtml Lurker Culture] ===Course Navigation=== Next - The Web is The Computer >> [[The Web Economy/01|'''The Web Economy/01''']] [[Category:Business]] [[Category:The Web Economy]] [[Category:Open Source]] q6sy1753kmeuip3pc1qjwh8v12uqmyi 0 70825 2414448 1517155 2022-08-14T20:18:43Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==The Web Is The Computer== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *The Internet Is The Computer<ref>http://www.isp-planet.com/perspectives/internet_computer.html</ref>. Such a phrase was circulated by a global IT entity some time ago during the beginning of the web era. *Been interconnected into a large mass, peer-to-peer prosuming has created a sum total larger than its individual members and became the new economy<ref>http://www.businessweek.com/1999/99_40/b3649004.htm</ref>. ===Discussion=== *Who is the IT entity that coined such a slogan and why? *What does it mean? *How does it impact an ordinary user? *Who benefits most from the web? *How does it impact brick and mortar conventional businesses and culture? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/01|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - The Web Changes Everything >> [[The Web Economy/02|'''The Web Economy/02''']] f7xi43ue1rkfszyg8vi3w1q4rqf5grf 0 70836 2414449 1517156 2022-08-14T20:20:02Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==The Web Changes Everything== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *The 'Internet Changes Everything'<ref>http://web.archive.org/20100114112046/webhostingreality.blogspot.com/2008/01/internet-prediction-devices-that-talk.html</ref> is another phrase circulated by another global IT entity some time ago during the beginning of the web era. *In the real world there is a gap between the Have and Have-Nots. In the virtual world it is the Know and Know-Not. This digital divide still reflects a bias in favour of the west<ref>http://jcmc.indiana.edu/vol11/issue1/hermeking.html</ref> and developed nations versus the emerging economies. So what really changed? *Poorer nations are still consumers, whereas richer nations are the chief producers of information, content and applications. *Alvin Toffler regards new wealth as been created from nowhere (cyberspace) and noted that its done through prosuming<ref>http://davidllorito.blogspot.com/2007/03/blogging-is-prosuming-or-review-of.html</ref>. ===Discussion=== *Who is the IT entity that coined such a slogan and why? *What has changed and what has not? *How does it change the software industry? *Are emerging economies using the web to become info-producers and thriving on it? *This course is an example of prosuming where the students help create this course as it goes along. Discuss what advantages this novelty has over conventional courses. Do you agree with such a concept for yourself as a student? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/2|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <References/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Attention Economy >> [[The Web Economy/03|'''The Web Economy/03''']] 90lpy78yd2ocraz60colrea5flwnnt4 0 70839 2414450 1517157 2022-08-14T20:36:21Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==The Attention Economy== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *As the Web explodes with endless content, the human user has only limited time and attention<ref>http://news.bbc.co.uk/2/hi/science/nature/1834682.stm</ref> onto a single window<ref>http://mis.ucd.ie/research/itaide/pressDec072006/</ref> at a time. Even when freely accessing the web, the user can only afford to go from one site to one site but not all at once. *Many websites or content does not get accessed or popular just because they exist and are easily accessible. The surfers are easily dominated by sticky or popular sites that competes in the Attention Economy<ref>http://www.readwriteweb.com/archives/attention_economy_overview.php</ref>. ===Discussion=== *What does the term Attention Poverty means? *What are the top sites that dominates the most users? *Why do users visit them? *How can those sites push more value to a user's limited attention? *How would new sites or startups compete for such users' attention? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/3|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Traffic is King >> [[The Web Economy/04|'''The Web Economy/04''']] q47uwzr6p210yayhoqgdcja2mjkb0yd 0 70848 2414451 1517158 2022-08-14T20:37:02Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Traffic Is King== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Traffic brings alot of prospective consumers or users. In traditional business shops, traffic is desired and much advertising or attraction is used to pull in the crowds. *In the Web it seems that a good strategy or spike<ref>http://radar.oreilly.com/2008/06/the-new-internet-traffic-spike.html</ref> can make that happen almost overnight. Hotmail was the first global free email that began to dominate most of the users in the world. It created lots of traffic to its www.hotmail.com site. Other successful traffic pullers were Netscape and Yahoo!. *As traffic becomes so important<ref>http://www.internettrafficreport.com/</ref>, spam-like conditions<ref>http://www.wired.com/entertainment/theweb/magazine/16-11/st_essay</ref> occurs and having your site stated in every email or other site only dilutes and clutters attention. ===Discussion=== *Were these dotcoms the first in their field? *What were the important strategy or features they possess in order to succeed? *Why did they die out? *How did those who took their place strategise? Were new tactics used? *How to ensure we get the right traffic? Give examples of dotcoms and their strategy of getting to the right audience. ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/4|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Content is King >> [[The Web Economy/05|'''The Web Economy/05''']] f1o1f2gnai2q34j6sbeb44pluqfzxqp 0 70849 2414452 1517159 2022-08-14T20:37:47Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Content Is King== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *There are some sites that attracts alot of traffic due to its content<ref>http://www.applecraft.co.uk/article-content.htm</ref>. They may not be the first movers, but they are visited for their content and soon become tops such as wikipedia. *Possessing knowledge makes one king. It is the Knowledge economy. Those who does not know cannot really possess content. *There are those that generate content through networking or a viral community<ref>http://moblogsmoproblems.blogspot.com/2006/05/creating-viral-community.html</ref>. *Huge content pools may not appeal to most people. But they possesss a long tail<ref>http://www.amazon.com/Long-Tail-Future-Business-Selling/dp/1401302378</ref> such as in the case of Amazon.com. *Many are copycats of others' contents. They do not produce or solicit responses and so end up at the bottom of the well. ===Discussion=== *Name a site that uses content to attract you. *How does the site makes you return again? *Compare and differentiate between such a site with another site that you often visit. *More and more sites know about the content game. Are there anything new they must do to be better at it? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/5|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Community is King >> [[The Web Economy/06|'''The Web Economy/06''']] pxv5v7vgoxsguoarg2c7zl92ziwxx9q 0 70850 2414453 1517160 2022-08-14T20:38:22Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Community Is King== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Masters]] course conducted by a private university. ==Topics== *Compiere enjoyed a growing community in 2003 that puts them as a defacto leader in Open Source ERP space. But in 2006 they received external funding about USD6 million and began to close up their source and alienate their community of users. The community forked as another project called ADempiere and I was nominated as its leader<ref>http://red1.org/forum/viewtopic.php?t=931</ref>. I learnt many things since then especially the rule that Community is King. *Even though Yahoo! was the first-mover<ref>http://www.usatoday.com/tech/columnist/2001-07-18-maney.htm</ref> in the search engine territory, today it is taken over and threatened by Google. But when Google took in funds and go public, it suffers problems that often affect large commercial giants<ref>http://www.webpronews.com/topnews/2008/02/12/google-losing-out-on-myspace-ad-deal</ref>. *Open Source is now used to gain popularity and hold on a community. It seems to be a marketing ploy<ref>http://boldlyopen.com/2008/01/25/the-marketing-ploy-of-open-source/</ref> to gain following and then close off like a wolf shedding its sheep's clothing to rake in easy profits. Good example is Mambo that forked to Joomla<ref>http://www.siteground.com/joomla_mambo.htm</ref>, besides the Compiere/ADempiere later case. *With such high growth and fast saturation of many fads, the Internet<ref>http://hubpages.com/hub/The-History-of-the-Internet</ref> still offers blue oceans for new ideas that are real and possess leadership for the world. ===Discussion=== After some research, have a discussion on the following, safe as sub-page and link it under Student Notes. *Why do you think Google can easily beat Yahoo!? *What did Google did that Yahoo! did not? *Do you think there will be another dotcom that can beat Google in future? *Why is Google losing trust after it went public and commercialised? *Why does Mambo's community fork to form Joomla? Also ADempiere. *What does the majority of the community wants out of a dotcom or site? *Who is actually King, the site product or the community? *Discuss the last statement in the topics above. ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/6|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Email and Mailing Lists >> [[The Web Economy/07|'''The Web Economy/07''']] te2ak5l2n29hwwxyweqkmgnnc5gavw0 0 70851 2414454 1517161 2022-08-14T20:38:47Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Email and Mailing List== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Email is the killer application<ref>http://web.archive.org/web/20060312084321/http://www.iht.com/articles/2006/03/08/technology/btemail.php</ref>. It is what everyone is using. It is a must and it becomes the Single Window that all users looks at each time they logon to the Web. *By suscribing to maillists or trackers you can stream all needed activities into your single mailbox without visiting back those websites. You also need not remember every site to visit again. ===Workshop=== *Suscribe to SourceForge ADempiere project CVSLogs tracker *Monitor its forums ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/7|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Forums and Blogs >> [[The Web Economy/08|'''The Web Economy/08''']] g45x4p153votp214ikk6thl4je2w4y0 0 70852 2414455 1517162 2022-08-14T20:39:14Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Forums and Blogs== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *If things are not said in a forum, then it is not considered said at all. Forums play an important role in putting all discussions in one place and public. For Open Source, forums are vital. *Blogs or social sites activity can segregate online activity into a more focused and personalised structure. *However social sites also allow segregation where certain members kept to their own culture and norm without interfacing with anyone else. *Just like in olden days, the marketplace or town hall is where people congregate and important decisions made, today it is happening in forums and blogs. *Linux was created when its creator Linus Torvalds submitted to a mailing list his first code contributions. Forums began to spread the word in a viral manner. *When ADempiere was first discussed in red1.org forum it attracted more than 500 visitors a day and important decisions were made there<ref>http://www.adempiere.com/wiki/index.php/History_of_ADempiere</ref>. ===Assignment & Discussion=== *Suscribe to popular social sites such as FaceBook and BlogSpot. Think about content that you like to share. *Create your own Wiki User page. Focus on your interests. *Link your online assets to your User Page. *Track and monitor the activity through your email box. *How much are cultural differences<ref>http://jcmc.indiana.edu/vol12/issue1/pfeil.html</ref> affecting the way you interact with strangers on the Web? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/8|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Second Life >> [[The Web Economy/09|'''The Web Economy/09''']] ldkzz2xr928792d6likv97t6etegv5b 0 70855 2414456 1517163 2022-08-14T20:39:42Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Second Life== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *There is a website that offers Second Life for you to build a complete virtual life in a virtual world that tries to be as real as the real world, and of course it failed<ref>http://community.brandrepublic.com/blogs/advertising_20/archive/2007/07/23/the-downfall-of-second-life-and-the-rise-of-barbie-girls.aspx</ref>. *It tries to get everyone into the same room and that is what Open Source does for software<ref>http://www.dreamsongs.com/IHE/</ref>. *Today you can start creating a new virtual environment just be merely visiting and commenting on blogs or forums that can backlink to you. By having your name occuring more often in the web will get it showing up more in the search results. And that is all free. All it need is our time and passion. *Interest is built through conversation<ref>http://www.cluetrain.com/</ref>. That is the viral cause for you to keep returning with a passion. *As you build your own content and presence on the web, you are building your own virtual credit account. More people will come to know you and your interests and perhaps some small fortune in the not so distant future<ref>http://tech.slashdot.org/article.pl?sid=08/10/29/146201</ref>. *This carries alot of benefit such as increase in knowledge, networking and resources to depend on as well as market oppurtunities, all via the web. ===Discussion=== *Look for forums or blogs of your choice or related topics. *Draft some answers or comments that are positive and generate goodwill. *Keep track and see if it solicit any response from others. *Look for examples of single individuals with just simple publishing acts but are catapulted suddenly to fame and fortune. ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/9|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===Reference=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Brief History of Open Source >> [[The Web Economy/10|'''The Web Economy/10''']] azhm3lsfun9uowge6ya8v9kvoqe5ga4 0 70881 2414457 1517164 2022-08-14T20:40:09Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==History of Open Source== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Open Source was the original way software was written and shared among university students and professionals<ref>http://www.freebsd.org/doc/en/articles/bsdl-gpl/history.html</ref>. *It was then closed by commercial vendors, forcing Richard Stallman to start the Free Software movement<ref>http://www.gnu.org/gnu/the-gnu-project.html</ref>. *Open Source has evolved and mature with different players and philosophies<ref>http://static.userland.com/userLandDiscussArchive/msg019844.html</ref>. *This fine line between the two looks like a long religious one. Even the combination acronym FOSS that stands for Free and Open Source Software<ref>http://en.wikipedia.org/wiki/Alternative_terms_for_free_software</ref> is not accepted by Stallman. ===Discussion=== *Research on the statement that software was originally free. *How does such software companies make money back then? *What did Richard Stallman<ref>http://en.wikipedia.org/wiki/Richard_Stallman</ref> fight for and how is it different from Open Source<ref>http://www.fsf.org/licensing/essays/free-software-for-freedom.html</ref>? *How is Microsoft working with Open Source?<ref>http://www.microsoft.com/opensource/</ref>. ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/10|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Linus vs Tannenbaum >> [[The Web Economy/11|'''The Web Economy/11''']] 2z319l1xwmlhlgjhvkaaqwaaxxy6694 0 70884 2414458 1517165 2022-08-14T20:40:37Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Birth of Linux== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Andrew Tanenbaum created a classroom version of Unix, called Minix to teach his students *Linus Torvalds, a student at that time, improved it and called it Freax<ref>http://www.computerhope.com/jargon/f/freax.htm</ref>. *An ISP operator in Germany store it so that more can access it and called it Linux. *Linux became very successful and Linus was shot to fame<ref>https://netfiles.uiuc.edu/rhasan/linux/</ref>. Today Linux is growing too fast<ref>http://www.youtube.com/watch?v=L2SED6sewRw&feature=channel</ref>. However Prof Tanenbaum has issues with how Linux is been hailed. ===Discussion=== *Go through and discuss the debate here<ref>http://oreilly.com/catalog/opensources/book/appa.html</ref>. *What are the basic points of contention between them? *How has others commercialise Linux? *How would you capitalise on Linux? *What are the famous mantras of Linus and what do they mean in Open Source development? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/11|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Bazaar Culture and Policy >> [[The Web Economy/12|'''The Web Economy/12''']] bgtcsacod5pqll1b3lb9u8fdqe3klk8 0 70886 2414459 1517166 2022-08-14T20:41:03Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Bazaar Spirit== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Eric Raymond wrote about The Cathedral and The Bazaar<ref>http://www.catb.org/~esr/writings/cathedral-bazaar/</ref>. He points out 2 different models to modern software development. *Since then it is been greatly refered to as a definition of the merits of Open Source development. *If you do not contribute, someone else will. ===Discussion=== *Read and discuss the article concerning the Bazaar model of software development. *Research whether Linux development today still uses the model and what are its challenges and constraints. *If you have a chance to do what Linus did back then, would you give it away? What would be your concerns? *What if you have a big company with alot of costs and have produced a perfect software<ref>http://www.benkler.org/Benkler_Wealth_Of_Networks_Chapter_2.pdf</ref>. Would you give your software away? What would be your concerns now? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/12|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Microsoft vs The World >> [[The Web Economy/13|'''The Web Economy/13''']] mxsa5b2pkal0z7u5wy9x7dn6q1tmm5x 0 70888 2414460 1517167 2022-08-14T20:41:30Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==MS vs The World== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Many see Microsoft business model of swallowing other competitors as evil. The major weapon that MS uses to built its wealth is the patents<ref>http://news.bbc.co.uk/2/hi/business/4021775.stm</ref> it holds over its Windows Operating System and the Office tools. *MS is now threatened by Linux<ref>http://edition.cnn.com/2000/TECH/computing/03/06/ms.linux.idg/index.html</ref> and even so by the recent explosive Google. It attempts to slow the imbalance by attempting to buy up Yahoo! Inc<ref>http://news.cnet.com/Microsofts-big-bid-for-Yahoo/2009-1028_3-6228762.html</ref>. *Sun produces Java that is very popular but wasn't open source until lately<ref>http://developers.slashdot.org/article.pl?sid=08/04/23/2037220</ref> when it is suffering a downfall. *IBM succesfully invest more than a billion USD per year in Linux and Apache and derive more in profit back<ref>http://news.cnet.com/2100-1001-825723.html</ref>. *Freebies and Open Source are disruptive forces that brings a net result of vast advancement and quantum leaps to the market. ===Discussion=== *What are Microsoft good and bad points? *How does it confronts Open Source? *What are the new disruptive technologies out there that are Open Source? *What do you predict would happen and who will survive? Why? *Should there be only free software and no proprietary ones? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/13|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Critical Tools and Skills >> [[The Web Economy/14|'''The Web Economy/14''']] iby103fxsdix4xylksixj6yfow5y9aq 0 70902 2414461 1517168 2022-08-14T20:42:16Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Critical Tools And Skills== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Today's knowledge worker in a community open source must know certain basic tools and skills to perform efficiently *Among the further tools they have to handle are Chatroom client, Sourceforge repository<ref>http://sf.net/projects/adempiere</ref>, and Wikimedia<ref>http://www.adempiere.com/wiki/</ref>. *Skills involve soft skills such as been able to follow forum threads and response to them, and editing wikis. *In an Open Source Software project, the contributors have to possess a high level of programming ability and be familiar with the subject matter. ===Assignment Tasks=== *Create our own user account in this Wikiversity project. Take a tour here<ref>http://en.wikiversity.org/wiki/Help:The_original_tour_for_newcomers</ref> if you are a newbie. *Research other user pages and dress up your own user page with relevant information about yourself and what you do. *Create also an account in the the ADempiere Open Source ERP project wiki [http://www.adempiere.com/wiki/ ADempiere Wiki] and introduce yourself in the [http://www.adempiere.com/wiki/index.php/AdempiereWiki:Community_Portal Community Portal]. *Create your discussion pages as sub pages in the wikiversity project. Create your classroom page as [[Open Source ERP/Classroom/09/1]] etc. *Try to edit some of the [http://www.adempiere.com/wiki/ ADempiere Wiki] such as typo and grammar mistakes. *Comment in the talk pages on any point that is fitting. Remember to sign your name. *Create a user account in http://sf.net/ *Browse through the trackers of http://sf.net/projects/adempiere <ref>http://sourceforge.net/tracker2/?group_id=176962</ref> *How is open source software contribution different from a Wikipedian article contribution? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/14|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==References== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Levels of Participation >> [[The Web Economy/15|'''The Web Economy/15''']] e2xp2g3jb8ypyz6iu62509zaeyqvekl 0 70903 2414462 1659397 2022-08-14T20:42:38Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Levels of Participation== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *There are different type of user participation in any online project. *They are **Lurkers - who only reads and hardly said a word or contribute anything. They comprise a high percentage of visitors and contribute to the hitrate. **Trolls - who lurks but occasionaly fire up. **Newbies - who are new and would try to ask around and get what they want. **Geeks - those who are experts and may be busy or impatient to answer too many questions. But they are the most helpful in a forum or project **Poison - those who may divert the attention of a project with drawn out arguments or debates. *Debian<ref>http://www.openskill.info/infobox.php?ID=248</ref> was a highly succesful project with 1,000 developers and faces issues<ref>http://itmanagement.earthweb.com/features/article.php/12297_3765826_1</ref> giving rise to forks such as Ubuntu<ref>http://mako.cc/writing/to_fork_or_not_to_fork.html</ref>. *Information is free, people are not, contributors are priceless<ref>http://www.adempiere.com/wiki/index.php/Information_Is_Free</ref>. **Web Economy for FOSS is a new medium and paradigm that many do not know how to fit in. For example in the old economy, people hide or sell information. However here we cannot do that and regard information as free. We can only sell people's time as a service and it is charged in dollars for man-hours or man-days. **However there are those who still manipulate information such as delaying it unless the users pay and separate such users as to time phased consumers where those who pay shall get the information earlier. **The Web perpetually threatens information hiding as another party can or will expose earlier or easier information to forge ahead. Therefore any profiteering model has to rely on top of the rule that information must be free. ===Assignment Tasks=== *See if you can identify any such character in ADempiere SourceForge project. *What are the reasons for even taking part in an FOSS project in the first place?<ref>http://freesoftware.mit.edu/papers/lakhaniwolf.pdf</ref>. *Find out how best to convert lurkers to more active users. *Investigate what is happening with Debian and its forks, and if there are more recent ideas on better community management. *When you given free information in forums, sometimes users still bother your time privately and refuse to go through public forums. What should you do? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/15|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Social Engineering >> [[The Web Economy/16|'''The Web Economy/16''']] 7nbhvp6cdieb0i3n577i6n09mmxftna 0 70909 2414463 1517170 2022-08-14T20:42:57Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Social Engineering== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Social engineering is the art of getting information in a sociably likable manner. Famous hackers<ref>http://news.cnet.com/8301-1009_3-9995253-83.html</ref> have used it for bad reasons. But we need it for good ones. *It requires basic netiquette in asking questions<ref>http://catb.org/%7Eesr/faqs/smart-questions.html</ref> and some time invested in socialising around, helping in small ways until others acknowledge you. *You can show a strong but natural identity that spurs others interests such as about your country and values that are welcoming to other cultures. *One secret is to be yourself and not be too shy in making friends. *You can use common phrases such as "Hello, I am from ..." and "IMHO - in my humble opinion" or "This are my 2 cents" when commenting on a topic. *Humility and friendliness and willingness to help can make you popular and draw people to help you back. ===Assignment Tasks=== *Here is a case reference of how some conversation can catch flames<ref>http://sourceforge.net/forum/forum.php?thread_id=2383002&forum_id=610548</ref><ref>http://sourceforge.net/forum/forum.php?thread_id=2449825&forum_id=672060</ref><ref>http://sourceforge.net/forum/forum.php?thread_id=2467962&forum_id=611167</ref>. Study it and discuss your thoughts and conclusions. *Try to socialise through the IRC chatroom, others blogs of the same site you suscribed to, and forums. *Post something authentic and nice in other talk pages. *Get friends to commend you back in your talk pages. *What is the international language used in the Internet? What has the trend been and will be<ref>http://en.wikipedia.org/wiki/Global_internet_usage</ref>? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/16|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Why isn't everyone using Linux? >> [[The Web Economy/17|'''The Web Economy/17''']] thi87ng33rp69w467ksgi428vb2xzyl 0 70911 2414464 1517171 2022-08-14T20:43:16Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Why Isn't Everyone Using Linux?== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Even though Linux is free and MS Windows is not, we still find a minority having Linux on their desktops. *Main reasons seems to be the comfortable culture from using MS for a longer time and the lack of expertise handling Linux<ref>http://ptech.allthingsd.com/20070913/linuxs-free-system-is-now-easier-to-use-but-not-for-everyone/</ref>. ===Discussion=== *Research the statistics and trends of Linux vs MS usage around the world and in your particular country. *Are there training centres or institutions promoting Linux around your place? *Can you master Linux enough to have it on your own PC? *What do you think are the real reasons why people are not switching from MS Office to OpenOffice? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/17|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Costs of Gaps >> [[The Web Economy/18|'''The Web Economy/18''']] mxmqsqjvss0lpzifqdaoxabj9rgbmfg 0 70913 2414465 1517172 2022-08-14T20:43:35Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Cost of Gaps== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *There are many gaps between the software and real user experience that requires big picture analysis<ref>http://en.wikipedia.org/wiki/Gap_analysis</ref>. *Each item of change to a new experience is a cost. Change itself has a cost, such as training and conditioning the users. *There is also a collective cost of getting a critical mass of users to like something and use it often enough to support an eco-system. ==Cost Of Software== *A software design is very different from building a bridge. Its price cannot be fixed<ref>http://www.ambysoft.com/essays/brokenTriangle.html</ref>. *It also has its own anti-patterns and require strict scoping control<ref>http://www.niwotridge.com/BookReviews/AntiPatternsInPM.htm</ref>. ===Assignment Tasks=== *Research and identify the type of costs needed to use Open Source software. *Outline the remedy measures in real costing terms. *Suggest a plan to change an organisation from using proprietary software to Open Source software. ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/18|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Reference== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - TCO Pyramid >> [[The Web Economy/19|'''The Web Economy/19''']] 3o2uve6h4lc16dh1pncr01heane3cxr 0 70915 2414466 2224698 2022-08-14T20:44:07Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==TCO Pyramid== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Total Cost of Ownership<ref>http://www.dot-com-alliance.org/newsletter/article.php?article_id=161</ref> or TCO is the burning term used by practitioners to judge the real cost of using a software that includes warranty, support, training and hardware. *TCO are different from the Operating System level to the Business Application level. Desktop setup displacement cost saves a user only 3,000 unit price as compared to an ERP<ref>http://www.oracle.com/corporate/analyst/reports/corporate/cp/es101306.pdf</ref> that costs about 300,000 unit price. *Implementation and Customisation as well as maintenance and support are the areas where Open Source is most crucial and attractive for vendors to sell such services. *TCO is only relevant if there is ROI (Return of Investment) involved. In the long term the TCO may skewed if there are indirect but important benefits such as a more independent and self reliant workforce. *The author ([[User:Red1|Red1]]) has created the TCO Pyramid illustrated here to demonstrate the high worth of focusing on the upper layers of services such as Implementation and Maintenance of Business Applications rather than providing for displacing lower layers such as the Operating Systems or Database even. Lower rungs are relatively much lower in TCO compared to the higher ones. *Thus having Linux or PostgreSQL may not save as much (or even cost more in terms of TCO) as having ADempiere ERP running on Oracle and Microsoft Server. This is even more compounded if the company is running SAP on Linux and SAP-DB (open source by SAP) as compared to the later scenario. ===Assignment Tasks=== *Find out the TCO of using free operating system compared to using free ERP. Based the finding on a simulated live case with actual figures. ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/19|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - TCO Strategy >> [[The Web Economy/20|'''The Web Economy/20''']] a6sj7yzmuk549mkau9mtfd8k19jgccg 0 70918 2414467 1517174 2022-08-14T20:44:36Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==TCO Strategy== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Open Source is no longer just confined to lower stack technology such as Operating System and Database. It now includes Business Functions and Intellgence. *The ROI on using Open Source ERP is higher than Linux or OpenOffice if the licensing costs of proprietary ERP are exhorbitant such as 100 times higher. *However ERP is a complex area and requires specialist subject matter exerptise (SME). That by itself is very high TCO and having the free software does not really anything if there are no one around who knows the part about applying it to a real business operations and environment. *The consolation is that implementation costs are an inescapable fact and even higher if carried out by proprietary software vendors. *As such as strategy has to look at working out the resource management and long term sustenance of an FOSS ERP endeavour. *High number of failures are due to inavailability of resources in the market irrespective of whether FOSS or otherwise is used. *There has to be a change of priority such as having a more longer learning period or scoping easier targets in order to achieve success. *There are ideas such as sharing the implementation with other similar clients so that the consultant or vendor providing it has more to work on and thus make enough to want to taking up the FOSS ERP project in the first place. ===Assignment Tasks=== *What skillsets does ERP require? *What significant savings if an organisation uses Open Source ERP instead of proprietary ones? *How much are the costs of many ERP implementations in the market? *What are their success rate and other constraints in their implementations? *How can OS ERP resolve their pains and be comparatively better? *What other ideas do your group have as a better strategy than what is stated before? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/20|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Branding Philosophy >> [[The Web Economy/21|'''The Web Economy/21''']] nls72zdp26n1s1xm6t2if08rbut3oa9 0 70921 2414468 1517175 2022-08-14T20:44:56Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Branding Philosophy== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Most consumers buy brands. Every product is a brand. They choose brands according to what they can identify and believe in, the brand image and promise<ref>http://en.wikipedia.org/wiki/Product_positioning</ref>. *Brands take a long time to build, expect 5 years<ref>http://www.startupnation.com/steps/55/3760/9/1/establish-brand.htm</ref>. *Branding can be the most expensive part or value of a product. *In cyberspace a brand can be easily displace due to low barrier of entry. ===Discussion=== *What is the most expensive brand in the world and why<ref>http://www.mewrites.com/2008/01/coca-cola-number-one-brand.html</ref>? *How does software companies brand itself before the web? In the web? *How does new software fight against established brands? *What do you think about Europe branding Open Source?<ref>http://blogs.zdnet.com/open-source/?p=2649</ref> ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/21|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Marketshare and Mindshare >> [[The Web Economy/22|'''The Web Economy/22''']] inedlkm4c79vkwq31lxnneplax4xc1n 0 70923 2414469 1517176 2022-08-14T20:45:15Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Marketshare and Mindshare== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Masters]] course conducted by a private university. ==Topics== *Cyberspace is where new startups suddenly take on dominant marketshare with virtually no resistance due to been first movers. *However smart competitors could wrestle away the big players share by focusing on certain tactics such as the Attention Economy and local culture. *Naming strategy is vital in dotcoms as what is visible are usually the name spaces and not geographical places. *Mindshare can overcome marketshare easily as there are no geographical barriers. ===Assignment Tasks=== *Discuss the above with popular examples. *What are the distinct strategies used to overcome competitors? *How can ERP be branded in cyberspace? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/22|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Essay== ===Introduction=== ::For a brand to be successful it must have a big share of the market in its competing category. ::For example the desktop market is under Microsoft<ref>http://www.neowin.net/news/main/09/01/01/2009-linux-and-the-desktop</ref> and also flavours of Linux. Among Linux there are brands such as Redhat, Suse and Ubuntu. ::Open source or been free is the fastest way (without paying any marketing fee) to gain mindshare. === Like Julius Caesar=== ::“I came, I saw, I conquer”. It was that easy in ancient times when there are not much competition and modernity. So was it with the early days of the web in the mid 1990s. ::Freeware and the web allow lightning fast adoption of it. When Netscape browser was first available it very quickly occupy about 80% of all surfer base in 1996. ::For first movers: in the search engine it is Yahoo!; in email it is Hotmail. Been first made the creators multi-millionaires. For Yahoo! today its owners are billionaires. ::Their secret was simple but not so obvious when they first started. Most of us are followers. When they succeeded only then we say “Ah! Why didn’t I think of it?!” ===Now You Know=== :: Even though the dotcom bubble burst in the early post Y2K years, many still believe the power of the web in flattening the new market in cyberspace. All you have to do is to anchor to something free. ===Too Many Cats=== :: Of course you cannot do another email service or a search engine that easily and hope to make billions right away like before. You got to wrestle away the marketshare of E-Bay or Amazon. But how do you do that? :: There are millions of others having your same idea. :: Thus Open Sourcing your sourcecode can be a good way to enter the game. ===How Google Did It=== ::But how did Google took over Yahoo! from behind? And they did is so quickly and without much battle. :: It was a well studied plan obviously. Knowing that hardisk space is cheap Google launches services that has almost unlimited capacity. They offered 200 megabytes of email account space whereas Yahoo! standard was 4 megabytes! :: They remove all advertising clutter (remember attention poverty?) from their search engine window. I suspect that is why they are faster (and even suspect further that their mathematical algorithm superiority in their search engine may be a farce just to misled the market). ===The Power Of Name=== :: But the most important element I believe is in its name. You can say ‘Google for it’, easier than “Yahoo for it”. The Google word has entered our dictionary before Yahoo could! <ref>http://www.millwardbrown.com/Sites/optimor/Media/Pdfs/en/BrandZ/BrandZ-2008-Report.pdf</ref> :: That is why i thought about a good brandname to use when i first created my web presence. I thought about a short 4 letter name as 4 lettered dotcoms are almost dried up. Using my name “Redhuan’ it sounded like ‘Red1’. It is catchy and my friends and me like it. ===Cyber-Territory=== :: As you clearly are aware, territory or geography in cyberspace is non-existence or in the form of ‘space’ rather than ‘place’<ref>http://internetmarketingandmessages.blogspot.com/2008/01/communication-and-spaceplace-call-for.html</ref>. Thus what is expensive there is not areas but names. URLs are known to sell for millions and all the good generic dictionary names are taken up. :: Can you think of a good name better than Google? Please email me and no one else! ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Collaborative Community >> [[The Web Economy/23|'''The Web Economy/23''']] tbqznjxgoqioloa52hlaopx9qx357yl 0 70924 2414470 1517177 2022-08-14T20:45:34Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Collaborative Community== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Masters]] course conducted by a private university. ==Topics== *The Web allows virtual community to form across borders. The smartest person can be in the same room. Much ineffiency of meetings are dispensed with. *Forums and trackers in mailing lists can track down activity efficiently saving time and magnify activity that was never possible. *Small teams and little steps could overcome large established products. *The Long Tail has no overhead in the era of wikinomics. ===Assignment Tasks=== *What must a community possess in order to thrive? Compare the example of Nupedia and Wikipedia. *How can individuals benefit from joining such a community? *How can you become more better off working in a community or outside it? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/23|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Essay== ===Introduction=== :: The web has been evolving so fast particularly in social engineering support such as inter-relay chatroom (irc), threaded buletin boards, email feeds and SourceForge tools for globally connected code exchanges, that real software improvement can just happen overnight.Wikipedia having grown out of pure cyberspace has waited to happen and such things are now inevitable. === When There Are No Borders=== :: What the web really did is to remove the walls that stand in between all the human creativity and energy that can synergise into many wonderful projects. ===Story of Nupedia=== :: Wikipedia was an offshoot of Nupedia which was strict and disallow unqualified entries. In the end Nupedia died and Wikipedia exploded into millions of articles and dozens of languages with over a hundred thousand volunteers.<ref>http://crave.cnet.co.uk/gadgets/0,39029552,49296926-5,00.htm</ref> === Getting The Smartest Person=== :: As the smartest person is not in this room, s/he must be in some other room in another place perhaps thousands of miles away. With web marvelous connectivity and chatroom or forums, that someone can locate the community and barter some ideas and put down into codes, all within minutes rather than weeks. === Magic of SourceForge=== ::Perhaps the greatest gift the web has offered is from SourceForge which has free tools such as SVN (sub-version to synchronise every developer’s code into a single repository) and trackers to keep track of bugs and feature requests with automatic sequential ID numberings. ===Mob Poltiics=== :: It is now quite proven that without centralised control and leaving to the freedom of the masses more good will result from it. This has been given many names such as ‘barefoot community’, ‘Smart Mobs’, ‘Pro-Am’ or professional amateurs, It has now evolved into a new science called ‘Wikinomics’.<ref>http://www.wikinomics.com/blog/</ref> ===The Missing Leader=== ::From my experience in the ADempiere project, I felt like a missing leader. Even if I am not there, things go along rigorously. This is because there is no control or restriction for anyone to join. Like Wikipedia, any vandalism can be reverted with a single click, decisions made in small pockets but openly for all to review, so I am not needed most of the time. Many volunteers help in managing and sharing the burden. :: The members from all over the globe allow a 24 X 7 existence of the project. Multiple companies of developers could commit codes during their waking hours without needing to have the attendance of other team members. When they sleep, another side wakes up to examine the commits and repair or continue the work. :: Teams and individuals work on their own paths and so we find some codes been neglected and some been intensively attended to. The nett effect is like a beehive of non-stop activity. Thus even if there is a leader, he will not be able to sleep. In a way, the self managing of it all is good as there is no extra administration that has to be paid to get things done. ===Project Of None=== :: With zero employee but all volunteers, the project will thus be perpetual and not be constrained by bills to pay and commercial threats or economic downturn<ref>http://www.epicom.com/business_week_on_open_source</ref> that others are suffering now. There were fierce flames and debates but somehow they learnt to work better together. It’s a living miracle. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Seeking a Niche >> [[The Web Economy/24|'''The Web Economy/24''']] lqzfxq1j5ylgu9n2tcwwsvye721dbf4 0 70925 2414471 1517178 2022-08-14T20:45:52Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} {[[Category:The Web Economy]] ==Seeking A Niche== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Masters]] course conducted by a private university. ==Topics== *Most of us cannot be everything to everybody. We must find a niche that is sustainable. *Niches are best taken if no one has taken it before. Niches must also be worth our while and passion. *Most look for profitable niches but missed the not so seeming ones that has profit through indirect means. ===Assignment Tasks=== *What are the market niches of some software brands and products? *What can be your niche? What do you based it on? *How can you ensure you can sustain in the long term? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/24|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Essay== ===Introduction=== :: As taught in the Attention Economy we have limitations of focus. Also, humans do not like to be confused or cluttered in their thinking. They prefer one brand for one need. That is why Coca-Cola is the most memorable brand for only one kind of drink. Not Like Frasier & Neave which has many kinds but can you remember this brand when you want a drink? You too are a brand and a niche. The more you find it and focus the better. === Be Good For Only One Thing=== ::This is not a limitation if you are good in one thing. You have to focus to be the best in that field<ref>http://en.wikipedia.org/wiki/Porter_generic_strategies</ref>. At least there is a market for good people in your area. If you digress and focus on other areas you won’t be good in your core area for long. ===The ERP Dilema=== ::ERP solutions try to be everything to everyone<ref>http://www.serensoft.com/manage/</ref>. There is pressure from different users wishing for different things from their ERP. It is important to separate the core from the extensions of an ERP. Some specialised area such as garment or steel industry or food processing can be a separate add-on and vertical. It is best to delegate that area to another expert and work in a smart partnership. === Cluster of Experts=== :: Open Source ERP gives this special chance to everyone to work together but yet specialised in each own’s field. You can be a tax accountant and work with another technical ERP expert to go after a deal better. ===Give and Take=== :: You should also assist other experts even though you may not get the deal. You are just opening up your network of goodwill, so when you do get a deal you may need to outsource to them, and vice versa. ===What Are You Good At?=== :: Usually it is what you have been doing such as documenting, project managing, coding, trouble-shootingr or even selling. Whatever it is you can focus on been the best in your area and work with others in a whole unit to tackle larger ERP prospects. If you are a sales person, you can do alot of prospect qualifying and cold calls to build a sales funnel for the team. If you are a documenter you can help editing better sales brochures and share them out to the whole world. With your name as the author it helps to brand and sell your services back. At least you are opening your chances rather than been and remain a nobody. ===Publishing Your Niche=== ::I also talked about publishing what you know best to others so its known and your marketable. If you are a coder, your commits are already tracked online and other coders can see you. Some editors will also give credit to you. when they notice your work. You may have a weakness in wiriting or you may just hate to write. But via the web and involvement in such an open source project, the word gets around that you are the best or at least good enough in your area. This is part of the many advantages of working in a FOSS ERP project. ===Room To Play=== ::Been good but no room or friend to play with won’t make you that good for long. Why many are using the web and FOSS projects is because they get to mingle with other gurus and develop good friends to give them moral support in pursuing their passions within their core expertise. For me it is training and writing and as you can see I am happy and excelling at it. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Positioning and Aligning >> [[The Web Economy/25|'''The Web Economy/25''']] kwrk4huhtytyrdjp1ges6iyorljrb7d 0 70926 2414472 1517179 2022-08-14T20:46:15Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Positioning and Aligning== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Masters]] course conducted by a private university. ==Topics== *Some people, projects or products position themselves ahead before the action just like in chess. *Some align themselves to others and use others as leverage or catapult to higher ground. *Some position themselves according to culture and context as users pay attention to style and form also as functions are easily copied. *Some use timing and gradual buildup as a more certain approach than a big bang one. *It all depends on what are your core competency or value that is not replicable by others. *Sometimes positioning is all about been honest in the right way<ref>http://www.quickmba.com/marketing/ries-trout/positioning/</ref>. ===Assignment Tasks=== *Discuss the above with examples. *What is the value or character of communities that are not replicable by others? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/25|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Essay== ===Introduction=== ::Just like you see in chess where a pawn piece is useless in a certain position but when placed in aother position can become so powerful it means the turning point of the battle for the opponent. Another term people call this is ‘value-adding’ through no further cost but just aligning strategically your resources. This university course is also part of a srategic plan to take on a blue ocean of a market. === Chess At Web Speed=== ::As you can see how Amazon has taken over the global book market by storm, or how Wikiepedia beat Britannica, Google over alot of cyberspace and money, you can guess that today’s strategy in the web is undefinable and will bring about changes to the game like never before. ===Valufacture=== :This is a term created by Dr. Edward de Bono about value been of, what else?, higher value than manufacture of mere physical products. He also preach simplicity and pure ideas as the cornerstone of creating immense wealth when doing the right things that have not been done before. ===Open Source As Position=== ::By going open source in the first place is already taking a strategic position. You are putting your contribution up on the mountain where everyone can see it and get to it at lightning speed. This is what has made Linux, Compiere and now ADempiere becoming household names almost overnight while its propagators sit at home and use normal effort. The returns are abnormal and enormous. ===Positioning Open Source=== ::However, after going open, what is next? Do we sell out? Many do. Since we do not and just wish to sell services around it, how do think of the next best thing. ===Aligning With Others=== ::Been famous and big can give us clout to position with other players or movers. That is why I am aligning with Asia e-University and other universities with the promise of ADempiere as an IP generating machine, as well as a highly potential professional course for postgrads to take on to enter the business market. I am even promoting to align with SAP where it need not die out but its users maintain SAP at the core but its branch systems talk to ADempiere<ref>http://news.cnet.com/8301-13505_3-10063951-16.html</ref>. This cuts the costs of large organisations IT budgets that cannot afford multiple license fees in an economic downturn. As it is win-win then it can become immediate value adding to the market. If we talk to SAP, its market may shrink but is more protected against other threats as people who loves FOSS will not threaten to choose between SAP or else. SAP can also sell more services as they know ERP better. But this time they can let the lower market go to the lower cost ADempiere consultants.Even though we may be paid less as that, but its alot on a global scale. Asia e University probably run out of lecturers on this course! You may have to quite your present job and join us full time! ===Learn From Chess=== ::Just like gambit in chess, you can offer something valuable away to get something better back. Also in chess, often the better return is a position of a low pawn but that can attack the field devastatingly. You can think of many such tactics in your present situation and also with ADempiere for the present market.Today SMIs and SMEs need software to be efficient and predict availability and sales of their products. ===Reference=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Licensing & Business Models >> [[The Web Economy/26|'''The Web Economy/26''']] am2oz75ovjajl2d2oz06bvgway0t7g0 0 70927 2414473 1824132 2022-08-14T20:47:03Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Licensing and Business Models== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Masters]] course conducted by a private university. ==Topics== *Licensing is a necessary evil for Open Source. The basic principles of free software is to always be free and never owned by a party that might control it. *Open Source began to differentiate from Free Software with semi open licensing. *Commercial tendencies began to crop into licensing and business models. Some uses dual licensing models but it has been dificult to capitalise. ===Assignment Tasks=== *What are the various licensing models used by Free and Open Source Software and what are their differences with each other? *What projects have succesfully made money out of Open Source? How? *How can community open source survive when its business model is non existent? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/26|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Essay== === Introduction=== ::During the cave age or the beginning of humanity’s first memory, any creation of art or industry was free and not opyrighted nor patented nor subjected to any license agreement. Fire, the wheel and spears are not copyrighted where another caveman need to seek permission or acknowledge the creator before using them. Today the concept of patents<ref>http://en.wikipedia.org/wiki/Patent</ref> and copyrights in the proprietary world is a common reality of life. It is all about making excluding others from making the same money from such an exclusive right. In the FOSS world it is all about freedom. But that doesn’t mean it cannot make money. In fact, money has caught up with it. === Lend Me Your Pen=== ::When man began to write, it was for the pursuit of knowledge and sharing the joy of it. Today you make money if you can copyright and sell it. For FOSS advocates, they believe in the moral right of been recognised for it but not keeping it under the condition of payments. It is indeed to be shared for all its worth. So licensing for FOSS is more for protecting that freedom.<ref>http://www.gnu.org/philosophy/free-sw.html</ref> ===All Wrongs Reversed=== ::In 1976, a programmer mischievously put the first known copyleft notice in his code (see figure top centre). It was not a proper licensing notice and has no legal significance until in the mid 80s Richard Stallman used a proper licensing model that spells out the specific condition of freedom to share and dsitribute ad infinitum without anyone locking up creative works again. ===GNU Public License=== ::Stallman introduced the GNU GeneralPublic License or GPL which is used in the first GNU projects, and then naturally adopted by Linux that gave it a serious future in the licensed sense. The GPL is a copyleft license that requires derived works to be available under the same copyleft. Under this philosophy, the GPL grants the recipients of a software the rights of the free software definition and uses copyleft to ensure the freedoms are preserved, even when the work is changed or added to. ===Go Forth And Publish=== ::The most important clause in GPL is that any derivatives of the sourcecode must be made public again. In this way any creative innovation is always available and can be further improved upon perpetually. This is a basic fundamental by which FOSS lives on. ===Standing on Giants=== ::By such a clause, small coders or ‘dwarfs’ can now stand on the shoulders of giants before them and see higher than before<ref>http://en.wikipedia.org/wiki/Standing_on_the_shoulders_of_giants</ref>. This principle is what spearhead Linux development in an exponential manner without fear of the sourcecode been taken off the public domain or worse, its new coders sued and obstructed from continuing their creative pursuits. ===Viral Law=== ::The GPL license is thus by definition a viral license because any modfied or added code to it has to be GPLed too. This is good news for FOSS advocates as more and more sourcecode enter the public domain. However commercial interests that produces proprietary software become restricted to participate, and cannot take any such GPL code or they will get infected!<ref>http://www.b-eye-network.com/view/2025</ref> ===The Mozilla Pass=== ::When Netscape was freefalling due to the onslaught from the free Internet Explorer agressively taking over its territory, it decided to go open source as a desperate attempt to avoid sudden death. However parts of its code are using proprietary software and so using the GPL license would be incompatible. It thus created the Mozilla license which allow the intermixing of both free and proprietary code. It would allow selective blackboxing. Interestingly the FSF recognises this as a free software license. ===The Loophole=== ::Thus with commercial fundings and success stories such as SugarCRM and Pentaho, Open Source started to become like a new mini dotcom bubble wave. Even Compiere was not spared. Many of these projects are individual owned and played the dual license game. As owner they can issue out one GPL license version of their code and another commercial version of their code usually called EULA to request from commercial users who wants to pay to obtain better warranty and value on paper. ===Non-Warranty Clause=== ::All licenses such as Apache and GPL has clauses which says that no warranty is given or is there any liability by the creator over any damage or loss of data from the use of the software. This is not only present in FOSS but most likely present in proprietary ones too. However this clause can be an excuse to engage the software developers as consultants or commercial entities to provide standby or on-site warranty in case of need. <blockquote> '''15. Disclaimer of Warranty'''.<ref>http://www.gnu.org/licenses/gpl.html</ref><br> THERE IS NO WARRANTY FOR THE PROGRAM, TO THE EXTENT PERMITTED BY APPLICABLE LAW. EXCEPT WHEN OTHERWISE STATED IN WRITING THE COPYRIGHT HOLDERS AND/OR OTHER PARTIES PROVIDE THE PROGRAM “AS IS” WITHOUT WARRANTY OF ANY KIND, EITHER EXPRESSED OR IMPLIED, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE. THE ENTIRE RISK AS TO THE QUALITY AND PERFORMANCE OF THE PROGRAM IS WITH YOU. SHOULD THE PROGRAM PROVE DEFECTIVE, YOU ASSUME THE COST OF ALL NECESSARY SERVICING, REPAIR OR CORRECTION. </blockquote> ===Business Purpose=== ::Since commercial interest has cropped into Open Source territory and with the above stated tactic, there have been opinion from our community that the commercial ones are often breaking the Open Source stipulations of not putting conditions on the sourcecode. They started imposing restrictions as to what version of (crippled) sourcecode is open to public and what (latest) is only open to paying customers. In that manner we dispute that as not truly open source but as a wolf in sheep clothing! Our argument is that it is ok to conduct paid licensed software business, but not to abuse the term Open Source when it is not. ===Lesser GPL=== ::Many regard the Richard Stallman been overly strict and for been critcising the restrictiveness of GPL for commercial interests. It is said to be in between the stronger copyleft of GPL and the more permissive ones like BSD and MIT. It is more used for APIs or libraries that link to other software not requiring the viral effect. ===The Fallacy of Paid Software=== ::With FOSS running around how would one be able to sell any software? The only way possible is when the software is overwhelmingly superior then FOSS which most are not. In fact many of the FOSS ones are highly competitive. They only lack packaging and strong corporate presence. SAP is still leader in the ERP market as the market base is very well established with SAP. But in time to come with ADempiere improving unabatedly the scenario might change. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Community OS vs Commercial OS >> [[The Web Economy/27|'''The Web Economy/27''']] igxu99dad5dijk3hb4hm15i6a3l0fcy 0 70928 2414474 1517181 2022-08-14T20:47:24Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Community OS vs Commercial OS== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *A self increasing community saves a project alot from investing in marketing, branding, testing and development as well as sustenance. *Commercial interests began to control open source projects<ref>http://www.linuxquestions.org/questions/linux-general-1/any-open-source-alternatives-to-sap-erp-635407/</ref> as much money can be made quickly with minimal investment<ref>http://weblog.infoworld.com/openresource/archives/2007/04/surviving_throu.html</ref><ref>http://tech.slashdot.org/article.pl?sid=08/10/29/146201</ref> due to the energy from communities that form around them. *Communities are allergic to commercial tendencies and often fork to maintain its openness<ref>http://weblog.infoworld.com/openresource/archives/2006/10/forking_compier.html</ref>. *Forking is an important and necessary character<ref>http://weblog.infoworld.com/openresource/archives/2006/10/open_sources_fu.html</ref> of Open Source. ===Discussion=== *What are the important forks and how are they doing compared with their parent projects? *Can commercial open source be as open as community open source? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/27|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Business As Usual >> [[The Web Economy/28|'''The Web Economy/28''']] kiir0h4n9rlyhx6pup4e2gu7rfiuqrh 0 70929 2414475 1517182 2022-08-14T20:47:42Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Business As Usual== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *There were business pressures onto projects like Linux such as to buy back Linux Inc and control its trademark. *Linux has to consider user friendliness for non geek users. *Community members have to survive and often argue of their monetary needs not be neglected so that they continue contributing to open source. ===Assignment Tasks=== *Can business and hobby mix together in open source? *How can contributors make money in a certain manner without compromising the culture and principles of community open source. ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/28|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Institutionalising Open Source >> [[The Web Economy/29|'''The Web Economy/29''']] ll7pwdmg8xe0czp8lchsqana743jf4q 0 70930 2414476 1517183 2022-08-14T20:48:05Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Institutionalising Open Source== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Open Source been still new and formless need institutions such as Certification, Centre of Excellence, Academic Training Centres and Reference Sites. *It has to be social business<ref>http://www.philanthromedia.org/archives/2007/02/yunus_on_microcapitalism.html</ref> where dividends are not taken but help advance further its cause. *It can have a foundation behind it and the people running it has to be well chosen and accepted by the community. * Perhaps the big turning point for Open Source is when commercial giants began to invest into it for their own good. IBM pours in USD1 billion per annum to Linux and Apache via development and further innovation. IBM got more than USD1b revenue per annum from the services it build around it. This can be seen as others trying to assist in enemy territory of Microsoft. All this is good as it is healthy competition and ultmiately give the users a choice. ===Discussion=== *What are the forms of institutions that Open Source can adopt and how should their sustenance models be? *Study examples in existent today. ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/29|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ===References=== <references/> ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Era of Convergence >> [[The Web Economy/30|'''The Web Economy/30''']] l2t19d216o3s05hgc233sy8r2ru66ow 0 70936 2414477 1517184 2022-08-14T20:48:22Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Era of Convergence== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Technology including software tries to converge into the human experience. *The TV and Phone are long considered killer appliances, now joining into a single even more encompassing application. The normal PC can now communicate in high definition and fidelity for a similar phone experience, and follows via login ID wherever the user goes. *High bandwidth and high storage made cheap defines a more richer user experience that removes the limitations from devices and applications. *Present advancement is allowing players to revive the ASP model as the present SaaS (Software as a Service) where users pay per unit usage rather than setup a whole ERP. ===Assignment Tasks=== *Name examples of killer apps now present in the PC. *Research the future trends in software over the web is delivering funtionality and features right to any device convenient to the user. *In which devices or applications will it most likely to create a new wave of impact? *Will ERP which is so complex and unique for individual users be effecively served via a configurable remote system? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/30|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Google ERP >> [[The Web Economy/31|'''The Web Economy/31''']] 1x4hx6hd5tb460m1u8b60ut14zjs7rj 0 70937 2414478 1517185 2022-08-14T20:48:42Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Google ERP== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Google been the most pervasive application covering many appealing applications such as GoogleEarth, Android Phone project, Google Widget toolkit and Chrome browser is fast becoming the Single Window by which all users can rely on for everything else. *By having the visual geographical interface of Google Earth representing location in dynamic dimensions can then incorporate location data of ERP Warehousing which will give ERP a very immersed human feel. ===Assignment Tasks=== *If Google is to incorporate the idea above, what will happen to conventional ERP or even open source ones? *How would such an application appeal to today's users? *What other features should it have that can make it even more appealing? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/31|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - IPhone ERP >> [[The Web Economy/32|'''The Web Economy/32''']] 6epuuiyo6l2xnjky5sw3uw83hzcx4l7 0 71011 2414479 1517186 2022-08-14T20:49:01Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==IPhone ERP== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *IPhone delighted consumers with its highly natural and intuitive style. *As a killer application, it can be integrated into an ERP System where our voice through the phone can call up the CRM and ERP information without keypad or text. *Many accompanying technologies such as voice synthesis and recognition, VOIP and high storage and data carrier are matured to be integrated to give a seamless experience. *The User Experience will be as if s/he is interacting via phone to a real human operator that is highly knowledgable and skilled in handling any operational tasks and transactions. For example: **"Please raise me a PO to Mr ABC". Machine will ask "For what Product? Please state the first letter, category or Product Name". **"P, Category Car, Proton Perdana". Machine will answer, "Product order for Proton Perdana which is a car is been placed with Mr. ABC. Same payment terms?" **"No. I want to pay in 30 days". Machine will answer, "PO issued via email and fax. You shall receive details copy via sms". **System then updates the CRM Request module, Inventory module and Commitment Accounting values. ===Assignment Tasks=== *If Apple or anyone else is to incorporate the idea above, what will happen to conventional ERP or even open source ones? *Will there be a market for such a service or application? *How would you make it better? *What other telephony projects out there that are similar or as creative as this? *What other sensory-based projects are there out there? Can you suggest any that uses the other senses of a human? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/32|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Next - Universal Supply Chain >> [[The Web Economy/33|'''The Web Economy/33''']] 512xgr5pbsei8l00lcvvrmqi11o4rwt 0 71022 2414480 1517187 2022-08-14T21:00:40Z Nobeedee 2948238 "Course Navigation" link added. wikitext text/x-wiki {{50%done}} {{Lesson}} {{tertiary}} [[Category:The Web Economy]] ==Universal Supply Chain== This is a lesson part of the module [[The Web Economy]] out of the [[Open Source ERP/Executive Diploma]] course conducted by a private university. ==Topics== *Companies or projects are trying to come up with a killer app that encompasses the whole world into a single system. *ERP can be one such system where the world supply chain of producers and consumers are all connected via the web. *For maximum connectivity, users should all rely on one single standard and protocol of how things should be done. *Either all software vendors agree on such standards or there emerged an ubiquitous free software for easiest adoption. *There has to be much lowering of prices to remove barriers of user entry. *One target business model of SaaS providers will be to aggregate from a high ocean of traffic and provide cheaper sources of suppliers and consumers. ===Assignment Tasks=== *How much has the price of ERP software changed since the last 10 years? *What are the open source ERP out there that has the highest number of adoption? What are their trends of growth and what are their factors? *Which kind of traders or producers/consumers will want to rely on a global supply chain? What about privacy and trade secrets? *Wouldnt over dependency on the Web be its biggest risk? What if suddenly the whole Web crashed due to some virus? Can business be normal again? ===Activities=== *Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page [[Talk:The Web Economy/33|here]] to score marks. *Create or edit sub-pages of course materials within wikiversity. *Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings. ==Links to Student Notes== (Provided by Students - subject to edit ranking by tutor) ==Notable Links to Resources== (Provided by Students - subject to edit ranking by tutor) ==Sub-Pages== (Done in wikiversity as course material by the students under the guidance of the tutor) ===Course Navigation=== Return to [[The Web Economy|'''Course''']] or [[Open Source ERP/Executive Diploma|'''Main Module''']]: Course - The Web Economy '''[[The Web Economy|Course Page]]''' Module - Open Source ERP / Executive Diploma '''[[Open Source ERP/Executive Diploma|Module Page]]''' 1euqtsdtw1z42y0tby8wqrxw82ps63p 0 82819 2414384 2344978 2022-08-14T13:25:23Z Emmasmith420 2948224 /* References */ wikitext text/x-wiki ==History== ===Disclaimer=== Apple TV hacks have been available since days of Apple TVs release. Apple is not currently preventing users from installing Apple TV hacks, but users are warned that applying hacks will void the product's warranty.<ref>{{cite web|url=http://arstechnica.com/journals/apple.ars/2007/04/05/apple-denies-meddling-with-ap|title=Apple denies meddling with Apple TV hacks}}</ref> ===Software Hacks in the Beginning=== Apple TVs [[operating system]] was described by [[w:Walt Mossberg]] as "a modified version of the Mac operating system".<ref name=mossbergReview>{{cite web|url=http://ptech.wsj.com/archive/solution-20070321.html|title=From PC to TV -- via Apple|first=Walt|last=Mossberg|date=2007-03-21|publisher=The Wall Street Journal|accessdate=2007-04-03}}</ref> Hackers began creating Front Row extensions by gaining SSH and FTP access to the device. Initially, software hacking required physical changes to the Apple TV hardware; the bottom rubber panel was removed (which is near impossible to do perfectly) and the hard drive connected to a computer. This leaves the rubber not fully connected and a sticky residue on the bottom metal. It is an aesthetic barrier to modification.<ref>{{cite web|url=http://www.macworld.com/article/57079/2007/03/appletvharddrive.html|title=Upgrading Apple TV's hard drive|first=Dan|last=Frakes|date=2007-05-30|publisher=Macworld|accessdate=2008-03-21}}</ref> Because of problems associated with swaping the Apple TV hard drive, AppleTVHacks.net and FatWallet.com offered a [[w:United States dollar|US$]]1,000 reward for an external USB drive hack to utilize the USB "service port".<ref>{{cite web|url=http://www.appletvhacks.net/2007/04/08/1000-bounty-for-external-usb-drive-hack/|title=$1000 Bounty for External USB Drive Hack|date=2007-04-08|publisher=Apple TV Hacks|accessdate=2007-04-18}}</ref> Mid-2007, the USB hack was released.<ref>{{cite web|url=http://www.appletvhacks.net/2007/07/28/usb-patch-released-hallelujah/|title=USB patch released. usb patch released hallelujah!|date=2007-07-28|publisher=Apple TV Hacks|accessdate=2007-08-01}}</ref> ===The New Method: Patchstick=== The community-created "Patchstick" project enables Apple TV owners to add software modifications using the USB hack. Users can download a Patchstick image to a USB drive and reboot the Apple TV from the drive. Software is then automatically transferred from the USB drive to the Apple TV device.<ref>{{cite web|url=http://appletvhacks.blogspot.com/2007/04/patchstick-working-unlocks-atv-in.html|title=Patchstick Working - Unlocks ATV in minutes|author=staff|date=2007-04-18|publisher=blogspot|work=Apple TV Hacks blog|accessdate=2008-03-21}}</ref><ref>{{cite web|url=http://wiki.awkwardtv.org/wiki/Patchstick|title=Patchstick|author=staff|publisher=AwkwardTV|work=AwkwardTV wiki|accessdate=2009-03-24}}</ref> A commercial version of the Patchstick was released mid-2008, the [http://www.atvflash.com/ aTV Flash] software. This software allows playback of common media files and includes a web browser, RSS reader and ability to download metadata from the [[w:IMDB]]. In a similar way to the open-source Patchstick method, the aTV Flash requires no physical modifications to the Apple TV.<ref>[http://www.popsci.com/diy/article/2008-10/polish-appletv Popular Science - Polish the Apple TV]</ref> aTV Flash also enables the [http://hillcrestlabs.com/loop/ Loop pointer] from [http://hillcrestlabs.com/ Hillcrest Labs] to be used for navigating Apple TV menus, and controlling video playback.<ref>{{cite web|url=http://www.appletvhacks.net/2009/06/17/using-loop-pointer-now-possible-with-atv-flash/|title=Using Loop Pointer now possible with aTV Flash|date=2009-06-17|publisher=Apple TV Hacks|accessdate=2009-06-23}}</ref> Creating the open-source Patchstick was a manual effort until the Mac [http://code.google.com/p/atvusb-creator atvusb-creator] application was released in late 2008 on Google Code.<ref>{{cite web|url=http://wiki.awkwardtv.org/wiki/Beginners_Guide2|title=Beginners Guide for 2.x|author=staff|publisher=AwkwardTV|work=AwkwardTV wiki|accessdate=2009-03-24}}</ref><ref>{{cite web|url=http://www.ohloh.net/p/atvusb-creator|title=atvusb-creator|author=staff|publisher=ohloh|work=ohloh review|accessdate=2009-03-24}}</ref> atvusb-creator is noted as the "easiest way" to create the Patchstick and loads a USB drive with [[w:Dropbear (software)|dropbear]] ssh, bin tools including compression and [http://wiki.awkwardtv.org/wiki/Enable_FTP_Server FTP] utilities, and two plugins ([http://wiki.awkwardtv.org/wiki/SoftwareMenu SoftwareMenu] and [[w:XBMC Media Center]]/[[w:Boxee]] Installer/Launcher).<ref name=plugins/><ref>{{cite web|url=http://www.twine.com/item/123609nvc-6fw/atvusb-creator-google-code|title=atvusb-creator - Google Code|author=Todd Harter|publisher=Twine|work=Twine Bookmark|accessdate=2009-03-24}}</ref> ===Replacing Front Row: Boxee=== Boxee is an open-source "media center application based on XBMC with a social networking spin" and includes its own plugins for Internet media services such as Flickr, Last.fm, Shoutcast, Joost, Comedy Central, MTV, and Hulu. Boxee also includes user-defined RSS audio, video, torrent and text feeds.<ref name=CnetBoxeeContent>{{cite web|url=http://news.cnet.com/8301-13515_3-10136340-26.html|title=Boxee plugs into Joost, MTV Music|author=Harrison Hoffman|publisher=Cnet News|work=The Web Services Report blog|accessdate=2009-03-24}}</ref><ref name=BoxeeRSS>{{cite web|url=http://www.pcmag.com/article2/0,2817,2342648,00.asp?kc=PCRSS03069TX1K0001121|title=Boxee Circumvents Hulu Ban with RSS Reader|first=Brian|last=Heater|date=2009-03-06|publisher=PC Magazine|accessdate=2009-03-17}}</ref> Boxee installs a Netflix plugin, but Apple TV doesn't have enough processing power to run Microsoft's [[w:Silverlight]], which Netflix depends on.<ref>{{cite web|url=http://gadgetwise.blogs.nytimes.com/2009/04/09/apple-tv-boxee-the-discoveries-continue/|title=Apple TV + Boxee, the Discoveries Continue|first=Sonia|last=Zjawinski|date=2009-04-09|publisher=The New York Times|accessdate=2009-04-13}}</ref><ref>{{cite web|url=http://forum.boxee.tv/showthread.php?t=4586|title=netflix does not work on the apple tv|date=2009-04-11|publisher=Boxee forums|accessdate=2009-04-13}}</ref> ====Boxee How Tos==== * Install Boxee or XBMC on an Apple TV<ref>{{cite web|url=http://www.tuaw.com/tag/atvusb-creator/|title=Install Boxee or XBMC on an Apple TV|author=Mat Lu|publisher=The Unofficial Apple Weblog|work=via Engadget|accessdate=2009-03-24}}</ref> * Hack Your Apple TV With Boxee<ref name=WiredBoxee>{{cite web|url=http://howto.wired.com/wiki/Hack_Your_Apple_TV_With_Boxee|title=Hack Your Apple TV With Boxee|author=staff|publisher=Wired|work=Wired articles|accessdate=2009-03-24}}</ref> * Max Out Apple TV's Potential With Boxee<ref name=GizmodoBoxee>{{cite web|url=http://gizmodo.com/5082130/how-to-max-out-apple-tvs-potential-with-boxee|title=How To: Max Out Apple TV's Potential With Boxee|author=John Mahoney|publisher=Gizmodo|work=Gizmodo How-To|accessdate=2009-03-24}}</ref> * Cut the Cable For Good with Boxee and Apple TV<ref name=BoxeeCutCable>{{cite web|url=http://lifehacker.com/5138423/cut-the-cable-for-good-with-boxee-and-apple-tv|title=Cut the Cable For Good with Boxee and Apple TV|first=Kevin|last=Purdy|date=2009-01-29|publisher=LifeHacker|accessdate=2009-03-17}}</ref> ===Apple TV Updates=== The Apple TV software updates typically remove any software hacks that are installed. Major hacks are updated on a regular basis and the Apple TV device can easily be re-hacked.<ref name=YouTubePatch>{{cite web|url=http://wiki.awkwardtv.org/wiki/June_20_2007_Patch_%28aka_the_YouTube_Patch%29|title=June 20 2007 Patch (aka the YouTube Patch)|author=staff|date=2007-07-08|publisher=AwkwardTV.org|accessdate=2007-07-16}}</ref><ref>{{cite web|url=http://www.awkwardtv.org/?p=51|title=AppleTV Software Updated|author=staff|date=2007-06-21|publisher=AwkwardTV.org|accessdate=2007-07-16}}</ref><ref>[http://www.tuaw.com/2008/02/13/hacktv-take-2-the-appletv-hack-upgrade-liveblog/ HackTV Take 2: The AppleTV Hack Upgrade Liveblog]</ref><ref>[http://wiki.awkwardtv.org/wiki/Take_2_Safe_Update Take 2 Safe Update]</ref><ref>{{cite web|url=http://www.crunchgear.com/2009/03/02/how-to-recover-boxeexbmc-after-the-apple-tv-update/|title=How to recover Boxee/XBMC after the Apple TV update|author=John Biggs|date=2009-03-02|publisher=CrunchGear|accessdate=2009-03-24}}</ref> The most common method used to "re-hack" is by using the Patchstick to reload hacks after an Apple TV software update.<ref>[http://www.tuaw.com/tag/patchstick/ aTV: plug and play Apple TV hacking]</ref> Although major hacks have been updated, most Front Row plugins have not been updated to work with Apple TV 2.x. AwkwardTV reports 10 plugins out of 32 have been certified to be compatible with the "Take Two" update.<ref>{{cite web|url=http://wiki.awkwardtv.org/wiki/ATV2-Compatible_Plugins|title=ATV2-Compatible Plugins|author=staff|publisher=AwkwardTV|accessdate=2009-03-24}}</ref> ==Software How Tos== * access the device remotely through [[w:Secure Shell|SSH]],<ref>{{cite web|url=http://www.appletvhacks.net/2007/03/24/applications-running-on-the-apple-tv/|title=Applications running on the Apple TV|date=2007-03-24|publisher=Apple TV Hacks|accessdate=2007-04-03}}</ref> * get Apple TV's version of Front Row running on other Apple computers,<ref>{{cite web|url=http://www.appletvhacks.net/2007/03/27/apple-tv-running-on-a-macbook/|title=Apple TV running on a Macbook|date=2007-03-27|publisher=Apple TV Hacks|accessdate=2007-04-03}}</ref> * install regular versions of [[w:Mac OS X v10.4]]<ref>{{cite web|url=http://www.engadget.com/2007/03/31/apple-tv-running-full-version-of-os-x/|title=Apple TV running full version of OS X|first=Ben|last=Drawbaugh|date=2007-03-31|publisher=Engadget|accessdate=2007-04-03}}</ref> * install regular versions of [[Linux]]<ref>{{cite web|url=http://www.tuaw.com/2007/04/10/linux-on-apple-tv/|title=Linux on Apple TV|first=Erica|last=Sadun|date=2007-04-10|publisher=The Unofficial Apple Weblog|accessdate=2007-04-11}}</ref> * add support for other codecs<ref>{{cite web|url=http://gizmodo.com/gadgets/home-entertainment/apple-tv-hacked-to-run-xvid-divx-to-follow-246588.php|title=Apple TV Hacked to Run XviD, DiVX to Follow?|date=2007-03-23|publisher=Gizmodo|accessdate=2007-04-03}}</ref> * create Front Row [[w:plugin]]s.<ref name=plugins>{{cite web|url=http://arstechnica.com/journals/apple.ars/2007/04/09/plugins-for-the-apple-tv-rss-and-perl-scripts|title=Plugins for the Apple TV: RSS and Perl scripts|date=2007-04-09|first=Jacqui|last=Cheng|publisher=Ars Technica|accessdate=2007-04-11}}</ref><ref>{{cite web|url=http://plugins.awkwardtv.org|title=The AwkwardTV Plug-in Directory|author=staff|publisher=AwkwardTV|accessdate=2009-03-24}}</ref> ==Hardware How Tos== Hardware modifications allow users to expand Apple TVs capabilities. Customers can: * upgrade the hard drive on their Apple TVs,<ref>{{cite web|url=http://gizmodo.com/gadgets/home-entertainment/diy-apple-tv-hard-drive-upgraded-to-120gb-246567.php|title=DIY: Apple TV Hard Drive Upgraded to 120GB|date=2007-03-23|publisher=Gizmodo|accessdate=2007-04-03}}</ref> although a repair company such as [http://www.weaknees.com/appletv/apple-tv-upgrade.php Weaknees], [http://www.myservice.com/appletv.html MacService], and [[w:iResQ]] can install hard drive upgrades with data transfer. The company offers upgrades to 80GB, 120GB, 160GB, and 250GB hard drives.<ref>[http://www.iresq.com/desktops/hitlist-browse.php?search=Apple.*TV.*Hard.*Drive iResQ.com Apple TV hard drive upgrades]</ref> * output color through [[w:composite video]]<ref name=mauricio>{{cite web|url=http://www.youtube.com/watch?v=eQNFCjKrVlc|title=How to use your Apple TV under Composite WITH COLOR}}</ref><ref>[http://www.tuaw.com/2007/10/08/found-footage-apple-tv-composite-hack-in-full-color/ TUAW (unofficial Apple weblog) : Found Footage: Apple TV Composite Hack in Full Color]</ref><ref>[http://www.reghardware.co.uk/2007/10/18/eb_apple_tv_composite_hack/page2.html Reghardware: How to get colour composite-video from an Apple TV]</ref><ref>[http://blog.wired.com/gadgets/2007/10/apple-tv-hacked.html Wired Blogs: Apple TV Hacked to Output Full Composite Color]</ref> This hardware-based [[w:hack]], which requires inexpensive hardware to trick the built-in [[w:operating system]], enables users with non-[[w:HDTV]] TV sets, for which the Apple TV was originally designed,<ref>[http://arstechnica.com/journals/apple.ars/2007/1/9/6543 Ars at Macworld: Questions about the AppleTV].</ref> to connect Apple TVs to them. ==References== {{reflist|colwidth=30em}}42. [https://keepthetech.com/reset-apple-tv-with-remote/ How to reset Apple Tv with remote] [[Category:Computer hardware]] [[Category:Apple]] ccguwcxsj0lyn9eby34711juocnffiw 2414389 2414384 2022-08-14T13:54:43Z Johannnes89 618724 Reverted 1 edit by [[Special:Contributions/Emmasmith420|Emmasmith420]] ([[User talk:Emmasmith420|talk]]): Crosswiki linkspam (TwinkleGlobal) wikitext text/x-wiki ==History== ===Disclaimer=== Apple TV hacks have been available since days of Apple TVs release. Apple is not currently preventing users from installing Apple TV hacks, but users are warned that applying hacks will void the product's warranty.<ref>{{cite web|url=http://arstechnica.com/journals/apple.ars/2007/04/05/apple-denies-meddling-with-ap|title=Apple denies meddling with Apple TV hacks}}</ref> ===Software Hacks in the Beginning=== Apple TVs [[operating system]] was described by [[w:Walt Mossberg]] as "a modified version of the Mac operating system".<ref name=mossbergReview>{{cite web|url=http://ptech.wsj.com/archive/solution-20070321.html|title=From PC to TV -- via Apple|first=Walt|last=Mossberg|date=2007-03-21|publisher=The Wall Street Journal|accessdate=2007-04-03}}</ref> Hackers began creating Front Row extensions by gaining SSH and FTP access to the device. Initially, software hacking required physical changes to the Apple TV hardware; the bottom rubber panel was removed (which is near impossible to do perfectly) and the hard drive connected to a computer. This leaves the rubber not fully connected and a sticky residue on the bottom metal. It is an aesthetic barrier to modification.<ref>{{cite web|url=http://www.macworld.com/article/57079/2007/03/appletvharddrive.html|title=Upgrading Apple TV's hard drive|first=Dan|last=Frakes|date=2007-05-30|publisher=Macworld|accessdate=2008-03-21}}</ref> Because of problems associated with swaping the Apple TV hard drive, AppleTVHacks.net and FatWallet.com offered a [[w:United States dollar|US$]]1,000 reward for an external USB drive hack to utilize the USB "service port".<ref>{{cite web|url=http://www.appletvhacks.net/2007/04/08/1000-bounty-for-external-usb-drive-hack/|title=$1000 Bounty for External USB Drive Hack|date=2007-04-08|publisher=Apple TV Hacks|accessdate=2007-04-18}}</ref> Mid-2007, the USB hack was released.<ref>{{cite web|url=http://www.appletvhacks.net/2007/07/28/usb-patch-released-hallelujah/|title=USB patch released. usb patch released hallelujah!|date=2007-07-28|publisher=Apple TV Hacks|accessdate=2007-08-01}}</ref> ===The New Method: Patchstick=== The community-created "Patchstick" project enables Apple TV owners to add software modifications using the USB hack. Users can download a Patchstick image to a USB drive and reboot the Apple TV from the drive. Software is then automatically transferred from the USB drive to the Apple TV device.<ref>{{cite web|url=http://appletvhacks.blogspot.com/2007/04/patchstick-working-unlocks-atv-in.html|title=Patchstick Working - Unlocks ATV in minutes|author=staff|date=2007-04-18|publisher=blogspot|work=Apple TV Hacks blog|accessdate=2008-03-21}}</ref><ref>{{cite web|url=http://wiki.awkwardtv.org/wiki/Patchstick|title=Patchstick|author=staff|publisher=AwkwardTV|work=AwkwardTV wiki|accessdate=2009-03-24}}</ref> A commercial version of the Patchstick was released mid-2008, the [http://www.atvflash.com/ aTV Flash] software. This software allows playback of common media files and includes a web browser, RSS reader and ability to download metadata from the [[w:IMDB]]. In a similar way to the open-source Patchstick method, the aTV Flash requires no physical modifications to the Apple TV.<ref>[http://www.popsci.com/diy/article/2008-10/polish-appletv Popular Science - Polish the Apple TV]</ref> aTV Flash also enables the [http://hillcrestlabs.com/loop/ Loop pointer] from [http://hillcrestlabs.com/ Hillcrest Labs] to be used for navigating Apple TV menus, and controlling video playback.<ref>{{cite web|url=http://www.appletvhacks.net/2009/06/17/using-loop-pointer-now-possible-with-atv-flash/|title=Using Loop Pointer now possible with aTV Flash|date=2009-06-17|publisher=Apple TV Hacks|accessdate=2009-06-23}}</ref> Creating the open-source Patchstick was a manual effort until the Mac [http://code.google.com/p/atvusb-creator atvusb-creator] application was released in late 2008 on Google Code.<ref>{{cite web|url=http://wiki.awkwardtv.org/wiki/Beginners_Guide2|title=Beginners Guide for 2.x|author=staff|publisher=AwkwardTV|work=AwkwardTV wiki|accessdate=2009-03-24}}</ref><ref>{{cite web|url=http://www.ohloh.net/p/atvusb-creator|title=atvusb-creator|author=staff|publisher=ohloh|work=ohloh review|accessdate=2009-03-24}}</ref> atvusb-creator is noted as the "easiest way" to create the Patchstick and loads a USB drive with [[w:Dropbear (software)|dropbear]] ssh, bin tools including compression and [http://wiki.awkwardtv.org/wiki/Enable_FTP_Server FTP] utilities, and two plugins ([http://wiki.awkwardtv.org/wiki/SoftwareMenu SoftwareMenu] and [[w:XBMC Media Center]]/[[w:Boxee]] Installer/Launcher).<ref name=plugins/><ref>{{cite web|url=http://www.twine.com/item/123609nvc-6fw/atvusb-creator-google-code|title=atvusb-creator - Google Code|author=Todd Harter|publisher=Twine|work=Twine Bookmark|accessdate=2009-03-24}}</ref> ===Replacing Front Row: Boxee=== Boxee is an open-source "media center application based on XBMC with a social networking spin" and includes its own plugins for Internet media services such as Flickr, Last.fm, Shoutcast, Joost, Comedy Central, MTV, and Hulu. Boxee also includes user-defined RSS audio, video, torrent and text feeds.<ref name=CnetBoxeeContent>{{cite web|url=http://news.cnet.com/8301-13515_3-10136340-26.html|title=Boxee plugs into Joost, MTV Music|author=Harrison Hoffman|publisher=Cnet News|work=The Web Services Report blog|accessdate=2009-03-24}}</ref><ref name=BoxeeRSS>{{cite web|url=http://www.pcmag.com/article2/0,2817,2342648,00.asp?kc=PCRSS03069TX1K0001121|title=Boxee Circumvents Hulu Ban with RSS Reader|first=Brian|last=Heater|date=2009-03-06|publisher=PC Magazine|accessdate=2009-03-17}}</ref> Boxee installs a Netflix plugin, but Apple TV doesn't have enough processing power to run Microsoft's [[w:Silverlight]], which Netflix depends on.<ref>{{cite web|url=http://gadgetwise.blogs.nytimes.com/2009/04/09/apple-tv-boxee-the-discoveries-continue/|title=Apple TV + Boxee, the Discoveries Continue|first=Sonia|last=Zjawinski|date=2009-04-09|publisher=The New York Times|accessdate=2009-04-13}}</ref><ref>{{cite web|url=http://forum.boxee.tv/showthread.php?t=4586|title=netflix does not work on the apple tv|date=2009-04-11|publisher=Boxee forums|accessdate=2009-04-13}}</ref> ====Boxee How Tos==== * Install Boxee or XBMC on an Apple TV<ref>{{cite web|url=http://www.tuaw.com/tag/atvusb-creator/|title=Install Boxee or XBMC on an Apple TV|author=Mat Lu|publisher=The Unofficial Apple Weblog|work=via Engadget|accessdate=2009-03-24}}</ref> * Hack Your Apple TV With Boxee<ref name=WiredBoxee>{{cite web|url=http://howto.wired.com/wiki/Hack_Your_Apple_TV_With_Boxee|title=Hack Your Apple TV With Boxee|author=staff|publisher=Wired|work=Wired articles|accessdate=2009-03-24}}</ref> * Max Out Apple TV's Potential With Boxee<ref name=GizmodoBoxee>{{cite web|url=http://gizmodo.com/5082130/how-to-max-out-apple-tvs-potential-with-boxee|title=How To: Max Out Apple TV's Potential With Boxee|author=John Mahoney|publisher=Gizmodo|work=Gizmodo How-To|accessdate=2009-03-24}}</ref> * Cut the Cable For Good with Boxee and Apple TV<ref name=BoxeeCutCable>{{cite web|url=http://lifehacker.com/5138423/cut-the-cable-for-good-with-boxee-and-apple-tv|title=Cut the Cable For Good with Boxee and Apple TV|first=Kevin|last=Purdy|date=2009-01-29|publisher=LifeHacker|accessdate=2009-03-17}}</ref> ===Apple TV Updates=== The Apple TV software updates typically remove any software hacks that are installed. Major hacks are updated on a regular basis and the Apple TV device can easily be re-hacked.<ref name=YouTubePatch>{{cite web|url=http://wiki.awkwardtv.org/wiki/June_20_2007_Patch_%28aka_the_YouTube_Patch%29|title=June 20 2007 Patch (aka the YouTube Patch)|author=staff|date=2007-07-08|publisher=AwkwardTV.org|accessdate=2007-07-16}}</ref><ref>{{cite web|url=http://www.awkwardtv.org/?p=51|title=AppleTV Software Updated|author=staff|date=2007-06-21|publisher=AwkwardTV.org|accessdate=2007-07-16}}</ref><ref>[http://www.tuaw.com/2008/02/13/hacktv-take-2-the-appletv-hack-upgrade-liveblog/ HackTV Take 2: The AppleTV Hack Upgrade Liveblog]</ref><ref>[http://wiki.awkwardtv.org/wiki/Take_2_Safe_Update Take 2 Safe Update]</ref><ref>{{cite web|url=http://www.crunchgear.com/2009/03/02/how-to-recover-boxeexbmc-after-the-apple-tv-update/|title=How to recover Boxee/XBMC after the Apple TV update|author=John Biggs|date=2009-03-02|publisher=CrunchGear|accessdate=2009-03-24}}</ref> The most common method used to "re-hack" is by using the Patchstick to reload hacks after an Apple TV software update.<ref>[http://www.tuaw.com/tag/patchstick/ aTV: plug and play Apple TV hacking]</ref> Although major hacks have been updated, most Front Row plugins have not been updated to work with Apple TV 2.x. AwkwardTV reports 10 plugins out of 32 have been certified to be compatible with the "Take Two" update.<ref>{{cite web|url=http://wiki.awkwardtv.org/wiki/ATV2-Compatible_Plugins|title=ATV2-Compatible Plugins|author=staff|publisher=AwkwardTV|accessdate=2009-03-24}}</ref> ==Software How Tos== * access the device remotely through [[w:Secure Shell|SSH]],<ref>{{cite web|url=http://www.appletvhacks.net/2007/03/24/applications-running-on-the-apple-tv/|title=Applications running on the Apple TV|date=2007-03-24|publisher=Apple TV Hacks|accessdate=2007-04-03}}</ref> * get Apple TV's version of Front Row running on other Apple computers,<ref>{{cite web|url=http://www.appletvhacks.net/2007/03/27/apple-tv-running-on-a-macbook/|title=Apple TV running on a Macbook|date=2007-03-27|publisher=Apple TV Hacks|accessdate=2007-04-03}}</ref> * install regular versions of [[w:Mac OS X v10.4]]<ref>{{cite web|url=http://www.engadget.com/2007/03/31/apple-tv-running-full-version-of-os-x/|title=Apple TV running full version of OS X|first=Ben|last=Drawbaugh|date=2007-03-31|publisher=Engadget|accessdate=2007-04-03}}</ref> * install regular versions of [[Linux]]<ref>{{cite web|url=http://www.tuaw.com/2007/04/10/linux-on-apple-tv/|title=Linux on Apple TV|first=Erica|last=Sadun|date=2007-04-10|publisher=The Unofficial Apple Weblog|accessdate=2007-04-11}}</ref> * add support for other codecs<ref>{{cite web|url=http://gizmodo.com/gadgets/home-entertainment/apple-tv-hacked-to-run-xvid-divx-to-follow-246588.php|title=Apple TV Hacked to Run XviD, DiVX to Follow?|date=2007-03-23|publisher=Gizmodo|accessdate=2007-04-03}}</ref> * create Front Row [[w:plugin]]s.<ref name=plugins>{{cite web|url=http://arstechnica.com/journals/apple.ars/2007/04/09/plugins-for-the-apple-tv-rss-and-perl-scripts|title=Plugins for the Apple TV: RSS and Perl scripts|date=2007-04-09|first=Jacqui|last=Cheng|publisher=Ars Technica|accessdate=2007-04-11}}</ref><ref>{{cite web|url=http://plugins.awkwardtv.org|title=The AwkwardTV Plug-in Directory|author=staff|publisher=AwkwardTV|accessdate=2009-03-24}}</ref> ==Hardware How Tos== Hardware modifications allow users to expand Apple TVs capabilities. Customers can: * upgrade the hard drive on their Apple TVs,<ref>{{cite web|url=http://gizmodo.com/gadgets/home-entertainment/diy-apple-tv-hard-drive-upgraded-to-120gb-246567.php|title=DIY: Apple TV Hard Drive Upgraded to 120GB|date=2007-03-23|publisher=Gizmodo|accessdate=2007-04-03}}</ref> although a repair company such as [http://www.weaknees.com/appletv/apple-tv-upgrade.php Weaknees], [http://www.myservice.com/appletv.html MacService], and [[w:iResQ]] can install hard drive upgrades with data transfer. The company offers upgrades to 80GB, 120GB, 160GB, and 250GB hard drives.<ref>[http://www.iresq.com/desktops/hitlist-browse.php?search=Apple.*TV.*Hard.*Drive iResQ.com Apple TV hard drive upgrades]</ref> * output color through [[w:composite video]]<ref name=mauricio>{{cite web|url=http://www.youtube.com/watch?v=eQNFCjKrVlc|title=How to use your Apple TV under Composite WITH COLOR}}</ref><ref>[http://www.tuaw.com/2007/10/08/found-footage-apple-tv-composite-hack-in-full-color/ TUAW (unofficial Apple weblog) : Found Footage: Apple TV Composite Hack in Full Color]</ref><ref>[http://www.reghardware.co.uk/2007/10/18/eb_apple_tv_composite_hack/page2.html Reghardware: How to get colour composite-video from an Apple TV]</ref><ref>[http://blog.wired.com/gadgets/2007/10/apple-tv-hacked.html Wired Blogs: Apple TV Hacked to Output Full Composite Color]</ref> This hardware-based [[w:hack]], which requires inexpensive hardware to trick the built-in [[w:operating system]], enables users with non-[[w:HDTV]] TV sets, for which the Apple TV was originally designed,<ref>[http://arstechnica.com/journals/apple.ars/2007/1/9/6543 Ars at Macworld: Questions about the AppleTV].</ref> to connect Apple TVs to them. ==References== {{reflist|colwidth=30em}} [[Category:Computer hardware]] [[Category:Apple]] 7sayt05xwcwxkk0xcw2kan40t2ljqsg 0 105155 2414496 1875653 2022-08-14T22:08:20Z 200.125.231.186 spelling correction wikitext text/x-wiki {{TOCleft}}[[File:Brodmann area 45.png|center|Brodmann area 45]] [[File:Foundation-l word cloud without headers and quotes.png|center|500x200px|Foundation-l word cloud without headers and quotes]] == Introduction: What is the Mental Lexicon? == Psycholinguistics is about how language works in the brain. A specific question that one might ask on this topic is, "How are the words we use connected to the thoughts they serve to express?" The answer to such a seemingly simple question is actually quite complicated and far from conclusive. In order for one to transform his or her abstract thoughts into physical words (spoken, written, or signed), these words must first be mentally represented and organized in a systematic, easily accessible way. We call this systematic organization of the words represented in our minds the ''mental lexicon''. The mental lexicon is necessary because without it, linguistic production would be long and labourious and would not accurately represent one's thoughts. An analogy that is often used to illustrate the concept of the mental lexicon is that of a printed dictionary, which is similar to a lexicon. This analogy breaks down very quickly, however, in that the use of language in humans is very multi-facted and does not occur in a robotic, dictionary-like fashion. Dictionaries only allow one to access words by their alphabetically ordered spelling, which is often accidental in a language and does not allow for them to be accessed by any of their other properties (e.g., their meaning) (Fellbaum, 1998)<ref>Fellbaum, C. (1998). WordNet: An electronic lexical database. Cambridge, Massachusetts: MIT Press.</ref>. What the more flexible models of the mental lexicon try to do is explain the patterns and regularities that underlie people's knowledge and (sometimes irregular) use of words. Since these rules are not always explicit, there is a plethora of different models and approaches that have been created over the years which try to account for them. We will discuss some of these models and their associated issues here. == Developing a Model of the Mental Lexicon == One of the central issues in developing a model of the mental lexicon is whether the form of a word in the lexicon (e.g., phonological, /kat/, or orthographic, “cat”) is represented with its meaning (e.g., the idea or concept of a cat) in the same lexical entry or if they occupy separate entries (Rapp & Goldrick, 2006)<ref>Rapp, B., & Goldrick, M. (2006). Speaking words: Contributions of cognitive neuropsychological research. Cognitive Neuropsychology, 23(1), 39-73. doi:10.1080/02643290542000049</ref>. A related question is, “How are lexical entries organized and connected to each other in the lexicon?” The answer to this question might be fairly straightforward if there is only one type or level of lexical entry, but it gets more complicated if there are many layers of lexical entries for a word (e.g., its meaning, its form, its morphology etc.). Connections within and between layers would have to be considered in this case. Another key issue when it comes to developing models of the mental lexicon is which experimental task to use in order to test the predictability of the model. Two types of tasks have often been used to do this are semantic categorization tasks and lexical decision tasks (Sánchez-Casas, Davis, & García-Albea, 1992)<ref>Sánchez-Casas, R. M., Davis, C. W., & García-Albea, J. E. (1992). Bilingual lexical processing: Exploring the cognate/non-cognate distinction. European Journal of Cognitive Psychology, 4(4), 293-310. doi:10.1080/09541449208406189</ref>. A semantic categorization task involves presenting two words to a participant on which he or she must make a “yes or no” decision in terms of their semantic similarities. For example, “Is a bird an animal?” A lexical decision task involves deciding whether or not a “target,” presented word is actually a word or not, and this target is usually preceded by a “prime” word, about which no decision is made. (This [[Wikipedia:Priming (psychology)|''priming'']] paradigm can also be used in semantic categorization tasks). Reaction times to decisions are then used to infer how closely two words are organized in the mental lexicon, with faster reaction times indicating a closer organization. Other types of tasks used for developing models can be found at the [http://www.mental.lexicon.ling.ualberta.ca/meth.html “Words in the Mind, Words in the Brain Project”] website. A final issue to think about is whether studies concerning how words in the mental lexicon are [http://en.wikiversity.org/wiki/Psycholinguistics/Lexical_Access accessed] can be used to infer how they are organized in the mental lexicon (Marslen-Wilson, Tyler, Waksler, & Older, 1994)<ref>Marslen-Wilson, W., Tyler, L. K., Waksler, R., & Older, L. (1994). Morphology and meaning in the english mental lexicon. Psychological Review, 101(1), 3-33. doi:10.1037/0033-295X.101.1.3</ref>. Indeed, the experimental tasks described in the previous paragraph all concern lexical access, the results of which are typically used to map the mental lexicon. It is possible that there may be more than one path to access the words stored in the lexicon, and that the way they are stored may not necessarily match up perfectly with the routes by which they are accessed. For example, one can take the highway to go from one major city to another, but that does not mean that any smaller cities, connected by smaller roads, are not organized closer to the big cities than they are to each other. These are important issues to keep in mind as we look at some of the models of the lexicon. == Semantic Models of the Mental Lexicon == === The Hierarchical Network Model === Early researchers of the mental lexicon viewed it within the greater framework the organization of semantic memory. According to this approach, the forms of words and their meanings do share the same lexical entry, with emphasis placed on their meaning rather than their form. The foundational example is Collins and Quillian’s hierarchical network model (Collins & Quillian, 1969)<ref>Collins, A. M., & Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of Verbal Learning & Verbal Behavior, 8(2), 240-247. doi:10.1016/S0022-5371(69)80069-1</ref>. According to this model, all concepts are organized in a pyramid of interconnected “nodes,” or lexical entries. The most general concepts are found at the top of the pyramid, with specific instances of each concept found one level below it on the pyramid. For example, the concept “bulldog,” and any other instance of “dog,” would be found in a distinct group of nodes on a lower level of the pyramid. Each node in this group is directly connected to the node for the more general concept “dog,” on the level above (see Figure 1). “Dog,” would be found under the more general concept “Mammal,” which would be found under the even more general concept “Animal.” Furthermore, the attribute that distinguishes each concept from the concept above (or concepts beside) it is also noted under its node. Collins and Quillian thought this to be more cognitively efficient because the attribute “has legs,” for example, would not have to be represented under each level of the hierarchy. The central principle is that the more direct connections there are between two concepts, the longer it takes to make decisions about the relationship between them. This model breaks down, however, in many ways. First, studies with semantic categorization tasks have shown that it takes longer for people to decide whether or not a “dog” is a “mammal” (lower level) than it does for them to decide that it is an “animal” (higher level) (Smith, Shoben, & Rips, 1974)<ref>Smith, E. E., Shoben, E. J., & Rips, L. J. (1974). Structure and process in semantic memory: A featural model for semantic decisions. Psychological Review, 81(3), 214-241. doi:10.1037/h0036351</ref>. Also, an attribute like “wing,” would have to be stored under two nodes, “bird,” and “bat,” and there is no organization for a “wing” of itself (e.g. Appendages>Wings) ((Collins & Loftus, 1975) rectify this). Finally, the task itself used to test this model, a decision about the meanings of words, rather than the words themselves, is biased towards supporting a meaning-based model (if there is more than one layer of lexical entry). [[File:Hierarchical Model Mental Lexicon.png|Figure 1 – The Hierarchical Model (adapted from Collin’s and Quillian (1969))]] '''''Figure 1''' – Hierarchical Model (adapted from Collin’s and Quillian (1969))'' === The Semantic Feature Model === To address some of the shortcomings of models like Collins and Quillian’s (1969), Smith and colleagues (1974) developed a model that viewed the meanings of words as sets of semantic features or attributes (Smith et al., 1974). These features can be broken down into two types: characteristic and defining. Defining features are ones that are essential to distinguishing a concept from others (e.g., their most salient feature), while characteristic features are ones that are not essential to this. For example, a defining feature of “robin” is that it is “red-breasted,” while a characteristic feature is that it is "small.” The more defining features concepts share, the closer together they are organized in the mental lexicon. Thus, looking at the defining features shared between “bird,” “robin,” and “ostrich,” we see that “robin” and “bird” share 3, while “ostrich and “bird” share 2, meaning that “robin” would be grouped closer to “bird” than “ostrich” (see Figure 2). A hierarchical model, by contrast, would organize “ostrich” and “robin” equally close to “bird.” Thus, this model allows for more flexibility and levels in connections between nodes (lexical entries). Another key aspect of this model is that the more concrete a concept is, the more defining features it has, and the easier it is to make a semantic decision about it when compared with another concept. For example, when performing a semantic categorization task, it is easier to make a decision about the question, “Is a dog a toaster?” than, “Is an animal a thinker?” [[File:Semantic Features Model Mental Lexicon.png|Figure 2 – The Semantic Features Model (adapted from Smith et al., 1974))]] '''''Figure 2''' – Semantic Features Model (adapted from Smith et al., 1974))'' When making semantic decisions about words, Smith and colleagues (1974) suggested that the brain first compares general lists of their meanings (both defining and characteristic). If these lists are ambiguous in their similarity, making a “yes or no” decision difficult, then only defining characteristics are used to make a decision. Participant reaction times to a semantic categorization task did support this model, however, there were some problems with it. For example, certain category words showed inconsistent reaction times when paired with other words, and that for very large categories, reaction times tended to be longer than one would predict. An example that fits both of these is the word “animal.” === The Spreading Activation Model === Collins (and Loftus) also addressed some of the shortcomings of his (and Quillian’s) (1969) earlier hierarchical model (Collins & Loftus, 1975)<ref>Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82(6), 407-428. doi:10.1037/0033-295X.82.6.407</ref>. They explained some of the misconceptions people had about this model and adapted it to make it more flexible. This involved breaking down the rigid hierarchy so that direct connections could be formed between any two nodes (lexical entries). While doing this had the effect of making the model look more like the Semantic Features Model of Smith et al., (1974), it was different in that it did not rely solely on semantic feature comparison. In this revised model, objects (e.g., fire truck), features (e.g. red), verbs (e.g., eat) and even the links between all of these are treated as concepts, with distinct nodes. Any two words can be linked together, without any intermediate nodes, and the thickness (or sometimes length) of the link determines how closely organized together those concepts are (see Figure 3). [[File:Spreading Activation Model Mental Lexicon.png|Figure 3 – The Spreading Activation Model (adapted from Collins and Loftus (1975))]] '''''Figure 3''' – Spreading Activation Model (adapted from Collins and Loftus (1975)'' The principle idea behind spreading activation network (as opposed to feature) models is that when the node for one word is activated (i.e., when one hears or sees the word), a “pulse” of activation spreads out along its links to other nodes, which are then activated, sending out the “pulse” to through their own links etc. Activation weakens over the length of the links and at each node it passes through until it completely dissipates. This model is very useful in describing how “priming” works in general for many models of the lexicon, with concepts linked to each other (based on various criteria) priming each other through spreading activation. One problem with it is, however, that, according to it, the ordering of the mental lexicon becomes very idiosyncratic from person to person. Another key issue with using this model, and all of the models mentioned thus far, to illustrate lexical organization is that it fails to take into account aspects other than the meaning of words. No separate lexical entries, nodes, or representations are allowed for aspects of words such as their phonology, grammatical class (syntax), or morphology. To account for these factors, Bock and Levelt (1994) proposed a revised spreading activation model that had separate levels of lexical entries for them. This model did, however, continue to emphasize the semantic aspects of words (see Figure 4) (Bock & Levelt, 1994)<ref>Bock, K., & Levelt, W. (1994). Language production: Grammatical encoding. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics. (pp. 945-984). San Diego, CA US: Academic Press. Retrieved from http://ezproxy.library.dal.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1994-97824-029&site=ehost-live</ref>. [[File:Revised SAM Model Mental Lexicon.png|Figure 4 – The Revised SAM (adapted from Bock and Levelt (1994))]] '''''Figure 4''' – Revised SAM (adapted from Bock and Levelt (1994))'' === The ACT and WordNet Models === There are several more recent models of the mental lexicon that are computationally based. Like the previous models, the main contention of these models is that words are primarily organized based on semantics in the lexicon. These models are different, however, in that words and their meanings (concepts) are considered to be separate. This is because the words we know are constrained by the concepts we have in our minds, and it is possible to have a concept without a word, but not a word without a concept (Fellbaum, 1998, p.8). Furthermore, knowledge about a concept and how it relates to other concepts is constrained by the environments and contexts in which it occurs most. The Adaptive Character of Thought (ACT) Model differs from the previously mentioned semantic models in that is does not solely use associations in the [http://www.designophy.com/designpedia/design-term-1000000001-declarative-.-procedural-knowledge.htm ''declarative knowledge''], or factual meaning, of words to organize them. In addition to this, the ACT Model uses [http://www.designophy.com/designpedia/design-term-1000000001-declarative-.-procedural-knowledge.htm ''procedural knowledge''], or how words relate to each other in terms of their function, to organize them. A computer using the ACT Model learns how likely words are to occur together and then activates “chunk” structures based on their shared functional context. For example the word “game” is organized closer to “play” because it appears in the same context as “play” quite often. Thus, the ACT Model organizes words together based on their real-world, practical relationships with each other, not just abstract meanings (Anderson, 1996)<ref>Anderson, J. R. (1996). ACT: A simple theory of complex cognition. American Psychologist, 51(4), 355-365. doi:10.1037/0003-066X.51.4.355</ref>. The [http://wordnet.princeton.edu/ WordNet] electronic lexical database organizes words into “synsets,” which are further organized into a hierarchical network model. A sysnet is basically a list of all the lexical entries, or synonyms, that can be used to articulate a particular concept in a particular context. For example, the word “shot” can be used to articulate the concepts “drink,” “injection,” and “pellet,” all in different contexts. There would be no single synset, however, for “shot” that would include all the other synonyms at once (Fellbaum, 1998). This lexical entry would be included once for each synset, making only one specific concept itself, or “gloss,” the defining feature of a synset. Not all lexical entries have exact synonyms, however, and this causes one to ask how sysnsets could be linked together to form a complete hierarchy for all words. In the case of nouns, this problem is overcome using the notions of [[Wikipedia:Hyponymy|''hyponymy'']] and [[Wikipedia:Hyponymy|''hypernymy'']], types of non-exact synonymy. A in the word pair “robin/bird,” for example, “bird” would be a hypernym of its hyponym “robin.” Hyponyms are grouped under hypernyms, similar to the Collins and Quillian’s (1969) hierarchical model, with the hypernyms at the top of noun hierarchies called “unique beginners.” This model has a similar problem to that of Collins and Quillian’s, however, in that concepts that are functionally related in certain contexts, such as “net,” racquet,” and “ball,” cannot be organized together. This model would not predict semantic priming between these words, which is not what occurs in reality, and this is known as “the Tennis problem” (Fellbaum, 1998). Thus, these “discourse semantics” cannot be accounted for as effectively by this model as it can be by ACT and spreading activation models. == Other Approaches to the Mental Lexicon == === The Logogen and Autonomous Search Models === Though primarily concerned with lexical access, the autonomous search model proposed by Forster (1976, 1989), and the logogen model proposed by Morten (1969, 1982), both incorporate distinct levels of representation in the mental lexicon for the form (phonology and orthography, aural and visual) and meaning of a word (Marslen-Wilson et al., 1994). See the section on [http://en.wikiversity.org/wiki/Psycholinguistics/Lexical_Access lexical access] for more information on these models. === The Connectionist (Associative) Approach === The models presented thus far assume that words are organized together in the mental lexicon based on their shared meanings alone. It is important to consider that there may be no localized “mental lexicon” per se and that knowledge about words may be treated like any other type of knowledge, as Seidenberg and McClelland (1989)<ref>Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523-568. doi:10.1037/0033-295X.96.4.523</ref> suggest. Their connectionist model is a spreading activation model (or [[Wikipedia:Connectionism|Parallel Distributed Processing model]]), in which a word’s lexical representation and information is not localized in any one node (as in Collins and Loftus, 1975), but distributed across many nodes. As they put it: “Knowledge of words is embedded in a set of weights on connections between processing units encoding orthographic, phonological, and semantic properties of words, and the correlations between these properties” (Seidenberg & McClelland, 1989, p. 560). Thus, when any of the properties they mention (phonology, orthography and meaning) are activated at once the connections between them become stronger, like neurons firing and wiring together in the brain (R. E. Brown & Milner, 2003)<ref>Brown, R. E., & Milner, P. M. (2003). The legacy of donald O. hebb: More than the hebb synapse. Nature Reviews Neuroscience, 4(12), 1013-1019. doi:10.1038/nrn1257</ref>. These connections are mediated in a bottom-up process via a small number of “hidden units,” which are connected to the much more numerous “input units” that represent orthography, phonology and meaning. The hidden units cluster together inputs that co-occur (or “fire”) together (see Figure 5). When connectionist models are tested on the computer, as the weights between units are refined over time, they tend to group words based on categories such as “noun,” “verb,” “animal” etc. (Elman, 2004)<ref>Elman, J. L. (2004). An alternative view of the mental lexicon. Trends in Cognitive Sciences, 8(7), 301-306. doi:10.1016/j.tics.2004.05.003</ref>. This logical grouping of words that occurs via a completely bottom-up process flies in the face of the models discussed previously, which tend to operate in a more top-down manner. This approach, therefore, suggests that words are organized purely by associations between words as they are encountered in the world, with no "hard-wired" rules for organizing them in the brain, as suggested by the next approach we will discuss. [[File:Connectionist Model Mental Lexicon.png|Figure 5 – The Connectionist Model (adapted from Seidenberg and McClelland 1989))]] '''''Figure 5''' – Connectionist Model (adapted from Seidenberg and McClelland 1989))'' === The Morphological (Rule-based) Approach === One aspect of words that is often neglected by models of the mental lexicon is morphology. Some models seem to simply acknowledge that morphology is there, lurking in the background, while others (e.g., connectionist models) discount the need for such a rule-based system for organizing words (Pinker & Prince, 1988)<ref>Pinker, S., & Prince, A. (1988). On language and connectionism: Analysis of a parallel distributed processing model of language acquisition. Cognition, 28(1-2), 73-193. doi:10.1016/0010-0277(88)90032-7</ref>. Though Bock and Levelt (1994) did include morphology in their model, they did not elaborate on how distinct a level of representation it can be. [http://www.sil.org/linguistics/GlossaryOflinguisticTerms/WhatIsAMorpheme.htm ''Morphemes''] are the smallest (formal) units of meaning in a word. For example, the word “cleaner” is composed of two morphemes “clean” (verb) and “er” (one who performs verb). These form-meaning overlaps are consistent and generally operate in a rule-like way, causing some to suggest that the mental lexicon may be organized (at least in part) by these rules. The first study to support this idea was by Stanners and colleagues’ (1979) (Stanners, Neiser, Hernon, & Hall, 1979)<ref>Stanners, R. F., Neiser, J. J., Hernon, W. P., & Hall, R. (1979). Memory representation for morphologically related words. Journal of Verbal Learning & Verbal Behavior, 18(4), 399-412. doi:10.1016/S0022-5371(79)90219-6</ref>. They reported priming, or faster reaction times, for words that were preceded by their [http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsInflection.htm ''inflected''] past tense, “ed,” forms compared to those that were preceded by their irregular past-tense form. Then, in in a series of lexical decision, masked priming tasks (Forster & Davis, 1984)<ref>Forster, K. I., & Davis, C. (1984). Repetition priming and frequency attenuation in lexical access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10(4), 680-698. doi:10.1037/0278-7393.10.4.680</ref>, Marlsen-Wilson and colleagues (1994) found aural-visual priming for root words preceded by one of their (morphologically) [http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsDerivation.htm ''derived''] forms compared to orthographically and semantically related pairs. The conclusion from studies such as these is that words that share a morphological root may be organized under that root in the mental lexicon, at least for monolinguals (see Figure 6). Some researchers are even beginning to ask now whether this morphological mental organization holds true across languages for bilinguals, but results are still far from conclusive (Voga & Grainger, 2007)<ref>Voga, M., & Grainger, J. (2007). Cognate status and cross-script translation priming. Memory & Cognition, 35(5), 938-952. Retrieved from http://ezproxy.library.dal.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-13806-009&site=ehost-live</ref>. As for words that appear to share a root, but actually do not (e.g., “corn” and “corner”), it is suggested that these are organized in their own, separate lexical groups. Finally, irregular past-tense forms of verbs are also supposed to be organized separately, not under the present-tense form of the verb, meaning that irregular words must be memorized as whole-words (Pinker, 1991)<ref>Pinker, S. (1991). Rules of language. Science, 253(5019), 530-535. doi:10.1126/science.1857983</ref>. [[File:Morphological Model Mental Lexicon.png|Figure 6 – The Morphological Model (adapted from Voga and Grainger, 2007)]] '''''Figure 6''' – Morphological Model (adapted from Voga and Grainger, 2007)]'' As with the semantic models, which are supported by semantic categorization tasks, the tasks used to provide support for the morphological organization of the mental lexicon may be biased towards this conclusion. Seidenberg and McLelland argue that lexical decision tasks do not adequately tap the semantic components of words, meaning that other aspects, such as morphology, are favoured (Seidenberg & McClelland, 1989). Furthermore, Seidenberg and other connectionists believe that morphology should not have a distinct input unit or layer in the model, and that, like words in general, it is represented in a distributed fashion in the mental lexicon. They describe morphology as “the consequence of the interactions in a dynamic system that maps meanings onto forms and vice versa” (Gonnerman, Seidenberg, & Andersen, 2007, p. 341)<ref>Gonnerman, L. M., Seidenberg, M. S., & Andersen, E. S. (2007). Graded semantic and phonological similarity effects in priming: Evidence for a distributed connectionist approach to morphology. Journal of Experimental Psychology: General, 136(2), 323-345. doi:10.1037/0096-3445.136.2.323</ref>, or simply put, the overlap in form and meaning that is an inherent component of morphology. A number of recent studies have suggested that this is not the case. These studies have shown that morphological priming effects can be seen as greater than the summed effects of orthography (or phonology) and semantics (Marslen-Wilson, Bozic, & Randall, 2008; Feldman, 2000; Rastle, Davis, Marslen-Wilson, & Tyler, 2000)<ref>Marslen-Wilson, W., Bozic, M., & Randall, B. (2008). Early decomposition in visual word recognition: Dissociating morphology, form, and meaning. Language and Cognitive Processes, 23(3), 394-421. doi:10.1080/01690960701588004</ref><ref>Feldman, L. B. (2000). Are morphological effects distinguishable from the effects of shared meaning and shared form? Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(6), 1431-1444. doi:10.1037/0278-7393.26.6.1431</ref><ref>Rastle, K., Davis, M. H., Marslen-Wilson, W., & Tyler, L. K. (2000). Morphological and semantic effects in visual word recognition: A time-course study. Language and Cognitive Processes, 15(4-5), 507-537. doi:10.1080/01690960050119689</ref>. There is something about the morphology of words that is goes beyond just the simple form-meaning overlap that is inherent in morphologically related words, suggesting that it is distinctly represented in the lexicon. In sum, whether morphology can be said to be most basic level of organization of the mental lexicon is still hotly debated, but there at least seems to be solid support for it to have a distinct representation in the lexicon. === Neuroimaging and the Mental Lexicon === Up to this point, we have been discussing theoretical models of the mental lexicon that focus on connections between nodes and inferring the “spatial” organization of the lexicon through these connections. While these models may look good as neatly drawn diagrams on paper, is there any basis for them in the actual physiological structure of the brain? Several neuroimaging studies suggest that the various components of the lexicon are distributed widely throughout the language areas of the brain. They also suggest that properties by which words are grouped in the brain are somewhat different than the models mentioned above. For example, using fMRI and syntactic and semantic violation tasks, Newman and colleagues found differences in brain activation during syntactic and semantic processing (Newman, Pancheva, Ozawa, Neville, & Ullman, 2001)<ref>Newman, A. J., Pancheva, R., Ozawa, K., Neville, H. J., & Ullman, M. T. (2001). An event-related fMRI study of syntactic and semantic violations. Journal of Psycholinguistic Research, 30(3), 339-364. doi:10.1023/A:1010499119393</ref>. They found that certain areas of the frontal lobes were more active during syntactic processing and that certain areas of the temporal and parietal lobes were more active during semantic processing. There is also electrophysiological evidence for hemispheric distinction between open-class or content words, such as nouns and verbs, and closed-class or function words, such as conjunctions and prepositions. Specifically, a larger N400 wave is elicited over the (frontal) left hemisphere for closed-class words (C. M. Brown, Hagoort, & ter Keurs, 1999)<ref>Brown, C. M., Hagoort, P., & ter Keurs, M. (1999). Electrophysiological signatures of visual lexical processing: Open- and closed-class words. Journal of Cognitive Neuroscience, 11(3), 261-281. doi:10.1162/089892999563382</ref>. This suggests that perhaps closed class words are organized in the left hemisphere, while open-class words are more predominant in the right hemisphere. == Learning Exercise, Part A – Develop Your Own Model == One concept that is hard for many to grasp is that of what exactly a lexical entry in the mental lexicon is. Understanding this concept is crucial to understanding the mental lexicon because, simply put, the lexicon is made up of lexical entries. Furthermore, the precise criteria used to define a lexical entry have a direct impact on how they can be organized. For example, if you think that a change in word meaning is all that is necessary to create a new lexical entry, it follows that its phonological properties cannot be used to organize it with other words in the lexicon. Think of the analogy of a printed dictionary previously introduced to illustrate this point, and answer the following questions on a piece of paper. Click on the link below each question to find sample answers. '''Q1.''' How are lexical entries organized within a dictionary and what sort of information do they contain? - [[Mental Lexicon/Learning Exercise A/Answers]] '''Q2.''' Are these properties organized similarly in any of the models discussed so far? - [[Mental Lexicon/Learning Exercise A/Answers]] '''Q3.''' As mentioned in the introduction, the analogy of a printed dictionary breaks down very quickly for many reasons. Try to name a few. - [[Mental Lexicon/Learning Exercise A/Answers]] The weakness of the analogy of a printed dictionary, which is orthographically based, caused early researchers to propose semantically based models. '''Q4.''' Which of the following analogies would you use to describe the semantic models of the mental lexicon? Why? a. Dictionary (printed) b. Lexicon (printed) c. Thesaurus (Printed) - [[Mental Lexicon/Learning Exercise A/Answers]] '''Q5.''' What about the morphological account? Which analogy works best for it? - [[Mental Lexicon/Learning Exercise A/Answers]] '''Q6.''' Is it appropriate to use the analogy of a printed book for connectionist models? What about the neuroimiging evidence? - [[Mental Lexicon/Learning Exercise A/Answers]] '''Q7.''' Think about these questions: Are these models missing anything? Do you think other aspects of words should be accounted for the mental lexicon? What would it look if each aspect of a word were represented in separate entries as opposed to a single lexical entry? What do you think the most important features of a word are (which ones occupy there own node)? Would models based on these features be more or less efficient than other models? What are the implications for how these aspects are connected and organized? Draw a diagram of how you envision the lexicon being organized, keeping these questions in mind. Also, include predictions about words, their access and organization that your model makes. - [[Mental Lexicon/Learning Exercise A/Answers]] == Learning Exercise, Part B – Create Your Own Task == Now that you have developed your own model of the mental lexicon, it is time to test its practicality. There are a number of things you need to do and questions you need to ask to do this. To illustrate this point, we will create a task to evaluate the morphological account of the mental lexicon. Sample answers to questions can be found in the following sub-section. '''Q1.''' First, come up with some hypotheses or predictions that would arise from this model if it were valid. This involves creating a list of factors and associated variables that can be manipulated to distinguish participants’ responses during your task as supporting or refuting your hypothesis (see example below for answers). '''Q2.''' Next, you choose a task to test your hypotheses. Should you use a lexical decision task, a semantic categorization task, an L1/L2 translation task etc.? '''Q3.''' Now, create the specific items to be used for eliciting responses from participants in your task. These responses will be used to evaluate your model. '''Q4.''' Finally, think about what types of responses you want to elicit from participants in your task and what your results might look like if they are to both support or refute your hypotheses. === Example Task: Lexical Decision === '''A1.''' For example, if you believe that the mental lexicon is organized morphologically (by root word), you might predict that people find it easier to make decisions about words that share the same root-word than words that do not. Therefore, one factor that you will manipulate is the morphological relatedness between words. '''A2.''' You could use a [http://www.mental.lexicon.ling.ualberta.ca/meth.html variety of tasks] to test your model’s hypotheses, such as a Picture-Naming Task, whereby a word (prime) is presented on a computer screen followed by the picture of a second word (target) that shares the same root as the previous word. The participant’s task is to name the picture as quickly as possible. Reaction times to morphologically related word-picture pairs could then be compared to those to non-related pairs, with faster reaction times indicating closer organization between the two items in the lexicon. You could also use a lexical decision task or semantic relatedness task in a similar fashion, all with the aim of eliciting response from a participant by asking them to make a decision about words. '''A3.''' For your items for a picture naming task, you could create twenty sets of word-picture pairs that are morphologically related and twenty sets that are not (for balance). You could also have the same primes, but use words rather than pictures for targets for a lexical decision task. In creating item lists, you would also need to consider the other (competing) ways that the lexicon could be organized and create items for them as well for comparison. For example, the lexicon could be organized phonologically, semantically, or both! Equal numbers items that represent all of these possibilities would need to be created for balance. Below is a mock wordlist for a lexical decision task. Notice how equal numbers of items have been created for each type of relationship and identical categories and numbers of items have been created for both the word and non-word categories. Also, semantically related non-words are impossible to create, thus, filler words are have been created for consistency. Finally, in reality, more words than these would be needed to create an average reaction time for each participant, which is then further averaged across participants to create the final results. Again, faster reaction times would indicate closer organization in the lexicon. '''Prime-Target Pair List, by Relationship Type''' ''The Mental Lexicon, Learning Exercise, Lexical Decision Task'' '''WORDS''' {{center top}} {{center bottom}} {| class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; mso-yfti-tbllook: 191; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black; mso-border-insideh-themecolor: text1; mso-border-insidev: .5pt solid black; mso-border-insidev-themecolor: text1" border="1" |- style="mso-yfti-irow: 0; mso-yfti-firstrow: yes" | style="width: 147.6pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" colspan="2" width="148" valign="top" | '''''<u>Orthographic</u>''''' | style="width: 147.6pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-left: none; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" colspan="2" width="148" valign="top" | '''''<u>Morphological</u>''''' | style="width: 147.6pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-left: none; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" colspan="2" width="148" valign="top" | '''''<u>Semantic</u>''''' |- style="mso-yfti-irow: 1" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Prime''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Target''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Prime''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Target''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Prime''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Target''' |- style="mso-yfti-irow: 2" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | corner | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | CORN | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | friendly | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | FRIEND | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | idea | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | NOTION |- style="mso-yfti-irow: 3" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | turnip | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | TURN | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | punishment | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | PUNISH | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | crazy | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | INSANE |- style="mso-yfti-irow: 4" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | tinsel | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | TIN | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | wonderful | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | WONDER | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | admire | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | LIKE |- style="mso-yfti-irow: 5" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | bulletin | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | BULLET | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | active | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | ACT | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | pick | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | CHOOSE |- style="mso-yfti-irow: 6; mso-yfti-lastrow: yes" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | topple | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | TOP | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | greatness | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | GREAT | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | touch | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | FEEL |} {{center top}} {{center bottom}} '''NON-WORDS''' {{center top}} {{center bottom}} {| class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; mso-yfti-tbllook: 191; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black; mso-border-insideh-themecolor: text1; mso-border-insidev: .5pt solid black; mso-border-insidev-themecolor: text1" border="1" |- style="mso-yfti-irow: 0; mso-yfti-firstrow: yes" | style="width: 147.6pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" colspan="2" width="148" valign="top" | '''''<u>Orthographic</u>''''' | style="width: 147.6pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-left: none; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" colspan="2" width="148" valign="top" | '''''<u>Morphological</u>''''' | style="width: 147.6pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-left: none; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" colspan="2" width="148" valign="top" | '''''<u>Semantic</u>''''' |- style="mso-yfti-irow: 1" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Prime''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Target''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Prime''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Target''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Prime''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Target''' |- style="mso-yfti-irow: 2" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | think | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | THID | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | quickly | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | QUIG | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | n/a | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | n/a |- style="mso-yfti-irow: 3" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | build | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | BUIG | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | retirement | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | RETIVE | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | n/a | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | n/a |- style="mso-yfti-irow: 4" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | trial | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | TRIAK | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | collector | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | COLLEM | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | n/a | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | n/a |- style="mso-yfti-irow: 5" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | chew | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | CHEP | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | graceful | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | GRAP | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | n/a | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | n/a |- style="mso-yfti-irow: 6" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | leave | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | LEAT | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | alertness | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | ALERN | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | n/a | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | n/a |- style="mso-yfti-irow: 7" | style="width: 147.6pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" colspan="2" width="148" valign="top" | '''''<u><span style="text-decoration: none"> </span></u>''''' | style="width: 147.6pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" colspan="2" width="148" valign="top" | '''''<u><span style="text-decoration: none"> </span></u>''''' | style="width: 147.6pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" colspan="2" width="148" valign="top" | '''''<u>Fillers</u>''''' |- style="mso-yfti-irow: 8" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | ''' ''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | ''' ''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | ''' ''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | ''' ''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Prime''' | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | '''Target''' |- style="mso-yfti-irow: 9" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | smell | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | SMEG |- style="mso-yfti-irow: 10" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | help | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | HELB |- style="mso-yfti-irow: 11" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | cleaner | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | CLEAM |- style="mso-yfti-irow: 12" | style="width: 73.8pt; border: solid black; mso-border-themecolor: text1; border: 1.0pt; border-top: none; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; mso-border-right-themecolor: text1; border-right: 1.0pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-alt: .5pt; mso-border-alt: solid black; mso-border-themecolor: text1; mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | | style="width: 73.8pt; border-top: none; border-left: none; border-bottom: solid black; mso-border-bottom-themecolor: text1; border-bottom: 1.0pt; border-right: solid black; 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mso-border-alt: .5pt; padding: 0cm 5.4pt 0cm 5.4pt" width="74" valign="top" | MONUR |} '''A4.''' Here is an example of a mock lexical decision task used to test the hypotheses from a morphological account of lexical organization. Here, participants must respond as quickly and as accurately as possible to if the target word (in caps) is a real word or not. This task has been adapted and simplified from the ones created by Marslen-Wilson and colleagues (1994) and Voga and Grainger (2007). The word list presented above has been used to create the stimuli for this task and Excel was used to randomize the order of all the item-pairs and put them into the PowerPoint file for the task. Click on the link, [http://www.authorstream.com/Presentation/Crawnat-874597-lexical-decision-task/ Example Lexical Decision Task], and follow these instructions: 1. Click in the lower right-hand corner to maximize the slideshow. Follow the instructions in the first slide. 2. Rather than providing input in the manner described, you can just click the "play" button as though you were making a lexical decision to advance through the slides. 3. You should be able to download the actual file for yourself. 4. You can use PowerPoint to create your own task, setting the timings and user inputs for each slide as desired. (In reality, specialized software other than PowerPoint would be used to present items and capture input from participants. Typically, significant differences in presentation speed and reaction times are in the hundredths of a second, and PowerPoint is not designed to operate at such high speeds.) '''Results:''' For the morphological account to be supported, reaction times would need to be significantly faster for morphologically related word pairs than for other types of pairs. When reactions times to word-pairs in one group are faster than to word-pairs in another group, as in this case, this is called “priming” (the opposite of this is “inhibition”). Morphological priming supports our model. Incorrect and non-word responses would not be used in the analysis, and typically many more items than the ones used here are used to elucidate these differences. == Conclusion == The mental lexicon is a fascinating topic of study, an understanding of which is very helpful for language researchers because it touches on all aspects of psycholinguistics. There are many angles from which to study the mental lexicon and it is certainly much more complicated and flexible than any printed dictionary, for it is the interface between what we think and what we say. Accordingly, there is still a lot of debate about which model is best and whether it is even possible to create a universally applicable model. It is important to remember, however, that no model is without its merits and each model discussed here has contributed to our understanding of the mental lexicon in a unique and invaluable way. == External Links == *[[Wikipedia:Priming (psychology)|Priming]] *[http://www.mental.lexicon.ling.ualberta.ca/meth.html “Words in the Mind, Words in the Brain Project”] *[http://www.designophy.com/designpedia/design-term-1000000001-declarative-.-procedural-knowledge.htm Declarative and Procedural Knowledge] *[[Wikipedia:Hyponymy|Hyponymy and Hypernymy]] *[http://wordnet.princeton.edu/ WordNet] *[[Wikipedia:Connectionism|Parallel Distributed Processing models and Connectionism]] *[http://www.sil.org/linguistics/GlossaryOflinguisticTerms/WhatIsAMorpheme.htm Morphemes] *[http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsInflection.htm Inflection] *[http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsDerivation.htm Derivation] *[http://www.authorstream.com/Presentation/Crawnat-874597-lexical-decision-task/ Example Lexical Decision Task] == References == <references/> [[Category:Psycholinguistics|{{SUBPAGENAME}}]] bkj7i1v75he4jpyvqwffobip8q8q1bn 0 108740 2414499 2401917 2022-08-14T22:22:52Z Lbeaumont 278565 Added Evolving Governments wikitext text/x-wiki ==Applied Wisdom== {{TOC right }} [[w:T._S._Eliot|T. S. Eliot]] asked: {{cquote |Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?}} This ''Applied Wisdom Curriculum'' is being designed by asking how we can best prepare ourselves to solve the great universal problems that prevent us from realizing and enjoying all that is most important in life. Knowledge has not been enough; we need the broad scope, human perspective, and good judgment of ''wisdom''. Shih-Ying Yang writes: “In the last analysis, individual actualization of conceptions of wisdom in real life, and the positive impact of these wise decisions and actions, may be the vehicle of the advance of human civilizations.”<ref> Yang, Shih-Ying. 2001. “Conceptions of Wisdom Among Taiwanese Chinese.” ''Journal of Cross-Cultural Psychology'' 32(6), November:662-680.</ref> This curriculum is based on the simple premise: If folly brings us problems, then perhaps [[wisdom]] can bring us solutions. The goal of the curriculum is to help you develop a tough mind and a tender heart. {{By|lbeaumont}} '''Pursuit of [[w:Well-being|well-being]]''' is the unifying theme for these courses. The collection of [[Wise Affirmations|wise affirmations]] can help you live more wisely each day. Please choose courses from this curriculum and study them in any order that suits your interests. The [[Living Wisely]] course calls on these courses in a particular sequence intended to allow each new course to build upon concepts learned from previous courses. The currently available courses are listed below in that sequence. * [[Wisdom for the ages]] - Practical advice for [[Living Wisely|living wisely]] * The [[Virtues]] — Attaining intrinsically valuable character traits * [[Earning Trust]] — Relying on Another * [[True Self|Unmasking the True Self]] — Exploring the stories we tell ourselves about ourselves * [[Practicing Dialogue]] — Thinking Together * [[What Matters]] — Identifying what is truly most significant to you, your family, community, nation, and world. * [[Stoic joy]] — Seeking tranquility. * Courses from the [[Deductive_Logic/Clear_Thinking_curriculum|Clear Thinking]] curriculum. — Become more accurate and consistent in thinking. ** [[Facing Facts]] — Embracing Reality ** [[Evaluating Evidence]] — Seeking Reality ***[[Media literacy|Media Literacy]] — Identifying reliable sources ** [[Seeking True Beliefs]] — Excellence in the Quest for Knowledge ** [[Exploring Worldviews]] — Challenging our deeply embedded assumptions ** [[Deductive Logic]] — Tools for evaluating consistency ** [[Recognizing Fallacies]] — Describing inconsistencies ** [[Thinking Scientifically]] — Reliable ways of knowing ** [[Knowing_How_You_Know|Knowing How You Know]] — Developing and applying your own Theory of Knowledge. ** [[Intellectual Honesty]] — Seeking Real Good Together ** [[Socratic Methods]] — Seeking real good by questioning beliefs ***[[Street Epistemology]] — Exploring the basis for belief **[[Exploring Social Constructs]] — Constructing Reality *[[Finding Common Ground]] — Aligning concepts with reality * [[Natural Inclusion]] — Experiencing the world ''from'' nature. * [[Beyond Theism]] — A real basis for hope * [[Global Perspective]] — Applying our Wisdom to meet the Grand Challenges * Courses from the [[Emotional Competency]] curriculum: ** [[Emotional Competency]] — Developing the essential social skills to recognize, interpret, and respond constructively to emotions in yourself and others. ** [[Studying Emotional Competency]] — a path for studying the emotional competency material ** [[Dignity]] — Improving our world by learning to preserve dignity for all people ** [[Recognizing Emotions]] — Know how you feel **[[Forming beliefs]] — Evaluating what you accept as true ** [[Resolving Anger]] — Resolving an urgent plea for justice and action ** [[Resolving Dominance Contests]] — The classic show down **[[Confronting Tyranny]] — Resisting abusive power ** [[Overcoming Hate]] — Learning acceptance **[[Appraising Emotional Responses]] — Explaining Events ** [[What you can change and what you cannot]] — Gaining the wisdom to know the difference ** [[Attributing Blame]] — Analyzing Cause and Effect **[[Coping with Ego]] — Confronting the prime mover ** [[Apologizing]] — Expressing remorse. ** [[Forgiving]] — Choosing to overcome your desire for revenge **[[Communicating Power]] — Projecting power as we speak ** [[Earning Trust]] — Relying on Another ** [[Practicing Dialogue]] — Thinking Together ** [[Candor]] — Gaining Common Understanding ** [[Understanding Fairness]] — Your interpretation of what is fair is likely to be arbitrary and biased. ** [[Transcending Conflict]] — Resolving contradictory goals ** [[True Self|Unmasking the True Self]] — Exploring the stories we tell ourselves about ourselves * [[Pursuing Collective Wisdom]] — Improving collaborative decision making. * [[Grand Challenges]] — The great problems and opportunities facing humanity * Courses from the [[Unleashing_Creativity/possibilities_curriculum|Possibilities curriculum]]: **[[Creating Possibilities]]—Navigating problem space **[[Unleashing Creativity]] — Welcoming new and useful ideas **[[Thinking Tools]] — Boosting Imagination **[[Problem Finding]] — Discovering the ''real'' problem **[[Solving Problems]]—Creating solutions **[[Embracing Ambiguity]]—Keep thinking **[[Transcending Conflict]]—Resolving contradictory goals **[[Playing]] — Enjoyable Activity ** [[Envisioning Our Future]] — Describing your vision of our future. ** [[Evolving Governments]] — Unleashing collaboration * [[Dignity]] — Improving our world by learning to preserve dignity for all people * [[Wisdom]] — Choosing Humanity * [[Assessing Human Rights]] — Essential protections for every person * [[Moral Reasoning]] — Knowing what to do * [[Living the Golden Rule]] — Treating others as you want to be treated ** [[Understanding the Golden Rule]] — Treat others only as you consent to being treated in the same situation. * [[Practicing Dialogue]] — Thinking Together * [[Understanding Fairness]] — Your interpretation of what is fair is likely to be arbitrary and biased. * [[Transcending Conflict]] — Resolving contradictory goals * [[Limits To Growth]] — Recognizing the earth is finite * [[Envisioning Our Future]] — Describing your vision of our future. ** [[A Journey to GameB]] — Life as it could be ** [[Intentional Evolution]] — Choosing our future ** [[Level 5 Research Center]] — The Next Big Thing ** [[Wisdom Research|The Wisdom and the Future Research Center]] — How can we wisely create our future? *[[Finding Courage]] — Value-based action despite temptation. * [[Doing Good]] — Take real good action. * A [[Quiet Mind]] — Controlling Discursive Thought; cultivating Pure Awareness * [[Living Wisely]] — Enjoy seeking ''real good'' throughout your life. * [[Natural Inclusion]] — Experiencing the world ''from'' nature. ==Related Lectures and Essays== Several of the courses in this applied wisdom curriculum include lectures or assign essays to read as part of the course work. Those lectures and essays are listed here, in alphabetical order. * [[Living_Wisely/advance_no_falsehoods|Advance no Falsehoods]] * [[Exploring_Worldviews/Aligning_worldviews|Aligning Worldviews]] *[[Virtues/Humility/Authentic_Humility|Authentic Humility]] *[[Virtues/Humility/Being 99.9% Ignorant|Being 99.9% Ignorant]] *[[Assessing Human Rights/Beyond Olympic Gold|Beyond Olympic Gold]] *[[Knowing How You Know/gallery/Choosing my beliefs|Choosing my beliefs]] *[[Limits To Growth/Coping with Abundance|Coping with Abundance]] * [[Knowing_How_You_Know/Divided_by_epistemology|Divided by epistemology]] * [[Finding Common Ground/Doubt and our Bayesian Brains|Doubt and our Bayesian Brains]] *[[Limits To Growth/Earth at One Billion|Earth at One Billion]] *[[Living_Wisely/Economic_Faults|Economic Faults]] * [[Understanding_Fairness/fair_enough|Fair Enough]] *[[Knowing How You Know/Friendly Persuasion|Friendly Persuasion]] *[[Practicing_Dialogue/From_Demagoguery_to_Dialogue|From Demagoguery to Dialogue]] *[[Living Wisely/Genesis of Debt|Genesis of Debt]] *[[Knowing How You Know/Height of the Eiffel Tower|Height of the Eiffel Tower]] *[[Virtues/How can you change another person?|How can you change another person?]] * [[Understanding_Fairness/Luck,_Land,_and_Legacy|Luck, Land, and Legacy]] *[[Knowing_How_You_Know/One_World|One World]] *[[Facing_Facts/Perceptions_are_Personal|Perceptions are Personal]] *[[Wisdom Research/Pinnacles|Pinnacles]] *[[Living Wisely/Real, Good Insights|Real, Good Insights]] *[[Facing Facts/Reality is our common ground|Reality is our common ground]] *[[Beyond Theism/Resolving a Vital Paradox|Resolving a Vital Paradox]] *[[Seeking_True_Beliefs/Science_is_like_a_living_tree|Science is like a living tree]] *[[Living Wisely/Seeking Real Good|Seeking Real Good]] *[[Problem_Finding/significance|Significance]] *[[Limits To Growth/Simply Priceless|Simply Priceless ]] *[[Virtues/Spontaneous Conflict and Deliberate Restraint|Spontaneous Conflict and Deliberate Restraint]] *[[Confronting Tyranny/The Hearing|The Hearing]] *[[Envisioning Our Future/The World We Want in 2075|The World We Want in 2075]] *[[Global Perspective/tobacco road|Tobacco Road]] *[[Global Perspective/Toward a Global Perspective—seeing through illusion|Toward a Global Perspective—seeing through illusion]] *[[Beyond Theism/Transcending Dogma|Transcending Dogma]] *[[Knowing How You Know/Tyranny of Evidence|Tyranny of Evidence]] *[[Exploring_Worldviews/What_Fish_Don’t_See|What Fish Don’t See]] * [[Beyond Theism/What there is|What there is]] == Research Projects == Several research projects are associated with this Applied Wisdom curriculum. These research projects include: * [[Wisdom Research|The wisdom and the future research center]] **[[Grand challenges/Causes of Suboptimal Life Experiences|Causes of Suboptimal Life Experiences]] ** [[Living Wisely/Improving our Social Operating Systems|Improving our Social Operating Systems]] *The [[Level 5 Research Center]] is helping to shape the next big thing. ==Proposed Courses yet to be Developed== Related Courses, still to be developed, include: * Determining ''What is'' ** [http://emotionalcompetency.com/evidence.htm Evidence] *** [http://theycallmelee.blogspot.com/2010/09/tyranny-of-evidence.html The Tyranny of Evidence] ** [[Introduction_to_logic|Logic and logical fallacies]] ** [http://www.emotionalcompetency.com/theoryofk.htm Theory of Knowledge] This is now available as the course [[Knowing_How_You_Know|Knowing How You Know]]. This course covers many of the topics listed above. ** [http://www.streetepistemology.com/ Street Epistemology] Learning to conduct genuine conversations that examine the foundations of belief. ** Using the metric system *[http://www.SeekingRealGood.com Seeking Real Good] ** Scientific Method ** Taxonomy of Reality ** [https://www.goodreads.com/review/show/1455117057 Deep Pragmatism] ** [https://www.librarything.com/list/10594/all/Secular-Ethics Ethics] ** Knowing what to do -- Getting from ''is'' to ''ought''. * [http://www.wisdompage.com/2016%20Articles/Empathy%20and%20Wisdom%20Moss.pdf Developing Accurate Empathy] -- Why are they feeling that way? * Systems Analysis * Systems Design ** Problem Seeking * Rational Decision making ** The [[w:Analytic_Hierarchy_Process|Analytic Hierarchy Process]] ** Using [[w:Decision matrix|decision matrices]] ** [[w:Quality_function_deployment|Quality Function Deployment]] ** Choosing Excellence! * [[Critical_Thinking_Skills|Critical thinking]] * [[w:Root_cause_analysis|Root cause analysis]] * Understanding [[w:Risk|Risk]] — Estimating likelihood and consequence. * [[Problem_solving|Problem solving]] * [[Creativity]] * [[w:Big_History|Big History]] — An integrated history of the universe from the Big Bang to the present * [http://emotionalcompetency.com/searchsite.htm#study Emotional Competency] * Marriage Excellence * The nature of social constructs * Designing social constructs for greater well-being ** Debugging Social Constructs * Money Architectures — exploring implications and alternatives to national fiat currencies. * Collective Wisdom — This is now available as the course [[Pursuing Collective Wisdom]]. *Forecasting using [[w:Bayes_theorem|Bayes Theorem]] * Inner Growth * The wisdom of [[w:Ubuntu_(philosophy)|ubuntu]]. * [[w:Biomimicry|Biomimicry]] and sustainable design. * Effecting change - How change propagates, or fails to propagate, through an organization or society. ** Influencing beliefs You can help by becoming a student, improving the above list, or by developing one of these courses. ==References== <references/> [[Category:Curriculum]] [[Category:Applied Wisdom]] st54opoird919xfogqft7s9vg1tghme 2414502 2414499 2022-08-14T22:24:48Z Lbeaumont 278565 /* Related Lectures and Essays */ Added Good Government wikitext text/x-wiki ==Applied Wisdom== {{TOC right }} [[w:T._S._Eliot|T. S. Eliot]] asked: {{cquote |Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?}} This ''Applied Wisdom Curriculum'' is being designed by asking how we can best prepare ourselves to solve the great universal problems that prevent us from realizing and enjoying all that is most important in life. Knowledge has not been enough; we need the broad scope, human perspective, and good judgment of ''wisdom''. Shih-Ying Yang writes: “In the last analysis, individual actualization of conceptions of wisdom in real life, and the positive impact of these wise decisions and actions, may be the vehicle of the advance of human civilizations.”<ref> Yang, Shih-Ying. 2001. “Conceptions of Wisdom Among Taiwanese Chinese.” ''Journal of Cross-Cultural Psychology'' 32(6), November:662-680.</ref> This curriculum is based on the simple premise: If folly brings us problems, then perhaps [[wisdom]] can bring us solutions. The goal of the curriculum is to help you develop a tough mind and a tender heart. {{By|lbeaumont}} '''Pursuit of [[w:Well-being|well-being]]''' is the unifying theme for these courses. The collection of [[Wise Affirmations|wise affirmations]] can help you live more wisely each day. Please choose courses from this curriculum and study them in any order that suits your interests. The [[Living Wisely]] course calls on these courses in a particular sequence intended to allow each new course to build upon concepts learned from previous courses. The currently available courses are listed below in that sequence. * [[Wisdom for the ages]] - Practical advice for [[Living Wisely|living wisely]] * The [[Virtues]] — Attaining intrinsically valuable character traits * [[Earning Trust]] — Relying on Another * [[True Self|Unmasking the True Self]] — Exploring the stories we tell ourselves about ourselves * [[Practicing Dialogue]] — Thinking Together * [[What Matters]] — Identifying what is truly most significant to you, your family, community, nation, and world. * [[Stoic joy]] — Seeking tranquility. * Courses from the [[Deductive_Logic/Clear_Thinking_curriculum|Clear Thinking]] curriculum. — Become more accurate and consistent in thinking. ** [[Facing Facts]] — Embracing Reality ** [[Evaluating Evidence]] — Seeking Reality ***[[Media literacy|Media Literacy]] — Identifying reliable sources ** [[Seeking True Beliefs]] — Excellence in the Quest for Knowledge ** [[Exploring Worldviews]] — Challenging our deeply embedded assumptions ** [[Deductive Logic]] — Tools for evaluating consistency ** [[Recognizing Fallacies]] — Describing inconsistencies ** [[Thinking Scientifically]] — Reliable ways of knowing ** [[Knowing_How_You_Know|Knowing How You Know]] — Developing and applying your own Theory of Knowledge. ** [[Intellectual Honesty]] — Seeking Real Good Together ** [[Socratic Methods]] — Seeking real good by questioning beliefs ***[[Street Epistemology]] — Exploring the basis for belief **[[Exploring Social Constructs]] — Constructing Reality *[[Finding Common Ground]] — Aligning concepts with reality * [[Natural Inclusion]] — Experiencing the world ''from'' nature. * [[Beyond Theism]] — A real basis for hope * [[Global Perspective]] — Applying our Wisdom to meet the Grand Challenges * Courses from the [[Emotional Competency]] curriculum: ** [[Emotional Competency]] — Developing the essential social skills to recognize, interpret, and respond constructively to emotions in yourself and others. ** [[Studying Emotional Competency]] — a path for studying the emotional competency material ** [[Dignity]] — Improving our world by learning to preserve dignity for all people ** [[Recognizing Emotions]] — Know how you feel **[[Forming beliefs]] — Evaluating what you accept as true ** [[Resolving Anger]] — Resolving an urgent plea for justice and action ** [[Resolving Dominance Contests]] — The classic show down **[[Confronting Tyranny]] — Resisting abusive power ** [[Overcoming Hate]] — Learning acceptance **[[Appraising Emotional Responses]] — Explaining Events ** [[What you can change and what you cannot]] — Gaining the wisdom to know the difference ** [[Attributing Blame]] — Analyzing Cause and Effect **[[Coping with Ego]] — Confronting the prime mover ** [[Apologizing]] — Expressing remorse. ** [[Forgiving]] — Choosing to overcome your desire for revenge **[[Communicating Power]] — Projecting power as we speak ** [[Earning Trust]] — Relying on Another ** [[Practicing Dialogue]] — Thinking Together ** [[Candor]] — Gaining Common Understanding ** [[Understanding Fairness]] — Your interpretation of what is fair is likely to be arbitrary and biased. ** [[Transcending Conflict]] — Resolving contradictory goals ** [[True Self|Unmasking the True Self]] — Exploring the stories we tell ourselves about ourselves * [[Pursuing Collective Wisdom]] — Improving collaborative decision making. * [[Grand Challenges]] — The great problems and opportunities facing humanity * Courses from the [[Unleashing_Creativity/possibilities_curriculum|Possibilities curriculum]]: **[[Creating Possibilities]]—Navigating problem space **[[Unleashing Creativity]] — Welcoming new and useful ideas **[[Thinking Tools]] — Boosting Imagination **[[Problem Finding]] — Discovering the ''real'' problem **[[Solving Problems]]—Creating solutions **[[Embracing Ambiguity]]—Keep thinking **[[Transcending Conflict]]—Resolving contradictory goals **[[Playing]] — Enjoyable Activity ** [[Envisioning Our Future]] — Describing your vision of our future. ** [[Evolving Governments]] — Unleashing collaboration * [[Dignity]] — Improving our world by learning to preserve dignity for all people * [[Wisdom]] — Choosing Humanity * [[Assessing Human Rights]] — Essential protections for every person * [[Moral Reasoning]] — Knowing what to do * [[Living the Golden Rule]] — Treating others as you want to be treated ** [[Understanding the Golden Rule]] — Treat others only as you consent to being treated in the same situation. * [[Practicing Dialogue]] — Thinking Together * [[Understanding Fairness]] — Your interpretation of what is fair is likely to be arbitrary and biased. * [[Transcending Conflict]] — Resolving contradictory goals * [[Limits To Growth]] — Recognizing the earth is finite * [[Envisioning Our Future]] — Describing your vision of our future. ** [[A Journey to GameB]] — Life as it could be ** [[Intentional Evolution]] — Choosing our future ** [[Level 5 Research Center]] — The Next Big Thing ** [[Wisdom Research|The Wisdom and the Future Research Center]] — How can we wisely create our future? *[[Finding Courage]] — Value-based action despite temptation. * [[Doing Good]] — Take real good action. * A [[Quiet Mind]] — Controlling Discursive Thought; cultivating Pure Awareness * [[Living Wisely]] — Enjoy seeking ''real good'' throughout your life. * [[Natural Inclusion]] — Experiencing the world ''from'' nature. ==Related Lectures and Essays== Several of the courses in this applied wisdom curriculum include lectures or assign essays to read as part of the course work. Those lectures and essays are listed here, in alphabetical order. * [[Living_Wisely/advance_no_falsehoods|Advance no Falsehoods]] * [[Exploring_Worldviews/Aligning_worldviews|Aligning Worldviews]] *[[Virtues/Humility/Authentic_Humility|Authentic Humility]] *[[Virtues/Humility/Being 99.9% Ignorant|Being 99.9% Ignorant]] *[[Assessing Human Rights/Beyond Olympic Gold|Beyond Olympic Gold]] *[[Knowing How You Know/gallery/Choosing my beliefs|Choosing my beliefs]] *[[Limits To Growth/Coping with Abundance|Coping with Abundance]] * [[Knowing_How_You_Know/Divided_by_epistemology|Divided by epistemology]] * [[Finding Common Ground/Doubt and our Bayesian Brains|Doubt and our Bayesian Brains]] *[[Limits To Growth/Earth at One Billion|Earth at One Billion]] *[[Living_Wisely/Economic_Faults|Economic Faults]] *[[Evolving Governments/Good Government|Good Government]] *[[Understanding_Fairness/fair_enough|Fair Enough]] *[[Knowing How You Know/Friendly Persuasion|Friendly Persuasion]] *[[Practicing_Dialogue/From_Demagoguery_to_Dialogue|From Demagoguery to Dialogue]] *[[Living Wisely/Genesis of Debt|Genesis of Debt]] *[[Knowing How You Know/Height of the Eiffel Tower|Height of the Eiffel Tower]] *[[Virtues/How can you change another person?|How can you change another person?]] * [[Understanding_Fairness/Luck,_Land,_and_Legacy|Luck, Land, and Legacy]] *[[Knowing_How_You_Know/One_World|One World]] *[[Facing_Facts/Perceptions_are_Personal|Perceptions are Personal]] *[[Wisdom Research/Pinnacles|Pinnacles]] *[[Living Wisely/Real, Good Insights|Real, Good Insights]] *[[Facing Facts/Reality is our common ground|Reality is our common ground]] *[[Beyond Theism/Resolving a Vital Paradox|Resolving a Vital Paradox]] *[[Seeking_True_Beliefs/Science_is_like_a_living_tree|Science is like a living tree]] *[[Living Wisely/Seeking Real Good|Seeking Real Good]] *[[Problem_Finding/significance|Significance]] *[[Limits To Growth/Simply Priceless|Simply Priceless ]] *[[Virtues/Spontaneous Conflict and Deliberate Restraint|Spontaneous Conflict and Deliberate Restraint]] *[[Confronting Tyranny/The Hearing|The Hearing]] *[[Envisioning Our Future/The World We Want in 2075|The World We Want in 2075]] *[[Global Perspective/tobacco road|Tobacco Road]] *[[Global Perspective/Toward a Global Perspective—seeing through illusion|Toward a Global Perspective—seeing through illusion]] *[[Beyond Theism/Transcending Dogma|Transcending Dogma]] *[[Knowing How You Know/Tyranny of Evidence|Tyranny of Evidence]] *[[Exploring_Worldviews/What_Fish_Don’t_See|What Fish Don’t See]] * [[Beyond Theism/What there is|What there is]] == Research Projects == Several research projects are associated with this Applied Wisdom curriculum. These research projects include: * [[Wisdom Research|The wisdom and the future research center]] **[[Grand challenges/Causes of Suboptimal Life Experiences|Causes of Suboptimal Life Experiences]] ** [[Living Wisely/Improving our Social Operating Systems|Improving our Social Operating Systems]] *The [[Level 5 Research Center]] is helping to shape the next big thing. ==Proposed Courses yet to be Developed== Related Courses, still to be developed, include: * Determining ''What is'' ** [http://emotionalcompetency.com/evidence.htm Evidence] *** [http://theycallmelee.blogspot.com/2010/09/tyranny-of-evidence.html The Tyranny of Evidence] ** [[Introduction_to_logic|Logic and logical fallacies]] ** [http://www.emotionalcompetency.com/theoryofk.htm Theory of Knowledge] This is now available as the course [[Knowing_How_You_Know|Knowing How You Know]]. This course covers many of the topics listed above. ** [http://www.streetepistemology.com/ Street Epistemology] Learning to conduct genuine conversations that examine the foundations of belief. ** Using the metric system *[http://www.SeekingRealGood.com Seeking Real Good] ** Scientific Method ** Taxonomy of Reality ** [https://www.goodreads.com/review/show/1455117057 Deep Pragmatism] ** [https://www.librarything.com/list/10594/all/Secular-Ethics Ethics] ** Knowing what to do -- Getting from ''is'' to ''ought''. * [http://www.wisdompage.com/2016%20Articles/Empathy%20and%20Wisdom%20Moss.pdf Developing Accurate Empathy] -- Why are they feeling that way? * Systems Analysis * Systems Design ** Problem Seeking * Rational Decision making ** The [[w:Analytic_Hierarchy_Process|Analytic Hierarchy Process]] ** Using [[w:Decision matrix|decision matrices]] ** [[w:Quality_function_deployment|Quality Function Deployment]] ** Choosing Excellence! * [[Critical_Thinking_Skills|Critical thinking]] * [[w:Root_cause_analysis|Root cause analysis]] * Understanding [[w:Risk|Risk]] — Estimating likelihood and consequence. * [[Problem_solving|Problem solving]] * [[Creativity]] * [[w:Big_History|Big History]] — An integrated history of the universe from the Big Bang to the present * [http://emotionalcompetency.com/searchsite.htm#study Emotional Competency] * Marriage Excellence * The nature of social constructs * Designing social constructs for greater well-being ** Debugging Social Constructs * Money Architectures — exploring implications and alternatives to national fiat currencies. * Collective Wisdom — This is now available as the course [[Pursuing Collective Wisdom]]. *Forecasting using [[w:Bayes_theorem|Bayes Theorem]] * Inner Growth * The wisdom of [[w:Ubuntu_(philosophy)|ubuntu]]. * [[w:Biomimicry|Biomimicry]] and sustainable design. * Effecting change - How change propagates, or fails to propagate, through an organization or society. ** Influencing beliefs You can help by becoming a student, improving the above list, or by developing one of these courses. ==References== <references/> [[Category:Curriculum]] [[Category:Applied Wisdom]] 1twmub6n6k43721img7de74csdatjp3 14 122232 2414489 2401898 2022-08-14T21:39:29Z Watchduck 137431 wikitext text/x-wiki Articles: [[Walsh permutation]], [[3-bit Walsh permutation]] Styles: * {{tl|3-bit Walsh permutation/style.css}} for the page [[3-bit Walsh permutation]] [[Category:Permutations]] 6xl8nywrlj53bo30he70oayg9jf8qyy 829 150785 2414403 2414325 2022-08-14T14:17:50Z Dave Braunschweig 426084 Reverted edits by [[Special:Contributions/168.195.220.126|168.195.220.126]] ([[User_talk:168.195.220.126|talk]]) to last version by [[User:Hasley|Hasley]] using [[Wikiversity:Rollback|rollback]] wikitext text/x-wiki == Errors == No instructions on the main page. <b>[[User:Znotch190711|<span style="color: Red;">Znotch190711</span>]]</b>&nbsp;^{([[User talk:Znotch190711|talk to me]] • [[Special:Contributions/Znotch190711|my edits]])} 08:36, 15 August 2019 (UTC) :{{At|Znotch190711}} Sandboxes are designed for testing and experimenting. See [[Wikipedia:Wikipedia:About the Sandbox]] for more information. If you want to learn more about MediaWiki modules and Lua programming, see [[Wikipedia:Wikipedia:Lua]] and [[Lua]]. No instructions are necessary or appropriate here. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 13:05, 15 August 2019 (UTC) ::{{At|Dave Braunschweig}} Thanks for the reminder. <b>[[User:Znotch190711|<span style="color: Red;">Znotch190711</span>]]</b>&nbsp;^{([[User talk:Znotch190711|talk to me]] • [[Special:Contributions/Znotch190711|my edits]])} 13:06, 15 August 2019 (UTC) s2l9pfmo21tzyc6ji2its0dunspjzej 0 155144 2414588 1969418 2022-08-15T02:47:35Z Marshallsumter 311529 wikitext text/x-wiki [[Image:CD-61 6690.jpg|thumb|right|250px|This star is listed in SIMBAD as having spectral type G. Credit: Aladin at SIMBAD.{{tlx|fairuse}}]] The '''first green source in Tucana''' is unknown. The field of [[green astronomy]] is the result of observations and theories about green, or green-ray sources detected in the sky above. The first astronomical green source discovered may have been the [[Stars/Sun|Sun]]. But, green rays from the Sun are intermingled with other colors so that the Sun may appear yellow-white rather than green. The early use of sounding rockets and balloons to carry green, optical, or visual detectors high enough may have detected green-rays from the Sun as early as the 1940s. This is a lesson in map reading, coordinate matching, and searching. It is also a project in the history of green astronomy looking for the first astronomical green source discovered in the constellation of Tucana. Nearly all the background you need to participate and learn by doing you've probably already been introduced to at a secondary level and perhaps even a primary education level. Some of the material and information is at the college or university level, and as you progress in finding green sources, you'll run into concepts and experimental tests that are an actual search. {{clear}} ==First step== The first step is to succeed in finding a green source in Tucana. Next, you'll need to determine the time stamp of its discovery and compare it with any that have already been discovered. Over the history of green astronomy a number of sources have been found, many as point sources in the night sky. These points are located on the celestial sphere using coordinate systems. Familiarity with these coordinate systems is not a prerequisite. Here the challenge is geometrical, astrophysical, and historical. The coordinates are usually supplied by the green source observers. ==Astronomical sources== {{main|Sources/Astronomy}} '''Def.''' a natural [[wikt:source|source]] usually of [[radiation]] in the sky especially at night is called an '''astronomical source'''. A source of astronomical information on older detections of green sources is included in the '''Science''' section of the lecture/article [[green astronomy]]. ==Traveling green sources== Many green sources do not remain in a constellation for lengthy periods. Some of these are the Sun and sources apparently in orbit around the Sun. The Sun travels through the 13 constellations along the ecliptic (the plane of the Earth's orbit around the Sun): the 12 of the Zodiac and the constellation Ophiuchus. These are described in [[source astronomy]]. ==Backgrounds== {{main|Radiation astronomy/Backgrounds}} To introduce yourself to some aspects of the challenge may I suggest reading the highlighted links mentioned above, and if you're curious, those listed under the section "See also" below. Green-rays are a form of radiation that is currently part of the electromagnetic radiation intersecting the Earth. More information about radiation is in [[Radiation/Astronomy|radiation astronomy]]. ==Constellations== [[Image:Tucana IAU.svg|thumb|right|250px|This is an image of the International Astronomical Union (IAU) sky map of the constellation Tucana. Credit: IAU and Sky & Telescope magazine (Roger Sinnott & Rick Fienberg).{{tlx|free media}}]] The Wikipedia article about the constellation [[w:Tucana|Tucana]] contains a high school level description. The figure at right shows the sky map of Tucana. Around the edges of the map are coordinates related to longitude and latitude, but with the Earth rotating on its axis every 24 hours the celestial coordinates must remain fixed relative to the background light sources in the sky. Also, in the Wikipedia article is a [[w:List of stars in Tucana|list of stars in Tucana]]. {{clear}} ==Searching catalogs== In the lecture/article [[green astronomy]] in its science section is a list of older catalogs of green sources. Using the constellation description in the previous section and the range of coordinates for the constellation in [[source astronomy]], scan through the coordinates for these green sources to see if any may be within Tucana. If you find any that are, skip down to the section '''Green sources''' in Tucana and make an entry. Be sure to check the coordinate era, most B1950 coordinates have changed slightly to the new J2000 set. Try the catalog designation at either SIMBAD website. ==Testing a source== There are many web sites that may have a green source listed for the constellation Tucana. Some that you may wish to try are in the External links section near the bottom of this lesson. ===Wikipedia sources=== '''A. Constellation article''' Under "Notable features" in the Wikipedia article on the constellation [[w:Tucana|Tucana]] is the [[w:List of stars in Tucana|list of stars in Tucana]]. Click on this link. In the table of this Wikipedia article is α Tuc. To the right are coordinates: Right ascension (RA): 22^h 18^m 30.095^s and Declination (Dec): -60° 15' 34.53". Find these coordinates on the Tucana map at the right. To evaluate the star as a green-ray source, skip ahead to section "Green source". '''B. Wikipedia search''' Another way to look for green sources in the constellation is to perform a search on Wikipedia. Try "Tucana green" without the quotes. This yields about 2 returns which include an [[w:Outline of astronomy|outline of astronomy]] and a [[w:List of galaxies|list of galaxies]]. To evaluate each of these as a green source (or perhaps containing a green source, try your browser's "Find" feature and enter green or green-ray), skip ahead to section "Green source". ===SIMBAD sources=== Another way to find possible green sources in Tucana is to use search queries on [[w:SIMBAD|SIMBAD]]. Click on either SIMBAD link under "External links" below, then click on "Criteria query", or "by criteria". In the tan box, type in "region(22 18 30.095 -60 15 34.53, 10m)", without the quotes. This tells the SIMBAD computer you are interested in a circular region of the celestial sphere centered on the coordinates for alpha Tucana, with a radius of 10 arcminutes (m), or try 10d for 10 degrees. Notice on the page over at the right from the tan colored box: "'''Return'''". The default is "object count". Click on "submit query". In a few moments a result something like "'''Number of objects: 4'''" should appear. Click "Back" to see the tan box again. The SIMBAD criteria search allows you to specify spectral types for possible stars. The criteria "sptype" (the exact spectral type): returns only the objects having the requested spectral type (i.e. sptype = 'k0' does not return 'K0III',...). And, "sptypes" should be used to retrive all objects having a spectral type containing the one specified; i.e., sptypes = 'K0' will return all objects having 'K0' as a spectral type, but also 'K0III' or 'K0IIIp', ...). By comparing the (nm,temperature) pairs for the green range temperatures in the stellar classification in [[yellow astronomy]] suggests that the green range may be found from F9 through G9 stars. Add "sptypes='F9'" for example, to the entry so that it reads: "region(16 48 39.87 -69 01 39.5, 10d) & sptypes='F9'", without the outside quotes. Click on "submit query" again. If the result is "0" number of objects, or "No object found", increase the number of arcminutes, or use "10d" which stands for "ten degrees". When you find at least one object, change "'''Return'''" to "display" by clicking on the circle to its left, then "submit query". ===SAO/NASA Astrophysics Data System=== In the naming of sources per constellation, the genitive is in common use. For Tucana, the genitive is Tucanae. Click on the SAO/NASA Astrophysics Data System link below in the "External links". Try "Tucanae green" without the quotes, or "alpha tucanae" with quotes, followed by green. Click on a link below '''# Bibcode Authors'''. If the '''Abstract''' describes the detection of green-rays from a source in the constellation Tucana, go to the next section under "SAO/NASA Astrophysics Data System". If it does not try another bibcode link. ==Green sources== } There are several ways to evaluate a green source for the constellation Tucana. ===Wikipedia sources=== Click on the link to the Wikipedia article. After you've enjoyed reading about the source, use the 'find' command of your browser to see if this Wikipedia page mentions anything about green, or "green-rays". Does the article mention whether or not the source is a green source? What is the current time stamp for the Wikipedia article on the source? [Hint]: look for something like "This page was last modified on 25 December 2011 at 20:12." very near the bottom of the page. For now this is an adequate time stamp. From reading the Wikipedia article on the source, if you believe the text demonstrates that the source is not a green source in Tucana edit the "Non-green sources in Tucana" section near the bottom of the page with an entry similar to "# Alpha Tucanae 25 December 2011 at 20:12 Wikipedia article "Alpha Tucanae", without the quotes, and finish the entry with four "~"s without the quotes after the period. The date included with your designation or username is a time stamp for the entry. The last portion of the entry is the source of your information. On the other hand, if there are one or more sentences in the article that you believe demonstrates that the source is a green source in Tucana edit the section below "Green sources in Tucana" with a similar entry. Go to the section entitled, "Challenging an entry". Hint: the Wikipedia article on Alpha Tucanae mentions, "A cool star with a surface temperature of 4300 K, it is 424 times as luminous as the sun and 37 times its diameter." The other star of the binary is not mentioned. In the lecture/article on [[green astronomy]] is mentioned "From a Planckian spectrum peaked in the green radiation band the wavelength temperature pairs are approximately (495 nm, 6100 K) and (570 nm, 5260 K)." Is the primary star of alpha Tucanae a green star? ===SIMBAD sources=== To check any source (even one from Wikipedia) on SIMBAD, click of the "External link" to the "SIMBAD Astronomical Database". At the lower right side of the SIMBAD Astronomical Database page is a "Basic search" box. There are several ways to try your target: # source name: without the quotes or # source coordinates: without the quotes, for example, "22 18 30.095 -60 15 34.53". If you are looking at a SIMBAD generated table which lists possible targets, click on one. On its SIMBAD page read down the left side until you see "Spectral type:". To the right of this is a designation. Look for a G-type star. Is there one? If a G-star is present, skip down to the section, "SIMBAD time stamp". Even if a either is not present, noting that SIMBAD does not consider the source to be a green source is important, so skip down to the "SIMBAD time stamp" section. If you have already found a green source (or a table of them) using SIMBAD, click on the blue link identifier for the first. ===SIMBAD time stamp=== Peruse the SIMBAD page for a time stamp or date of last revision. [Hint: it may look something like "2012.01.09CET20:10:02" and be in the upper right.] If the entry at SIMBAD convinces you that the source is not a green source, edit the "Non-green sources in Tucana" section near the bottom of this page and type in an entry similar to "# Source Name 2012.01.09CET20:10:02 SIMBAD article "SIMBAD source name".", without the first set of quotes, followed by four ~s. If your SIMBAD analysis convinces you that you have found a green source in Tucana (did you check the coordinates vs. the map of Tucana?), make an entry something like the ones in the section "Green sources in Tucana". ===SAO/NASA Astrophysics Data System sources=== If the abstract states that a green source in Tucana is detected or studied, consider entering it in the section "Green sources in Tucana" below. ===Abstract time stamp=== On the abstract page is a '''Publication Date''':. This may serve as a time stamp for establishing that the source is detected as a green source on or before the date of publication. The time stamp followed by four ~s for your verification as determiner in the section "Green sources in Tucana" completes your entry. ==Challenging an entry== Any entry in either the section "Green sources in Tucana" or "Non-green sources in Tucana" can be challenged. The time stamp can be challenged to see if there is an earlier one. The source can be challenged by an earlier source. ===Wikipedia challenges=== Is Wikipedia a 'primary source', or does the Wikipedia article cite a source? Even though Wikipedia has an article on the source, is it a good place to stop in testing whether the source has been detected as an astronomical green source? If the Wikipedia article cites a primary source, skip down to the section on "Primary sources". ===SIMBAD challenges=== Is SIMBAD a 'primary source'? SIMBAD is an astronomical database provided by the Centre de Données astronomiques de Strasbourg. It is an authoritative source, but they do occasionally make a mistake. If you find a green source within the constellation on SIMBAD, the next step is to find the earliest time stamp of discovery. ===SAO/NASA Astrophysics Data System challenge=== Is the SAO/NASA Astrophysics Data System abstract entry a primary source? The SAO/NASA Astrophysics Data System is an astronomical database provided by the High Energy Astrophysics Division at the Harvard-Smithsonian Center for Astrophysics of Harvard University. The abstract has been copied from the actual article in a scientific journal or other publication. Mistakes can be made and the article may record within its text exact dates when the observation or detection of green-rays actually occurred. Such a record may provide an earlier time stamp. ==Primary sources== Primary sources may be searched for possible additional information perhaps not yet evaluated by SIMBAD or not presented in a Wikipedia article about a source. ===Wikipedia test sources=== For a Wikipedia article that cites a primary source, scroll down to the reference and open the reference. Read through the article looking for where the source mentioned in the Wikipedia article occurs. Some primary source authors may use source designations that are not mentioned in the Wikipedia article. To look for other designations, click on the link to SIMBAD in the "External links" on this page, enter the source name from the Wikipedia article, and see if other names are mentioned in the article. When none of the names are mentioned, click on the link for "Google Advanced Search" in the list of "External links", enter the source name or designation(s) such as "Gliese 866", with "green-ray" to see if the source has a reference indicating it is a green source. And, look for the earliest one. Compose an entry using the primary source. ===SIMBAD test sources=== Further down the SIMBAD page is a list of "Identifiers". Click on the blue bold portion. On the page that appears should be a primary source listed after '''Ref:'''. Click on the blue link with the oldest year. This yields an earlier time stamp and entry citation like the current one in the section "Green sources in Tucana". If you find another source or an earlier time stamp, compose a similar entry and edit the section. Additional information to add into the reference can be found by clicking on "ADS services" from the SIMBAD page. ===SAO/NASA Astrophysics Data System sources test=== Click on either the "Electronic Refereed Journal Article (HTML)" or "Full Refereed Journal Article (PDF/Postscript)", if available. Depending on the article display, if the abstract is repeated and the article is listed as '''FREE''', click on either the PDF or HTML version. While scanning or reading the article look for "Observations" (or use the Find function of your browser) and the possible inclusion of dates for these. If more than one green source in Tucana are detected, which one(s) would you list in the section "Green sources in Tucana" below? An example of an article reference is provided in that section. ==Changing an entry== From your analysis of the source so far, is it a green source? If you have found an earlier time stamp for the source than the one listed in the section below "Non-green sources in Tucana" and the answer to the above question is "no", you can edit the section with your result. Or, you can leave the entries as is and try another star. If you have found an earlier time stamp for the source than the one listed in the section below "Green sources in Tucana", edit the section with your result. Or, if you found another green source with a comparable or earlier time stamp, edit the section with your result. ==Green sources in Tucana== # CD-61 6690 SIMBAD: "C.D.S. - SIMBAD4 rel 1.218 - 2014.01.13CET18:39:45", "Object query : region(22 18 30.095 -60 15 34.53, 1d) & sptypes='G'", SIMBAD lists the star's spectral type as "G". --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 17:52, 13 January 2014 (UTC) [Image is at top of page.] ==Non-green sources in Tucana== # Alpha Tucanae, Wikipedia entry dated 19 October 2013 at 08:22 as the last update. It is a "cool star with a surface temperature of 4300 K [...] The primary component has a stellar classification of K3 III,^[3] which indicates it is a giant star that has exhausted the supply of hydrogen at its core and evolved away from the main sequence. It has the characteristic orange hue of a K-type star." --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 03:50, 12 January 2014 (UTC) ==Oldest record== ==SIMBAD annotations== For any particular source, the SIMBAD record may indicate that it is not a green source yet above you may have found at least two refereed journal articles to indicate that it is. Use the second SIMBAD External links to directly display the SIMBAD database in France. Enter the name source you have found into the search box. Scroll down to the '''Annotations :'''. Look for the link "add an annotation to this object". With browser open to the literature citations available, click on this link. You may need to register as a user. It's free. Post your annotation containing the literature references. ==Hypotheses== {{main|Hypotheses}} # The first green source in Tucana may have been observed around 42,000 b2k. ==See also== {{div col|colwidth=20em}} * [[First blue source in Boötes]] * [[First cyan source in Caelum]] * [[Sources/First gamma-ray source in Triangulum Australe|First gamma-ray source in Triangulum Australe]] * [[Sources/First infrared source in Crux|First infrared source in Crux]] * [[First neutron source in Volans]] * [[First orange source in Cancer]] * [[First positron source in Phoenix]] * [[First radio source in Pisces]] * [[First red source in Canis Major]] * [[First submillimeter source in Carina]] * [[First superluminal source in Indus]] * [[Sources/First ultraviolet source in Sagittarius|First ultraviolet source in Sagittarius]] * [[First violet source in Leo]] * [[First X-ray source in Apus]] * [[First X-ray source in Andromeda]] * [[First yellow source in Aquila]] {{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.osti.gov/ Office of Scientific & Technical Information] * [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://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|Tucana}}{{Sisterlinks|Astronomical green source}} <!-- categories --> [[Category:Radiation astronomy/Lessons]] [[Category:Sources/Lessons]] plhxc2tvl483j438jtgmcscfveoahhq 0 155255 2414590 2120535 2022-08-15T02:51:13Z Marshallsumter 311529 wikitext text/x-wiki [[Image:Beta Virginis.jpeg|thumb|right|250px|This is a visual image of beta Virginis. Its effective surface temperature is 6,132 K. Credit: Aladin at SIMBAD.{{tlx|free media}}]] Students start from a specific observational situation, notice changes, and calculate what's happening. An astronomical radio source is detected on January 3, 2004. Over a period of 10 hours (hrs) of observation the detector records 1,000 counts (cts). The source's position is RA 10^h 10^m 10^s Dec -10° 10' 10". Its distance is 3 AU. {{clear}} ==Problem 1== One month later an observer looks in the same location and the source is gone. Changing telescope orientation, the observer believes she's found the same source at RA 10^h 10^m 50^s Dec -10° 10' 50". The distance to the source is still 3 AU. Over a period of 10 hrs the detector records 2,000 cts radio and 1,000 cts of submillimeter photons. How many km has the apparent source moved? If this second radio source is not the same as the first, what type of source is it? If this second source is the same as the first how fast was it going? What is the change in radio output? ==Problem 2== Another month goes by before the observer can use the telescope and its detector. Of course, the source is not at either earlier position. She believes she's located it again at RA 10^h 11^m 50^s Dec -10° 10' 50". The distance to the source is still 3 AU. Over a period of 5 hrs of observation the detector records 3,000 cts of radio, 2,000 cts of submillimeter, and 1,000 cts of infrared. How many km has it moved? How fast was it going between position 2 and now? What is its acceleration? What is its radio output? What is the acceleration in the radio output? If the acceleration between position 2 and now occurred over the distance traveled, what is the source's energy phantom? In terms of total photon output what is the source's acceleration in photon counts? If this acceleration in total photon counts occurred over the entire time between position 2 and now, what is the source's photon phantom? ==Problem 3== Power is said to be the rate of change of energy. The rate of change of a phantom may be called a power phantom. Once again the observer has been given access to the telescope and its detector. She believes the source is now at RA 10^h 13^m 50^s Dec -10° 11' 50". The distance to the source is still 3 AU. Over a period of 3 hrs of observation the detector records 3,000 cts of radio, 2,000 cts of submillimeter, 1,000 cts of infrared, and 500 cts of red. Fortunately, a new particle counter is online, it records 200 electrons and 50 protons from the source during the same period. Between position 3 and now, How many km has it moved? How fast was it going between position 3 and now? What is its acceleration? What is its spectral output? What is the acceleration in the spectral output? If the acceleration between position 3 and now occurred over the distance traveled, what is the source's energy phantom? In terms of total photon output what is the source's acceleration in photon counts? If this acceleration in total photon counts occurred over the entire time between position 3 and now, what is the source's photon phantom? Using the changes in energy and photon phantoms what are the respective power phantoms. If at position 1 and position 3 the source is the same source, but not at position 2, what kind of source is it? What current was received from the source during the observation period? If the resistance between the detector and the source is 15 ohms, what is the voltage between the two? ==Problem 4== Power is said to be the rate of change of energy. The rate of change of a phantom may be called a power phantom. What would a change of power be called? Again the observer has been given access to the telescope and its detector. She believes the source is now at RA 10^h 15^m 50^s Dec -10° 11' 55". The distance to the source is still 3 AU. Over a period of 7 hrs of observation the detector records 12,000 cts of radio, 5,000 cts of submillimeter, 4,000 cts of infrared, 2,500 cts of red, and 4,000 cts of orange. Fortunately, a new particle counter is online, it records 400 electrons, 20 positrons, and 250 protons from the source during the same period. Between position 4 and now, How many km has it moved? How fast was it going between position 4 and now? What is its acceleration? What is its spectral output? What is the acceleration in the spectral output? If the acceleration between position 4 and now occurred over the distance traveled, what is the source's energy phantom? In terms of total photon output what is the source's acceleration in photon counts? If this acceleration in total photon counts occurred over the entire time between position 4 and now, what is the source's photon phantom? Using the changes in energy and photon phantoms what are the respective power phantoms. If at position 1 and position 4 the source is the same source, but not at positions 2 or 3, what kind of source is it? What current was received from the source during the observation period? If the resistance between the detector and the source has changed to 35 ohms, what is the voltage between the two? What are the current, voltage, and resistance changes? What are the changes in the power phantoms? ==Hypotheses== {{main|Hypotheses}} # Power phantoms become real when what is measured results from an electromagnetic type universal interaction. ==See also== {{div col|colwidth=20em}} * [[Problems/Astronomy|Astronomy problems]] * [[Radiation astronomy/Cyans/Quiz|Cyan radiation astronomy quiz]] * [[Energy phantoms]] * [[Radiation astronomy/Greens/Quiz|Green radiation astronomy quiz]] * [[Black-hole (Planck)|Planckian black hole]] * [[Planck's equation]] * [[Radiation astronomy/Mathematics|Radiation astronomy mathematics]] * [[:Category:Radiation astronomy/Problems|Radiation astronomy problems]] * [[Stars/Vega/Spectrum|Spectrum of Vega]] * [[Synchrotron radiation/Problem set|Synchrotron radiation problem set]] * [[Radiation astronomy/Yellows/Quiz|Yellow 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.osti.gov/ Office of Scientific & Technical Information] * [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://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 --> {{tlx|Charge ontology}}{{tlx|Flight resouces}}{{Principles of radiation astronomy}}{{tlx|Radiation astronomy resources}}{{tlx|Repellor vehicle}}{{tlx|Technology resources}}{{Sisterlinks|Power}} <!-- categories --> [[Category:Abstractions/Problems]] [[Category:Astrophysics/Problems]] [[Category:Radiation/Problems]] [[Category:Radiation astronomy/Problems]] [[Category:Technology/Problems]] 6yul9yw6t8c7hjyjfu1s7ec4ifo3h1q 118 162046 2414657 2126171 2022-08-15T06:46:14Z Terrickisaiah555 2945306 added [[Category:Genealogy/Resources]] using [[Help:Gadget-HotCat|HotCat]] wikitext text/x-wiki [[Image:D1S80Demo.png|right|thumb|250px|Variations of VNTR allele lengths in 6 individuals is shown. Credit: PaleWhaleGail.]] '''Genealogy''' is the study and recording of the descent of a person, family, or group from their ancestors. 'Geneology' is a common misspelling of 'genealogy'. {{clear}} ==Ancestors== '''Def.''' one "from whom a person is descended, whether on the father's or mother's side, at any distance of time; a progenitor; a forefather"<ref name=AncestorWikt>{{ cite web |author=[[wikt:User:Długosz|Długosz]] |title=ancestor |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=5 April 2004 |url=https://en.wiktionary.org/wiki/ancestor |accessdate=26 May 2019 }}</ref> is called an '''ancestor'''. '''Def.''' a "series of ancestors or progenitors; lineage, or those who compose the line of natural descent"<ref name=AncestryWikt>{{ cite web |author=[[wikt:User:Długosz|Długosz]] |title=ancestry |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=6 April 2004 |url=https://en.wiktionary.org/wiki/ancestry |accessdate=26 May 2019 }}</ref> is called an '''ancestry'''. ==Theoretical genealogy== '''Def.''' the "study, and formal recording of"<ref name=GenealogyWikt/> the "descent of a person, family, or group from an ancestor or ancestors; lineage or pedigree"<ref name=GenealogyWikt>{{ cite book |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=genealogy |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=25 May 2005 |url=https://en.wiktionary.org/wiki/genealogy |accessdate=9 June 2014 }}</ref> is called '''genealogy'''. ==Genetics== [[Image:X and Y human chromosomes.jpg|thumb|right|250px|Dwarfed by the X chromosome, the Y seems more ancient than we thought. Credit: Pasieka/SPL.]] '''Def.''' a "branch of biology that deals with the transmission and variation of inherited characteristics,<ref name=GeneticsWikt>{{ cite web |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=genetics |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=6 November 2005 |url=https://en.wiktionary.org/wiki/genetics |accessdate=2014-05-07 }}</ref> in particular [[chromosomes]] and [[Draft:Deoxyribonucleic acids|DNA]]"<ref name=GeneticsWikt1>{{ cite web |author=[[wikt:User:78.149.117.24|78.149.117.24]] |title=genetics |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=22 December 2008 |url=https://en.wiktionary.org/wiki/genetics |accessdate=2014-05-07 }}</ref> is called '''genetics'''. "Albert Perry carried a secret in his DNA: a Y chromosome so distinctive that it reveals new information about the origin of our species. It shows that the last common male ancestor down the paternal line of our species is over twice as old as we thought."<ref name=Unassigned>{{ cite book |author=Unassigned |title=The father of all men is 340,000 years old |publisher=NewScientist |location= |date=6 March 2013 |url=https://www.newscientist.com/article/dn23240-the-father-of-all-men-is-340000-years-old#.VY4J1caJg7A |accessdate=23 July 2015 }}</ref> "Perry did not descend from the [[Draft:Genetics|genetic]] Adam. In fact, his Y chromosome was so distinct that his male lineage probably separated from all others about 338,000 years ago."<ref name=Unassigned/> Examinations of "an African database of nearly 6000 Y chromosomes [revealed] similarities between Perry’s and those in samples taken from 11 men, all living in one village in Cameroon."<ref name=Unassigned/> "One possibility is that Perry’s Y chromosome may have been inherited from an archaic human population that has since gone extinct. If that’s the case, then some time within the last 195,000 years, anatomically modern humans interbred with an ancient African human."<ref name=Unassigned/> At "a Nigerian site called Iwo Eleru [the] fossils showed a strange mix of ancient and modern features, which also suggested interbreeding between modern and archaic humans."<ref name=Unassigned/> “The Cameroon village with an unusual genetic signature is right on the border with Nigeria, and Iwo Eleru is not too far away.”<ref name=Hammer>{{ cite book |author=Michael Hammer |title=The father of all men is 340,000 years old |publisher=NewScientist |location= |date=6 March 2013 |url=https://www.newscientist.com/article/dn23240-the-father-of-all-men-is-340000-years-old#.VY4J1caJg7A |accessdate=23 July 2015 }}</ref> {{clear}} ==Crocodiles== [[Image:Gharial (Gavialis gangeticus) female head.jpg|right|thumb|300px|Gharial (''Gavialis gangeticus'') female, is on the banks of the Chambal River, UP, India. Credit: Charles J Sharp.{{tlx|free media}}]] [[Image:Skull of Mystriosaurus.jpg|right|thumb|300px|The discovery of skull in present-day Germany and the UK shows that the species could easily swim between islands. Credit: Sven Sachs.{{tlx|fairuse}}]] While a direct genetic link between ''Gavialis gangeticus'' and ''Mystriosaurus laurillardi'' is not available due to a lack of DNA from ''Mystriosaurus laurillardi'', these two crocodiles may be close relatives. The ''Mystriosaurus laurillardi'' is from the Jurassic 180 Ma and the ''Gavialis gangeticus'' may have evolved 42 Ma. Fossil remains were excavated in Pliocene deposits in the Sivalik Hills and Narmada River valley. ''Mystriosaurus laurillardi'' is from the clade ''Neosuchia'', whereas ''Gavialis gangeticus'' is from the clade ''Eusuchia''. {{clear}} ==Hypotheses== {{main|Hypotheses}} # Genealogy of hominins may go back 4 x 10⁶ b2k. ==See also== {{div col|colwidth=20em}} * [[Keynote lectures/Ammonoids|Ammonoids]] (62 kB) (22 September 2019) * [[Draft:Animal physiology|Animal physiology]] (10 kB) (3 December 2019) * [[Anthropology/Lecture|Anthropology]] (Aftonian, 540 ka) (30 kB) * [[Draft:Biology|Biology]] (25 kB) (15 January 2020‎) * [[Keynote lectures/Botany|Botany]] (82 kB) (24 February 2019) * [[Brain]] (2 kB) (1 October 2019‎) * [[Draft:Original research/Deoxyribonucleic acids|Deoxyribonucleic acids]] (48 kB) (20 December 2019) * [[Draft:Original research/Epigenetics|Epigenetics]] (27 kB) (5 November 2019) * [[Draft:Original research/Epigenomes|Epigenomes]] (27 kB) (5 November 2019) * [[Draft:Eukaryotes|Eukaryotes]] (12 kB) (5 November 2019) * [[Draft:Evolution|Evolution]] (41 kB) (18 January 2020) * [[Forestry]] (2 kB) (26 July 2017) * [[Draft:Genealogy|Genealogy]] (7 kB) (29 February 2020) * [[Gene project]] (4 kB) (1 April 2019) * [[Draft:Original research/Genes|Genes]] (23 kB) (4 November 2019) * [[Draft:Original research/Genetics|Genetics]] (20 kB) (5 November 2019) * [[Draft:Original research/Genomes|Genomes]] (25 kB) (5 November 2019) * [[Draft:Original research/Genomics|Genomics]] (13 kB) (5 November 2019) * [[Draft:Heredity|Heredity]] (13 kB) (24 December 2019) * [[Hominins]] (Miocene) (37 kB) (20 September 2019) * [[Horticulture]] (3 kB) (24 July 2018) * [[Keynote lectures/Human DNA|Human DNA]] (168 kB) (1 December 2019‎) * [[The Human Body]] (2 kB) (15 July 2012‎) * [[Human physiology]] (2 kB) (14 March 2018) * [[Draft:Human RNA|Human RNA]] (31 kB) (5 November 2019) * [[Draft:Human teeth|Human teeth]] (None) (30 kB) (15 December 2019) * [[Draft:Lamarckism|Lamarckism]] (20 kB) (25 July 2019) * [[Draft:Libyan history|Libyan history]] (Oligocene) (29 kB) (13 August 2019) * [[Draft:Mammalogy|Mammalogy]] (Oligocene) (26 kB) (10 September 2019) * [[Draft:Melanocytes|Melanocytes]] (49 kB) (24 January 2020) * [[Draft:Molecular genetics|Molecular genetics]] (11 kB) (5 November 2019) * [[Draft:Orthomolecular medicine|Orthomolecular medicine]] (8 kB) (18 September 2019) * [[Paleanthropology]] (Paleogene) (195 kB) (30 August 2019) * [[Draft:Paleontology|Paleontology]] (Hadean) (115 kB) (11 January 2020) * [[Physiology]] (1 kB) (10 May 2015‎) * [[Draft:Teeth|Teeth]] (Prehistory) (24 kB) (9 October 2019) * [[Draft:What is a human?|What is a human?]] (26 kB) (24 February 2020) * [[Keynote lectures/Zoology|Zoology]] (177 kB) (26 November 2019) {{Div col end}} ==References== {{reflist|2}} ==External links== * [http://www.ajol.info/ African Journals Online] * [http://www.bing.com/search?q=&go=&qs=n&sk=&sc=8-15&qb=1&FORM=AXRE Bing Advanced search] * [http://www.genome.jp/ GenomeNet KEGG database] * [http://books.google.com/ Google Books] * [http://scholar.google.com/advanced_scholar_search?hl=en&lr= Google scholar Advanced Scholar Search] * [http://www.ncbi.nlm.nih.gov/sites/entrez?db=gene Home - Gene - NCBI] * [http://www.jstor.org/ JSTOR] * [http://www.lycos.com/ Lycos search] * [http://www.ncbi.nlm.nih.gov/sites/gquery NCBI All Databases Search] * [http://www.ncbi.nlm.nih.gov/ncbisearch/ NCBI Site 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.scirus.com/srsapp/advanced/index.jsp?q1= Scirus for scientific information only advanced search] * [http://www.springerlink.com/ SpringerLink] * [http://www.tandfonline.com/ Taylor & Francis Online] * [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 --> {{tlx|Anthropology resources}}{{Gene project}}{{tlx|Humanities resources}}{{tlx|Medicine resources}}{{tlx|Phosphate biochemistry}}{{Sisterlinks|Genealogy}} <!-- categories --> [[Category:Animals/Resources]] [[Category:Anthropology/Resources]] [[Category:DNA/Resources]] [[Category:Evolution/Resources]] [[Category:Genes/Resources]] [[Category:Genetics/Resources]] [[Category:Human/Resources]] [[Category:Humanities/Resources]] [[Category:Paleontology/Resources]] [[Category:Resources last modified in February 2020]] [[Category:Zoology/Resources]] [[Category:Genealogy/Resources]] {{NOINDEX/DRAFT}} hll5ewdf7w3mvhhl2adrkoo7oev1y62 0 202322 2414668 2414286 2022-08-15T07:15:32Z 121.45.170.127 wikitext text/x-wiki {{METE}} {{title|Self-esteem and culture:<br>What are the cultural influences on self-esteem?}} __TOC__ {{title|Chapter title:<br>Subtitle?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== {{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. }} == Self-esteem == === What is self esteem? ( paragraph) === * How do you feel about yourself? Internal monitor * Self liking & attractiveness * Self confidence * Self verification * developed from adolescent until middle and decreased in 50-60 * high self esteem suggest high well-being === Four components of self esteem (dot point) === ====== '''Self-confidence,''' ====== ====== '''Identity''' ====== ====== '''Feeling of belonging''' ====== ====== '''Feeling of competence''' ====== === Self-esteem vs self concept === === How do we evaluate self esteem? === * Rate a certain behaviour * Subjective's response * Information of experimental and motivational === Why is self-esteem important? === == Culture == === Culture definition === === The impacts of culture === * Shape one's behaviour * Shape one's thinking pattern * Social norm * Comman sense == How does culture affect self-esteem? == Affect Sense of self worth <s>Culture in Adolescent</s> <s>Age, Gender, development state, family state, physical health</s> <s>Middle age</s> <s>identity</s> <s>commitment to partner increase</s> == Coping with low self-esteem == 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}}]] == Overview == == Cultural influences on self-esteem == == Conclusion == == References == [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-esteem]] 2b72px3x711jz0tx7qi4u6e224lszza 0 207102 2414530 2405867 2022-08-15T00:12:09Z Maddiegray11 2936309 /* Prediction phase */ inserted table for screenings 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |A |E |E |G |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |A |E |G |E |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |A |A |E |E |} === '''Diagnostic strategy''' === The current strategy of diagnosis for Conduct Disorder is the Multistage Strategy for Evidence-Based Assessment of Conduct Disorder. <ref name=":2">{{cite journal|last1=McMahon|first1=R.J.|last2=Frick|first2=P.J.|date=2005|title=Evidence-based assessment of conduct problems in children and adolescents.|journal=Journal of Clinical Child and Adolescent Psychology,|volume=34|page=477-50}}</ref> <ref>{{cite book|title=Conduct and oppositional disorders. In E.J. Mash & R.A. Barkley (Eds.), Assessment of childhood disorders|last1=McMahon|first1=R.J.|last2=Frick|first2=P.J.|date=2007|publisher=The Guilford Press|edition=4|location=New York|pages=132-183}}</ref>{{blockquotetop}} '''Stage 1:''' The first stage of diagnosis uses any of the following evidence based assessments: Achenbach System of Empirically Based Assessments (ASEBA): Child Behavior Checklist (CBCL), Teacher Report Form (TRF), Youth Self-Report (YSR). These are used to broadly identify behaviors relevant to conduct disorder as outlined by the DSM. Both the [http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous Unemotional Traits] and the Antisocial Process Screening Device (APSD) is assess whether child or adolescent is displaying callous and unemotional (CU) traits, a recently added symptom of conduct disorder as outlined by the DSM-5. There are multiple assessments taken by informants due to the covert nature of many conduct disorder problems. '''Stage 2:''' The second stage of diagnosis involves interviews with the patient. The Structured Diagnostic Interview ([https://www.pediatricbipolar.pitt.edu/sites/default/files/KSADS_DSM_5_SCREEN_Final.pdf KSADS]) is used to assess the potential comorbidity of conduct disorders. A semi-structured diagnostic interview ([http://www.wpic.pitt.edu/ksads/KSADS-PL_2009_working_draft_full.PDF KSADS]) is recommended due to its flexibility. The tool has been shown to gain client-specific information vital for case conceptualization and treatment planning, including clear descriptions of the child's behavior, peer relationships, and social skills. It also helps assess comorbidity. Age of onset of conduct problems is established in this phase, which helps determine developmental pathways. Part of this stage of diagnosis also involves standardized intelligence tests and academic achievement screeners. Developmental and medical history is also obtained through clinical interviews. For children, clinicians may utilize observational analogues, including parent-child interactions through child's games, parent's games, and clean up. Parents will also submit a parent daily report for observation measures. Clinicians utilize this data to assess the level of functional impairment or adaptive disability according to scales such as the Child and Adolescent Functional Assessment Scale '''Stage 3:''' The third stage of diagnosis examines the patient's broader social and environmental context through Neighborhood Questionnaire, Community Interaction Checklist, and "Things I Have Seen and Heard" interviews. Assessment of social informational processing could yield important information relevant to the “three P’s”. Social information processing can be tested through an Intention-Cue Detection Task. It is also important to assess for familial risk factors through an antisocial behavior checklist. Further assessments specific to the symptomatology of the child or adolescent also should be conducted through assessments. Covert conduct problem behaviors are difficult to assess, and the clinical utility of some innovative observational paradigms needs to be demonstrated. Research points to the “recent proliferation of research concerning girls and CP and suggest that this “should facilitate the development of evidence-based guidelines that are applicable to girls in the near future.” <ref name=":2" /> For the time being, they recommend following the same guidelines for girls as for boys, with the addition of a measure of relational aggression in girls. {{blockquotebottom}} === Psychometric properties of screening instruments for Conduct disorder === The following section contains a list of screening and diagnostic instruments for Conduct disorder. 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.''']'' ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |DICA (Diagnostic Interview for Children and Adolescents) | |6-18 | |G |G |E |E |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 |G |G |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable === Likelihood ratios and AUCs of screening measures for '''Conduct disorder''' === The following section contains a list of likelihood ratios and AUCs if screening measures for Conduct disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings for children and adolescents. * 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 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" border="1" |- ! Screening Measure "(Primary Reference)" ![[receiver operating characteristic|Area under curve (AUC)]] and Sample Size ! LR+ "(Score)" ! LR- "(Score)" |- | colspan="4" style="font-size:110%; text-align:center;" span | <b> Children and Adolescents (6-18 Years)</b> |- | CBCL Rule-breaking ''T''-Score | | | |- |CBCL Aggression ''T''-Score<ref name=":1">{{cite journal|last1=Hudziak|first1=J.J.|last2=Copeland|first2=W.|last3=Stanger|first3=C.|title=Screening for DSM-IV externalizing disorders with the Child Behavior Checklist: a receiver-operator characteristic analysis.|journal=Journal of Child Psychology and Psychiatry|volume=45|page=1299-1307}}</ref> |.80 (''N''=370) |4.18 (55+) |.35 (<55) |- | colspan="4" style="font-size:110%; text-align:center;" |'''Adolescents (12 to 18 years)''' |- |[http://labs.uno.edu/developmental-psychopathology/APSDSR.html Antisocial Process Screening Device-Self-Report]<ref>{{Cite web|url=http://dx.doi.org/10.1037/t26393-000|title=Antisocial Process Screening Device-Self-Report--Portuguese Version|last=Pechorro|first=Pedro|last2=Maroco|first2=João|date=2013|website=PsycTESTS Dataset|access-date=2022-07-12|last3=Poiares|first3=Carlos|last4=Vieira|first4=Rui Xavier}}</ref> |.72 (N=250) | | |- |Antisocial Process Screening Device Self-Report**<ref name=":0" /> | |1.56 (2+) |74 (<2) |- |[http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous And Unemotional Traits]<ref>{{Cite journal|last=Feilhauer|first=Johanna|last2=Cima|first2=Maaike|last3=Arntz|first3=Arnoud|date=2012-07|title=Assessing callous–unemotional traits across different groups of youths: Further cross-cultural validation of the Inventory of Callous–Unemotional Traits|url=http://dx.doi.org/10.1016/j.ijlp.2012.04.002|journal=International Journal of Law and Psychiatry|volume=35|issue=4|pages=251–262|doi=10.1016/j.ijlp.2012.04.002|issn=0160-2527}}</ref> |.65 (N=341) |1.79 (26+) |.61 (<26) |} '''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes offormulation<ref>Sackett, DL, Straus, SE, Richardson, WS, Rosenberg, W, Haynes, RB. Evidence-Based Medicine: How to Practice and Teach EBM. 2nd ed. Churchill Livingstone, New York; 2000.</ref>; The Kahn et al., 2012 paper used 4 items from the APSD that mapped onto the DSM-V “Limited Prosocial Emotions” specifier.<ref>Kahn, R. E., Frick, P. J., Youngstrom, E. , Findling, R. L. and Youngstrom, J. K. (2012), The effects of including a callous–unemotional specifier for the diagnosis of conduct disorder. Journal of Child Psychology and Psychiatry, 53: 271-282. doi:10.1111/j.1469-7610.2011.02463.x</ref> Of these items , those that were scored as definitely true were rated as present and the presence of two of the four items met the specifier threshold ''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Antisocial Process Screening Device, or for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with conduct disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. No studies were found that provide information about the likelihood of children or adolescents referred for conduct disorder receiving TRF or YSR Aggression or Externalizing scaled scores of a specific level versus non-CD youth receiving those scores.'' === Interpreting Conduct disorder 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 [[wikipedia:Likelihood_ratios_in_diagnostic_testing|likelihood ratios in diagnostic testing]] for more information == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |A |E |E |G |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |A |E |G |E |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |A |A |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable ===Observational Coding Systems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |BCS (Behavioral Encoding System) | | | |A |U |G |A |- |[https://pcit.ucdavis.edu/wp-content/uploads/2013/01/DPICS-Manual.2.18.pdf DPICS (Dyadic Parent-Child Interaction Coding System)] |observational | | |A |L |G |A |- |[https://aseba.org/direct-observation-form-dof-ages-6-11/ ASEBA-DOF (ASEBA Direct Observation Form)] ''not free'' |observational |6-11 |interval |G |G |E |E |} '''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 Conduct disorder and list of process and outcome measures for Conduct disorder. 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=== See Table 1 in Section 1.1 for overview of evidence-based measures to use depending on etiology, symptomatology and conduct problems === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} 97zlh8odhsfa8h137hyq3iee5so8ub9 2414531 2414530 2022-08-15T00:15:33Z Maddiegray11 2936309 /* Rating scales for conduct problems */ 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == === '''Diagnostic strategy''' === The current strategy of diagnosis for Conduct Disorder is the Multistage Strategy for Evidence-Based Assessment of Conduct Disorder. <ref name=":2">{{cite journal|last1=McMahon|first1=R.J.|last2=Frick|first2=P.J.|date=2005|title=Evidence-based assessment of conduct problems in children and adolescents.|journal=Journal of Clinical Child and Adolescent Psychology,|volume=34|page=477-50}}</ref> <ref>{{cite book|title=Conduct and oppositional disorders. In E.J. Mash & R.A. Barkley (Eds.), Assessment of childhood disorders|last1=McMahon|first1=R.J.|last2=Frick|first2=P.J.|date=2007|publisher=The Guilford Press|edition=4|location=New York|pages=132-183}}</ref>{{blockquotetop}} '''Stage 1:''' The first stage of diagnosis uses any of the following evidence based assessments: Achenbach System of Empirically Based Assessments (ASEBA): Child Behavior Checklist (CBCL), Teacher Report Form (TRF), Youth Self-Report (YSR). These are used to broadly identify behaviors relevant to conduct disorder as outlined by the DSM. Both the [http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous Unemotional Traits] and the Antisocial Process Screening Device (APSD) is assess whether child or adolescent is displaying callous and unemotional (CU) traits, a recently added symptom of conduct disorder as outlined by the DSM-5. There are multiple assessments taken by informants due to the covert nature of many conduct disorder problems. '''Stage 2:''' The second stage of diagnosis involves interviews with the patient. The Structured Diagnostic Interview ([https://www.pediatricbipolar.pitt.edu/sites/default/files/KSADS_DSM_5_SCREEN_Final.pdf KSADS]) is used to assess the potential comorbidity of conduct disorders. A semi-structured diagnostic interview ([http://www.wpic.pitt.edu/ksads/KSADS-PL_2009_working_draft_full.PDF KSADS]) is recommended due to its flexibility. The tool has been shown to gain client-specific information vital for case conceptualization and treatment planning, including clear descriptions of the child's behavior, peer relationships, and social skills. It also helps assess comorbidity. Age of onset of conduct problems is established in this phase, which helps determine developmental pathways. Part of this stage of diagnosis also involves standardized intelligence tests and academic achievement screeners. Developmental and medical history is also obtained through clinical interviews. For children, clinicians may utilize observational analogues, including parent-child interactions through child's games, parent's games, and clean up. Parents will also submit a parent daily report for observation measures. Clinicians utilize this data to assess the level of functional impairment or adaptive disability according to scales such as the Child and Adolescent Functional Assessment Scale '''Stage 3:''' The third stage of diagnosis examines the patient's broader social and environmental context through Neighborhood Questionnaire, Community Interaction Checklist, and "Things I Have Seen and Heard" interviews. Assessment of social informational processing could yield important information relevant to the “three P’s”. Social information processing can be tested through an Intention-Cue Detection Task. It is also important to assess for familial risk factors through an antisocial behavior checklist. Further assessments specific to the symptomatology of the child or adolescent also should be conducted through assessments. Covert conduct problem behaviors are difficult to assess, and the clinical utility of some innovative observational paradigms needs to be demonstrated. Research points to the “recent proliferation of research concerning girls and CP and suggest that this “should facilitate the development of evidence-based guidelines that are applicable to girls in the near future.” <ref name=":2" /> For the time being, they recommend following the same guidelines for girls as for boys, with the addition of a measure of relational aggression in girls. {{blockquotebottom}} === Psychometric properties of screening instruments for Conduct disorder === The following section contains a list of screening and diagnostic instruments for Conduct disorder. 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.''']'' ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |DICA (Diagnostic Interview for Children and Adolescents) | |6-18 | |G |G |E |E |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 |G |G |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable === Likelihood ratios and AUCs of screening measures for '''Conduct disorder''' === The following section contains a list of likelihood ratios and AUCs if screening measures for Conduct disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings for children and adolescents. * 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 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" border="1" |- ! Screening Measure "(Primary Reference)" ![[receiver operating characteristic|Area under curve (AUC)]] and Sample Size ! LR+ "(Score)" ! LR- "(Score)" |- | colspan="4" style="font-size:110%; text-align:center;" span | <b> Children and Adolescents (6-18 Years)</b> |- | CBCL Rule-breaking ''T''-Score | | | |- |CBCL Aggression ''T''-Score<ref name=":1">{{cite journal|last1=Hudziak|first1=J.J.|last2=Copeland|first2=W.|last3=Stanger|first3=C.|title=Screening for DSM-IV externalizing disorders with the Child Behavior Checklist: a receiver-operator characteristic analysis.|journal=Journal of Child Psychology and Psychiatry|volume=45|page=1299-1307}}</ref> |.80 (''N''=370) |4.18 (55+) |.35 (<55) |- | colspan="4" style="font-size:110%; text-align:center;" |'''Adolescents (12 to 18 years)''' |- |[http://labs.uno.edu/developmental-psychopathology/APSDSR.html Antisocial Process Screening Device-Self-Report]<ref>{{Cite web|url=http://dx.doi.org/10.1037/t26393-000|title=Antisocial Process Screening Device-Self-Report--Portuguese Version|last=Pechorro|first=Pedro|last2=Maroco|first2=João|date=2013|website=PsycTESTS Dataset|access-date=2022-07-12|last3=Poiares|first3=Carlos|last4=Vieira|first4=Rui Xavier}}</ref> |.72 (N=250) | | |- |Antisocial Process Screening Device Self-Report**<ref name=":0" /> | |1.56 (2+) |74 (<2) |- |[http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous And Unemotional Traits]<ref>{{Cite journal|last=Feilhauer|first=Johanna|last2=Cima|first2=Maaike|last3=Arntz|first3=Arnoud|date=2012-07|title=Assessing callous–unemotional traits across different groups of youths: Further cross-cultural validation of the Inventory of Callous–Unemotional Traits|url=http://dx.doi.org/10.1016/j.ijlp.2012.04.002|journal=International Journal of Law and Psychiatry|volume=35|issue=4|pages=251–262|doi=10.1016/j.ijlp.2012.04.002|issn=0160-2527}}</ref> |.65 (N=341) |1.79 (26+) |.61 (<26) |} '''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes offormulation<ref>Sackett, DL, Straus, SE, Richardson, WS, Rosenberg, W, Haynes, RB. Evidence-Based Medicine: How to Practice and Teach EBM. 2nd ed. Churchill Livingstone, New York; 2000.</ref>; The Kahn et al., 2012 paper used 4 items from the APSD that mapped onto the DSM-V “Limited Prosocial Emotions” specifier.<ref>Kahn, R. E., Frick, P. J., Youngstrom, E. , Findling, R. L. and Youngstrom, J. K. (2012), The effects of including a callous–unemotional specifier for the diagnosis of conduct disorder. Journal of Child Psychology and Psychiatry, 53: 271-282. doi:10.1111/j.1469-7610.2011.02463.x</ref> Of these items , those that were scored as definitely true were rated as present and the presence of two of the four items met the specifier threshold ''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Antisocial Process Screening Device, or for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with conduct disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. No studies were found that provide information about the likelihood of children or adolescents referred for conduct disorder receiving TRF or YSR Aggression or Externalizing scaled scores of a specific level versus non-CD youth receiving those scores.'' === Interpreting Conduct disorder 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 [[wikipedia:Likelihood_ratios_in_diagnostic_testing|likelihood ratios in diagnostic testing]] for more information == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |A |E |E |G |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |A |E |G |E |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |A |A |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable ===Observational Coding Systems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |BCS (Behavioral Encoding System) | | | |A |U |G |A |- |[https://pcit.ucdavis.edu/wp-content/uploads/2013/01/DPICS-Manual.2.18.pdf DPICS (Dyadic Parent-Child Interaction Coding System)] |observational | | |A |L |G |A |- |[https://aseba.org/direct-observation-form-dof-ages-6-11/ ASEBA-DOF (ASEBA Direct Observation Form)] ''not free'' |observational |6-11 |interval |G |G |E |E |} '''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 Conduct disorder and list of process and outcome measures for Conduct disorder. 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=== See Table 1 in Section 1.1 for overview of evidence-based measures to use depending on etiology, symptomatology and conduct problems === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} 8exfo7ecknib97ufif2c52brbergevu 2414532 2414531 2022-08-15T00:16:19Z Maddiegray11 2936309 Undo revision 2414531 by [[Special:Contributions/Maddiegray11|Maddiegray11]] ([[User talk:Maddiegray11|talk]]) 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |A |E |E |G |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |A |E |G |E |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |A |A |E |E |} === '''Diagnostic strategy''' === The current strategy of diagnosis for Conduct Disorder is the Multistage Strategy for Evidence-Based Assessment of Conduct Disorder. <ref name=":2">{{cite journal|last1=McMahon|first1=R.J.|last2=Frick|first2=P.J.|date=2005|title=Evidence-based assessment of conduct problems in children and adolescents.|journal=Journal of Clinical Child and Adolescent Psychology,|volume=34|page=477-50}}</ref> <ref>{{cite book|title=Conduct and oppositional disorders. In E.J. Mash & R.A. Barkley (Eds.), Assessment of childhood disorders|last1=McMahon|first1=R.J.|last2=Frick|first2=P.J.|date=2007|publisher=The Guilford Press|edition=4|location=New York|pages=132-183}}</ref>{{blockquotetop}} '''Stage 1:''' The first stage of diagnosis uses any of the following evidence based assessments: Achenbach System of Empirically Based Assessments (ASEBA): Child Behavior Checklist (CBCL), Teacher Report Form (TRF), Youth Self-Report (YSR). These are used to broadly identify behaviors relevant to conduct disorder as outlined by the DSM. Both the [http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous Unemotional Traits] and the Antisocial Process Screening Device (APSD) is assess whether child or adolescent is displaying callous and unemotional (CU) traits, a recently added symptom of conduct disorder as outlined by the DSM-5. There are multiple assessments taken by informants due to the covert nature of many conduct disorder problems. '''Stage 2:''' The second stage of diagnosis involves interviews with the patient. The Structured Diagnostic Interview ([https://www.pediatricbipolar.pitt.edu/sites/default/files/KSADS_DSM_5_SCREEN_Final.pdf KSADS]) is used to assess the potential comorbidity of conduct disorders. A semi-structured diagnostic interview ([http://www.wpic.pitt.edu/ksads/KSADS-PL_2009_working_draft_full.PDF KSADS]) is recommended due to its flexibility. The tool has been shown to gain client-specific information vital for case conceptualization and treatment planning, including clear descriptions of the child's behavior, peer relationships, and social skills. It also helps assess comorbidity. Age of onset of conduct problems is established in this phase, which helps determine developmental pathways. Part of this stage of diagnosis also involves standardized intelligence tests and academic achievement screeners. Developmental and medical history is also obtained through clinical interviews. For children, clinicians may utilize observational analogues, including parent-child interactions through child's games, parent's games, and clean up. Parents will also submit a parent daily report for observation measures. Clinicians utilize this data to assess the level of functional impairment or adaptive disability according to scales such as the Child and Adolescent Functional Assessment Scale '''Stage 3:''' The third stage of diagnosis examines the patient's broader social and environmental context through Neighborhood Questionnaire, Community Interaction Checklist, and "Things I Have Seen and Heard" interviews. Assessment of social informational processing could yield important information relevant to the “three P’s”. Social information processing can be tested through an Intention-Cue Detection Task. It is also important to assess for familial risk factors through an antisocial behavior checklist. Further assessments specific to the symptomatology of the child or adolescent also should be conducted through assessments. Covert conduct problem behaviors are difficult to assess, and the clinical utility of some innovative observational paradigms needs to be demonstrated. Research points to the “recent proliferation of research concerning girls and CP and suggest that this “should facilitate the development of evidence-based guidelines that are applicable to girls in the near future.” <ref name=":2" /> For the time being, they recommend following the same guidelines for girls as for boys, with the addition of a measure of relational aggression in girls. {{blockquotebottom}} === Psychometric properties of screening instruments for Conduct disorder === The following section contains a list of screening and diagnostic instruments for Conduct disorder. 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.''']'' ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |DICA (Diagnostic Interview for Children and Adolescents) | |6-18 | |G |G |E |E |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 |G |G |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable === Likelihood ratios and AUCs of screening measures for '''Conduct disorder''' === The following section contains a list of likelihood ratios and AUCs if screening measures for Conduct disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings for children and adolescents. * 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 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" border="1" |- ! Screening Measure "(Primary Reference)" ![[receiver operating characteristic|Area under curve (AUC)]] and Sample Size ! LR+ "(Score)" ! LR- "(Score)" |- | colspan="4" style="font-size:110%; text-align:center;" span | <b> Children and Adolescents (6-18 Years)</b> |- | CBCL Rule-breaking ''T''-Score | | | |- |CBCL Aggression ''T''-Score<ref name=":1">{{cite journal|last1=Hudziak|first1=J.J.|last2=Copeland|first2=W.|last3=Stanger|first3=C.|title=Screening for DSM-IV externalizing disorders with the Child Behavior Checklist: a receiver-operator characteristic analysis.|journal=Journal of Child Psychology and Psychiatry|volume=45|page=1299-1307}}</ref> |.80 (''N''=370) |4.18 (55+) |.35 (<55) |- | colspan="4" style="font-size:110%; text-align:center;" |'''Adolescents (12 to 18 years)''' |- |[http://labs.uno.edu/developmental-psychopathology/APSDSR.html Antisocial Process Screening Device-Self-Report]<ref>{{Cite web|url=http://dx.doi.org/10.1037/t26393-000|title=Antisocial Process Screening Device-Self-Report--Portuguese Version|last=Pechorro|first=Pedro|last2=Maroco|first2=João|date=2013|website=PsycTESTS Dataset|access-date=2022-07-12|last3=Poiares|first3=Carlos|last4=Vieira|first4=Rui Xavier}}</ref> |.72 (N=250) | | |- |Antisocial Process Screening Device Self-Report**<ref name=":0" /> | |1.56 (2+) |74 (<2) |- |[http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous And Unemotional Traits]<ref>{{Cite journal|last=Feilhauer|first=Johanna|last2=Cima|first2=Maaike|last3=Arntz|first3=Arnoud|date=2012-07|title=Assessing callous–unemotional traits across different groups of youths: Further cross-cultural validation of the Inventory of Callous–Unemotional Traits|url=http://dx.doi.org/10.1016/j.ijlp.2012.04.002|journal=International Journal of Law and Psychiatry|volume=35|issue=4|pages=251–262|doi=10.1016/j.ijlp.2012.04.002|issn=0160-2527}}</ref> |.65 (N=341) |1.79 (26+) |.61 (<26) |} '''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes offormulation<ref>Sackett, DL, Straus, SE, Richardson, WS, Rosenberg, W, Haynes, RB. Evidence-Based Medicine: How to Practice and Teach EBM. 2nd ed. Churchill Livingstone, New York; 2000.</ref>; The Kahn et al., 2012 paper used 4 items from the APSD that mapped onto the DSM-V “Limited Prosocial Emotions” specifier.<ref>Kahn, R. E., Frick, P. J., Youngstrom, E. , Findling, R. L. and Youngstrom, J. K. (2012), The effects of including a callous–unemotional specifier for the diagnosis of conduct disorder. Journal of Child Psychology and Psychiatry, 53: 271-282. doi:10.1111/j.1469-7610.2011.02463.x</ref> Of these items , those that were scored as definitely true were rated as present and the presence of two of the four items met the specifier threshold ''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Antisocial Process Screening Device, or for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with conduct disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. No studies were found that provide information about the likelihood of children or adolescents referred for conduct disorder receiving TRF or YSR Aggression or Externalizing scaled scores of a specific level versus non-CD youth receiving those scores.'' === Interpreting Conduct disorder 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 [[wikipedia:Likelihood_ratios_in_diagnostic_testing|likelihood ratios in diagnostic testing]] for more information == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |A |E |E |G |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |A |E |G |E |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |A |A |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable ===Observational Coding Systems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |BCS (Behavioral Encoding System) | | | |A |U |G |A |- |[https://pcit.ucdavis.edu/wp-content/uploads/2013/01/DPICS-Manual.2.18.pdf DPICS (Dyadic Parent-Child Interaction Coding System)] |observational | | |A |L |G |A |- |[https://aseba.org/direct-observation-form-dof-ages-6-11/ ASEBA-DOF (ASEBA Direct Observation Form)] ''not free'' |observational |6-11 |interval |G |G |E |E |} '''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 Conduct disorder and list of process and outcome measures for Conduct disorder. 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=== See Table 1 in Section 1.1 for overview of evidence-based measures to use depending on etiology, symptomatology and conduct problems === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} 97zlh8odhsfa8h137hyq3iee5so8ub9 2414533 2414532 2022-08-15T00:16:33Z Maddiegray11 2936309 /* Diagnostic strategy */ 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |A |E |E |G |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |A |E |G |E |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |A |A |E |E |} === Psychometric properties of screening instruments for Conduct disorder === The following section contains a list of screening and diagnostic instruments for Conduct disorder. 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.''']'' ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |DICA (Diagnostic Interview for Children and Adolescents) | |6-18 | |G |G |E |E |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 |G |G |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable === Likelihood ratios and AUCs of screening measures for '''Conduct disorder''' === The following section contains a list of likelihood ratios and AUCs if screening measures for Conduct disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings for children and adolescents. * 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 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" border="1" |- ! Screening Measure "(Primary Reference)" ![[receiver operating characteristic|Area under curve (AUC)]] and Sample Size ! LR+ "(Score)" ! LR- "(Score)" |- | colspan="4" style="font-size:110%; text-align:center;" span | <b> Children and Adolescents (6-18 Years)</b> |- | CBCL Rule-breaking ''T''-Score | | | |- |CBCL Aggression ''T''-Score<ref name=":1">{{cite journal|last1=Hudziak|first1=J.J.|last2=Copeland|first2=W.|last3=Stanger|first3=C.|title=Screening for DSM-IV externalizing disorders with the Child Behavior Checklist: a receiver-operator characteristic analysis.|journal=Journal of Child Psychology and Psychiatry|volume=45|page=1299-1307}}</ref> |.80 (''N''=370) |4.18 (55+) |.35 (<55) |- | colspan="4" style="font-size:110%; text-align:center;" |'''Adolescents (12 to 18 years)''' |- |[http://labs.uno.edu/developmental-psychopathology/APSDSR.html Antisocial Process Screening Device-Self-Report]<ref>{{Cite web|url=http://dx.doi.org/10.1037/t26393-000|title=Antisocial Process Screening Device-Self-Report--Portuguese Version|last=Pechorro|first=Pedro|last2=Maroco|first2=João|date=2013|website=PsycTESTS Dataset|access-date=2022-07-12|last3=Poiares|first3=Carlos|last4=Vieira|first4=Rui Xavier}}</ref> |.72 (N=250) | | |- |Antisocial Process Screening Device Self-Report**<ref name=":0" /> | |1.56 (2+) |74 (<2) |- |[http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous And Unemotional Traits]<ref>{{Cite journal|last=Feilhauer|first=Johanna|last2=Cima|first2=Maaike|last3=Arntz|first3=Arnoud|date=2012-07|title=Assessing callous–unemotional traits across different groups of youths: Further cross-cultural validation of the Inventory of Callous–Unemotional Traits|url=http://dx.doi.org/10.1016/j.ijlp.2012.04.002|journal=International Journal of Law and Psychiatry|volume=35|issue=4|pages=251–262|doi=10.1016/j.ijlp.2012.04.002|issn=0160-2527}}</ref> |.65 (N=341) |1.79 (26+) |.61 (<26) |} '''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes offormulation<ref>Sackett, DL, Straus, SE, Richardson, WS, Rosenberg, W, Haynes, RB. Evidence-Based Medicine: How to Practice and Teach EBM. 2nd ed. Churchill Livingstone, New York; 2000.</ref>; The Kahn et al., 2012 paper used 4 items from the APSD that mapped onto the DSM-V “Limited Prosocial Emotions” specifier.<ref>Kahn, R. E., Frick, P. J., Youngstrom, E. , Findling, R. L. and Youngstrom, J. K. (2012), The effects of including a callous–unemotional specifier for the diagnosis of conduct disorder. Journal of Child Psychology and Psychiatry, 53: 271-282. doi:10.1111/j.1469-7610.2011.02463.x</ref> Of these items , those that were scored as definitely true were rated as present and the presence of two of the four items met the specifier threshold ''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Antisocial Process Screening Device, or for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with conduct disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. No studies were found that provide information about the likelihood of children or adolescents referred for conduct disorder receiving TRF or YSR Aggression or Externalizing scaled scores of a specific level versus non-CD youth receiving those scores.'' === Interpreting Conduct disorder 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 [[wikipedia:Likelihood_ratios_in_diagnostic_testing|likelihood ratios in diagnostic testing]] for more information == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |A |E |E |G |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |A |E |G |E |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |A |A |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable ===Observational Coding Systems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |BCS (Behavioral Encoding System) | | | |A |U |G |A |- |[https://pcit.ucdavis.edu/wp-content/uploads/2013/01/DPICS-Manual.2.18.pdf DPICS (Dyadic Parent-Child Interaction Coding System)] |observational | | |A |L |G |A |- |[https://aseba.org/direct-observation-form-dof-ages-6-11/ ASEBA-DOF (ASEBA Direct Observation Form)] ''not free'' |observational |6-11 |interval |G |G |E |E |} '''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 Conduct disorder and list of process and outcome measures for Conduct disorder. 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=== See Table 1 in Section 1.1 for overview of evidence-based measures to use depending on etiology, symptomatology and conduct problems === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} lh8ourgh1w6ini2x2c2ngzybx68atww 2414536 2414533 2022-08-15T00:28:23Z Maddiegray11 2936309 /* Rating scales for conduct problems */ deleted extra columns 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |} === Psychometric properties of screening instruments for Conduct disorder === The following section contains a list of screening and diagnostic instruments for Conduct disorder. 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.''']'' ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |DICA (Diagnostic Interview for Children and Adolescents) | |6-18 | |G |G |E |E |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 |G |G |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable === Likelihood ratios and AUCs of screening measures for '''Conduct disorder''' === The following section contains a list of likelihood ratios and AUCs if screening measures for Conduct disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings for children and adolescents. * 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 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" border="1" |- ! Screening Measure "(Primary Reference)" ![[receiver operating characteristic|Area under curve (AUC)]] and Sample Size ! LR+ "(Score)" ! LR- "(Score)" |- | colspan="4" style="font-size:110%; text-align:center;" span | <b> Children and Adolescents (6-18 Years)</b> |- | CBCL Rule-breaking ''T''-Score | | | |- |CBCL Aggression ''T''-Score<ref name=":1">{{cite journal|last1=Hudziak|first1=J.J.|last2=Copeland|first2=W.|last3=Stanger|first3=C.|title=Screening for DSM-IV externalizing disorders with the Child Behavior Checklist: a receiver-operator characteristic analysis.|journal=Journal of Child Psychology and Psychiatry|volume=45|page=1299-1307}}</ref> |.80 (''N''=370) |4.18 (55+) |.35 (<55) |- | colspan="4" style="font-size:110%; text-align:center;" |'''Adolescents (12 to 18 years)''' |- |[http://labs.uno.edu/developmental-psychopathology/APSDSR.html Antisocial Process Screening Device-Self-Report]<ref>{{Cite web|url=http://dx.doi.org/10.1037/t26393-000|title=Antisocial Process Screening Device-Self-Report--Portuguese Version|last=Pechorro|first=Pedro|last2=Maroco|first2=João|date=2013|website=PsycTESTS Dataset|access-date=2022-07-12|last3=Poiares|first3=Carlos|last4=Vieira|first4=Rui Xavier}}</ref> |.72 (N=250) | | |- |Antisocial Process Screening Device Self-Report**<ref name=":0" /> | |1.56 (2+) |74 (<2) |- |[http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous And Unemotional Traits]<ref>{{Cite journal|last=Feilhauer|first=Johanna|last2=Cima|first2=Maaike|last3=Arntz|first3=Arnoud|date=2012-07|title=Assessing callous–unemotional traits across different groups of youths: Further cross-cultural validation of the Inventory of Callous–Unemotional Traits|url=http://dx.doi.org/10.1016/j.ijlp.2012.04.002|journal=International Journal of Law and Psychiatry|volume=35|issue=4|pages=251–262|doi=10.1016/j.ijlp.2012.04.002|issn=0160-2527}}</ref> |.65 (N=341) |1.79 (26+) |.61 (<26) |} '''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes offormulation<ref>Sackett, DL, Straus, SE, Richardson, WS, Rosenberg, W, Haynes, RB. Evidence-Based Medicine: How to Practice and Teach EBM. 2nd ed. Churchill Livingstone, New York; 2000.</ref>; The Kahn et al., 2012 paper used 4 items from the APSD that mapped onto the DSM-V “Limited Prosocial Emotions” specifier.<ref>Kahn, R. E., Frick, P. J., Youngstrom, E. , Findling, R. L. and Youngstrom, J. K. (2012), The effects of including a callous–unemotional specifier for the diagnosis of conduct disorder. Journal of Child Psychology and Psychiatry, 53: 271-282. doi:10.1111/j.1469-7610.2011.02463.x</ref> Of these items , those that were scored as definitely true were rated as present and the presence of two of the four items met the specifier threshold ''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Antisocial Process Screening Device, or for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with conduct disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. No studies were found that provide information about the likelihood of children or adolescents referred for conduct disorder receiving TRF or YSR Aggression or Externalizing scaled scores of a specific level versus non-CD youth receiving those scores.'' === Interpreting Conduct disorder 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 [[wikipedia:Likelihood_ratios_in_diagnostic_testing|likelihood ratios in diagnostic testing]] for more information == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |A |E |E |G |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |A |E |G |E |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |A |A |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable ===Observational Coding Systems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |BCS (Behavioral Encoding System) | | | |A |U |G |A |- |[https://pcit.ucdavis.edu/wp-content/uploads/2013/01/DPICS-Manual.2.18.pdf DPICS (Dyadic Parent-Child Interaction Coding System)] |observational | | |A |L |G |A |- |[https://aseba.org/direct-observation-form-dof-ages-6-11/ ASEBA-DOF (ASEBA Direct Observation Form)] ''not free'' |observational |6-11 |interval |G |G |E |E |} '''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 Conduct disorder and list of process and outcome measures for Conduct disorder. 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=== See Table 1 in Section 1.1 for overview of evidence-based measures to use depending on etiology, symptomatology and conduct problems === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} ozvsbdo5jn3u9fa49zc6fscad380mii 2414537 2414536 2022-08-15T00:31:44Z Maddiegray11 2936309 /* Semi-structured and Structured Diagnostic Interviews */ 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |} === Psychometric properties of screening instruments for Conduct disorder === The following section contains a list of screening and diagnostic instruments for Conduct disorder. 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.''']'' ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL) |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 | |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable === Likelihood ratios and AUCs of screening measures for '''Conduct disorder''' === The following section contains a list of likelihood ratios and AUCs if screening measures for Conduct disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings for children and adolescents. * 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 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" border="1" |- ! Screening Measure "(Primary Reference)" ![[receiver operating characteristic|Area under curve (AUC)]] and Sample Size ! LR+ "(Score)" ! LR- "(Score)" |- | colspan="4" style="font-size:110%; text-align:center;" span | <b> Children and Adolescents (6-18 Years)</b> |- | CBCL Rule-breaking ''T''-Score | | | |- |CBCL Aggression ''T''-Score<ref name=":1">{{cite journal|last1=Hudziak|first1=J.J.|last2=Copeland|first2=W.|last3=Stanger|first3=C.|title=Screening for DSM-IV externalizing disorders with the Child Behavior Checklist: a receiver-operator characteristic analysis.|journal=Journal of Child Psychology and Psychiatry|volume=45|page=1299-1307}}</ref> |.80 (''N''=370) |4.18 (55+) |.35 (<55) |- | colspan="4" style="font-size:110%; text-align:center;" |'''Adolescents (12 to 18 years)''' |- |[http://labs.uno.edu/developmental-psychopathology/APSDSR.html Antisocial Process Screening Device-Self-Report]<ref>{{Cite web|url=http://dx.doi.org/10.1037/t26393-000|title=Antisocial Process Screening Device-Self-Report--Portuguese Version|last=Pechorro|first=Pedro|last2=Maroco|first2=João|date=2013|website=PsycTESTS Dataset|access-date=2022-07-12|last3=Poiares|first3=Carlos|last4=Vieira|first4=Rui Xavier}}</ref> |.72 (N=250) | | |- |Antisocial Process Screening Device Self-Report**<ref name=":0" /> | |1.56 (2+) |74 (<2) |- |[http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous And Unemotional Traits]<ref>{{Cite journal|last=Feilhauer|first=Johanna|last2=Cima|first2=Maaike|last3=Arntz|first3=Arnoud|date=2012-07|title=Assessing callous–unemotional traits across different groups of youths: Further cross-cultural validation of the Inventory of Callous–Unemotional Traits|url=http://dx.doi.org/10.1016/j.ijlp.2012.04.002|journal=International Journal of Law and Psychiatry|volume=35|issue=4|pages=251–262|doi=10.1016/j.ijlp.2012.04.002|issn=0160-2527}}</ref> |.65 (N=341) |1.79 (26+) |.61 (<26) |} '''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes offormulation<ref>Sackett, DL, Straus, SE, Richardson, WS, Rosenberg, W, Haynes, RB. Evidence-Based Medicine: How to Practice and Teach EBM. 2nd ed. Churchill Livingstone, New York; 2000.</ref>; The Kahn et al., 2012 paper used 4 items from the APSD that mapped onto the DSM-V “Limited Prosocial Emotions” specifier.<ref>Kahn, R. E., Frick, P. J., Youngstrom, E. , Findling, R. L. and Youngstrom, J. K. (2012), The effects of including a callous–unemotional specifier for the diagnosis of conduct disorder. Journal of Child Psychology and Psychiatry, 53: 271-282. doi:10.1111/j.1469-7610.2011.02463.x</ref> Of these items , those that were scored as definitely true were rated as present and the presence of two of the four items met the specifier threshold ''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Antisocial Process Screening Device, or for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with conduct disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. No studies were found that provide information about the likelihood of children or adolescents referred for conduct disorder receiving TRF or YSR Aggression or Externalizing scaled scores of a specific level versus non-CD youth receiving those scores.'' === Interpreting Conduct disorder 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 [[wikipedia:Likelihood_ratios_in_diagnostic_testing|likelihood ratios in diagnostic testing]] for more information == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |A |E |E |G |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |A |E |G |E |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |A |A |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable ===Observational Coding Systems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |BCS (Behavioral Encoding System) | | | |A |U |G |A |- |[https://pcit.ucdavis.edu/wp-content/uploads/2013/01/DPICS-Manual.2.18.pdf DPICS (Dyadic Parent-Child Interaction Coding System)] |observational | | |A |L |G |A |- |[https://aseba.org/direct-observation-form-dof-ages-6-11/ ASEBA-DOF (ASEBA Direct Observation Form)] ''not free'' |observational |6-11 |interval |G |G |E |E |} '''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 Conduct disorder and list of process and outcome measures for Conduct disorder. 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=== See Table 1 in Section 1.1 for overview of evidence-based measures to use depending on etiology, symptomatology and conduct problems === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} ar9u8xtu86btq8m4gz0fs0xmgmdzykt 2414539 2414537 2022-08-15T00:32:07Z Maddiegray11 2936309 /* Psychometric properties of screening instruments for Conduct disorder */ deleted psychometrics section 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |} ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL) |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 | |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable === Likelihood ratios and AUCs of screening measures for '''Conduct disorder''' === The following section contains a list of likelihood ratios and AUCs if screening measures for Conduct disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings for children and adolescents. * 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 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" border="1" |- ! Screening Measure "(Primary Reference)" ![[receiver operating characteristic|Area under curve (AUC)]] and Sample Size ! LR+ "(Score)" ! LR- "(Score)" |- | colspan="4" style="font-size:110%; text-align:center;" span | <b> Children and Adolescents (6-18 Years)</b> |- | CBCL Rule-breaking ''T''-Score | | | |- |CBCL Aggression ''T''-Score<ref name=":1">{{cite journal|last1=Hudziak|first1=J.J.|last2=Copeland|first2=W.|last3=Stanger|first3=C.|title=Screening for DSM-IV externalizing disorders with the Child Behavior Checklist: a receiver-operator characteristic analysis.|journal=Journal of Child Psychology and Psychiatry|volume=45|page=1299-1307}}</ref> |.80 (''N''=370) |4.18 (55+) |.35 (<55) |- | colspan="4" style="font-size:110%; text-align:center;" |'''Adolescents (12 to 18 years)''' |- |[http://labs.uno.edu/developmental-psychopathology/APSDSR.html Antisocial Process Screening Device-Self-Report]<ref>{{Cite web|url=http://dx.doi.org/10.1037/t26393-000|title=Antisocial Process Screening Device-Self-Report--Portuguese Version|last=Pechorro|first=Pedro|last2=Maroco|first2=João|date=2013|website=PsycTESTS Dataset|access-date=2022-07-12|last3=Poiares|first3=Carlos|last4=Vieira|first4=Rui Xavier}}</ref> |.72 (N=250) | | |- |Antisocial Process Screening Device Self-Report**<ref name=":0" /> | |1.56 (2+) |74 (<2) |- |[http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous And Unemotional Traits]<ref>{{Cite journal|last=Feilhauer|first=Johanna|last2=Cima|first2=Maaike|last3=Arntz|first3=Arnoud|date=2012-07|title=Assessing callous–unemotional traits across different groups of youths: Further cross-cultural validation of the Inventory of Callous–Unemotional Traits|url=http://dx.doi.org/10.1016/j.ijlp.2012.04.002|journal=International Journal of Law and Psychiatry|volume=35|issue=4|pages=251–262|doi=10.1016/j.ijlp.2012.04.002|issn=0160-2527}}</ref> |.65 (N=341) |1.79 (26+) |.61 (<26) |} '''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes offormulation<ref>Sackett, DL, Straus, SE, Richardson, WS, Rosenberg, W, Haynes, RB. Evidence-Based Medicine: How to Practice and Teach EBM. 2nd ed. Churchill Livingstone, New York; 2000.</ref>; The Kahn et al., 2012 paper used 4 items from the APSD that mapped onto the DSM-V “Limited Prosocial Emotions” specifier.<ref>Kahn, R. E., Frick, P. J., Youngstrom, E. , Findling, R. L. and Youngstrom, J. K. (2012), The effects of including a callous–unemotional specifier for the diagnosis of conduct disorder. Journal of Child Psychology and Psychiatry, 53: 271-282. doi:10.1111/j.1469-7610.2011.02463.x</ref> Of these items , those that were scored as definitely true were rated as present and the presence of two of the four items met the specifier threshold ''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Antisocial Process Screening Device, or for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with conduct disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. No studies were found that provide information about the likelihood of children or adolescents referred for conduct disorder receiving TRF or YSR Aggression or Externalizing scaled scores of a specific level versus non-CD youth receiving those scores.'' === Interpreting Conduct disorder 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 [[wikipedia:Likelihood_ratios_in_diagnostic_testing|likelihood ratios in diagnostic testing]] for more information == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |A |E |E |G |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |A |E |G |E |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |A |A |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable ===Observational Coding Systems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |BCS (Behavioral Encoding System) | | | |A |U |G |A |- |[https://pcit.ucdavis.edu/wp-content/uploads/2013/01/DPICS-Manual.2.18.pdf DPICS (Dyadic Parent-Child Interaction Coding System)] |observational | | |A |L |G |A |- |[https://aseba.org/direct-observation-form-dof-ages-6-11/ ASEBA-DOF (ASEBA Direct Observation Form)] ''not free'' |observational |6-11 |interval |G |G |E |E |} '''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 Conduct disorder and list of process and outcome measures for Conduct disorder. 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=== See Table 1 in Section 1.1 for overview of evidence-based measures to use depending on etiology, symptomatology and conduct problems === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} c2es2nkk78effcevksrh94e1zpcgsa7 2414540 2414539 2022-08-15T00:32:29Z Maddiegray11 2936309 /* Semi-structured and Structured Diagnostic Interviews */ moving 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |} === Likelihood ratios and AUCs of screening measures for '''Conduct disorder''' === The following section contains a list of likelihood ratios and AUCs if screening measures for Conduct disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings for children and adolescents. * 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 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" border="1" |- ! Screening Measure "(Primary Reference)" ![[receiver operating characteristic|Area under curve (AUC)]] and Sample Size ! LR+ "(Score)" ! LR- "(Score)" |- | colspan="4" style="font-size:110%; text-align:center;" span | <b> Children and Adolescents (6-18 Years)</b> |- | CBCL Rule-breaking ''T''-Score | | | |- |CBCL Aggression ''T''-Score<ref name=":1">{{cite journal|last1=Hudziak|first1=J.J.|last2=Copeland|first2=W.|last3=Stanger|first3=C.|title=Screening for DSM-IV externalizing disorders with the Child Behavior Checklist: a receiver-operator characteristic analysis.|journal=Journal of Child Psychology and Psychiatry|volume=45|page=1299-1307}}</ref> |.80 (''N''=370) |4.18 (55+) |.35 (<55) |- | colspan="4" style="font-size:110%; text-align:center;" |'''Adolescents (12 to 18 years)''' |- |[http://labs.uno.edu/developmental-psychopathology/APSDSR.html Antisocial Process Screening Device-Self-Report]<ref>{{Cite web|url=http://dx.doi.org/10.1037/t26393-000|title=Antisocial Process Screening Device-Self-Report--Portuguese Version|last=Pechorro|first=Pedro|last2=Maroco|first2=João|date=2013|website=PsycTESTS Dataset|access-date=2022-07-12|last3=Poiares|first3=Carlos|last4=Vieira|first4=Rui Xavier}}</ref> |.72 (N=250) | | |- |Antisocial Process Screening Device Self-Report**<ref name=":0" /> | |1.56 (2+) |74 (<2) |- |[http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous And Unemotional Traits]<ref>{{Cite journal|last=Feilhauer|first=Johanna|last2=Cima|first2=Maaike|last3=Arntz|first3=Arnoud|date=2012-07|title=Assessing callous–unemotional traits across different groups of youths: Further cross-cultural validation of the Inventory of Callous–Unemotional Traits|url=http://dx.doi.org/10.1016/j.ijlp.2012.04.002|journal=International Journal of Law and Psychiatry|volume=35|issue=4|pages=251–262|doi=10.1016/j.ijlp.2012.04.002|issn=0160-2527}}</ref> |.65 (N=341) |1.79 (26+) |.61 (<26) |} '''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes offormulation<ref>Sackett, DL, Straus, SE, Richardson, WS, Rosenberg, W, Haynes, RB. Evidence-Based Medicine: How to Practice and Teach EBM. 2nd ed. Churchill Livingstone, New York; 2000.</ref>; The Kahn et al., 2012 paper used 4 items from the APSD that mapped onto the DSM-V “Limited Prosocial Emotions” specifier.<ref>Kahn, R. E., Frick, P. J., Youngstrom, E. , Findling, R. L. and Youngstrom, J. K. (2012), The effects of including a callous–unemotional specifier for the diagnosis of conduct disorder. Journal of Child Psychology and Psychiatry, 53: 271-282. doi:10.1111/j.1469-7610.2011.02463.x</ref> Of these items , those that were scored as definitely true were rated as present and the presence of two of the four items met the specifier threshold ''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Antisocial Process Screening Device, or for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with conduct disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. No studies were found that provide information about the likelihood of children or adolescents referred for conduct disorder receiving TRF or YSR Aggression or Externalizing scaled scores of a specific level versus non-CD youth receiving those scores.'' === Interpreting Conduct disorder 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 [[wikipedia:Likelihood_ratios_in_diagnostic_testing|likelihood ratios in diagnostic testing]] for more information == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Rating scales for conduct problems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |A |E |E |G |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |A |E |G |E |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |A |A |E |E |} '''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable ===Observational Coding Systems=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity |- |BCS (Behavioral Encoding System) | | | |A |U |G |A |- |[https://pcit.ucdavis.edu/wp-content/uploads/2013/01/DPICS-Manual.2.18.pdf DPICS (Dyadic Parent-Child Interaction Coding System)] |observational | | |A |L |G |A |- |[https://aseba.org/direct-observation-form-dof-ages-6-11/ ASEBA-DOF (ASEBA Direct Observation Form)] ''not free'' |observational |6-11 |interval |G |G |E |E |} '''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 Conduct disorder and list of process and outcome measures for Conduct disorder. 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=== See Table 1 in Section 1.1 for overview of evidence-based measures to use depending on etiology, symptomatology and conduct problems === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} mg4elidtl9vo0momqgcghqemwap4gnc 2414541 2414540 2022-08-15T00:33:01Z Maddiegray11 2936309 /* Prescription phase */ inserted diagnostic 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |} === Likelihood ratios and AUCs of screening measures for '''Conduct disorder''' === The following section contains a list of likelihood ratios and AUCs if screening measures for Conduct disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings for children and adolescents. * 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 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" border="1" |- ! Screening Measure "(Primary Reference)" ![[receiver operating characteristic|Area under curve (AUC)]] and Sample Size ! LR+ "(Score)" ! LR- "(Score)" |- | colspan="4" style="font-size:110%; text-align:center;" span | <b> Children and Adolescents (6-18 Years)</b> |- | CBCL Rule-breaking ''T''-Score | | | |- |CBCL Aggression ''T''-Score<ref name=":1">{{cite journal|last1=Hudziak|first1=J.J.|last2=Copeland|first2=W.|last3=Stanger|first3=C.|title=Screening for DSM-IV externalizing disorders with the Child Behavior Checklist: a receiver-operator characteristic analysis.|journal=Journal of Child Psychology and Psychiatry|volume=45|page=1299-1307}}</ref> |.80 (''N''=370) |4.18 (55+) |.35 (<55) |- | colspan="4" style="font-size:110%; text-align:center;" |'''Adolescents (12 to 18 years)''' |- |[http://labs.uno.edu/developmental-psychopathology/APSDSR.html Antisocial Process Screening Device-Self-Report]<ref>{{Cite web|url=http://dx.doi.org/10.1037/t26393-000|title=Antisocial Process Screening Device-Self-Report--Portuguese Version|last=Pechorro|first=Pedro|last2=Maroco|first2=João|date=2013|website=PsycTESTS Dataset|access-date=2022-07-12|last3=Poiares|first3=Carlos|last4=Vieira|first4=Rui Xavier}}</ref> |.72 (N=250) | | |- |Antisocial Process Screening Device Self-Report**<ref name=":0" /> | |1.56 (2+) |74 (<2) |- |[http://labs.uno.edu/developmental-psychopathology/ICU.html Inventory of Callous And Unemotional Traits]<ref>{{Cite journal|last=Feilhauer|first=Johanna|last2=Cima|first2=Maaike|last3=Arntz|first3=Arnoud|date=2012-07|title=Assessing callous–unemotional traits across different groups of youths: Further cross-cultural validation of the Inventory of Callous–Unemotional Traits|url=http://dx.doi.org/10.1016/j.ijlp.2012.04.002|journal=International Journal of Law and Psychiatry|volume=35|issue=4|pages=251–262|doi=10.1016/j.ijlp.2012.04.002|issn=0160-2527}}</ref> |.65 (N=341) |1.79 (26+) |.61 (<26) |} '''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes offormulation<ref>Sackett, DL, Straus, SE, Richardson, WS, Rosenberg, W, Haynes, RB. Evidence-Based Medicine: How to Practice and Teach EBM. 2nd ed. Churchill Livingstone, New York; 2000.</ref>; The Kahn et al., 2012 paper used 4 items from the APSD that mapped onto the DSM-V “Limited Prosocial Emotions” specifier.<ref>Kahn, R. E., Frick, P. J., Youngstrom, E. , Findling, R. L. and Youngstrom, J. K. (2012), The effects of including a callous–unemotional specifier for the diagnosis of conduct disorder. Journal of Child Psychology and Psychiatry, 53: 271-282. doi:10.1111/j.1469-7610.2011.02463.x</ref> Of these items , those that were scored as definitely true were rated as present and the presence of two of the four items met the specifier threshold ''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Antisocial Process Screening Device, or for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with conduct disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. No studies were found that provide information about the likelihood of children or adolescents referred for conduct disorder receiving TRF or YSR Aggression or Externalizing scaled scores of a specific level versus non-CD youth receiving those scores.'' === Interpreting Conduct disorder 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 [[wikipedia:Likelihood_ratios_in_diagnostic_testing|likelihood ratios in diagnostic testing]] for more information == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL) |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 | |} ==[[Evidence-based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for Conduct disorder and list of process and outcome measures for Conduct disorder. 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=== See Table 1 in Section 1.1 for overview of evidence-based measures to use depending on etiology, symptomatology and conduct problems === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} nxs2ctml1ljyzbkvcc1bs0dxbzjvyhd 2414543 2414541 2022-08-15T00:33:32Z Maddiegray11 2936309 /* Likelihood ratios and AUCs of screening measures for Conduct disorder */ removing section 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |} === Interpreting Conduct disorder 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 [[wikipedia:Likelihood_ratios_in_diagnostic_testing|likelihood ratios in diagnostic testing]] for more information == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL) |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 | |} ==[[Evidence-based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for Conduct disorder and list of process and outcome measures for Conduct disorder. 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=== See Table 1 in Section 1.1 for overview of evidence-based measures to use depending on etiology, symptomatology and conduct problems === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} 1j6ey9pj09yryf6spgq74xj6kojwbd2 2414545 2414543 2022-08-15T00:33:46Z Maddiegray11 2936309 /* Interpreting Conduct disorder screening measure scores */ removing extra info 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |} == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL) |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 | |} ==[[Evidence-based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for Conduct disorder and list of process and outcome measures for Conduct disorder. 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=== See Table 1 in Section 1.1 for overview of evidence-based measures to use depending on etiology, symptomatology and conduct problems === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} adfiqy7zxjw05zqljtzvs9breaxzdno 2414546 2414545 2022-08-15T00:34:09Z Maddiegray11 2936309 /* Process measures */ removing extra wording 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |} == [[Evidence-based assessment/Prescription phase|'''Prescription phase''']] == ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL) |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 | |} ==[[Evidence-based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for Conduct disorder and list of process and outcome measures for Conduct disorder. 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]]. === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} bfglp8372h2ph3by7jjkhu5dw62f9uw 2414547 2414546 2022-08-15T00:34:47Z Maddiegray11 2936309 /* Prescription phase */ pasted link to gold standard interviews 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' | |1:6-90+ | |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |} == [[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.] ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL) |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh DISC (Diagnostic Interview Schedule for Children)] |general population/ clinican |4-12 |70/ 90-120 | |} ==[[Evidence-based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for Conduct disorder and list of process and outcome measures for Conduct disorder. 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]]. === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} ay3ncuhsrximpx8woctauk1i2frgekg 2414553 2414547 2022-08-15T00:42:44Z Maddiegray11 2936309 /* Recommended screening instruments for conduct disorder */ fixing prescription section 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' |Parent report (CBCL) Youth self-report (YSR) |6-18 (CBCL) 11-18 (YSR) |10-15 minutes |For Purchase |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report | |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |For Purchase |} == [[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.] ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL) |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh Diagnostic Interview Schedule for Children (DISC)] |general population/ clinican |4-12 |70/ 90-120 | |- | | | | | |} ==[[Evidence-based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for Conduct disorder and list of process and outcome measures for Conduct disorder. 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]]. === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} bod9amvdk39z642xk4kkv4sbbwi2i6p 2414554 2414553 2022-08-15T00:44:17Z Maddiegray11 2936309 /* Semi-structured and Structured Diagnostic Interviews */ added DICA 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' |Parent report (CBCL) Youth self-report (YSR) |6-18 (CBCL) 11-18 (YSR) |10-15 minutes |For Purchase |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report | |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |For Purchase |} == [[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.] ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL) |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh Diagnostic Interview Schedule for Children (DISC)] |Structured Interview (Self report and parent) |4-12 |70/ 90-120 | |- |Diagnostic Interview for Children and Adolescents (DICA) | |6-18 | | |} ==[[Evidence-based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for Conduct disorder and list of process and outcome measures for Conduct disorder. 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]]. === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} e1cqmm87re4e6fu2654sa6hjuk98gfg 2414559 2414554 2022-08-15T00:48:11Z Maddiegray11 2936309 /* Semi-structured and Structured Diagnostic Interviews */ added citations 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' |Parent report (CBCL) Youth self-report (YSR) |6-18 (CBCL) 11-18 (YSR) |10-15 minutes |For Purchase |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report | |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |For Purchase |} == [[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.] ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL) <ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh Diagnostic Interview Schedule for Children (DISC)] <ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |Structured Interview (Self report and parent) |4-12 |70/ 90-120 | |- |Diagnostic Interview for Children and Adolescents (DICA)<ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |Structured interview |6-18 | | |} ==[[Evidence-based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for Conduct disorder and list of process and outcome measures for Conduct disorder. 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]]. === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} pe73d9ag3cqogsgyktywrb559ge7fe0 2414561 2414559 2022-08-15T00:50:57Z Maddiegray11 2936309 /* Semi-structured and Structured Diagnostic Interviews */ added additional citations 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free'' |Parent report (CBCL) Youth self-report (YSR) |6-18 (CBCL) 11-18 (YSR) |10-15 minutes |For Purchase |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free'' |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report | |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free'' |parent/ teacher |2-16 |5 minutes |For Purchase |} == [[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.] ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL)<ref>{{Cite web|url=http://dx.doi.org/10.1037/t03988-000|title=Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version|last=Kaufman|first=John|last2=Birmaher|first2=Boris|date=1997|website=PsycTESTS Dataset|access-date=2022-08-15|last3=Brent|first3=David|last4=Rao|first4=Uma|last5=Flynn|first5=Cynthia|last6=Moreci|first6=Paula|last7=Williamson|first7=Douglas|last8=Ryan|first8=Neal}}</ref><ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh Diagnostic Interview Schedule for Children (DISC)] <ref>{{Cite web|url=http://dx.doi.org/10.1037/t04405-000|title=National Institute of Mental Health Diagnostic Interview Schedule for Children-IV|last=Shaffer|first=David|last2=Fisher|first2=Prudence|date=2000|website=PsycTESTS Dataset|access-date=2022-08-15|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.}}</ref><ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |Structured Interview (Self report and parent) |4-12 |70/ 90-120 | |- |Diagnostic Interview for Children and Adolescents (DICA)<ref>{{Cite journal|last=Reich|first=Wendy|date=2000-01|title=MORE ON THE DICA|url=http://dx.doi.org/10.1097/00004583-200001000-00008|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|volume=39|issue=1|pages=14–15|doi=10.1097/00004583-200001000-00008|issn=0890-8567}}</ref><ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |Structured interview |6-18 | | |} ==[[Evidence-based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for Conduct disorder and list of process and outcome measures for Conduct disorder. 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]]. === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} s85n1kzk777rd3purgnt97s9khyxb8a 2414563 2414561 2022-08-15T00:52:38Z Maddiegray11 2936309 /* Recommended screening instruments for conduct disorder */ adding citations 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 more information? There's a extended version of this page [[Evidence-based assessment/Conduct disorder/ Extended version|here]]. == '''[[Evidence based assessment/Preparation phase|Preparation phase]]''' == === Diagnostic criteria for Conduct disorder === {{blockquotetop}}'''ICD-11 Diagnostic Criteria''' Conduct-dissocial disorder is characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms, rules, or laws are violated such as aggression towards people or animals; destruction of property; deceitfulness or theft; and serious violations of rules. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. To be diagnosed, the behaviour pattern must be enduring over a significant period of time (e.g., 12 months or more). Isolated dissocial or criminal acts are thus not in themselves grounds for the diagnosis. Note: The ICD-11 lists 8 additional subcategories of conduct-dissocial disorder. They can be found here. '''Changes in DSM-5''' * The diagnostic criteria for Conduct 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]. {{blockquotebottom}} ===Base rates of conduct disorder in different clinical settings and populations=== 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 conduct disorder 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" |- |- ! Demography ! Setting ! Base Rate ! Diagnostic Method |- | All of U.S.A.<ref>{{cite journal|last1=Nock|first1=M. K.|last2=Kazdin|first2=A. E.|last3=Hiripi|first3=E.|last4=Kessler|first4=R. C.|title=Pravalence, subtypes and correlates of DSM-IV conduct disorder in the National Comorbidity Survey Replication|journal=Psychological Medicine|volume=36|page=699-910.}}</ref> | Nationally representative large-scale study (N=9282) - adult retrospective report || 9.5% overall: 12% males, 7% females || CIDI: WHO Composite International Diagnostic Interview (Parent Interview) |- | Western North Carolina<ref>{{cite journal|last1=Costello|first1=E. J.|last2=Mustillo|first2=S.|last3=Erkanli|first3=A.|last4=Keeler|first4=G.|last5=Angold|first5=A.|title=Prevalence and development of psychiatric disorders in adolescence|journal=Arch Gen Psychiatry|volume=60|page=837-844.}}</ref> | The Great Smoky Mountains Study – longitudinal, population-based study of community sample || 9.0% overall: 14% males, 4% females || CAPA: Child and Adolescent Psychiatric Interview (Parent and Youth Interview) |- | California, Division of Juvenile Justice (DJJ)<ref>{{cite journal|last1=Karnik|first1=N. S.|last2=Soller|first2=M.|last3=Redlick|first3=A.|last4=Silverman|first4=M.|last5=Kraemer|first5=H.C.|last6=Steiner|first6=H.|title=Psychiatric disorders among juvenile delinquents incarcerated for nine months|journal=Psychiatric Services|volume=60|page=838-841.}}</ref> | Incarcerated adolescents || 93% males, 92% females || SCID-IV: Structured Clinical Interview for DSM-IV (Youth Interview) |- |All of USA<ref>Kessler RC, Avenevoli S, Costello E, et al. Prevalence, Persistence, and Sociodemographic Correlates of DSM-IV Disorders in the National Comorbidity Survey Replication Adolescent Supplement. ''Arch Gen Psychiatry.'' 2012;69(4):372-380. doi:10.1001/archgenpsychiatry.2011.160</ref> |National Comorbidity Survey Replication Adolescent Supplement –population-based study of adolescents |5.4% Overall |CIDI (Parent Interview) |- | Various locations across USA<ref>{{cite journal|last1=Farrington|first1=D.P.|title=Conduct disorder, aggression, and delinquency|journal=Handbook of adolescent psychology|page=324–345). Hoboken, NJ: Wiley.}}</ref> | Community samples – summary of past findings || 6-16% males, 2-9% females || Varied |- |Urban Midwestern USA<ref name=":0">Kahn RE, Frick PJ, Youngstrom E, Findling RL, Youngstrom JK. The effects of including a callous-unemotional specifier for the diagnosis of conduct disorder. J Child Psychol Psychiatry. 2012;53(3):271–282</ref> |Clinic-referred sample |12.5% overall; 50% of those with CD met criteria for CU traits based on combined-informant report on APSD |KSADS-PL |- |Small metropolitan area in SE USA<ref name=":0" /> |Community based sample |16.2% overall; 32% of those with CD met criteria for CU traits based on combined-informant report on APSD |CSI-4, based on combined-informant report |} '''Note:''' Despite a plethora of studies assessing prevalence of comorbidity of conduct disorder with other disorders (e.g., substance abuse, bipolar, ADHD), searches outlined below did not yield a single study providing a prevalence of conduct disorder alone in an outpatient or community clinic setting. == [[Evidence based assessment/Prediction phase|'''Prediction phase''']] == ===Recommended screening instruments for conduct disorder=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |[https://store.aseba.org/ ASEBA (Achenbach System of Empirically Based Assessment)] ''not free''<ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |Parent report (CBCL) Youth self-report (YSR) |6-18 (CBCL) 11-18 (YSR) |10-15 minutes |For Purchase |- |[https://www.pearsonclinical.com/education/landing/basc-3.html?orgref=http://www.ani.com/BASC-3&utm_medium=vanity&cmpid=701d0000001ZpG8AAK BASC-2 (Behavior Assessment System for Children, 2nd Edition)] ''not free''<ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |teacher/ parent/ self-report |2:0-21:11 for parent/ teacher; 6:0-college age for self-report |10-20 minutes for parent/ teacher; 30 minutes self-report | |- |[https://www.parinc.com/Products/Pkey/97 ECBI/ SESBI-R (Eyberg Child Behavior Inventory/Sutter-Eyberg Child Behavior Inventory-Revised)] ''not free''<ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |parent/ teacher |2-16 |5 minutes |For Purchase |} == [[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.] ===Semi-structured and Structured Diagnostic Interviews=== {| class="wikitable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Where to Access |- |Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL)<ref>{{Cite web|url=http://dx.doi.org/10.1037/t03988-000|title=Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version|last=Kaufman|first=John|last2=Birmaher|first2=Boris|date=1997|website=PsycTESTS Dataset|access-date=2022-08-15|last3=Brent|first3=David|last4=Rao|first4=Uma|last5=Flynn|first5=Cynthia|last6=Moreci|first6=Paula|last7=Williamson|first7=Douglas|last8=Ryan|first8=Neal}}</ref><ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |Structured interview |6-28 |45-75 minutes | |- |[https://osf.io/z6qrh Diagnostic Interview Schedule for Children (DISC)] <ref>{{Cite web|url=http://dx.doi.org/10.1037/t04405-000|title=National Institute of Mental Health Diagnostic Interview Schedule for Children-IV|last=Shaffer|first=David|last2=Fisher|first2=Prudence|date=2000|website=PsycTESTS Dataset|access-date=2022-08-15|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.}}</ref><ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |Structured Interview (Self report and parent) |4-12 |70/ 90-120 | |- |Diagnostic Interview for Children and Adolescents (DICA)<ref>{{Cite journal|last=Reich|first=Wendy|date=2000-01|title=MORE ON THE DICA|url=http://dx.doi.org/10.1097/00004583-200001000-00008|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|volume=39|issue=1|pages=14–15|doi=10.1097/00004583-200001000-00008|issn=0890-8567}}</ref><ref>{{Cite journal|last=Paul|first=Howard A.|date=2019-09-18|title=Treatment of Disorders in Childhood and Adolescence|url=http://dx.doi.org/10.1080/07317107.2019.1659554|journal=Child &amp; Family Behavior Therapy|volume=41|issue=4|pages=247–255|doi=10.1080/07317107.2019.1659554|issn=0731-7107}}</ref> |Structured interview |6-18 | | |} ==[[Evidence-based assessment/Process phase|'''Process phase''']]== The following section contains a brief overview of treatment options for Conduct disorder and list of process and outcome measures for Conduct disorder. 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]]. === Outcome and severity measures === This table includes clinically significant benchmarks for Conduct disorder 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.] {{blockquotetop}} '''Statistically significant change benchmarks with common instruments''' {| class="wikitable sortable" border="1" |- | rowspan=1" 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="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> |- | colspan="8" span style="font-size:110%; text-align:center;" | <b> Benchmarks Based on Published Norms</b> |- | style="text-align:center;" | <b> CBCL T-scores <br> (2001 Norms)</b> | style="text-align:right;" | <i> Externalizing</i> | style="text-align:center;"| 49 | style="text-align:center;"| 70 | style="text-align:center;"| 58 | style="text-align:center;"| 7 | style="text-align:center;"| 6 | style="text-align:center;"| 3.4 |- | colspan="8" span style="font-size:110%; text-align:left;" | <b> Conduct Disorder Samples Were Not Found in Searches*</b> |- |} {{blockquotebottom}} '''Note''': “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean '''Search terms''': (1)“antisocial process screening device,” (2) antisocial process screening device AND benchmarks, searches previously mentioned. ==External Resources== See [http://www.effectivechildtherapy.com Effective Child Therapy], a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. *[[Antisocial personality disorder]] *[[Wikipedia:Bullying|Bullying]] *[[Wikipedia:Oppositional defiant disorder|Oppositional defiant disorder]] *[[Wikipedia:Parental alienation|Parental alienation]] *[https://sccap53.org Society of Clinical Child and Adolescent Psychology] *[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out] ==References== {{collapse top|Click here for references}} {{Reflist|30em}} [[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]] {{collapse bottom}} 4kvk3r6oo6y0za70uk0jjkx2cw9hrbk 0 207108 2414599 2414210 2022-08-15T03:02:42Z Ardenguo 2944162 /* Psychometric properties of screening for PTSD */ removed 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/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 |- |[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)] |Self-Report |adult |5-10 minutes |- |[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)] |Self-Report |adult |10-20 minutes |- | |- | colspan="4" 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 |- |[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 |- |[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)] |Parent Report |child |13 items |} '''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 | |- | [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 | |- | | | | | |- | | | | | |} '''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. # [https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp Present-Centered Therapy (PCT)] is a non trauma focused treatment for PTSD and a second-line treatment for PTSD<ref>{{Cite web|url=https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp|title=Present-Centered Therapy for PTSD - PTSD: National Center for PTSD|website=www.ptsd.va.gov|language=en|access-date=2022-08-13}}</ref>. 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 ## For example Jeane Bosch participated as a study therapist in research study that compared STAIR and present-centered therapy both delivered via telehealth. STAIR stands for Skills Training in Affective and Interpersonal Regulation. It is a skill-focused treatment that was originally developed for survivors of childhood abuse to teach emotion regulation skills as well as tools to help with challenges interpersonal functioning and social relationships and decrease PTSD symptoms<ref>{{Cite web|url=https://istss.org/public-resources/trauma-blog/2015-march-(1)/clinician-s-corner-skills-training-in-affective-an|title=ISTSS - Trauma Blog|website=istss.org|access-date=2022-08-13}}</ref>.<ref>{{Citation|title=Introduction to Telehealth with Dr. Bosch|url=https://www.youtube.com/watch?v=Wn6Vewl42X8|accessdate=2022-08-13|language=en}}</ref> # 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}}]] ayao7o2arp6g71jslg9hiz11fp4qw34 2414600 2414599 2022-08-15T03:02:57Z Ardenguo 2944162 /* Psychometric properties of screening for PTSD */ removed empty 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/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 |- |[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)] |Self-Report |adult |5-10 minutes |- |[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)] |Self-Report |adult |10-20 minutes |- | colspan="4" 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 |- |[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 |- |[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)] |Parent Report |child |13 items |} '''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 | |- | [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 | |- | | | | | |- | | | | | |} '''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. # [https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp Present-Centered Therapy (PCT)] is a non trauma focused treatment for PTSD and a second-line treatment for PTSD<ref>{{Cite web|url=https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp|title=Present-Centered Therapy for PTSD - PTSD: National Center for PTSD|website=www.ptsd.va.gov|language=en|access-date=2022-08-13}}</ref>. 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 ## For example Jeane Bosch participated as a study therapist in research study that compared STAIR and present-centered therapy both delivered via telehealth. STAIR stands for Skills Training in Affective and Interpersonal Regulation. It is a skill-focused treatment that was originally developed for survivors of childhood abuse to teach emotion regulation skills as well as tools to help with challenges interpersonal functioning and social relationships and decrease PTSD symptoms<ref>{{Cite web|url=https://istss.org/public-resources/trauma-blog/2015-march-(1)/clinician-s-corner-skills-training-in-affective-an|title=ISTSS - Trauma Blog|website=istss.org|access-date=2022-08-13}}</ref>.<ref>{{Citation|title=Introduction to Telehealth with Dr. Bosch|url=https://www.youtube.com/watch?v=Wn6Vewl42X8|accessdate=2022-08-13|language=en}}</ref> # 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}}]] 38gd25u16vj4t36dhy786caa61pblkq 2414602 2414600 2022-08-15T03:04:00Z Ardenguo 2944162 /* Recommended diagnostic interviews for PTSD */ "CAPS" --> "CAPS-5" 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 |- |[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)] |Self-Report |adult |5-10 minutes |- |[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)] |Self-Report |adult |10-20 minutes |- | colspan="4" 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 |- |[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 |- |[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)] |Parent Report |child |13 items |} '''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 | |- | [https://www.ptsd.va.gov/professional/assessment/adult-int/caps.asp CAPS-5 (Clinician Administered PTSD Scale)] | Clinician Administered Interview | adult and child versions available | 40-60 minutes | |- | | | | | |- | | | | | |} '''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. # [https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp Present-Centered Therapy (PCT)] is a non trauma focused treatment for PTSD and a second-line treatment for PTSD<ref>{{Cite web|url=https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp|title=Present-Centered Therapy for PTSD - PTSD: National Center for PTSD|website=www.ptsd.va.gov|language=en|access-date=2022-08-13}}</ref>. 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 ## For example Jeane Bosch participated as a study therapist in research study that compared STAIR and present-centered therapy both delivered via telehealth. STAIR stands for Skills Training in Affective and Interpersonal Regulation. It is a skill-focused treatment that was originally developed for survivors of childhood abuse to teach emotion regulation skills as well as tools to help with challenges interpersonal functioning and social relationships and decrease PTSD symptoms<ref>{{Cite web|url=https://istss.org/public-resources/trauma-blog/2015-march-(1)/clinician-s-corner-skills-training-in-affective-an|title=ISTSS - Trauma Blog|website=istss.org|access-date=2022-08-13}}</ref>.<ref>{{Citation|title=Introduction to Telehealth with Dr. Bosch|url=https://www.youtube.com/watch?v=Wn6Vewl42X8|accessdate=2022-08-13|language=en}}</ref> # 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}}]] l28jqn78ibq4r7yoxnuqxrlmv16hwfm 2414603 2414602 2022-08-15T03:05:31Z Ardenguo 2944162 /* Recommended diagnostic interviews 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 |- |[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)] |Self-Report |adult |5-10 minutes |- |[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)] |Self-Report |adult |10-20 minutes |- | colspan="4" 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 |- |[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 |- |[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)] |Parent Report |child |13 items |} '''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 | |- | [https://www.ptsd.va.gov/professional/assessment/adult-int/caps.asp CAPS-5 (Clinician Administered PTSD Scale)] | Clinician Administered Interview | adult and child versions available | 40-60 minutes | |- | colspan="4" style="font-size:110%; text-align:center;" |'''For Children and Adolescents Specifically''' |- |- | | | | | |- | | | | | |} '''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. # [https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp Present-Centered Therapy (PCT)] is a non trauma focused treatment for PTSD and a second-line treatment for PTSD<ref>{{Cite web|url=https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp|title=Present-Centered Therapy for PTSD - PTSD: National Center for PTSD|website=www.ptsd.va.gov|language=en|access-date=2022-08-13}}</ref>. 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 ## For example Jeane Bosch participated as a study therapist in research study that compared STAIR and present-centered therapy both delivered via telehealth. STAIR stands for Skills Training in Affective and Interpersonal Regulation. It is a skill-focused treatment that was originally developed for survivors of childhood abuse to teach emotion regulation skills as well as tools to help with challenges interpersonal functioning and social relationships and decrease PTSD symptoms<ref>{{Cite web|url=https://istss.org/public-resources/trauma-blog/2015-march-(1)/clinician-s-corner-skills-training-in-affective-an|title=ISTSS - Trauma Blog|website=istss.org|access-date=2022-08-13}}</ref>.<ref>{{Citation|title=Introduction to Telehealth with Dr. Bosch|url=https://www.youtube.com/watch?v=Wn6Vewl42X8|accessdate=2022-08-13|language=en}}</ref> # 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}}]] rjc2f9vgro73ypa8k2xsae0ps470e09 2414605 2414603 2022-08-15T03:08:28Z Ardenguo 2944162 /* Recommended diagnostic interviews for PTSD */ added CAPS-CA-5 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 |- |[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)] |Self-Report |adult |5-10 minutes |- |[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)] |Self-Report |adult |10-20 minutes |- | colspan="4" 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 |- |[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 |- |[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)] |Parent Report |child |13 items |} '''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 | |- | [https://www.ptsd.va.gov/professional/assessment/adult-int/caps.asp CAPS-5 (Clinician Administered PTSD Scale)] | Clinician Administered Interview | adult | 40-60 minutes | |- | colspan="4" style="font-size:110%; text-align:center;" |'''For Children and Adolescents Specifically''' |- | |- | [https://www.ptsd.va.gov/professional/assessment/child/caps-ca.asp CAPS-CA-5 (Clinician-Administered PTSD Scale for DSM-5 - Child/Adolescent Version)] |Clinician Administered Interview |child |30 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. # [https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp Present-Centered Therapy (PCT)] is a non trauma focused treatment for PTSD and a second-line treatment for PTSD<ref>{{Cite web|url=https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp|title=Present-Centered Therapy for PTSD - PTSD: National Center for PTSD|website=www.ptsd.va.gov|language=en|access-date=2022-08-13}}</ref>. 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 ## For example Jeane Bosch participated as a study therapist in research study that compared STAIR and present-centered therapy both delivered via telehealth. STAIR stands for Skills Training in Affective and Interpersonal Regulation. It is a skill-focused treatment that was originally developed for survivors of childhood abuse to teach emotion regulation skills as well as tools to help with challenges interpersonal functioning and social relationships and decrease PTSD symptoms<ref>{{Cite web|url=https://istss.org/public-resources/trauma-blog/2015-march-(1)/clinician-s-corner-skills-training-in-affective-an|title=ISTSS - Trauma Blog|website=istss.org|access-date=2022-08-13}}</ref>.<ref>{{Citation|title=Introduction to Telehealth with Dr. Bosch|url=https://www.youtube.com/watch?v=Wn6Vewl42X8|accessdate=2022-08-13|language=en}}</ref> # 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}}]] rmifhml5iwteufk56xb7x3usuon8c39 2414606 2414605 2022-08-15T03:08:42Z Ardenguo 2944162 /* Recommended diagnostic interviews 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 |- |[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)] |Self-Report |adult |5-10 minutes |- |[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)] |Self-Report |adult |10-20 minutes |- | colspan="4" 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 |- |[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 |- |[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)] |Parent Report |child |13 items |} '''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 | |- | [https://www.ptsd.va.gov/professional/assessment/adult-int/caps.asp CAPS-5 (Clinician Administered PTSD Scale)] | Clinician Administered Interview | adult | 40-60 minutes | |- | colspan="4" style="font-size:110%; text-align:center;" |'''For Children and Adolescents Specifically''' |- | [https://www.ptsd.va.gov/professional/assessment/child/caps-ca.asp CAPS-CA-5 (Clinician-Administered PTSD Scale for DSM-5 - Child/Adolescent Version)] |Clinician Administered Interview |child |30 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. # [https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp Present-Centered Therapy (PCT)] is a non trauma focused treatment for PTSD and a second-line treatment for PTSD<ref>{{Cite web|url=https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp|title=Present-Centered Therapy for PTSD - PTSD: National Center for PTSD|website=www.ptsd.va.gov|language=en|access-date=2022-08-13}}</ref>. 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 ## For example Jeane Bosch participated as a study therapist in research study that compared STAIR and present-centered therapy both delivered via telehealth. STAIR stands for Skills Training in Affective and Interpersonal Regulation. It is a skill-focused treatment that was originally developed for survivors of childhood abuse to teach emotion regulation skills as well as tools to help with challenges interpersonal functioning and social relationships and decrease PTSD symptoms<ref>{{Cite web|url=https://istss.org/public-resources/trauma-blog/2015-march-(1)/clinician-s-corner-skills-training-in-affective-an|title=ISTSS - Trauma Blog|website=istss.org|access-date=2022-08-13}}</ref>.<ref>{{Citation|title=Introduction to Telehealth with Dr. Bosch|url=https://www.youtube.com/watch?v=Wn6Vewl42X8|accessdate=2022-08-13|language=en}}</ref> # 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}}]] nwsz75crdgyepyvn7strqpubldlkgrd 2414609 2414606 2022-08-15T03:19:53Z Ardenguo 2944162 /* Recommended diagnostic interviews for PTSD */ added some diagnostic instruments 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 |- |[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)] |Self-Report |adult |5-10 minutes |- |[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)] |Self-Report |adult |10-20 minutes |- | colspan="4" 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 |- |[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 |- |[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)] |Parent Report |child |13 items |} '''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 |- | [https://www.ptsd.va.gov/professional/assessment/adult-int/caps.asp CAPS-5 (Clinician Administered PTSD Scale)] | Clinician Administered Interview | adult | 40-60 minutes | |- |PTSD Symptom Scale Interview (PSS-I-5) |Clinician Administered Interview |adult and child version available |24 items | |- | colspan="4" style="font-size:110%; text-align:center;" |'''For Children and Adolescents Specifically''' |- | [https://www.ptsd.va.gov/professional/assessment/child/caps-ca.asp CAPS-CA-5 (Clinician-Administered PTSD Scale for DSM-5 - Child/Adolescent Version)] |Clinician Administered Interview |child |30 items | |- | 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. # [https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp Present-Centered Therapy (PCT)] is a non trauma focused treatment for PTSD and a second-line treatment for PTSD<ref>{{Cite web|url=https://www.ptsd.va.gov/professional/treat/txessentials/present_centered_therapy.asp|title=Present-Centered Therapy for PTSD - PTSD: National Center for PTSD|website=www.ptsd.va.gov|language=en|access-date=2022-08-13}}</ref>. 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 ## For example Jeane Bosch participated as a study therapist in research study that compared STAIR and present-centered therapy both delivered via telehealth. STAIR stands for Skills Training in Affective and Interpersonal Regulation. It is a skill-focused treatment that was originally developed for survivors of childhood abuse to teach emotion regulation skills as well as tools to help with challenges interpersonal functioning and social relationships and decrease PTSD symptoms<ref>{{Cite web|url=https://istss.org/public-resources/trauma-blog/2015-march-(1)/clinician-s-corner-skills-training-in-affective-an|title=ISTSS - Trauma Blog|website=istss.org|access-date=2022-08-13}}</ref>.<ref>{{Citation|title=Introduction to Telehealth with Dr. Bosch|url=https://www.youtube.com/watch?v=Wn6Vewl42X8|accessdate=2022-08-13|language=en}}</ref> # 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}}]] kr49jbis5aaug7avk0xk26a4u3nb3gw 10 213042 2414376 2399833 2022-08-14T13:02:22Z Sophivorus 85690 Load [[MediaWiki:TemplateScript-DebateTree.js]] wikitext text/x-wiki {{Ambox | image = [[File:Wikidebate logo.png|40px]] | text = '''This resource is a [[wikidebate]]''', a collaborative effort to gather and organize all arguments on a given issue. 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See the [[Wikidebate/Guidelines|Wikidebate guidelines]] for more. <div style="margin: 0.5em 0;" data-templatescript="DebateTree.js"> [{{fullurl:{{FULLPAGENAME}}|veaction=edit}} <span class="mw-ui-button mw-ui-progressive">Add argument</span>] [[#collapse-objections|<span class="mw-ui-button">Collapse objections</span>]] [[#debate-status|<span class="mw-ui-button">Calculate debate status</span>]] <small>[[Debate algorithm|What's this?]]</small> </div> }}<includeonly>[[Category:Wikidebates]]</includeonly><noinclude>{{Documentation}}</noinclude> iufrn46hj8ob2loyfmbupjy29zmfmu6 2414503 2414383 2022-08-14T22:28:37Z Sophivorus 85690 wikitext text/x-wiki {{Ambox | image = [[File:Wikidebate logo.png|40px]] | text = '''This resource is a [[wikidebate]]''', a collaborative effort to gather and organize all arguments on a given issue. This is '''not''' a place to defend your preferred points of view, though original arguments are welcome. See the [[Wikidebate/Guidelines|Wikidebate guidelines]] for more. <div style="margin: 0.5em 0;" data-templatescript="DebateTree.js"> [{{fullurl:{{FULLPAGENAME}}|veaction=edit}} <span class="mw-ui-button mw-ui-progressive">Add argument</span>] [[#collapse-objections|<span class="mw-ui-button">Collapse objections</span>]] [[#debate-status|<span class="mw-ui-button">Calculate status</span>]] <small>[[Debate algorithm|What's this?]]</small> </div> }}<includeonly>[[Category:Wikidebates]]</includeonly><noinclude>{{Documentation}}</noinclude> cov2br42h2ppuhp7clar6a6t21s0crz 0 215268 2414370 2400294 2022-08-14T12:50:10Z 139.190.175.141 /* NLP Conferences */ wikitext text/x-wiki List of journals accepting papers in AI, Semantic Web, ontology, Linguistics, Computational Linguistics, Natural Language Processing, and related topics; organized by their quartiles and ordered by h-index, as computed by [http://www.scimagojr.com SJR] == Q1 Journals == * [http://www.guide2research.com/journal/ieee-transactions-on-knowledge-and-data-engineering EEE Transactions on Knowledge and Data Engineering, IEEE] [https://www.scimagojr.com/journalsearch.php?q=17362&tip=sid&clean=0 H148] * [https://www.journals.elsevier.com/expert-systems-with-applications/ Expert Systems with Applications, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=24201&tip=sid&clean=0 (H112)] Speed(7D) * [https://www.jair.org/index.php/jair/about Artificial Intelligence Research, AAAI Press] [https://www.scimagojr.com/journalsearch.php?q=24330&tip=sid&clean=0 H103] * [http://www.elsevier.com/wps/find/journaldescription.cws_home/622846/description International Journal of Human-Computer Studies, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=12960&tip=sid&clean=0 (H90)] Speed(120D) IT * [Cognitive Science] [http://www.scimagojr.com/journalsearch.php?q=12874&tip=sid&clean=0 (H80)] AI+Linguistics * [http://www.elsevier.com/wps/find/journaldescription.cws_home/244/description Information Processing & Management, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=12689&tip=sid&clean=0(H76)] Speed(25D) IT + IS * [http://jbhi.embs.org/ IEEE Journal of Biomedical and Health Informatics] [http://www.scimagojr.com/journalsearch.php?q=21100256982&tip=sid&clean=0 (H76)] *[https://www.journals.elsevier.com/information-systems Information Systems, Elsevier] [https://www.scimagojr.com/journalsearch.php?q=12305&tip=sid&clean=0 H76] Speed(60D) * [http://www.acm.org/pubs/tois/ ACM Transactions on Information Systems] [http://www.scimagojr.com/journalsearch.php?q=18997&tip=sid&clean=0 (H67)] IT + IS * [http://www.mitpressjournals.org/loi/coli Computational Linguistics, MIT] [http://www.scimagojr.com/journalsearch.php?q=26801&tip=sid&clean=0 (H64)], Open Access * [https://www.journals.elsevier.com/knowledge-based-systems/ Knowledge-Based Systems, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=24772&tip=sid&clean=0 (H63)] Speed(60D) AI * [https://academic.oup.com/applij Applied Linguistics] [http://www.scimagojr.com/journalsearch.php?q=18651&tip=sid&clean=0(63)] by Oxford, Linguistics * [http://www.journals.elsevier.com/artificial-intelligence-in-medicine/ Artificial Intelligence in Medicine, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=24140&tip=sid&clean=0 (H63)] AI+Medicine * [http://www.elsevier.com/wps/find/journaldescription.cws_home/671322/description Web Semantics, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=14879&tip=sid&clean=0 (H60)] Speed(100D) R*** AI * [Advanced Engineering Informatics] [http://www.scimagojr.com/journalsearch.php?q=23640&tip=sid&clean=0 (H53)] IT * [http://www.semantic-web-journal.net/ Semantic Web, IOS Press][https://www.scimagojr.com/journalsearch.php?q=21100269620&tip=sid&clean=0 (H52)] Speed(60D) * [http://methods.schattauer.de/home.html Methods of Information in Medicine][http://www.scimagojr.com/journalsearch.php?q=19016&tip=sid&clean=0 (H49)] * [Artificial Intelligence Review] [http://www.scimagojr.com/journalsearch.php?q=24141&tip=sid&clean=0 (H48)] AI + Linguistics * [http://journals.sagepub.com/home/jis Journal of Information Science, SAGE] [http://www.scimagojr.com/journalsearch.php?q=12813&tip=sid&clean=0 (H47)] * [http://llt.msu.edu/index.html Language Learning and Technology] [http://www.scimagojr.com/journalsearch.php?q=27188&tip=sid&clean=0 (H47)] IT+Learning+Linguistics, Open Access * [https://www.journals.elsevier.com/lingua Lingua, Elsevier] [https://www.scimagojr.com/journalsearch.php?q=23735&tip=sid&clean=0 (H43)] Speed(40D) Linguistics * [http://www.springer.com/computer/information+systems+and+applications/journal/10115 Knowledge and Information Systems, Springer] [http://www.scimagojr.com/journalsearch.php?q=15703&tip=sid&clean=0 (H42)] Speed(70D) AI+IT * [http://www.iospress.nl/bookserie/studies-in-health-technology-and-informatics/ Studies in Health Technology and Informatics, ISO Press][http://www.scimagojr.com/journalsearch.php?q=19582&tip=sid&clean=0 Q3 (H35)] * [http://www.springer.com/education+%26+language/linguistics/journal/11049?cm_mmc=sgw-_-ps-_-journal-_-11049 Natural Language and Linguistic Theory, Springer] [http://www.scimagojr.com/journalsearch.php?q=25004&tip=sid&clean=0 (35)] Speed(58D), Linguistics * [Linguistics and Philosophy] [http://www.scimagojr.com/journalsearch.php?q=144636&tip=sid&clean=0 (H34)] Philosophy + Linguistics * [http://www.springer.com/education+%26+language/linguistics/journal/10579 Language Resource and Evaluation Journal, Springer][http://www.scimagojr.com/journalsearch.php?q=145663&tip=sid&clean=0 (H31)] Speed(123D) IT+ Linguistics, R*** * [Linguistics] [http://www.scimagojr.com/journalsearch.php?q=23836&tip=sid&clean=0 (30)], Linguistics * [http://www.springer.com/education+%26+language/linguistics/journal/11050 Natural Language Semantics, Springer] [http://www.scimagojr.com/journalsearch.php?q=25005&tip=sid&clean=0 (H28)] Philosophy + Linguistics * [http://www.springer.com/education+%26+language/linguistics/journal/11050 Natural Language Semantics, Springer] [http://www.scimagojr.com/journalsearch.php?q=25005&tip=sid&clean=0 (28)] Speed(95D), Linguistic+Philosophy * [http://www.igi-global.com/journal/international-journal-semantic-web-information/1092 Semantic Web and Information Systems, IGI] [http://www.scimagojr.com/journalsearch.php?q=4900153220&tip=sid&clean=0 (H26)] R**** * [http://www.springer.com/philosophy/logic/journal/10849 Journal of Logic, Language and Information, Springer] [http://www.scimagojr.com/journalsearch.php?q=145095&tip=sid&clean=0 (H25)] Speed(122D), Logic * [http://www.tandfonline.com/toc/ncal20/current Computer Assisted Language Learning, Taylor] [http://www.scimagojr.com/journalsearch.php?q=144747&tip=sid&clean=0 (H25)] Learning and Teaching * [https://www.degruyter.com/view/j/cogl Cognitive Linguistics ] [http://www.scimagojr.com/journalsearch.php?q=130178&tip=sid&clean=0 (H24)] Linguistics * [https://www.benjamins.com/#catalog/journals/ijcl/main International Journal of Corpus Linguistics, Cambridge] [http://www.scimagojr.com/journalsearch.php?q=5800207556&tip=sid&clean=0 (H23)] Linguistics * [https://www.cambridge.org/core/journals/journal-of-linguistics Journal of Linguistics, Cambridge] [http://www.scimagojr.com/journalsearch.php?q=145253&tip=sid&clean=0 (H22)] Linguistics * [https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics Annual Review of Applied Linguistics, Cambridge] [http://www.scimagojr.com/journalsearch.php?q=130087&tip=sid&clean=0 (H22)] Linguistics *[http://www.springer.com/engineering/journal/13369/PS2?detailsPage=aboutThis Arabian Journal for Science and Engineering, Springer] [http://www.scimagojr.com/journalsearch.php?q=13951&tip=sid&clean=0 (H20)], Speed(32) IT+Multi * [http://www.tandfonline.com/toc/njql20/current Journal of Quantitative Linguistics, Taylor & Francis] [http://www.scimagojr.com/journalsearch.php?q=5800207543&tip=sid&clean=0 (H21)] * [Corpus Linguistics and Linguistic Theory] [http://www.scimagojr.com/journalsearch.php?q=5800208102&tip=sid&clean=0 (H20)] Linguistics * [http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1473-4192 International Journal of Applied Linguistics, wiley] [http://www.scimagojr.com/journalsearch.php?q=100147329&tip=sid&clean=0 (H19)] Linguistics * [http://ijl.oxfordjournals.org/ International Journal of Lexicography] [http://www.scimagojr.com/journalsearch.php?q=145557&tip=sid&clean=0 (H18)] Linguistics R*** (another community) * [https://jbiomedsem.biomedcentral.com/ Journal of Biomedical Semantics] [http://www.scimagojr.com/journalsearch.php?q=21100316001&tip=sid&clean=0 (H18)] * [https://academic.oup.com/jos Journal of Semantics] [http://www.scimagojr.com/journalsearch.php?q=145544&tip=sid&clean=0 (H17)] Linguistics Speed(70days) R** (Community!) * [https://www.benjamins.com/#catalog/journals/ml/main The Mental Lexicon] [http://www.scimagojr.com/journalsearch.php?q=12100155713&tip=sid&clean=0 (H10)] Linguistics R***(Less IT) * [http://www.iospress.nl/journal/applied-ontology/ Applied Ontology] [http://www.scimagojr.com/journalsearch.php?q=19900193674&tip=sid&clean=0 (H10)] R**** * [https://www.degruyter.com/view/j/jlse Journal of Literary Semantics] [http://www.scimagojr.com/journalsearch.php?q=5700188557&tip=sid&clean=0 (H8)] Linguistics == Q2 Journals == * [https://www.journals.elsevier.com/data-and-knowledge-engineering Data & Knowledge Engineering, Elsevier] [https://www.scimagojr.com/journalsearch.php?q=24437&tip=sid&clean=0 H70] * [https://www.springer.com/journal/10489 Applied Intelligence, Springer] [https://www.scimagojr.com/journalsearch.php?q=23674&tip=sid&clean=0 (H54)] Speed(18D) AI R* * [http://www.springer.com/prod/j/1386-4564 Information Retrieval, Springer] [http://www.scimagojr.com/journalsearch.php?q=15133&tip=sid&clean=0 (H44)] IR * [http://www.springer.com/prod/j/0925-9902 Intelligent Information Systems, Springer] [http://www.scimagojr.com/journalsearch.php?q=24361&tip=sid&clean=0 (H43)] Speed(95D), DB+AI * [https://www.springer.com/journal/10032 Document Analysis and Recognition, Springer] [http://www.scimagojr.com/journalsearch.php?q=130138&tip=sid&clean=0 (H38)] * [http://journals.cambridge.org/action/displayJournal?jid=NLE Natural Language Engineering, Cambridge] [http://www.scimagojr.com/journalsearch.php?q=28380&tip=sid&clean=0 (H51)] NLP R**** * [https://www.journals.elsevier.com/journal-of-king-saud-university-computer-and-information-sciences King Saud University - Computer, Elsevier] [https://www.scimagojr.com/journalsearch.php?q=21100389724&tip=sid&clean=0 H19] Speed(30D) * [https://www.benjamins.com/catalog/term Terminology] [http://www.scimagojr.com/journalsearch.php?q=5800207822&tip=sid&clean=0 (H15)] Linguistics+IT* R*** * [http://www.ceser.in/ceserp/index.php/ijai Artificial Intelligence, CESER India] [http://www.scimagojr.com/journalsearch.php?q=19600166036&tip=sid&clean=0 (14)] R* * [https://signalprocessingsociety.org/publications-resources/ieeeacm-transactions-audio-speech-and-language-processing/ieeeacm ACM Transactions on Speech and Language Processing] [http://www.scimagojr.com/journalsearch.php?q=4700152720&tip=sid&clean=0 (H13) Open Access] * [http://ccis2k.org/iajit/ Arab Journal of Information Technology, Jordan] [http://www.scimagojr.com/journalsearch.php?q=19500157821&tip=sid&clean=0 (H13)] * [https://www.springer.com/journal/13740 Data Semantics, Springer] [https://www.scimagojr.com/journalsearch.php?q=21100466219&tip=sid&clean=0 (H12)] Speed(70D) R** * [http://link.springer.com/journal/11168 Research on Language and Computation, Springer] [http://www.scimagojr.com/journalsearch.php?q=100147326&tip=sid&clean=0 (H12)] (Stopped) * [https://www.asis.org/Bulletin/ Bulletin of the American Society for Information Science, ASIS] [http://www.scimagojr.com/journalsearch.php?q=12101&tip=sid&clean=0 (H10)] * [http://www.scimagojr.com/journalsearch.php?q=5800207559&tip=sid&clean=0 Language and Linguistics] (H7) == Q3 Journals == * [https://www.cambridge.org/core/journals/knowledge-engineering-review Knowledge Engineering Review, Cambridge] [http://www.scimagojr.com/journalsearch.php?q=24774&tip=sid&clean=0 (H46)] * [http://www.tandfonline.com/toc/uaai20/current Applied Artificial Intelligence, Taylor & Francis] [http://www.scimagojr.com/journalsearch.php?q=23673&tip=sid&clean=0 (H44)] Linguistics * [http://www.journals.elsevier.com/cognitive-systems-research/ Cognitive Systems Research, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=12886&tip=sid&clean=0 (H35)] * [http://www.worldscientific.com/worldscinet/ijseke Software Engineering and Knowledge Engineering (IJSEKE), World Scientific] [http://www.scimagojr.com/journalsearch.php?q=19270&tip=sid&clean=0 (H28)] * [https://benjamins.com/#catalog/journals/rcl/main Review of Cognitive Linguistics] [http://www.scimagojr.com/journalsearch.php?q=19700200984&tip=sid&clean=0 (18)] Linguistics * [http://tallip.acm.org/index.cfm ACM Transactions on Asian and Low-Resource Language Information Processing (TALLIP), ACM] [https://www.scimagojr.com/journalsearch.php?q=21100784666&tip=sid&clean=0 (H17)] R* * [http://www.worldscientific.com/worldscinet/ijait Artificial Intelligence Tools, World Scientific] [http://www.scimagojr.com/journalsearch.php?q=4700152645&tip=sid&clean=0 (H17)] * [Word and Text] [http://www.scimagojr.com/journalsearch.php?q=21100283747&tip=sid&clean=0 (H2)] Linguistics * [http://ijlcnet.com Communication and Linguistic Studies] [http://www.scimagojr.com/journalsearch.php?q=21100244841&tip=sid&clean=0 (H2)] Linguistics == Q4 Journals == * [https://jlcl.org/ Journal for Language Technology and Computational Linguistics (JLCL)], German Society for Computational Linguistics and Language Technology (GSCL) * [http://www.journals.elsevier.com/journal-of-computational-science/ Journal of Computer Science, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=11700154336&tip=sid&clean= (H23)] Open Access, AI+IT * [http://www.inderscience.com/jhome.php?jcode=ijmso International Journal of Metadata, Semantics and Ontologies] [http://www.scimagojr.com/journalsearch.php?q=8300153137&tip=sid&clean=0 (H18)] IT * [http://www.home.ijasca.com/ Journal of Advances in Soft Computing and its Applications, Jordan] [http://www.scimagojr.com/journalsearch.php?q=21100201505&tip=sid&clean=0 (H15)] * [Journal of Intelligent Systems] [http://www.scimagojr.com/journalsearch.php?q=12962&tip=sid&clean=0 (H12)] AI+IT, Q4 * [Langages] [http://www.scimagojr.com/journalsearch.php?q=23075&tip=sid&clean=0 (H9)] Linguistics, Q4 * [Journal of Artificial Intelligence] [http://www.scimagojr.com/journalsearch.php?q=18800156718&tip=sid&clean=0 (H8)] (in Pakistan) AI, Q4 * [http://www.brill.com/products/series/language-and-computers Language and Computers] [http://www.scimagojr.com/journalsearch.php?q=21100218537&tip=sid&clean=0 (H2)] * [http://www.scimagojr.com/journalsearch.php?q=21100406833&tip=sid&clean=0 Studies in Semitic Languages and Linguistics] (H1) Q4 * [http://www.scimagojr.com/journalsearch.php?q=21100367954&tip=sid&clean=0 Topics in Linguistics] (H0) Q4 == Q? Journals == * [https://www.transacl.org/ojs/index.php/tacl/about/submissions#copyrightNotice Transactions of the Association for Computational Linguistics, ACL] ([https://scholar.google.co.nz/citations?hl=en&view_op=list_hcore&venue=NCymNpPEF_cJ.2016 h5=21]) Open Access * [http://www.euppublishing.com/loi/cor Corpora], Open Access * [http://airccse.org/journal/ijnlc Natural Language Computing], AIRCC Publishing * [http://www.worldscientific.com/worldscinet/ijcpol Computer Processing of Languages], World Scientific Publishing *[https://www.benjamins.com/catalog/sal Studies in Arabic Linguistics] *[http://www.dline.info/jcl/index.php International Journal of Computational Linguistics Research], DLINE Journals *[http://journals.sfu.ca/ijitls/index.php/ijitls International Journal of Information Technology and Language Studies] == Other Resources and Lists == * [http://www.scimagojr.com/journalsearch.php SJR] * [https://journalmetrics.scopus.com/ Scopus] * [https://scholar.google.com/citations?view_op=top_venues Google Metrics] * [http://www.guide2research.com guide2research.com] * [http://www.conferenceranks.com/ Conference Ranks] * [http://portal.core.edu.au/conf-ranks/ Core] == NLP Conferences == * [http://www.lrec-conf.org/ LREC] Bi - JAN * [https://2022.naacl.org/ NAACL] JAN * [http://icnlp.net/index.html ICNLP] JAN * [https://nldb2022.prhlt.upv.es/ NLBD] FEB * [https://semeval.github.io/SemEval2022/ SemEval] FEB * [https://sites.google.com/view/starsem2022 *SEM] MAR * [http://www.sigsem.org/wiki/index.php?title=IWCS IWCS] Bi - MAR * [https://coling2022.org/ COLING] MAY * [https://ranlp.org/ranlp2021/history.php RANLP] Bi - JUN * [https://2022.emnlp.org/ EMNLP] June * [https://conll.org/ CoNLL] June * [https://www.aacl2022.org/ AACL] July * [http://www.nlpir.net/ NLPIR] July * [https://sites.google.com/view/wanlp2022/ WANLP] Sept * [http://eacl.org/ EACL] OCT * [https://www.2022.aclweb.org/ ACL] NOV * [http://globalwordnet.org/global-wordnet-conferences-2/ WordNet] Bi - NOV * [http://www.wikicfp.com/cfp/servlet/event.showcfp?eventid=77017&copyownerid=320 ACLing] See more by [https://linguistlist.org/callconf/browse-current.cfm?type=Conf LINGUIST], [http://cs.rochester.edu/~omidb/nlpcalendar/ Rochester], and [https://www.aclweb.org/portal/conference-list ACL ], == Ontology and Semantic Web Conferences == * [https://www2019.thewebconf.org/ WWW] ([http://www.internet-conf.org/ 2021, 3Sep)] * [http://swsa.semanticweb.org/content/international-semantic-web-conference-iswc ISWC] * [https://2019.eswc-conferences.org/ ESWC] * [http://www.ieee-aike.org/2019/ AIKE] * [http://icbo2018.cgrb.oregonstate.edu/ ICBO] * [http://www.iaoa.org/fois/history.html FOIS] * [http://2019.ldk-conf.org/call-for-papers/ LDK] * [https://2020-eu.semantics.cc/ semantics] == Other Conferences == * [http://www.aaai.org/Conferences/conferences.php AAAI] * [http://www.aiccsa.net/ AICCSA] ph05t8ir3eeymf8r8txxubltne3masl 2414373 2414370 2022-08-14T12:56:42Z 139.190.175.141 /* NLP Conferences */ wikitext text/x-wiki List of journals accepting papers in AI, Semantic Web, ontology, Linguistics, Computational Linguistics, Natural Language Processing, and related topics; organized by their quartiles and ordered by h-index, as computed by [http://www.scimagojr.com SJR] == Q1 Journals == * [http://www.guide2research.com/journal/ieee-transactions-on-knowledge-and-data-engineering EEE Transactions on Knowledge and Data Engineering, IEEE] [https://www.scimagojr.com/journalsearch.php?q=17362&tip=sid&clean=0 H148] * [https://www.journals.elsevier.com/expert-systems-with-applications/ Expert Systems with Applications, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=24201&tip=sid&clean=0 (H112)] Speed(7D) * [https://www.jair.org/index.php/jair/about Artificial Intelligence Research, AAAI Press] [https://www.scimagojr.com/journalsearch.php?q=24330&tip=sid&clean=0 H103] * [http://www.elsevier.com/wps/find/journaldescription.cws_home/622846/description International Journal of Human-Computer Studies, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=12960&tip=sid&clean=0 (H90)] Speed(120D) IT * [Cognitive Science] [http://www.scimagojr.com/journalsearch.php?q=12874&tip=sid&clean=0 (H80)] AI+Linguistics * [http://www.elsevier.com/wps/find/journaldescription.cws_home/244/description Information Processing & Management, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=12689&tip=sid&clean=0(H76)] Speed(25D) IT + IS * [http://jbhi.embs.org/ IEEE Journal of Biomedical and Health Informatics] [http://www.scimagojr.com/journalsearch.php?q=21100256982&tip=sid&clean=0 (H76)] *[https://www.journals.elsevier.com/information-systems Information Systems, Elsevier] [https://www.scimagojr.com/journalsearch.php?q=12305&tip=sid&clean=0 H76] Speed(60D) * [http://www.acm.org/pubs/tois/ ACM Transactions on Information Systems] [http://www.scimagojr.com/journalsearch.php?q=18997&tip=sid&clean=0 (H67)] IT + IS * [http://www.mitpressjournals.org/loi/coli Computational Linguistics, MIT] [http://www.scimagojr.com/journalsearch.php?q=26801&tip=sid&clean=0 (H64)], Open Access * [https://www.journals.elsevier.com/knowledge-based-systems/ Knowledge-Based Systems, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=24772&tip=sid&clean=0 (H63)] Speed(60D) AI * [https://academic.oup.com/applij Applied Linguistics] [http://www.scimagojr.com/journalsearch.php?q=18651&tip=sid&clean=0(63)] by Oxford, Linguistics * [http://www.journals.elsevier.com/artificial-intelligence-in-medicine/ Artificial Intelligence in Medicine, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=24140&tip=sid&clean=0 (H63)] AI+Medicine * [http://www.elsevier.com/wps/find/journaldescription.cws_home/671322/description Web Semantics, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=14879&tip=sid&clean=0 (H60)] Speed(100D) R*** AI * [Advanced Engineering Informatics] [http://www.scimagojr.com/journalsearch.php?q=23640&tip=sid&clean=0 (H53)] IT * [http://www.semantic-web-journal.net/ Semantic Web, IOS Press][https://www.scimagojr.com/journalsearch.php?q=21100269620&tip=sid&clean=0 (H52)] Speed(60D) * [http://methods.schattauer.de/home.html Methods of Information in Medicine][http://www.scimagojr.com/journalsearch.php?q=19016&tip=sid&clean=0 (H49)] * [Artificial Intelligence Review] [http://www.scimagojr.com/journalsearch.php?q=24141&tip=sid&clean=0 (H48)] AI + Linguistics * [http://journals.sagepub.com/home/jis Journal of Information Science, SAGE] [http://www.scimagojr.com/journalsearch.php?q=12813&tip=sid&clean=0 (H47)] * [http://llt.msu.edu/index.html Language Learning and Technology] [http://www.scimagojr.com/journalsearch.php?q=27188&tip=sid&clean=0 (H47)] IT+Learning+Linguistics, Open Access * [https://www.journals.elsevier.com/lingua Lingua, Elsevier] [https://www.scimagojr.com/journalsearch.php?q=23735&tip=sid&clean=0 (H43)] Speed(40D) Linguistics * [http://www.springer.com/computer/information+systems+and+applications/journal/10115 Knowledge and Information Systems, Springer] [http://www.scimagojr.com/journalsearch.php?q=15703&tip=sid&clean=0 (H42)] Speed(70D) AI+IT * [http://www.iospress.nl/bookserie/studies-in-health-technology-and-informatics/ Studies in Health Technology and Informatics, ISO Press][http://www.scimagojr.com/journalsearch.php?q=19582&tip=sid&clean=0 Q3 (H35)] * [http://www.springer.com/education+%26+language/linguistics/journal/11049?cm_mmc=sgw-_-ps-_-journal-_-11049 Natural Language and Linguistic Theory, Springer] [http://www.scimagojr.com/journalsearch.php?q=25004&tip=sid&clean=0 (35)] Speed(58D), Linguistics * [Linguistics and Philosophy] [http://www.scimagojr.com/journalsearch.php?q=144636&tip=sid&clean=0 (H34)] Philosophy + Linguistics * [http://www.springer.com/education+%26+language/linguistics/journal/10579 Language Resource and Evaluation Journal, Springer][http://www.scimagojr.com/journalsearch.php?q=145663&tip=sid&clean=0 (H31)] Speed(123D) IT+ Linguistics, R*** * [Linguistics] [http://www.scimagojr.com/journalsearch.php?q=23836&tip=sid&clean=0 (30)], Linguistics * [http://www.springer.com/education+%26+language/linguistics/journal/11050 Natural Language Semantics, Springer] [http://www.scimagojr.com/journalsearch.php?q=25005&tip=sid&clean=0 (H28)] Philosophy + Linguistics * [http://www.springer.com/education+%26+language/linguistics/journal/11050 Natural Language Semantics, Springer] [http://www.scimagojr.com/journalsearch.php?q=25005&tip=sid&clean=0 (28)] Speed(95D), Linguistic+Philosophy * [http://www.igi-global.com/journal/international-journal-semantic-web-information/1092 Semantic Web and Information Systems, IGI] [http://www.scimagojr.com/journalsearch.php?q=4900153220&tip=sid&clean=0 (H26)] R**** * [http://www.springer.com/philosophy/logic/journal/10849 Journal of Logic, Language and Information, Springer] [http://www.scimagojr.com/journalsearch.php?q=145095&tip=sid&clean=0 (H25)] Speed(122D), Logic * [http://www.tandfonline.com/toc/ncal20/current Computer Assisted Language Learning, Taylor] [http://www.scimagojr.com/journalsearch.php?q=144747&tip=sid&clean=0 (H25)] Learning and Teaching * [https://www.degruyter.com/view/j/cogl Cognitive Linguistics ] [http://www.scimagojr.com/journalsearch.php?q=130178&tip=sid&clean=0 (H24)] Linguistics * [https://www.benjamins.com/#catalog/journals/ijcl/main International Journal of Corpus Linguistics, Cambridge] [http://www.scimagojr.com/journalsearch.php?q=5800207556&tip=sid&clean=0 (H23)] Linguistics * [https://www.cambridge.org/core/journals/journal-of-linguistics Journal of Linguistics, Cambridge] [http://www.scimagojr.com/journalsearch.php?q=145253&tip=sid&clean=0 (H22)] Linguistics * [https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics Annual Review of Applied Linguistics, Cambridge] [http://www.scimagojr.com/journalsearch.php?q=130087&tip=sid&clean=0 (H22)] Linguistics *[http://www.springer.com/engineering/journal/13369/PS2?detailsPage=aboutThis Arabian Journal for Science and Engineering, Springer] [http://www.scimagojr.com/journalsearch.php?q=13951&tip=sid&clean=0 (H20)], Speed(32) IT+Multi * [http://www.tandfonline.com/toc/njql20/current Journal of Quantitative Linguistics, Taylor & Francis] [http://www.scimagojr.com/journalsearch.php?q=5800207543&tip=sid&clean=0 (H21)] * [Corpus Linguistics and Linguistic Theory] [http://www.scimagojr.com/journalsearch.php?q=5800208102&tip=sid&clean=0 (H20)] Linguistics * [http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1473-4192 International Journal of Applied Linguistics, wiley] [http://www.scimagojr.com/journalsearch.php?q=100147329&tip=sid&clean=0 (H19)] Linguistics * [http://ijl.oxfordjournals.org/ International Journal of Lexicography] [http://www.scimagojr.com/journalsearch.php?q=145557&tip=sid&clean=0 (H18)] Linguistics R*** (another community) * [https://jbiomedsem.biomedcentral.com/ Journal of Biomedical Semantics] [http://www.scimagojr.com/journalsearch.php?q=21100316001&tip=sid&clean=0 (H18)] * [https://academic.oup.com/jos Journal of Semantics] [http://www.scimagojr.com/journalsearch.php?q=145544&tip=sid&clean=0 (H17)] Linguistics Speed(70days) R** (Community!) * [https://www.benjamins.com/#catalog/journals/ml/main The Mental Lexicon] [http://www.scimagojr.com/journalsearch.php?q=12100155713&tip=sid&clean=0 (H10)] Linguistics R***(Less IT) * [http://www.iospress.nl/journal/applied-ontology/ Applied Ontology] [http://www.scimagojr.com/journalsearch.php?q=19900193674&tip=sid&clean=0 (H10)] R**** * [https://www.degruyter.com/view/j/jlse Journal of Literary Semantics] [http://www.scimagojr.com/journalsearch.php?q=5700188557&tip=sid&clean=0 (H8)] Linguistics == Q2 Journals == * [https://www.journals.elsevier.com/data-and-knowledge-engineering Data & Knowledge Engineering, Elsevier] [https://www.scimagojr.com/journalsearch.php?q=24437&tip=sid&clean=0 H70] * [https://www.springer.com/journal/10489 Applied Intelligence, Springer] [https://www.scimagojr.com/journalsearch.php?q=23674&tip=sid&clean=0 (H54)] Speed(18D) AI R* * [http://www.springer.com/prod/j/1386-4564 Information Retrieval, Springer] [http://www.scimagojr.com/journalsearch.php?q=15133&tip=sid&clean=0 (H44)] IR * [http://www.springer.com/prod/j/0925-9902 Intelligent Information Systems, Springer] [http://www.scimagojr.com/journalsearch.php?q=24361&tip=sid&clean=0 (H43)] Speed(95D), DB+AI * [https://www.springer.com/journal/10032 Document Analysis and Recognition, Springer] [http://www.scimagojr.com/journalsearch.php?q=130138&tip=sid&clean=0 (H38)] * [http://journals.cambridge.org/action/displayJournal?jid=NLE Natural Language Engineering, Cambridge] [http://www.scimagojr.com/journalsearch.php?q=28380&tip=sid&clean=0 (H51)] NLP R**** * [https://www.journals.elsevier.com/journal-of-king-saud-university-computer-and-information-sciences King Saud University - Computer, Elsevier] [https://www.scimagojr.com/journalsearch.php?q=21100389724&tip=sid&clean=0 H19] Speed(30D) * [https://www.benjamins.com/catalog/term Terminology] [http://www.scimagojr.com/journalsearch.php?q=5800207822&tip=sid&clean=0 (H15)] Linguistics+IT* R*** * [http://www.ceser.in/ceserp/index.php/ijai Artificial Intelligence, CESER India] [http://www.scimagojr.com/journalsearch.php?q=19600166036&tip=sid&clean=0 (14)] R* * [https://signalprocessingsociety.org/publications-resources/ieeeacm-transactions-audio-speech-and-language-processing/ieeeacm ACM Transactions on Speech and Language Processing] [http://www.scimagojr.com/journalsearch.php?q=4700152720&tip=sid&clean=0 (H13) Open Access] * [http://ccis2k.org/iajit/ Arab Journal of Information Technology, Jordan] [http://www.scimagojr.com/journalsearch.php?q=19500157821&tip=sid&clean=0 (H13)] * [https://www.springer.com/journal/13740 Data Semantics, Springer] [https://www.scimagojr.com/journalsearch.php?q=21100466219&tip=sid&clean=0 (H12)] Speed(70D) R** * [http://link.springer.com/journal/11168 Research on Language and Computation, Springer] [http://www.scimagojr.com/journalsearch.php?q=100147326&tip=sid&clean=0 (H12)] (Stopped) * [https://www.asis.org/Bulletin/ Bulletin of the American Society for Information Science, ASIS] [http://www.scimagojr.com/journalsearch.php?q=12101&tip=sid&clean=0 (H10)] * [http://www.scimagojr.com/journalsearch.php?q=5800207559&tip=sid&clean=0 Language and Linguistics] (H7) == Q3 Journals == * [https://www.cambridge.org/core/journals/knowledge-engineering-review Knowledge Engineering Review, Cambridge] [http://www.scimagojr.com/journalsearch.php?q=24774&tip=sid&clean=0 (H46)] * [http://www.tandfonline.com/toc/uaai20/current Applied Artificial Intelligence, Taylor & Francis] [http://www.scimagojr.com/journalsearch.php?q=23673&tip=sid&clean=0 (H44)] Linguistics * [http://www.journals.elsevier.com/cognitive-systems-research/ Cognitive Systems Research, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=12886&tip=sid&clean=0 (H35)] * [http://www.worldscientific.com/worldscinet/ijseke Software Engineering and Knowledge Engineering (IJSEKE), World Scientific] [http://www.scimagojr.com/journalsearch.php?q=19270&tip=sid&clean=0 (H28)] * [https://benjamins.com/#catalog/journals/rcl/main Review of Cognitive Linguistics] [http://www.scimagojr.com/journalsearch.php?q=19700200984&tip=sid&clean=0 (18)] Linguistics * [http://tallip.acm.org/index.cfm ACM Transactions on Asian and Low-Resource Language Information Processing (TALLIP), ACM] [https://www.scimagojr.com/journalsearch.php?q=21100784666&tip=sid&clean=0 (H17)] R* * [http://www.worldscientific.com/worldscinet/ijait Artificial Intelligence Tools, World Scientific] [http://www.scimagojr.com/journalsearch.php?q=4700152645&tip=sid&clean=0 (H17)] * [Word and Text] [http://www.scimagojr.com/journalsearch.php?q=21100283747&tip=sid&clean=0 (H2)] Linguistics * [http://ijlcnet.com Communication and Linguistic Studies] [http://www.scimagojr.com/journalsearch.php?q=21100244841&tip=sid&clean=0 (H2)] Linguistics == Q4 Journals == * [https://jlcl.org/ Journal for Language Technology and Computational Linguistics (JLCL)], German Society for Computational Linguistics and Language Technology (GSCL) * [http://www.journals.elsevier.com/journal-of-computational-science/ Journal of Computer Science, Elsevier] [http://www.scimagojr.com/journalsearch.php?q=11700154336&tip=sid&clean= (H23)] Open Access, AI+IT * [http://www.inderscience.com/jhome.php?jcode=ijmso International Journal of Metadata, Semantics and Ontologies] [http://www.scimagojr.com/journalsearch.php?q=8300153137&tip=sid&clean=0 (H18)] IT * [http://www.home.ijasca.com/ Journal of Advances in Soft Computing and its Applications, Jordan] [http://www.scimagojr.com/journalsearch.php?q=21100201505&tip=sid&clean=0 (H15)] * [Journal of Intelligent Systems] [http://www.scimagojr.com/journalsearch.php?q=12962&tip=sid&clean=0 (H12)] AI+IT, Q4 * [Langages] [http://www.scimagojr.com/journalsearch.php?q=23075&tip=sid&clean=0 (H9)] Linguistics, Q4 * [Journal of Artificial Intelligence] [http://www.scimagojr.com/journalsearch.php?q=18800156718&tip=sid&clean=0 (H8)] (in Pakistan) AI, Q4 * [http://www.brill.com/products/series/language-and-computers Language and Computers] [http://www.scimagojr.com/journalsearch.php?q=21100218537&tip=sid&clean=0 (H2)] * [http://www.scimagojr.com/journalsearch.php?q=21100406833&tip=sid&clean=0 Studies in Semitic Languages and Linguistics] (H1) Q4 * [http://www.scimagojr.com/journalsearch.php?q=21100367954&tip=sid&clean=0 Topics in Linguistics] (H0) Q4 == Q? Journals == * [https://www.transacl.org/ojs/index.php/tacl/about/submissions#copyrightNotice Transactions of the Association for Computational Linguistics, ACL] ([https://scholar.google.co.nz/citations?hl=en&view_op=list_hcore&venue=NCymNpPEF_cJ.2016 h5=21]) Open Access * [http://www.euppublishing.com/loi/cor Corpora], Open Access * [http://airccse.org/journal/ijnlc Natural Language Computing], AIRCC Publishing * [http://www.worldscientific.com/worldscinet/ijcpol Computer Processing of Languages], World Scientific Publishing *[https://www.benjamins.com/catalog/sal Studies in Arabic Linguistics] *[http://www.dline.info/jcl/index.php International Journal of Computational Linguistics Research], DLINE Journals *[http://journals.sfu.ca/ijitls/index.php/ijitls International Journal of Information Technology and Language Studies] == Other Resources and Lists == * [http://www.scimagojr.com/journalsearch.php SJR] * [https://journalmetrics.scopus.com/ Scopus] * [https://scholar.google.com/citations?view_op=top_venues Google Metrics] * [http://www.guide2research.com guide2research.com] * [http://www.conferenceranks.com/ Conference Ranks] * [http://portal.core.edu.au/conf-ranks/ Core] == NLP Conferences == * [http://www.lrec-conf.org/ LREC] Bi - JAN * [https://2022.naacl.org/ NAACL] JAN * [http://icnlp.net/index.html ICNLP] JAN * [https://nldb2022.prhlt.upv.es/ NLBD] FEB * [https://semeval.github.io/SemEval2022/ SemEval] FEB * [https://sites.google.com/view/starsem2022 *SEM] MAR * [https://inlgmeeting.github.io/index.html NLG] MAR * [http://www.sigsem.org/wiki/index.php?title=IWCS IWCS] Bi - MAR * [https://coling2022.org/ COLING] MAY * [https://www.sigdial.org/ SIGdial] MAY * [https://ranlp.org/ranlp2021/history.php RANLP] Bi - JUN * [https://2022.emnlp.org/ EMNLP] June * [https://conll.org/ CoNLL] June * [https://www.aacl2022.org/ AACL] July * [http://www.nlpir.net/ NLPIR] July * [https://sites.google.com/view/wanlp2022/ WANLP] Sept * [http://eacl.org/ EACL] OCT * [https://www.2022.aclweb.org/ ACL] NOV * [http://globalwordnet.org/global-wordnet-conferences-2/ WordNet] Bi - NOV * [http://www.wikicfp.com/cfp/servlet/event.showcfp?eventid=77017&copyownerid=320 ACLing] See more by [https://linguistlist.org/callconf/browse-current.cfm?type=Conf LINGUIST], [http://cs.rochester.edu/~omidb/nlpcalendar/ Rochester], and [https://www.aclweb.org/portal/conference-list ACL ], == Ontology and Semantic Web Conferences == * [https://www2019.thewebconf.org/ WWW] ([http://www.internet-conf.org/ 2021, 3Sep)] * [http://swsa.semanticweb.org/content/international-semantic-web-conference-iswc ISWC] * [https://2019.eswc-conferences.org/ ESWC] * [http://www.ieee-aike.org/2019/ AIKE] * [http://icbo2018.cgrb.oregonstate.edu/ ICBO] * [http://www.iaoa.org/fois/history.html FOIS] * [http://2019.ldk-conf.org/call-for-papers/ LDK] * [https://2020-eu.semantics.cc/ semantics] == Other Conferences == * [http://www.aaai.org/Conferences/conferences.php AAAI] * [http://www.aiccsa.net/ AICCSA] qadwp8ffs40y308y8ledl4sag9c3ban 0 215520 2414368 2401040 2022-08-14T12:48:34Z Sophivorus 85690 wikitext text/x-wiki [[File:Dialectic algorithm.png|thumb|Graphic representation of a small debate tree, with sustained arguments painted green and refuted arguments painted red.]] The '''debate algorithm''' (formerly '''DebateTree algorithm''' and '''dialectic algorithm''') is a {{W|recursive algorithm}} for computing the status (labeled SUSTAINED or REFUTED) of any argument out of the structure of its debate {{W|Tree structure|tree}}. The algorithm captures the intuitive idea that an argument should be considered refuted when it has unrefuted objections, and sustained otherwise. This page is aimed at merely ''describing'' the algorithm. To read about its usefulness, see the wikidebate [[Should we use the debate algorithm on wikidebates?|here]]. To learn about the broader context of the algorithm, see the resources [[#See also|here]]. == Algorithm == [[File:Dialectic algorithm.gif|thumb|Animation showing the debate algorithm as the debate tree grows. Notice how the leaves of the tree are always green.]] Given a debate tree, the debate algorithm labels each argument as either SUSTAINED or REFUTED based on the following definitions: ;SUSTAINED :Without sustained objections ;REFUTED :With sustained objections Considering that objections are also arguments, the algorithm will run recursively until the end of the debate tree (the leaves). Arguments at the end have no sustained objections (indeed, they have no objections at all) so they are labeled SUSTAINED, and the algorithm is then able to solve the status of all the other arguments. == Example == Below is an example of a small debate tree, with refuted arguments stroked. The structure of this debate tree is the same as the structure of the graph in this article. * {{Argument}} Causing unnecessary suffering on animals is morally wrong. Eating or otherwise exploiting animals is unnecessary and causes much suffering. Therefore, eating or otherwise exploiting animals is morally wrong and should be abolished. ** <s>{{Objection}} Non-human animals have no feelings and suffer no pain.</s> *** {{Objection}} Non-human animals behave very similar to us humans under circumstances that would cause us pain: they scream (or produce other loud noises), shake, contort, run, try to avoid the source of pain, etc. *** {{Objection}} Non-human animals, especially mammals and birds, have a nervous system very similar to our own. ** <s>{{Objection}} Animals in the wild suffer more, as starvation and predation is a constant threat to them. For a natural equilibrium, all animal species living in the wild live at the brink of starvation, as an excess of food leads to their numbers increasing, then collapsing.</s> *** {{Objection}} Animals in factory farms suffer guaranteed predation at a fraction of their natural life span. They don't lack food, true, but they are systematically mutilated, exploited, denied of basic freedom of movement, electrocuted, kicked, and many, many, many other atrocities. In traditional farms, animals are denied freedom of movement and reproduction, and also suffer guaranteed predation at a fraction of their natural life span. == Pseudocode == The essence of the debate algorithm can be summed up in a simple, beautiful recursive function: '''function''' getStatus( argument ) '''let''' objections = getObjections( argument ) '''for each''' objection '''in''' objections '''do''' '''if''' getStatus( objection ) === SUSTAINED '''then''' '''return''' REFUTED '''return''' SUSTAINED The function calls itself recursively until it reaches the leaves of the debate tree. The leaves have no objections, so the algorithm returns SUSTAINED for each leaf and from there on solves the status for every other argument in the tree. An alternative, boolean formulation may be: '''function''' isSustained( argument ) '''let''' objections = getObjections( argument ) '''for each''' objection '''in''' objections '''do''' '''if''' isSustained( objection ) '''then''' '''return''' FALSE '''return''' TRUE == Loops == Consider the following exchange: * {{Argument}} If God existed, then evil wouldn't exist. But evil exists. Therefore, God doesn't exist. ** {{Objection}} Your argument isn't valid because you're tainted by the Devil. *** {{Objection}} That's an ''ad hominem'' fallacy. **** {{Objection}} Your argument isn't valid because you're tainted by the Devil. ***** {{Objection}} That's an ''ad hominem'' fallacy. ****** {{Objection}} Your argument isn't valid because you're tainted by the Devil. ******* ... If each argument is only a copy-paste of the previous one, then this is only a human problem. However, if each argument is a "reuse" of the previous one, then this leads to an [[Wikipedia:Infinite loop|infinite loop]] in the debate algorithm. The possibility of such loops increases when [[Debate algorithm#Extensions|extensions]] are incorporated, since reusing a single premise is more likely than reusing an entire argument. == Extensions == In the basic debate algorithm, the inner structure of the arguments is ignored. It's possible however to give the arguments some structure according to well known logical theories, and extend the debate algorithm into the new structure. For example, using the terms "sound", "valid" and "true" in non-standard ways: '''function''' isSound( argument ) { '''if''' '''not''' isValid( argument ) '''then''' '''return''' FALSE '''let''' premises = getPremises( argument ) '''foreach''' premise '''in''' premises '''do''' '''if''' '''not''' isTrue( premise ) '''then''' '''return''' FALSE '''return''' TRUE } '''function''' isValid( argument ) { '''let''' objections = getObjections( argument ) '''foreach''' objection '''in''' objections '''do''' '''if''' isSound( objection ) '''then''' '''return''' FALSE '''return''' TRUE } '''function''' isTrue( premise ) { '''let''' objections = getObjections( premise ) '''foreach''' objection '''in''' objections '''do''' '''if''' isSound( objection ) '''then''' '''return''' FALSE '''return''' TRUE } The algorithm can be further extended to calculate the truth value of each premise out of its propositional structure in the standard ways, and perhaps even out of its first-order structure. == Implementations == [[File:Wikidebate_logo.png|thumb|[[Wikidebate]] is currently the only site that features the debate algorithm.]] The first implementation of the debate algorithm was [https://web.archive.org/web/20150801164830/http://formalforum.org/ Formal Forum], a debate site that featured a propositional [[Debate algorithm#Extensions|extension]] of the algorithm and encouraged premise reuse. [[Debate algorithm#Loops|Loops]] where avoided by automatically checking for them before every submission. However, the creator felt this was only a patch that would only get worse over time and with further formalization, so decided to close the forum. Currently, the debate algorithm is only available in its basic form in the [[Wikidebate]] project. By clicking on the "Calculate debate status" button on any wikidebate ([{{Fullurl:Should cannabis be legal?|withJS=MediaWiki:DebateTree.js}} example]), the algorithm is run for every argument in the debate and arguments are colored according to their status. There's a wikidebate about the [[Should we use the debate algorithm on wikidebates?|usefulness of the algorithm for the project]] and the [[Wikidebate/Guidelines|wikidebate guidelines]] include some instructions on how to draw conclusions out of debates using methods akin to the debate algorithm. However, partly due to limitations in wiki software, every extra step in the formalization makes it harder for new users, so for now wikidebates incorporate only the most basic form of the algorithm. == See also == * [[Wikidebate]] - Debate project that uses the debate algorithm * [[Wikidebate/Guidelines#How to draw conclusions]] - Extension of this algorithm * [[Should we use the debate algorithm on wikidebates?]] - Wikidebate about the usefulness of the debate algorithm * [[Commons:Help:DebateTree|DebateTree]] - MediaWiki implementation of the debate algorithm * [[User:Tordenofitami/Yes or no?|Yes or no?]] - Satiric wikidebate * {{W|Argument map}} * {{W|Diagrammatic reasoning}} * {{W|Argumentation framework}} * [https://www.lesswrong.com/posts/Ytav2fYGAp49ACt4o Discussion about the algorithm on LessWrong] * Rawhan et al. (2010) [http://www.arg.dundee.ac.uk/people/chris/publications/2010/ker.pdf Representing and Clasifying Arguments on the Semantic Web] [[Category:Algorithms]] [[Category:WikiJournal of Science/Submissions already reviewed]] m30601xujjiq767j75pkdpwqynqktz5 0 215886 2414404 2394956 2022-08-14T14:19:41Z Sophivorus 85690 Add objections wikitext text/x-wiki {{Wikidebate}} {{Science}} Global warming (or climate change or global heating) poses a very real threat to the world's ecosystem and to human life. Some doubt its existence and others that human activity is responsible for global increases in temperature and related weather phenomena. This debate takes it for granted that global warming exists but asks to what extent humans create or hasten those conditions. ==Humans are the main cause of global warming== ===Arguments for=== *{{Argument for}} Almost all—roughly 97%—earth scientist believe that global warming is real, has been occurring throughout the 20th and 21st centuries, and has a substantial man-made component.<ref name="ipcc" /><ref name="ipcc2" /><ref name="nap" /> **{{Objection}} This is an {{W|argument from authority}}. ***{{Objection}} Yes, it's an argument from authority, but that doesn't change the fact that ~97% of experts agree. The argument should remain "sustained" and each reader will judge its weight. ***{{Objection}} Fallacious arguments from authority rely on someone propounding outside his field of expertise whereas climate scientists are by definition experts on climate. ****{{Objection}} That is only one kind of argument from authority. Experts have been wrong many many times in the past. Experts must prove their contentions like everybody else. *****{{Objection}} The fact that others have been wrong about other things is a fallacious line of reasoning itself. *****{{Objection}} Climate scientists experts do prove their assertions with their work. That's how the scientific community reaches a consensus in the first place. ******{{Objection}} Only mathematicians "prove" their assertions. If empirical scientists proved their assertions, they wouldn't have been wrong before. Empirical scientists can only provide strong arguments for their conclusions, but they can always be wrong, as so many of them have been before. Thus citing their authority is not enough. Their actual arguments must be provided. ******{{Objection}} Then post their actual arguments and evidence, rather than defending an argument that doesn't include them. *******{{Objection}} They are cited above. ********{{Objection}} That's lazy, better is to bring them to the wiki so we can debate them (and trim this branch of the debate). **{{Objection}} 99.9% of bishops agree there is a God. This does not necessarily make it true—especially when funding requires following a creed. The global temperature has been increasing and variable for many thousand of years. The argument should be about whether change has become more rapid and how much of that is attributable to humans. ***{{Objection}} Widespread agreement certainly doesn't make anything ''wrong'' either. Scientists use a method which is verifiable so you can check their science yourself or create new experiments with new explanatory methods. Just nay-saying science as a field is hardly an argument. If someone could ''disprove'' human responsibility for global warming, that person would get a virtually limitless amount of funding: conservative science which just proves what we already know is not attractive to grantors. The consensus precisely ''is'' that human activity plays a non-negligible role in climate change. ****{{Objection}} The point is the number of believers or disbelievers is moot. Ether had a strong belief amongst scientists who were experts. The other point is to show the argument is much more nuanced. Given that other massive rises in global temperature have not eliminated life it is difficult to read hysterical statements and believe them. The argument needs to be more nuanced as the bold fear mongering that accepts no critique (critique is a staple of scientific discourse) only helps people state this is a hoax. *****{{Objection}} This is not even an argument: saying that it can't be true because it's not nuanced enough? What is your point? ===Arguments against=== *{{Argument against}} The science shows that climate change is happening but not that it's influenced by human activity.{{Citation needed}} **{{Objection}} That is actually the opposite of what the science says: virtually all climate scientists agree that human activity is accelerating any natural process of global warming.<ref name="ipcc" /><ref name="ipcc2" /> ***{{Objection}} That is not entirely accurate. The science is often using abductive reasoning and is also using "post hoc, ergo propter hoc" arguments by looking at correlations and extrapolating. Much is overstated and used to back up one political narrative whereas looking at actual data suggests a more complex argument is needed. For instance roughly 60% of the greenhouse effect is caused by natural water vapor (i.e. clouds) not CO2. CO2 has lots of origins, for instance every animal on Earth exhales CO2. Methane is often also discussed. It is true Methane, pound for pound, is 25× more potent than CO2 as a greenhouse gas however the concentration is 1/200th that of CO2 in the atmosphere so its contribution is effectively negligible—especially as it also comes from natural sources such as the wetlands we keep preserving so not all of it can be prevented. The yearly human addition to CO2 that occurs naturally is less than 4%.{{Cn}} It is true that only part of this addition gets absorbed again and hence the effect is incremental but we also need to acknowledge natural processes have a habit of correcting themselves such as high CO2 encourages more growth of carbon sinks. As Earth's custodians, and residents, we should curtail pollution and limit our contribution to global warming, if that is possible, but we should also reflect it is a long term natural and nuanced process if we are to be believed, because a hint of dishonesty sinks the argument. Hysterical statements that we are all doomed simply add to eye rolling from disbelievers as history has shown significant temperature changes without extinguishing life. Rhetoric has overtaken accuracy. ****{{Objection}} "Looking at correlations and extrapolating" is a key element of science and it's not abduction but induction: one of the {{W|History of scientific method|pillars of the scientific method}}.<ref name="scimeth" /> If humans have such a small impact on global warming, then why would we curb our pollution? The argument that overstatements may embolden the opposition is also irrelevant if no one is overstating them: ''which'' statements are inaccurate? *{{Argument against}} The most extensive melting of polar ice caps occurred in 2005. The second most extensive melting of polar ice caps occurred in 2016.{{Citation needed}} The sunspot cycle, the major one, has a period of 11.2 years. This suggests that humans are a secondary cause, not the primary one. **{{Objection}} It's true that the sunspots have an 11.2 year cycle, and that it affects Earth climate. However, data shows that since ~1960 solar irradiance has steadily declined irrespective of sunspot cycles, while Earth temperature has increased.<ref>{{Cite web|url=https://climate.nasa.gov/ask-nasa-climate/2910/what-is-the-suns-role-in-climate-change/|title=What Is the Sun's Role in Climate Change?|last=Change|first=NASA Global Climate|website=Climate Change: Vital Signs of the Planet|access-date=2022-08-14}}</ref> **{{Objection}} The melting of polar ice caps is not the only indicator of global warming. ==See also== *[[Should we use nuclear energy?]] ==Notes and references== {{Reflist|refs= <ref name="ipcc">{{Cite web | quote=The following terms have been used to indicate the assessed likelihood of an outcome or a result: virtually certain 99–100% probability, very likely 90–100%, likely 66–100%, about as likely as not 33–66%, unlikely 0–33%, very unlikely 0–10%, exceptionally unlikely 0–1%. Additional terms (extremely likely: 95–100%, more likely than not >50–100%, more unlikely than likely 0–<50% and extremely unlikely 0–5%) may also be used when appropriate. | publisher=IPCC | url=http://www.ipcc.ch/pdf/assessment-report/ar5/syr/AR5_SYR_FINAL_SPM.pdf | title=CLIMATE CHANGE 2014: Synthesis Report. Summary for Policymakers | accessdate=1 November 2015}}</ref> <ref name="ipcc2">{{Cite web | quote=The evidence for human influence on the climate system has grown since the Fourth Assessment Report (AR4). It is extremely likely that more than half of the observed increase in global average surface temperature from 1951 to 2010 was caused by the anthropogenic increase in greenhouse gas concentrations and other anthropogenic forcings together | publisher=IPCC | url=http://www.ipcc.ch/pdf/assessment-report/ar5/syr/AR5_SYR_FINAL_SPM.pdf | title=CLIMATE CHANGE 2014: Synthesis Report. Summary for Policymakers | accessdate=7 March 2015}}</ref> <ref name="nap">{{Cite book | publisher=The National Academies Press | isbn = 0-309-14588-0 | last = America's Climate Choices: Panel on Advancing the Science of Climate Change; National Research Council | title = Advancing the Science of Climate Change | location = Washington, D.C. | year = 2010 | url = http://www.nap.edu/catalog.php?record_id=12782 | quote = (p1) ... there is a strong, credible body of evidence, based on multiple lines of research, documenting that climate is changing and that these changes are in large part caused by human activities. While much remains to be learned, the core phenomenon, scientific questions, and hypotheses have been examined thoroughly and have stood firm in the face of serious scientific debate and careful evaluation of alternative explanations. ***(p21-22) Some scientific conclusions or theories have been so thoroughly examined and tested, and supported by so many independent observations and results, that their likelihood of subsequently being found to be wrong is vanishingly small. Such conclusions and theories are then regarded as settled facts. This is the case for the conclusions that the Earth system is warming and that much of this warming is very likely due to human activities.</ref> <ref name="scimeth">{{Cite web |url=https://plato.stanford.edu/entries/scientific-method/ |title=Scientific Method |date=2015-11-13 |last1=Andersen |first1=Hannah |last2=Hepburn |first2=Brian |work=Stanford Encyclopedia of Philosophy |quote=Among the activities often identified as characteristic of science are systematic observation and experimentation, inductive and deductive reasoning, and the formation and testing of hypotheses and theories.}}</ref> }} [[Category:Earth sciences]] sx5tywbzy08eghdsuuu17v00eqabbpj 0 215893 2414658 2400237 2022-08-15T06:47:11Z Dan Polansky 33469 tweak the first argument and liken the ban to mass murder or mass execution; add 2nd argument for mother's whose life-saving procedures would be delayed, traceable to procon.org; add counterobjection on the 1st item; etc. wikitext text/x-wiki {{Wikidebate}} {{Law}} By abortions here we mean induced abortion in the first trimester. The first trimester is a conventional time length meant to distinguish the period in which a fetus is totally dependent on the mother, from the rest of the pregnancy, in which the fetus may survive without her. Conception occurs on the third week of the first trimester. By the end of third month of pregnancy, a fetus is well-developed,<ref>{{Cite web|url=https://www.webmd.com/baby/1to3-months|title=The first trimester: your baby's growth and development in early pregnancy|website=WebMD|language=en|access-date=2019-06-12}}</ref> with most of its organs fully developed or at least functioning. There is no sudden transformation happening on the day 90 of the pregnancy, just as there is no sudden transformation when we turn 18 and become officially legal adults. A fetus doesn't suddenly become independent on the 90 day mark, just as a person doesn't suddenly become an adult on the 18th birthday. These conventions are educated decisions necessary for legal reasons. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on Human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. Also, an unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do not prevent poor people from having children. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] 75x84s5csil82s38texg2cpazlli8wl 2414661 2414658 2022-08-15T06:50:53Z Dan Polansky 33469 about "By abortions here we mean induced abortion in the first trimester": this is not what the word abortion means, and furthermore, there exist arguments to support late-term abortions to support life-saving procedures without delay: thus, drop the 1st paragraph; the structure may need to be changed to have additional "Abortion in the first trimester shoud be legal" section wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on Human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. Also, an unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do not prevent poor people from having children. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] 10ytff3avv0j3gi4vhjqozb9p3608ik 2414665 2414661 2022-08-15T07:04:29Z Dan Polansky 33469 /* Abortion should be legal */ separate out the argument that unwanted child exists in vain, and provide an objection to it wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on Human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do not prevent poor people from having children. * {{Argument for}} An unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} This assumes that the purpose of child's existence is identical with the purpose for which the child was conceived, often pleasure-seeking via sex. If the child accepts this assumption, the child can choose to maximize the pleasure of its parents, in align with the purpose for which it was conceived; the result is a meaningful life rather than a life in vain. Furthermore, the child does not need to accept this assumption and may seek its own purposes in life, just like wanted children, rather than seeing itself as a mere vehicle for its parents' purposes. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] tkw9s8nubv7rbxnkqu23enoayj4vwdt 2414666 2414665 2022-08-15T07:05:20Z Dan Polansky 33469 /* Abortion should be legal */ wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of mothers' deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on Human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do not prevent poor people from having children. * {{Argument for}} An unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} This assumes that the purpose of child's existence is identical with the purpose for which the child was conceived, often pleasure-seeking via sex. If the child accepts this assumption, the child can choose to maximize the pleasure of its parents, in align with the purpose for which it was conceived; the result is a meaningful life rather than a life in vain. Furthermore, the child does not need to accept this assumption and may seek its own purposes in life, just like wanted children, rather than seeing itself as a mere vehicle for its parents' purposes. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] 0xw3pzhdggiibfjkywtsqp84cagiw1a 2414667 2414666 2022-08-15T07:13:00Z Dan Polansky 33469 /* Abortion should be legal */ +a kind of socially pragmatic argument for abortion: not socially harmful behavior, and an objection to it wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of mothers' deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on Human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do not prevent poor people from having children. * {{Argument for}} An unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} This assumes that the purpose of child's existence is identical with the purpose for which the child was conceived, often pleasure-seeking via sex. If the child accepts this assumption, the child can choose to maximize the pleasure of its parents, in align with the purpose for which it was conceived; the result is a meaningful life rather than a life in vain. Furthermore, the child does not need to accept this assumption and may seek its own purposes in life, just like wanted children, rather than seeing itself as a mere vehicle for its parents' purposes. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> * {{Argument for}} Wanton abortion is a self-limiting behavior in so far as the biological predispositions to the behavior are being less replicated as a result of the abortion. Wanton abortion is not a socially dangerous behavior. ** {{Objection}} This completely disregards the question whether abortion is a murder, and is a collectivist rather than individualist ethics. Instead of killing of a fetus as an evil to be avoided, it discusses social practicalities and assumes that the purpose of ethics is a pragmatic one, to eliminate socially dangerous behavior. This is a fundamentally unethical position, at least from the point of view of individualistic ethics. === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] pgsrq5p3ebbxptxxss81wavu12pk6b9 2414669 2414667 2022-08-15T07:21:45Z Dan Polansky 33469 +objection on mind or soul wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of mothers' deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. ***** {{Objection}} It still establishes the principle that killing a living human biological body of an innocent human is not automatically considered to be a murder. Some other principles need to be sought to differentiate. The principle could be that the mind or soul can appear in the body ''in future'', but we may counter that the mind or soul ''has not arrived yet'' in the first trimester, and therefore we only kill a host for the mind or soul that has never seen a mind or soul, so the mind or soul has no identity yet; it is only the biological host body that has an identity. And we have already established that human biological bodies are not preserved at any and all costs regardless of their relation to mind or soul. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on Human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do not prevent poor people from having children. * {{Argument for}} An unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} This assumes that the purpose of child's existence is identical with the purpose for which the child was conceived, often pleasure-seeking via sex. If the child accepts this assumption, the child can choose to maximize the pleasure of its parents, in align with the purpose for which it was conceived; the result is a meaningful life rather than a life in vain. Furthermore, the child does not need to accept this assumption and may seek its own purposes in life, just like wanted children, rather than seeing itself as a mere vehicle for its parents' purposes. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> * {{Argument for}} Wanton abortion is a self-limiting behavior in so far as the biological predispositions to the behavior are being less replicated as a result of the abortion. Wanton abortion is not a socially dangerous behavior. ** {{Objection}} This completely disregards the question whether abortion is a murder, and is a collectivist rather than individualist ethics. Instead of killing of a fetus as an evil to be avoided, it discusses social practicalities and assumes that the purpose of ethics is a pragmatic one, to eliminate socially dangerous behavior. This is a fundamentally unethical position, at least from the point of view of individualistic ethics. === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] 3irvx4fpdexy9cahskupjmubkcww7l5 2414672 2414669 2022-08-15T07:29:31Z Dan Polansky 33469 In certain cases, the right to life of a fetus is in conflict with the right to life of the mother, a moral conflict wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of mothers' deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. ***** {{Objection}} It still establishes the principle that killing a living human biological body of an innocent human is not automatically considered to be a murder. Some other principles need to be sought to differentiate. The principle could be that the mind or soul can appear in the body ''in future'', but we may counter that the mind or soul ''has not arrived yet'' in the first trimester, and therefore we only kill a host for the mind or soul that has never seen a mind or soul, so the mind or soul has no identity yet; it is only the biological host body that has an identity. And we have already established that human biological bodies are not preserved at any and all costs regardless of their relation to mind or soul. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. *** {{Objection}} We are not assuming as much. Even if we do, a ban is likely to result in otherwise avoidable deaths of mothers, and therefore disregards the mother's right to life. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. *** {{Objection}} In certain cases, the right to life of a fetus is in conflict with the right to life of the mother, a moral conflict. These cases may be alleviated by the ban allowing life-saving abortions, but this does not completely eliminate the threat of legal prosecution, adds ''legal'' element to the decision making in addition to ''medical'' and ''moral'', and thus such a exceptions-allowing ban can still result in otherwise avoidable deaths. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on Human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do not prevent poor people from having children. * {{Argument for}} An unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} This assumes that the purpose of child's existence is identical with the purpose for which the child was conceived, often pleasure-seeking via sex. If the child accepts this assumption, the child can choose to maximize the pleasure of its parents, in align with the purpose for which it was conceived; the result is a meaningful life rather than a life in vain. Furthermore, the child does not need to accept this assumption and may seek its own purposes in life, just like wanted children, rather than seeing itself as a mere vehicle for its parents' purposes. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> * {{Argument for}} Wanton abortion is a self-limiting behavior in so far as the biological predispositions to the behavior are being less replicated as a result of the abortion. Wanton abortion is not a socially dangerous behavior. ** {{Objection}} This completely disregards the question whether abortion is a murder, and is a collectivist rather than individualist ethics. Instead of killing of a fetus as an evil to be avoided, it discusses social practicalities and assumes that the purpose of ethics is a pragmatic one, to eliminate socially dangerous behavior. This is a fundamentally unethical position, at least from the point of view of individualistic ethics. === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] 59zm1z2sxyledjvldjh8kkic2o4m8vo 2414673 2414672 2022-08-15T08:16:25Z Dan Polansky 33469 /* The abortion debate must be disentangled from the formulation of legal doctrines and public policies */ add some objections to the text; I think it is of reduced comprehensibility; it could be deleted or salvaged in some way that possibly requires more skills than I currently possess wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of mothers' deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. ***** {{Objection}} It still establishes the principle that killing a living human biological body of an innocent human is not automatically considered to be a murder. Some other principles need to be sought to differentiate. The principle could be that the mind or soul can appear in the body ''in future'', but we may counter that the mind or soul ''has not arrived yet'' in the first trimester, and therefore we only kill a host for the mind or soul that has never seen a mind or soul, so the mind or soul has no identity yet; it is only the biological host body that has an identity. And we have already established that human biological bodies are not preserved at any and all costs regardless of their relation to mind or soul. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. *** {{Objection}} We are not assuming as much. Even if we do, a ban is likely to result in otherwise avoidable deaths of mothers, and therefore disregards the mother's right to life. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. *** {{Objection}} In certain cases, the right to life of a fetus is in conflict with the right to life of the mother, a moral conflict. These cases may be alleviated by the ban allowing life-saving abortions, but this does not completely eliminate the threat of legal prosecution, adds ''legal'' element to the decision making in addition to ''medical'' and ''moral'', and thus such a exceptions-allowing ban can still result in otherwise avoidable deaths. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on Human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do not prevent poor people from having children. * {{Argument for}} An unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} This assumes that the purpose of child's existence is identical with the purpose for which the child was conceived, often pleasure-seeking via sex. If the child accepts this assumption, the child can choose to maximize the pleasure of its parents, in align with the purpose for which it was conceived; the result is a meaningful life rather than a life in vain. Furthermore, the child does not need to accept this assumption and may seek its own purposes in life, just like wanted children, rather than seeing itself as a mere vehicle for its parents' purposes. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> * {{Argument for}} Wanton abortion is a self-limiting behavior in so far as the biological predispositions to the behavior are being less replicated as a result of the abortion. Wanton abortion is not a socially dangerous behavior. ** {{Objection}} This completely disregards the question whether abortion is a murder, and is a collectivist rather than individualist ethics. Instead of killing of a fetus as an evil to be avoided, it discusses social practicalities and assumes that the purpose of ethics is a pragmatic one, to eliminate socially dangerous behavior. This is a fundamentally unethical position, at least from the point of view of individualistic ethics. === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. ** {{Objection}} The points made are less than comprehensible; the above seems to excessively use difficult terms to bar easy refutation attempts. Why does the argument introduce the unfamiliar term "Schelling point" from game theory without explaining in any way how it is relevant? How does criminalization of abortion result in "self-contradiction"? Why should mental state of fetuses matter rather than the fact that the human fetus is an alive human, member of the species homo sapiens? What have "animistic sources" have to do with anything? If intentional killing of an innocent human being is a murder, and if a fetus is a human being, then intentional killing of a fetus is a murder; what has the reference to "animistic sources" to do with it? Why does the argument say "the toleration of intact dilation and extraction" rather than simply "toleration of abortion"? Can all killings by police officers and by soldiers in theaters of war be outlawed, as a practical matter? Hint: of course not; what has "ideology" to do with it? Is the material responded to a single argument or a multitude of arguments? And is not all the material directed against the notion that "Abortion should be illegal", and thus, does not all that material belong to the section "Abortion should be legal", recast into single supporting arguments distinct from those already made there? == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] 5iu8sfq2w9ztdm0tnagg2ys9ft6tnkc 2414676 2414673 2022-08-15T08:41:19Z Dan Polansky 33469 separate out arguments for first trimester to a dedicated position: abortion should be legal in the first trimester wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of mothers' deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on Human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do not prevent poor people from having children. * {{Argument for}} An unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} This assumes that the purpose of child's existence is identical with the purpose for which the child was conceived, often pleasure-seeking via sex. If the child accepts this assumption, the child can choose to maximize the pleasure of its parents, in align with the purpose for which it was conceived; the result is a meaningful life rather than a life in vain. Furthermore, the child does not need to accept this assumption and may seek its own purposes in life, just like wanted children, rather than seeing itself as a mere vehicle for its parents' purposes. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> * {{Argument for}} Wanton abortion is a self-limiting behavior in so far as the biological predispositions to the behavior are being less replicated as a result of the abortion. Wanton abortion is not a socially dangerous behavior. ** {{Objection}} This completely disregards the question whether abortion is a murder, and is a collectivist rather than individualist ethics. Instead of killing of a fetus as an evil to be avoided, it discusses social practicalities and assumes that the purpose of ethics is a pragmatic one, to eliminate socially dangerous behavior. This is a fundamentally unethical position, at least from the point of view of individualistic ethics. === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in the first trimester == === Arguments for === * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. ***** {{Objection}} It still establishes the principle that killing a living human biological body of an innocent human is not automatically considered to be a murder. Some other principles need to be sought to differentiate. The principle could be that the mind or soul can appear in the body ''in future'', but we may counter that the mind or soul ''has not arrived yet'' in the first trimester, and therefore we only kill a host for the mind or soul that has never seen a mind or soul, so the mind or soul has no identity yet; it is only the biological host body that has an identity. And we have already established that human biological bodies are not preserved at any and all costs regardless of their relation to mind or soul. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. *** {{Objection}} We are not assuming as much. Even if we do, a ban is likely to result in otherwise avoidable deaths of mothers, and therefore disregards the mother's right to life. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. *** {{Objection}} In certain cases, the right to life of a fetus is in conflict with the right to life of the mother, a moral conflict. These cases may be alleviated by the ban allowing life-saving abortions, but this does not completely eliminate the threat of legal prosecution, adds ''legal'' element to the decision making in addition to ''medical'' and ''moral'', and thus such a exceptions-allowing ban can still result in otherwise avoidable deaths. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. ** {{Objection}} The points made are less than comprehensible; the above seems to excessively use difficult terms to bar easy refutation attempts. Why does the argument introduce the unfamiliar term "Schelling point" from game theory without explaining in any way how it is relevant? How does criminalization of abortion result in "self-contradiction"? Why should mental state of fetuses matter rather than the fact that the human fetus is an alive human, member of the species homo sapiens? What have "animistic sources" have to do with anything? If intentional killing of an innocent human being is a murder, and if a fetus is a human being, then intentional killing of a fetus is a murder; what has the reference to "animistic sources" to do with it? Why does the argument say "the toleration of intact dilation and extraction" rather than simply "toleration of abortion"? Can all killings by police officers and by soldiers in theaters of war be outlawed, as a practical matter? Hint: of course not; what has "ideology" to do with it? Is the material responded to a single argument or a multitude of arguments? And is not all the material directed against the notion that "Abortion should be illegal", and thus, does not all that material belong to the section "Abortion should be legal", recast into single supporting arguments distinct from those already made there? == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] i5z9azm0qn3pl6nimi7moroomaip1np 2414677 2414676 2022-08-15T08:43:50Z Dan Polansky 33469 /* Abortion should be legal */ objection to symbolic wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of mothers' deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. *** {{Objection}} The abortion-ban-caused otherwise avoidable deaths of mothers indicated in some of the above arguments are very much non-symbolic and outweigh anything that is merely symbolic. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do not prevent poor people from having children. * {{Argument for}} An unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} This assumes that the purpose of child's existence is identical with the purpose for which the child was conceived, often pleasure-seeking via sex. If the child accepts this assumption, the child can choose to maximize the pleasure of its parents, in align with the purpose for which it was conceived; the result is a meaningful life rather than a life in vain. Furthermore, the child does not need to accept this assumption and may seek its own purposes in life, just like wanted children, rather than seeing itself as a mere vehicle for its parents' purposes. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> * {{Argument for}} Wanton abortion is a self-limiting behavior in so far as the biological predispositions to the behavior are being less replicated as a result of the abortion. Wanton abortion is not a socially dangerous behavior. ** {{Objection}} This completely disregards the question whether abortion is a murder, and is a collectivist rather than individualist ethics. Instead of killing of a fetus as an evil to be avoided, it discusses social practicalities and assumes that the purpose of ethics is a pragmatic one, to eliminate socially dangerous behavior. This is a fundamentally unethical position, at least from the point of view of individualistic ethics. === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in the first trimester == === Arguments for === * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. ***** {{Objection}} It still establishes the principle that killing a living human biological body of an innocent human is not automatically considered to be a murder. Some other principles need to be sought to differentiate. The principle could be that the mind or soul can appear in the body ''in future'', but we may counter that the mind or soul ''has not arrived yet'' in the first trimester, and therefore we only kill a host for the mind or soul that has never seen a mind or soul, so the mind or soul has no identity yet; it is only the biological host body that has an identity. And we have already established that human biological bodies are not preserved at any and all costs regardless of their relation to mind or soul. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. *** {{Objection}} We are not assuming as much. Even if we do, a ban is likely to result in otherwise avoidable deaths of mothers, and therefore disregards the mother's right to life. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. *** {{Objection}} In certain cases, the right to life of a fetus is in conflict with the right to life of the mother, a moral conflict. These cases may be alleviated by the ban allowing life-saving abortions, but this does not completely eliminate the threat of legal prosecution, adds ''legal'' element to the decision making in addition to ''medical'' and ''moral'', and thus such a exceptions-allowing ban can still result in otherwise avoidable deaths. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. ** {{Objection}} The points made are less than comprehensible; the above seems to excessively use difficult terms to bar easy refutation attempts. Why does the argument introduce the unfamiliar term "Schelling point" from game theory without explaining in any way how it is relevant? How does criminalization of abortion result in "self-contradiction"? Why should mental state of fetuses matter rather than the fact that the human fetus is an alive human, member of the species homo sapiens? What have "animistic sources" have to do with anything? If intentional killing of an innocent human being is a murder, and if a fetus is a human being, then intentional killing of a fetus is a murder; what has the reference to "animistic sources" to do with it? Why does the argument say "the toleration of intact dilation and extraction" rather than simply "toleration of abortion"? Can all killings by police officers and by soldiers in theaters of war be outlawed, as a practical matter? Hint: of course not; what has "ideology" to do with it? Is the material responded to a single argument or a multitude of arguments? And is not all the material directed against the notion that "Abortion should be illegal", and thus, does not all that material belong to the section "Abortion should be legal", recast into single supporting arguments distinct from those already made there? == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] jwp9atl3mgqdw9yj78ntspvcrkf9dnv 2414678 2414677 2022-08-15T09:04:41Z Dan Polansky 33469 improve the argument about kid in poor family starving to death wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of mothers' deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. *** {{Objection}} The abortion-ban-caused otherwise avoidable deaths of mothers indicated in some of the above arguments are very much non-symbolic and outweigh anything that is merely symbolic. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do forbid poor people from killing wanted children to prevent painful starvation to death. * {{Argument for}} An unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} This assumes that the purpose of child's existence is identical with the purpose for which the child was conceived, often pleasure-seeking via sex. If the child accepts this assumption, the child can choose to maximize the pleasure of its parents, in align with the purpose for which it was conceived; the result is a meaningful life rather than a life in vain. Furthermore, the child does not need to accept this assumption and may seek its own purposes in life, just like wanted children, rather than seeing itself as a mere vehicle for its parents' purposes. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> * {{Argument for}} Wanton abortion is a self-limiting behavior in so far as the biological predispositions to the behavior are being less replicated as a result of the abortion. Wanton abortion is not a socially dangerous behavior. ** {{Objection}} This completely disregards the question whether abortion is a murder, and is a collectivist rather than individualist ethics. Instead of killing of a fetus as an evil to be avoided, it discusses social practicalities and assumes that the purpose of ethics is a pragmatic one, to eliminate socially dangerous behavior. This is a fundamentally unethical position, at least from the point of view of individualistic ethics. === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in the first trimester == === Arguments for === * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. ***** {{Objection}} It still establishes the principle that killing a living human biological body of an innocent human is not automatically considered to be a murder. Some other principles need to be sought to differentiate. The principle could be that the mind or soul can appear in the body ''in future'', but we may counter that the mind or soul ''has not arrived yet'' in the first trimester, and therefore we only kill a host for the mind or soul that has never seen a mind or soul, so the mind or soul has no identity yet; it is only the biological host body that has an identity. And we have already established that human biological bodies are not preserved at any and all costs regardless of their relation to mind or soul. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. *** {{Objection}} We are not assuming as much. Even if we do, a ban is likely to result in otherwise avoidable deaths of mothers, and therefore disregards the mother's right to life. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. *** {{Objection}} In certain cases, the right to life of a fetus is in conflict with the right to life of the mother, a moral conflict. These cases may be alleviated by the ban allowing life-saving abortions, but this does not completely eliminate the threat of legal prosecution, adds ''legal'' element to the decision making in addition to ''medical'' and ''moral'', and thus such a exceptions-allowing ban can still result in otherwise avoidable deaths. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. ** {{Objection}} The points made are less than comprehensible; the above seems to excessively use difficult terms to bar easy refutation attempts. Why does the argument introduce the unfamiliar term "Schelling point" from game theory without explaining in any way how it is relevant? How does criminalization of abortion result in "self-contradiction"? Why should mental state of fetuses matter rather than the fact that the human fetus is an alive human, member of the species homo sapiens? What have "animistic sources" have to do with anything? If intentional killing of an innocent human being is a murder, and if a fetus is a human being, then intentional killing of a fetus is a murder; what has the reference to "animistic sources" to do with it? Why does the argument say "the toleration of intact dilation and extraction" rather than simply "toleration of abortion"? Can all killings by police officers and by soldiers in theaters of war be outlawed, as a practical matter? Hint: of course not; what has "ideology" to do with it? Is the material responded to a single argument or a multitude of arguments? And is not all the material directed against the notion that "Abortion should be illegal", and thus, does not all that material belong to the section "Abortion should be legal", recast into single supporting arguments distinct from those already made there? == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] 1p0xji104yuuwdjsgxv7enyvv3onmv4 2414679 2414678 2022-08-15T09:11:05Z Dan Polansky 33469 /* Arguments for */ arg 2: cover the case of partial abortion ban wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of mothers' deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. The ban-caused additional mother deaths may be reduced by allowing life-saving abortions as an exception to the ban, but these deaths are still not necessarily reduced to zero since adding legal element to the deliberation adds risk to the medical doctor, who must be ready to prove that the abortion was necessary to save the mother's life. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. *** {{Objection}} The abortion-ban-caused otherwise avoidable deaths of mothers indicated in some of the above arguments are very much non-symbolic and outweigh anything that is merely symbolic. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do forbid poor people from killing wanted children to prevent painful starvation to death. * {{Argument for}} An unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} This assumes that the purpose of child's existence is identical with the purpose for which the child was conceived, often pleasure-seeking via sex. If the child accepts this assumption, the child can choose to maximize the pleasure of its parents, in align with the purpose for which it was conceived; the result is a meaningful life rather than a life in vain. Furthermore, the child does not need to accept this assumption and may seek its own purposes in life, just like wanted children, rather than seeing itself as a mere vehicle for its parents' purposes. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> * {{Argument for}} Wanton abortion is a self-limiting behavior in so far as the biological predispositions to the behavior are being less replicated as a result of the abortion. Wanton abortion is not a socially dangerous behavior. ** {{Objection}} This completely disregards the question whether abortion is a murder, and is a collectivist rather than individualist ethics. Instead of killing of a fetus as an evil to be avoided, it discusses social practicalities and assumes that the purpose of ethics is a pragmatic one, to eliminate socially dangerous behavior. This is a fundamentally unethical position, at least from the point of view of individualistic ethics. === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in the first trimester == === Arguments for === * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. ***** {{Objection}} It still establishes the principle that killing a living human biological body of an innocent human is not automatically considered to be a murder. Some other principles need to be sought to differentiate. The principle could be that the mind or soul can appear in the body ''in future'', but we may counter that the mind or soul ''has not arrived yet'' in the first trimester, and therefore we only kill a host for the mind or soul that has never seen a mind or soul, so the mind or soul has no identity yet; it is only the biological host body that has an identity. And we have already established that human biological bodies are not preserved at any and all costs regardless of their relation to mind or soul. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. *** {{Objection}} We are not assuming as much. Even if we do, a ban is likely to result in otherwise avoidable deaths of mothers, and therefore disregards the mother's right to life. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. *** {{Objection}} In certain cases, the right to life of a fetus is in conflict with the right to life of the mother, a moral conflict. These cases may be alleviated by the ban allowing life-saving abortions, but this does not completely eliminate the threat of legal prosecution, adds ''legal'' element to the decision making in addition to ''medical'' and ''moral'', and thus such a exceptions-allowing ban can still result in otherwise avoidable deaths. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. ** {{Objection}} The points made are less than comprehensible; the above seems to excessively use difficult terms to bar easy refutation attempts. Why does the argument introduce the unfamiliar term "Schelling point" from game theory without explaining in any way how it is relevant? How does criminalization of abortion result in "self-contradiction"? Why should mental state of fetuses matter rather than the fact that the human fetus is an alive human, member of the species homo sapiens? What have "animistic sources" have to do with anything? If intentional killing of an innocent human being is a murder, and if a fetus is a human being, then intentional killing of a fetus is a murder; what has the reference to "animistic sources" to do with it? Why does the argument say "the toleration of intact dilation and extraction" rather than simply "toleration of abortion"? Can all killings by police officers and by soldiers in theaters of war be outlawed, as a practical matter? Hint: of course not; what has "ideology" to do with it? Is the material responded to a single argument or a multitude of arguments? And is not all the material directed against the notion that "Abortion should be illegal", and thus, does not all that material belong to the section "Abortion should be legal", recast into single supporting arguments distinct from those already made there? == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] 8cey6my6y2isrzb7nx16laivnvfrndh 2414696 2414679 2022-08-15T11:09:34Z Dan Polansky 33469 /* Arguments against */ +obj: Why should the society permit the abortion banners to cause an otherwise avoidable loss of life of mothers? wikitext text/x-wiki {{Wikidebate}} {{Law}} This debate is about the question whether abortion should be ''legal'', not about whether abortion is ''moral'' or the best course of action. This debate assumes that murder should remain illegal. == Abortion should be legal == === Arguments for === * {{Argument for}} Abortion without proper medical support endangers the mother's life, which happens when women seek unsafe abortion due to abortion ban. This is one mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder, or if one takes the alegged transgression on mother's part into acount, mass execution. ** {{Objection}} Unsafe abortion without proper medical support is already illegal. The solution to prevent endangerment of the mother's life is to better enforce existing laws, not legalizing pre-existing offences. *** {{Objection}} No evidence has been presented that tightening of enforcement of abortion bans will reduce the unsafe illegal abortions to zero. Of these, non-zero number of mothers' deaths may still result. Whether the proposed intervention (of better enforcement) will eliminate all unsafe-abortion-caused otherwise avoidable deaths is an ''empirical'' question and cannot be answered by philosophising; in any case, it seems likely that at least one otherwise avoidable unsafe-abortion-caused death will ensue, which makes the act of banning abortion a murder or an execution. * {{Argument for}} Procedures designed to save mother's life during pregnancy are often indistinguishable from abortion.<ref name=proconorg>[https://abortion.procon.org/ Should Abortion Be Legal?], procon.org by Britannica</ref> As a result, the act of banning abortion leads to reduced or delayed administration of life-saving procedures for the fear of legal prosecution.<ref name=proconorg/> This is another mode by which the act of banning abortion results in otherwise avoidable deaths. This makes the act of banning abortion like a mass murder. This is not even a mass execution since the affected mothers did not intend to abort the child for convenience sake and therefore did not intend any real transgression of wanton abortion. The ban-caused additional mother deaths may be reduced by allowing life-saving abortions as an exception to the ban, but these deaths are still not necessarily reduced to zero since adding legal element to the deliberation adds risk to the medical doctor, who must be ready to prove that the abortion was necessary to save the mother's life. * {{Argument for}} If a woman lives in an environment exceedingly hostile to her situation (for example a pregnancy out of wedlock in a country under Sharia Law) then continuing with the pregnancy would risk her chances of a healthy and happy life, if not her life. ** {{Objection}} From a [[Wikipedia:Deontological ethics|deontological]] perspective, the end doesn't justify the means and the pragmatic benefits of abortion do not justify allowing it. ** {{Objection}} Some people have mental illnesses that cause them to ''need'' to burn down buildings, kill people or steal thins, but we don't legalize such acts because of such people. * {{Argument for}} Nobody is obliged to save someone else. ** {{Objection}} On the contrary, parents have a legal and moral obligation to protect the lives of their children. ** {{Objection}} Abortion isn't just refusing to save someone: it's taking active steps to end that someone's life. * {{Argument for}} There's a potential link between legalizing abortion and reducing crime.<ref>{{Cite book|url=https://www.worldcat.org/title/freakonomics-a-rogue-economist-explores-the-hidden-side-of-everything/oclc/73307236|title=Freakonomics: a rogue economist explores the hidden side of everything|last=Levitt|first=Steven D|last2=Dubner|first2=Stephen J|date=2006|isbn=9780061234002|language=English|oclc=73307236}}</ref>{{Clarify}} * {{Argument for}} Legalizing abortion is useful to help control overpopulation. ** {{Objection}} So is legalizing murder, promoting war, releasing deadly viruses, etc. *** {{Objection}} The other methods listed are almost unanimously agreed to be unethical, while abortion (when chosen by the pregnant) is a more balanced, ambiguous, and potentially acceptable method. **** {{Objection}} Even if abortion isn't as clearly unethical as other methods, it still isn't acceptable just by being better than the alternatives for controlling overpopulation. * {{Argument for}} Criminalizing abortion would not end abortion, though it may reduce the rate of abortions. If we are concerned about reducing the rate of abortions, there are better ways of doing this, e.g. publicly funded contraception. ** {{Objection}} An anti-abortion law would extend the law against murder. Laws on human life don't prevent actions but are [[W:symbolic law|symbolic]] to a moral stance of a nation. *** {{Objection}} The abortion-ban-caused otherwise avoidable deaths of mothers indicated in some of the above arguments are very much non-symbolic and outweigh anything that is merely symbolic. * {{Argument for}} Removing a fetus safely from a woman's body is much better than if she is forced to continue an unwanted pregnancy, which has a domino effect of now there is another mouth in the family to feed, and if it is a poor family, the kid will starve to death, which is much more painful and slower than what would originally occur. ** {{Objection}} A kid in a poor family may starve to death regardless of whether the pregnancy was unwanted or not. However, we do forbid poor people from killing wanted children to prevent painful starvation to death. * {{Argument for}} An unwanted child exists in vain, and vain existence is worse than no existence at all. ** {{Objection}} This assumes that the purpose of child's existence is identical with the purpose for which the child was conceived, often pleasure-seeking via sex. If the child accepts this assumption, the child can choose to maximize the pleasure of its parents, in align with the purpose for which it was conceived; the result is a meaningful life rather than a life in vain. Furthermore, the child does not need to accept this assumption and may seek its own purposes in life, just like wanted children, rather than seeing itself as a mere vehicle for its parents' purposes. * {{Argument for}} Interventions reducing abortion rates exist that save lives of unborn fetuses while being very unlikely to cause any otherwise avoidable deaths of mothers. One such intervention is letting aborting women sign paperwork serving to convince them to skip abortion for convenience's sake. The paperwork may point out: 1) the child can be adopted; 2) from certain moral perspectives, abortion for convenience's sake is a murder; 3) from biological and genetic perspective, an adopted child is still a success, and some adopted children went on to achieve great things and become very famous while doing so; 4) some mothers experience psychological difficulties as a result of abortion. More non-banning interventions are available. In fact, non-banning interventions have caused a huge decline in abortion rates in the U.S.<ref name=proconorg/> * {{Argument for}} Wanton abortion is a self-limiting behavior in so far as the biological predispositions to the behavior are being less replicated as a result of the abortion. Wanton abortion is not a socially dangerous behavior. ** {{Objection}} This completely disregards the question whether abortion is a murder, and is a collectivist rather than individualist ethics. Instead of killing of a fetus as an evil to be avoided, it discusses social practicalities and assumes that the purpose of ethics is a pragmatic one, to eliminate socially dangerous behavior. This is a fundamentally unethical position, at least from the point of view of individualistic ethics. === Arguments against === * {{Argument against}} Fetuses meet all seven characteristics of life,<ref>{{Cite web|url=https://web.archive.org/web/20171221004451/http://infohost.nmt.edu:80/~klathrop/7characterisitcs_of_life.htm|title=The 7 Characteristics of Life|date=2017-12-21|website=web.archive.org|access-date=2019-06-12}}</ref> and are human, so abortion is akin to murder as it's the act of taking human life. No civilized society permits one human to intentionally take the life of another human that has caused no violence, and abortion is no different. ** {{Objection}} The concept of personhood is different from the concept of human life. ** {{Objection}} In [[Wikipedia:In vitro fertilization|''in vitro'' fertilization]], fertilized eggs that are not implanted are routinely thrown away and no one considers that murder. *** {{Objection}} Then maybe throwing away in vitro fertilized eggs should be prohibited. Certainly opponents to fetal stem cell research think so. ** {{Objection}} A fetus during the first trimester is not yet human, since it hasn't developed the large neocortex that sets humans apart from other animals.<ref>{{Cite book|url=https://www.worldcat.org/oclc/2922889|title=The dragons of Eden: speculations on the evolution of human intelligence|last=Sagan|first=Carl|isbn=0394410459|edition=First|location=New York|oclc=2922889}}</ref> ** {{Objection}} A person's right to life is contingent on what their life requires of other people. Nobody has a right to your blood because they need it to survive. ** {{Objection}} Why should the society permit the abortion banners to cause an otherwise avoidable loss of life of mothers? Is it because the killing is caused a little more indirectly than in the case of an abortion? Or is it because the lives of fetuses are more valuable than lives of mothers? * {{Argument against}} Many citizens who pay taxes are opposed to abortion, therefore it's morally wrong to use tax money to subsidize abortion. ** {{Objection}} It isn't necessary to use taxpayer money to subsidize abortion. This debate is about legalizing abortion, not subsidizing it. ** {{Objection}} Taxpayer dollars are used to enable poor people to access the same medical services as rich people and abortion is one of these services. ** {{Objection}} Subsidizing abortion is no different from any other subsidy. For those who are opposed, the place to express outrage is in the voting booth. ** {{Objection}} Many citizens who pay taxes are opposed to central government. But we can't defund the government. * {{Argument against}} An abortion can result in medical complications later in life: the risk of [[Wikipedia:Ectopic pregnancies|ectopic pregnancies]] doubles, the chance of a miscarriage and pelvic inflammatory disease also increases, not to mention intense psychological pain, stress and emotional burdens left after abortion, called "post-abortion syndrome".<ref>{{Cite web|url=https://www.psychologytoday.com/blog/somatic-psychology/201010/post-abortion-stress-syndrome-pass-does-it-exist|title=Post Abortion Stress Syndrome (PASS) - Does It Exist?|website=Psychology Today|language=en|access-date=2017-11-16}}</ref> A procedure so risky shouldn't be supported by making it legal. ** {{Objection}} Abortion is a safe medical procedure. The vast majority of women (88%) who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth. *** {{Objection}} Risk is not an adequate reason to forbid a medical procedure. Many procedures, such as surgeries on late-term cancer patients, carry the risk of causing physical harm and are not guaranteed to be beneficial, but we permit them as long as there is informed consent on the part of the patient. * {{Argument against}} Adoption is a viable alternative to abortion.<ref>{{Cite web|url=https://adoptionnetwork.com/adoption-statistics|title=Adoption Statistics {{!}} Adoption Network|website=adoptionnetwork.com|language=en|access-date=2019-06-14}}</ref> ** {{Objection}} Adoption doesn't prevent the many months of unwanted pregnancy. ** {{Objection}} Adoption doesn't prevent the risk of health risks that pregnancy entails. *** {{Objection}} Abortion also entails health risks. * {{Argument against}} According to most legislations,<ref>See the [[Wikipedia:Unborn Victims of Violence Act|Unborn Victims of Violence Act]].</ref> killing a pregnant woman at any stage in the pregnancy is legally a double homicide. The law defines "child in utero" as "a member of the species ''Homo sapiens'', at any stage of development, who is carried in the womb". Therefore, under current (United States) Federal law, abortion at any stage of development is murder of a member of our species, which is illegal.<ref>The law is codified in two sections of the United States Code: Title 18, Chapter 1 (Crimes), §1841 (18 USC 1841) and Title 10, Chapter 22 (Uniform Code of Military Justice) §919a (Article 119a).</ref> In other words, Federal legal precedent stands on the side of fetal personhood. ** {{Objection}} The debate is not about what the current laws are, but about what the laws should be. ** {{Objection}} This argument only applies to the United States, but this debate is not restricted to any one country. ** {{Objection}} Since death penalty is legal in some states, the fact that fetuses are members of our species doesn't by itself imply that their life can't be legally taken. * {{Argument against}} Certain societal intervention such as better sex education can make abortions unnecessary.<ref name=proconorg/><!--Con 3 in the source--> ** {{Objection}} This is an argument against banning, not for banning: non-banning interventions can reduce the phenomenon that we find objectionable--killing of fetuses for convenience sake--without at the same time causing another phenomenon that we find objectionable--abortion-ban-caused otherwise avoidable deaths of mothers. == Abortion should be legal in the first trimester == === Arguments for === * {{Argument for}} During the first trimester, the fetus is attached to the mother by the placenta and umbilical cord, its health is dependent on her health and cannot live outside her womb. After the third trimester, the fetus is capable of surviving external from the mother's body, if properly nourished and cared. Therefore, a fetus in the first trimester cannot be regarded as a separate entity, is part of the mother's body and it's up to her what she wants to do with her own body. ** {{Objection}} A fetus has its own unique genetic code, so it is a different organism living inside its mother, and not just another part of her body. *** {{Objection}} Unfertilized egg cells have their own unique genetic code, and unfertilized egg cells are not organisms. ** {{Objection}} By this logic, people on artificial life support should have no right to life because of their dependence on something other than themselves for survival. *** {{Objection}} People in coma and relying on artificial life support have proxies making the decision whether to keep them on life support. The proxy can choose to withdraw life support. In the case of the fetus, the mother is the proxy and can choose to withdraw use of her body as life support **** {{Objection}} The withdrawal of life support can only occur when specific medical criteria are met. There has to be no chance for improvement of patient health and ability to function independently in the future. ***** {{Objection}} It still establishes the principle that killing a living human biological body of an innocent human is not automatically considered to be a murder. Some other principles need to be sought to differentiate. The principle could be that the mind or soul can appear in the body ''in future'', but we may counter that the mind or soul ''has not arrived yet'' in the first trimester, and therefore we only kill a host for the mind or soul that has never seen a mind or soul, so the mind or soul has no identity yet; it is only the biological host body that has an identity. And we have already established that human biological bodies are not preserved at any and all costs regardless of their relation to mind or soul. * {{Argument for}} Fetuses in the first trimester are incapable of feeling pain,<ref>{{Cite web|url=https://www.rcog.org.uk/en/guidelines-research-services/guidelines/fetal-awareness---review-of-research-and-recommendations-for-practice/|title=Fetal Awareness: Review of Research and Recommendations for Practice|website=Royal College of Obstetricians &amp; Gynaecologists|language=en-US|access-date=2019-06-14}}</ref> having future goals and are not conscious. All of those conditions are good reasons to value the life of something, but something that does not meet them is not valuable. ** {{Objection}} People undergoing full-body anesthesia are incapable of feeling pain, having future goals and are not conscious. We put a value on their life because they have the potential to do all these things once they wake-up. Similarly, fetuses have the potential of having a valuable life. *** {{Objection}} Potentiality is not a sufficient defense in the first trimester as there is no way of knowing if or how many complications can occur that drastically decrease a person's quality of life or existential awareness. *** {{Objection}} Many animals can feel pain, have future goals and are conscious, yet there's no outcry to end meat eating. **** {{Objection}} Veganism is a growing movement. * {{Argument for}} A fetus in the first trimester should not be entitled to rights that born people are not entitled to. Born people do not have the right to someone else's body even if they need it to survive (I don't have a right to your blood even if I need a blood transfusion to live). ** {{Objection}} Assuming that the pregnancy is not due to rape or similar unfortunate circumstances, then the mother should have known that having sex involves the risk of her getting pregnant. If she willingly took the risk of putting another human in a situation where they would depend on her body, then she is responsible for taking care of them in the case that she actually gets pregnant. *** {{Objection}} We are not assuming as much. Even if we do, a ban is likely to result in otherwise avoidable deaths of mothers, and therefore disregards the mother's right to life. ** {{Objection}} The right to life is more important than the right to avoid the inconveniences of pregnancy, so we ought to prioritize the former over the latter and give fetuses their right to life. *** {{Objection}} In certain cases, the right to life of a fetus is in conflict with the right to life of the mother, a moral conflict. These cases may be alleviated by the ban allowing life-saving abortions, but this does not completely eliminate the threat of legal prosecution, adds ''legal'' element to the decision making in addition to ''medical'' and ''moral'', and thus such a exceptions-allowing ban can still result in otherwise avoidable deaths. == Abortion should be legal in case of risk to the mother's life == In the United States, around 6% of abortions are reported to be due to physical or emotional health problems with the mother.<ref name=":0" /> * {{Argument for}} If the life of the mother is compromised, she should have the right to abort as a matter of self-defense. *{{Argument against}} The mother could indirectly defend herself with the intent not to abort. For example, taking chemotherapy for Uterine cancer may have the unintended side effect of abortion but that was not the intent. This is known as the [[w:Principle of double effect|Principle of double effect]]. == Abortion should be legal in case of rape or incest == In the United States, around 1% of abortions are reported to be due to rape or incest.<ref name=":0">{{Cite web|url=http://www.johnstonsarchive.net/policy/abortion/abreasons.html|title=Reasons given for having abortions in the United States|website=www.johnstonsarchive.net|access-date=2019-06-12}}</ref> * {{Argument for}} Forcing a woman to continue with a forced pregnancy is a violation of her rights. ** {{Objection}} Still, you would be killing someone else without that someone's consent. *** {{Objection}} Virtually all legal killings are against the victim's consent. * {{Argument for}} A fetus conceived through rape or incest is like an intruder and can be expelled like such. ** {{Objection}} A fetus shouldn't be treated like an intruder because it did not willfully intrude, someone put it there. No reasonable person would expel an unconscious person into the winter cold and leave it to die, if it was thrown into his property by a kidnapper. * {{Argument for}} Having children due to rape or incest can be seriously deleterious to the mother. Abortion in such cases is the best of the bad outcomes available in most cases. ** {{Objection}} Adoption services already exist. If a mother wishes not to raise the child, these seem like a much more palatable option than killing a fetus that could go on to do great things. * {{Argument against}} Proper medical care can ensure that a woman victim of rape or incest will not get pregnant. ** {{Objection}} Often a rape victim is too afraid to speak up or is unaware of being pregnant, thus the morning after pill is ineffective in these situations. ** {{Objection}} If conception has already taken place, any way of making her no longer pregnant is an abortion. * {{Argument for}} if we ban abortion, women who have been raped are now forced to have kids, and with the unfortunately high occurrence of rape, this may cause the population to explode, piling on to the already major problem of overpopulation. Not to mention, most bastard children live in such poor conditions and have so little morale for their existence that they will likely suffer their entire lives and never amount to anything. In that case, it's better for everyone involved that they didn't exist ** {{Objection}} rate of rape seems to be inconsequential to population growth. If we take the US, there seems to be roughly 85000 reported rapes per year. If we conservatively assume that this is half of the total rapes, that conservatively there's a 5% chance of getting pregnant per sexual intercourse (which tends to apply only to younger people), that right now there are no rape-related births in the US (likely untrue) and, finally, that no illegal abortion would take place, the number of pregnancies as a consequence of rape if abortion would be illegal would be roughly 0,2% of total birth in the US. Real percentage would probably be orders of magnitude lower. == The abortion debate must be disentangled from the formulation of legal doctrines and public policies == * {{Argument for}} Beliefs about the particular Schelling point at which one differentiates life from unlife, ensoulment or not, are not particularly relevant to the development of an intelligible legal doctrine and public policy. Many Catholics are opposed on moral grounds but do not prefer a legal penalty for abortion in lieu of robust social support networks which prevent their occurrence by reducing rape, poverty, and sociological alienation from traditional community. If abortion were criminalized, the use of the carceral system for an opinionated difference in the person's private conscience would be morally impermissible to any standard that is not in a state of self-contradiction. Civil rather than criminal penalties do not offer a useful solution. In the United States it should be sufficient for common law purposes that Edward Coke articulated the standard with clarity in the Institutes, "If a woman be quick with childe, and by a potion or otherwise killeth it in her wombe, or if a man beat her, whereby the child dyeth in her body, and she is delivered of a dead childe, this is great misprision, and no murder; but if he childe be born alive and dyeth of the potion, battery, or other cause, this is murder; for in law it is accounted a reasonable creature, in rerum natura, when it is born alive." This is consistent with the standard set by Roe v. Wade as well as Casey v. Planned Parenthood. All three of those tests, however, lack a precision consistent with contemporary science, and so should be adjusted to give deference to the current lack of knowledge on the mental states of fetuses, which is not exhaustively known at this time. This deference should include the toleration of intact dilation and extraction as a legal matter. As this would have no impact on the conventional definitions of murder, it is not relevant to that question. If by some animistic source of which we have no direct knowledge, all acts of abortion do constitute murder, this can be left to the individual's relationship to cosmic judgment without the interference of the State. Killings by police officers and soldiers in theaters of war are better tolerated in spite of the far greater extent of their practical destructiveness and the far greater contentiousness of the ideologies on which those events are motivated. ** {{Objection}} The points made are less than comprehensible; the above seems to excessively use difficult terms to bar easy refutation attempts. Why does the argument introduce the unfamiliar term "Schelling point" from game theory without explaining in any way how it is relevant? How does criminalization of abortion result in "self-contradiction"? Why should mental state of fetuses matter rather than the fact that the human fetus is an alive human, member of the species homo sapiens? What have "animistic sources" have to do with anything? If intentional killing of an innocent human being is a murder, and if a fetus is a human being, then intentional killing of a fetus is a murder; what has the reference to "animistic sources" to do with it? Why does the argument say "the toleration of intact dilation and extraction" rather than simply "toleration of abortion"? Can all killings by police officers and by soldiers in theaters of war be outlawed, as a practical matter? Hint: of course not; what has "ideology" to do with it? Is the material responded to a single argument or a multitude of arguments? And is not all the material directed against the notion that "Abortion should be illegal", and thus, does not all that material belong to the section "Abortion should be legal", recast into single supporting arguments distinct from those already made there? == See also == * [[Wikipedia:Abortion debate|Abortion debate]] on Wikipedia * [[Obstetrics and Gynecology/Abortion]] * [[Should governments fund research to develop artificial womb technologies?]] – Another potential debate that has a central point which examines issues that could help to reduce political conflict within the controversy surrounding abortion. == Notes and references == {{Reflist}} [[Category:Politics]] [[Category:Death]] [[Category:Legal ethics]] [[Category:Wikiversity Law Review]] f512r1gddmmutgimumsi5hxxcmy1ayu 8 217361 2414372 2081657 2022-08-14T12:55:24Z Sophivorus 85690 Sophivorus moved page [[MediaWiki:DebateTree.js]] to [[MediaWiki:TemplateScript-DebateTree.js]] without leaving a redirect: Rename to comply with new naming convention, see [[Commons:Help:TemplateScripts]] javascript text/javascript /** * Initialization script for DebateTree * Documentation at https://commons.wikimedia.org/wiki/Help:DebateTree */ mw.loader.load( '//commons.wikimedia.org/w/index.php?title=MediaWiki:DebateTree.js&action=raw&ctype=text/javascript' ); mw.loader.load( '//commons.wikimedia.org/w/index.php?title=MediaWiki:DebateTree.css&action=raw&ctype=text/css', 'text/css' ); ab0i1lj83x8mswexqkar1dq9ck3xz2m 2414375 2414372 2022-08-14T13:00:13Z Sophivorus 85690 javascript text/javascript /** * The code of DebateTree is hosted centrally in Commons * See https://commons.wikimedia.org/wiki/MediaWiki:TemplateScript-DebateTree.js */ mw.loader.load( '//commons.wikimedia.org/w/index.php?title=MediaWiki:TemplateScript-DebateTree.js&action=raw&ctype=text/javascript' ); mw.loader.load( '//commons.wikimedia.org/w/index.php?title=MediaWiki:TemplateScript-DebateTree.css&action=raw&ctype=text/css', 'text/css' ); psia1fvilg0asf4t9ver67uxyvy3zob 2 219126 2414433 2413951 2022-08-14T18:40:33Z ThaniosAkro 2805358 /* allEqual */ 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> ===Introduction=== 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> {| class="wikitable" |- !<math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | <math>5p+0</math>||<math>25p^2+\ \ 0p+\ \ 0</math>||<math>25p^2+\ \ 0p+\ \ 0\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+\ \ 0p\ \ -\ \ 5k-\ \ 2</math> |- | <math>5p+1</math>||<math>25p^2+10p+\ \ 1</math>||<math>25p^2+10p+\ \ 1\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+10p\ \ -\ \ 5k-\ \ 1</math> |- | <math>5p+2</math>||<math>25p^2+20p+\ \ 4</math>||<math>25p^2+20p+\ \ 4\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+20p\ \ -\ \ 5k+\ \ 2</math> |- | <math>5p+3</math>||<math>25p^2+30p+\ \ 9</math>||<math>25p^2+30p+\ \ 9\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+30p\ \ -\ \ 5k+\ \ 7</math> |- | <math>5p+4</math>||<math>25p^2+40p+16</math>||<math>25p^2+40p+16\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+40p\ \ -\ \ 5k+14</math> |} 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. ===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. 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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=== {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | <math>\ \ </math><code>65</code>||<math>\ \ </math><code>4225</code>||<math>\ \ \ \ \ \ </math><code>54</code><math>\ \ </math><code>**</code><math>\ \ \ \ </math> |- | <math>\ \ </math><code>66</code>||<math>\ \ </math><code>4356</code>||<math>\ \ \ \ </math><code>185</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <math>\ \ </math><code>88</code>||<math>\ \ </math><code>7744</code>||<math>\ \ </math><code>3573</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <math>\ \ </math><code>89</code>||<math>\ \ </math><code>7921</code>||<math>\ \ </math><code>3750</code><math>\ \ </math><code>**!!</code> |- | <math>\ \ </math><code>90</code>||<math>\ \ </math><code>8100</code>||<math>\ \ </math><code>3929</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <code>144</code>||<code>20736</code>||<code>16565</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <code>145</code>||<code>21025</code>||<code>16854</code><math>\ \ \ \ \ \ </math><code>!!</code> |- | <code>146</code>||<code>21316</code>||<code>17145</code><math>\ \ \ \ \ \ \ \ \ \ </math> |} {{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}} 1j9czli4o7ztx8iklztqyzeyccs3uvq 2414434 2414433 2022-08-14T18:55:34Z ThaniosAkro 2805358 /* Introduction */ 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> ===Introduction=== 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> and <math>y\ %\ 5:</math> {| class="wikitable" |- !<math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | <math>5p+0</math>||<math>25p^2+\ \ 0p+\ \ 0</math>||<math>25p^2+\ \ 0p+\ \ 0\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+\ \ 0p\ \ -\ \ 5k-\ \ 2</math> |- | <math>5p+1</math>||<math>25p^2+10p+\ \ 1</math>||<math>25p^2+10p+\ \ 1\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+10p\ \ -\ \ 5k-\ \ 1</math> |- | <math>5p+2</math>||<math>25p^2+20p+\ \ 4</math>||<math>25p^2+20p+\ \ 4\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+20p\ \ -\ \ 5k+\ \ 2</math> |- | <math>5p+3</math>||<math>25p^2+30p+\ \ 9</math>||<math>25p^2+30p+\ \ 9\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+30p\ \ -\ \ 5k+\ \ 7</math> |- | <math>5p+4</math>||<math>25p^2+40p+16</math>||<math>25p^2+40p+16\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+40p\ \ -\ \ 5k+14</math> |} 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> or <math>7.</math> However, you can see at least one value of <math>y</math> exactly divisible by <math>11</math> and at least one value of <math>y</math> exactly divisible by <math>13.</math> The table shows all possible values of <math>x\ %\ 11</math> and <math>y\ %\ 11:</math> {| class="wikitable" |- !<math>x</math> !! <math>x^2</math> !! <math>y= x^2 - N</math> |- | <math>11p+\ \ 0</math>||<math>121p^2+\ \ </math><math>\ \ 0p+\ \ </math><math>\ \ 0</math>||<math>121p^2+\ \ </math><math>\ \ 0p-11k-\ \ 4\ \ =\ \ 121p^2+\ \ </math><math>\ \ 0p-11(k+1)+\ \ 7\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 1</math>||<math>121p^2+\ \ 22p+\ \ </math><math>\ \ 1</math>||<math>121p^2+\ \ 22p-11k-\ \ 3\ \ =\ \ 121p^2+\ \ 22p-11(k+1)+\ \ 8\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 2</math>||<math>121p^2+\ \ 44p+\ \ </math><math>\ \ 4</math>||<math>121p^2+\ \ 20p-11k+\ \ 0\ \ =\ \ 121p^2+\ \ 20p-11k+\ \ 0\ \ </math><math>\ \ </math><math>\ \ </math><math>\ \ </math><math>\ \ *</math> |- | <math>11p+\ \ 3</math>||<math>121p^2+\ \ 66p+\ \ </math><math>\ \ 9</math>||<math>121p^2+\ \ 66p-11k+\ \ 5\ \ =\ \ 121p^2+\ \ 66p-11k+\ \ 5\ \ </math><math>\ \ </math><math>\ \ </math><math>\ \ </math><math>\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 4</math>||<math>121p^2+\ \ 88p+\ \ 16</math>||<math>121p^2+\ \ 88p-11k+12\ \ =\ \ 121p^2+\ \ 88p-11(k-1)+\ \ 1\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 5</math>||<math>121p^2+110p+\ \ 25</math>||<math>121p^2+110p-11k+21\ \ =\ \ 121p^2+110p-11(k-1)+10\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 6</math>||<math>121p^2+132p+\ \ 36</math>||<math>121p^2+132p-11k+32\ \ =\ \ 121p^2+132p-11(k-2)+10\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 7</math>||<math>121p^2+154p+\ \ 49</math>||<math>121p^2+154p-11k+45\ \ =\ \ 121p^2+154p-11(k-4)+\ \ 1\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 8</math>||<math>121p^2+176p+\ \ 64</math>||<math>121p^2+176p-11k+60\ \ =\ \ 121p^2+176p-11(k-5)+\ \ 5\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 9</math>||<math>121p^2+198p+\ \ 81</math>||<math>121p^2+198p-11k+77\ \ =\ \ 121p^2+198p-11(k-7)+\ \ 0\ \ *</math> |- | <math>11p+10</math>||<math>121p^2+220p+100</math>||<math>121p^2+220p-11k+96\ \ =\ \ 121p^2+220p-11(k-8)+\ \ 8\ \ </math><math>\ \ </math> |} The two lines marked by an <math>*</math> show values of <math>y</math> exactly divisible by <math>11.</math> The two values of <math>x,</math> <math>11p+2</math> and <math>11p+9,</math> or <math>11p \pm 2</math> are solutions of the congruence. Why are values of <math>y</math> divisible by some primes and not divisible by other primes? An interesting question that leads us to the topic of quadratic residues. ===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=== {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | <math>\ \ </math><code>65</code>||<math>\ \ </math><code>4225</code>||<math>\ \ \ \ \ \ </math><code>54</code><math>\ \ </math><code>**</code><math>\ \ \ \ </math> |- | <math>\ \ </math><code>66</code>||<math>\ \ </math><code>4356</code>||<math>\ \ \ \ </math><code>185</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <math>\ \ </math><code>88</code>||<math>\ \ </math><code>7744</code>||<math>\ \ </math><code>3573</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <math>\ \ </math><code>89</code>||<math>\ \ </math><code>7921</code>||<math>\ \ </math><code>3750</code><math>\ \ </math><code>**!!</code> |- | <math>\ \ </math><code>90</code>||<math>\ \ </math><code>8100</code>||<math>\ \ </math><code>3929</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <code>144</code>||<code>20736</code>||<code>16565</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <code>145</code>||<code>21025</code>||<code>16854</code><math>\ \ \ \ \ \ </math><code>!!</code> |- | <code>146</code>||<code>21316</code>||<code>17145</code><math>\ \ \ \ \ \ \ \ \ \ </math> |} {{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}} h5ckp437axiizgauq9qgjv2demacmfi 0 234456 2414579 2414311 2022-08-15T02:32:03Z Marshallsumter 311529 /* Interstellar clouds */ wikitext text/x-wiki [[Image:Img20050526 0007 at tannheim cumulus.jpg|thumb|right|250px|This image shows a cumulus cloud above Lechtaler Alps, Austria. Credit: [[c:User:Glg|Glg]].{{tlx|free media}}]] [[Image:Cumulus clouds in fair weather.jpeg|thumb|left|250px|Cumulus clouds in fair weather are white. Credit: [http://legacy.openphoto.net/image_view.html?image_id=17977 Michael Jastremski].{{tlx|free media}}]] '''Def.''' a "large white puffy cloud"<ref name=CumulusWikt>{{ cite book |title=cumulus |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=February 8, 2013 |url=http://en.wiktionary.org/wiki/cumulus |accessdate=2013-02-17 }}</ref> is called a '''cumulus''' cloud. Cumulus clouds look white because the water droplets reflect and scatter the sunlight without absorbing other colors. "On any given day, about half of Earth is covered by clouds, which reflect more sunlight than land and water. Clouds keep Earth cool by reflecting sunlight, but they can also serve as blankets to trap warmth."<ref name="livescience">{{ cite book |url=http://www.livescience.com/environment/060124_earth_albedo.html |title=Baffled Scientists Say Less Sunlight Reaching Earth |publisher=LiveScience |date=2006-01-24 |accessdate=2011-08-19 }}</ref> {{clear}} ==Theoretical clouds== [[Image:EmissionNebula NGC6357.jpg|thumb|right|250px|An emission nebula is shown. Credit: NASA, ESA and Jesœs Maz Apellÿniz (Instituto de astrofsica de Andaluca, Spain). Acknowledgement: Davide De Martin (ESA/Hubble).{{tlx|free media}}]] '''Def.''' a "visible mass of # water droplets suspended in the air ... # dust, # steam ... # smoke ... # a group or swarm"<ref name=CloudWikt>{{ cite web |title=cloud |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=February 13, 2013 |url=http://en.wiktionary.org/wiki/cloud |accessdate=2013-02-18 }}</ref> is called a '''cloud'''. '''Def.''' a "cloud in outer space"<ref name=NebulaWikt3>{{ cite web |author=[[wikt:User:SnoopY|SnoopY]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=20 December 2005 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref> "consisting of gas or dust (e.g. a"<ref name=NebulaWikt2>{{ cite web |author=[[wikt:User:Jyril|Jyril]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=11 August 2005 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref> "cloud formed after a star exploded [explodes]<ref name=NebulaWikt1>{{ cite web |author=[[wikt:User:60.33.205.187|60.33.205.187]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=14 July 2005 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref>"<ref name=NebulaWikt>{{ cite web |author=[[wikt:User:Pumpie|Pumpie]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=27 February 2004 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref>) is called a '''nebula'''. {{clear}} ==Optical astronomy== {{main|Radiation astronomy/Opticals}} [[Image:Moon 22 degree halo atherton ca.jpg|thumb|right|250px|A 22° halo occurs around the Moon in Atherton, California. Credit: [[c:user:Stephen Balaban|Stephen Balaban]].{{tlx|free media}}]] [[Image:SunHaloOverGoldenBay4thFeb06.jpg|250px|left|thumb|A solar halo is seen from 41° south latitude. Credit: [[w:user:Mozasaur|Mozasaur]].{{tlx|free media}}]] All optical phenomenon commence with quantum phenomenon.<ref>{{cite book |last1=Lahiri |first1=Avijit |chapter=Electromagnetic Theory and Optics |title=Basic Optics: Principles and Concepts |publisher=Elsevier |publication-date=2016 |doi=10.1016/B978-0-12-805357-7.00001-0 |isbn=978-0-12-805357-7}}</ref> Common optical phenomena are often due to the interaction of light from the sun or moon with the atmosphere, clouds, water, dust, and other particulates, e.g. the rainbow, when light from the sun is reflected and refracted by water droplets, the green ray, are so rare they are sometimes thought to be mythical.<ref>{{cite web|url=http://mintaka.sdsu.edu/GF/observing/greenray.html|title=Green Rays|website=mintaka.sdsu.edu}}</ref> {{clear}} ==Visual astronomy== {{main|Radiation astronomy/Visuals}} [[Image:CirrusField-color.jpg|thumb|center|250px|Several types of white Cirrus clouds are shown. Credit: [[c:user:PiccoloNamek|PiccoloNamek]]{{tlx|free media}}]] [[Image:Wolkenstockwerke.png|thumb|right|250px|Diagram shows clouds at various heights including high, middle, low, and vertical. Credit: [[c:user:Mr. B.B.C.|Mr. B.B.C.]]{{tlx|free media}}]] # Ci - ''cirrus'' # Cs - ''cirrostratus'' # Cc - ''cirrocumulus'' # As - ''altostratus'' # Ac - ''altocumulus'' # Ns - ''nimbostratus'' # Cb - ''cumulonimbus'' # Cu - ''cumulus'' # Sc - ''stratocumulus'' # St - ''stratus'' Cirrus (symbol: Ci) is a genus of atmospheric cloud generally characterized by thin, wispy strands, giving the type its name from the Latin word ''cirrus'', meaning a ringlet or curling lock of hair.<ref name="cloud-classification">{{cite web |last=Funk |first=Ted |title=Cloud Classifications and Characteristics |url=http://www.crh.noaa.gov/lmk/soo/docu/cloudchart.pdf |work=The Science Corner |publisher=National Oceanic and Atmospheric Administration |accessdate=30 January 2011 |page=1}}</ref> Such a cloud can form at any altitude between {{cvt|16,500|and|45000|ft|m|abbr=on|order=flip}} above sea level. The strands of cloud sometimes appear in tufts of a distinctive form referred to by the common name of "mares' tails".<ref name="usatoday">{{cite news |url=https://www.usatoday.com/weather/wcirrus.htm |title=USA Today: Cirrus Clouds |last=Palmer |first=Chad |accessdate=13 September 2008 | work=USA Today |date=16 October 2005}}</ref> {{clear}} ==Orange clouds== {{main|Radiation astronomy/Oranges}} [[Image:Orange cloud 15-07-2021.jpg|thumb|right|250px|An orange cloud is in the sky. Credit: [[c:user:Couch-scratching-cats|Couch-scratching-cats]]{{tlx|free media}}]] [[Image:Don't let the sun go down on your grievances - Flickr - kevin dooley.jpg|thumb|left|250px|This is an Earth sunset. Credit: [https://www.flickr.com/people/12836528@N00 Kevin Dooley from Chandler, AZ, USA].{{tlx|free media}}]] An orange cloud in the sky on the right is due to the refraction of sunlight on dust particles from the Saharan Air Layer. The orange clouds on the left are due to sun light refraction through the atmosphere. {{clear}} ==Reds== {{main|Radiation astronomy/Reds|Red astronomy}} [[Image:The star formation region NGC 6559.jpg|thumb|right|250px|This region of sky includes glowing red clouds of mostly hydrogen gas. Credit: ESO.{{tlx|free media}}]] "[T]he extended red emission (ERE) [is] observed in many dusty astronomical environments, in particular, the diffuse interstellar medium of the Galaxy. ... silicon nanoparticles provide the best match to the spectrum and the efficiency requirement of the ERE."<ref name=Witt>{{ cite journal |author=Adolf N. Witt |author2=Karl D. Gordon |author3=Douglas G. Furton |title=Silicon Nanoparticles: Source of Extended Red Emission? |journal=The Astrophysical Journal Letters |month=July 1, |year=1998 |volume=501 |issue=1 |pages=L111-5 |url=http://iopscience.iop.org/1538-4357/501/1/L111 |arxiv=astro-ph/9805006 |bibcode= |doi=10.1086/311453 |pmid= |accessdate=2013-07-30 }}</ref> "The broad, 60 < FWHM < 100 nm, featureless luminescence band known as extended red emission (ERE) is seen in such diverse dusty astrophysical environments as reflection nebulae¹⁷, planetary nebulae³, HII regions (Orion)¹², a Nova¹¹, Galactic cirrus¹⁴, a dark nebula⁷, Galaxies^8,6 and the diffuse interstellar medium (ISM)⁴. The band is confined between 540-950 nm, but the wavelength of peak emission varies from environment to environment, even within a given object. ... the wavelength of peak emission is longer and the efficiency of the luminescence is lower, the harder and denser the illuminating radiation field is¹³. These general characteristics of ERE constrain the photoluminescence (PL) band and efficiency for laboratory analysis of dust analog materials."<ref name=Smith99>{{ cite journal |author=T. L. Smith |author2=A. N. Witt |title=The Photoluminescence Efficiency of Extended Red Emission as a Constraint for Interstellar Dust |journal=Bulletin of the American Astronomical Society |month=December |year=1999 |volume=31 |issue= |pages=1479 |url=http://adsabs.harvard.edu/abs/1999AAS...195.7406S |arxiv= |bibcode=1999AAS...195.7406S |doi= |pmid= |accessdate=2013-08-02 }}</ref> In interstellar astronomy, [[w:visible spectrum|visible spectra]] can appear redder due to scattering processes in a phenomenon referred to as [[w:interstellar reddening|interstellar reddening]]<ref name=basicastronomy>See Binney and Merrifeld (1998), Carroll and Ostlie (1996), Kutner (2003) for applications in astronomy.</ref> — similarly [[w:Rayleigh scattering|Rayleigh scattering]] causes the [[w:Earth's atmosphere|atmospheric]] reddening of the [[Sun (star)|Sun]] seen in the [[w:sunrise|sunrise]] or [[w:sunset|sunset]] and causes the rest of the sky to have a blue color. This phenomenon is distinct from red''shift''ing because the [[w:atomic spectral line|spectroscopic lines]] are not shifted to other wavelengths in reddened objects and there is an additional [[w:extinction (astronomy)|dimming]] and distortion associated with the phenomenon due to photons being scattered in and out of the [[w:Line-of-sight propagation|line-of-sight]]. "The Danish 1.54-metre telescope located at ESO’s La Silla Observatory in Chile has captured a striking image of NGC 6559, an object that showcases the anarchy that reigns when stars form inside an interstellar cloud. This region of sky includes glowing red clouds of mostly hydrogen gas, blue regions where starlight is being reflected from tiny particles of dust and also dark regions where the dust is thick and opaque."<ref name=eso1320a>{{ cite book |author=eso1320a |title=The star formation region NGC 6559 |publisher=European Southern Observatory |location=La Silla Observatory, Chile |date=May 2, 2013 |url=http://www.eso.org/public/images/eso1320a/ |accessdate=2013-05-02 }}</ref> "The blue section of the photo — representing a "reflection nebula" — shows light from the newly formed stars in the cosmic nursery being reflected in all directions by the particles of dust made of iron, carbon, silicon and other elements in the interstellar cloud."<ref name=Kramer>{{ cite book |author=Miriam Kramer |title=Dusty Star-Spawning Space Cloud Glows In Amazing Photo |publisher=Yahoo! News |location=La Silla, Chile |date=May 2, 2013 |url=http://news.yahoo.com/dusty-star-spawning-space-cloud-glows-amazing-photo-140759329.html;_ylt=AuvOfcnBLreDFxWBFfhiolaHgsgF;_ylu=X3oDMTRlMXAzbmRkBG1pdANUb3BTdG9yeSBTY2llbmNlU0YgU3BhY2VBc3Ryb25vbXlTU0YEcGtnAzkwY2RjMGI1LTYwNWUtM2I0YS1iOTNmLTJjNjU1N2ZmMzI2ZARwb3MDNwRzZWMDdG9wX3N0b3J5BHZlcgM0M2ZiYWM0MS1iMzMyLTExZTItYWJiYi1iNTZkODJmMTk2NzY-;_ylg=X3oDMTI1MG9icjRhBGludGwDdXMEbGFuZwNlbi11cwRwc3RhaWQDBHBzdGNhdANzY2llbmNlfHNwYWNlLWFzdHJvbm9teQRwdANzZWN0aW9ucw--;_ylv=3 |accessdate=2013-05-02 }}</ref> ==Infrareds== {{main|Radiation astronomy/Infrareds|Infrared astronomy}} [[Image:Spitzer IRAC View of the Trifid Nebula.jpg|thumb|right|250px|The Trifid Nebula is a giant star-forming cloud of gas and dust located 5,400 light-years away in the constellation Sagittarius. Credit: NASA/JPL-Caltech/J. Rho (SSC/Caltech).{{tlx|free media}}]] "The glowing Trifid Nebula [in the image at right] is revealed in an infrared view from NASA's Spitzer Space Telescope. The Trifid Nebula is a giant star-forming cloud of gas and dust located 5,400 light-years away in the constellation Sagittarius."<ref name=Rho>{{ cite book |author=J. Rho |title=Spitzer/IRAC View of the Trifid Nebula |publisher=NASA/JPL/Caltech |location=Pasadena, California USA |date=January 12, 2005 |url=http://www.spitzer.caltech.edu/images/1371-ssc2005-02a3-Spitzer-IRAC-View-of-the-Trifid-Nebula |accessdate=2014-03-06 }}</ref> "The false-color Spitzer image reveals a different side of the Trifid Nebula. Where dark lanes of dust are visible trisecting the nebula in a visible-light picture, bright regions of star-forming activity are seen in the Spitzer picture. All together, Spitzer uncovered 30 massive embryonic stars and 120 smaller newborn stars throughout the Trifid Nebula, in both its dark lanes and luminous clouds. These stars are visible in the Spitzer image, mainly as yellow or red spots. Embryonic stars are developing stars about to burst into existence."<ref name=Rho/> "Ten of the 30 massive embryos discovered by Spitzer were found in four dark cores, or stellar "incubators," where stars are born. Astronomers using data from the Institute of Radioastronomy millimeter telescope in Spain had previously identified these cores but thought they were not quite ripe for stars. Spitzer's highly sensitive infrared eyes were able to penetrate all four cores to reveal rapidly growing embryos."<ref name=Rho/> "Astronomers can actually count the individual embryos tucked inside the cores by looking closely at this Spitzer image taken by its infrared array camera (IRAC). This instrument has the highest spatial resolution of Spitzer's imaging cameras. The embryos are thought to have been triggered by a massive "type O" star, which can be seen as a white spot at the center of the nebula. Type O stars are the most massive stars, ending their brief lives in explosive supernovas. The small newborn stars probably arose at the same time as the O star, and from the same original cloud of gas and dust."<ref name=Rho/> "This Spitzer mosaic image uses data from IRAC showing light of 3.6 microns (blue), 4.5 microns (green), 5.8 microns (orange) and 8.0 microns (red)."<ref name=Rho/> Interstellar dust can be studied by infrared spectrometry, in part because the dust is an astronomical infrared source and other infrared sources are behind the diffuse clouds of dust.<ref name=Duley>{{ cite journal |author=Duley, W. W. |author2=Williams, D. A. |title=The infrared spectrum of interstellar dust - Surface functional groups on carbon |journal=Royal Astronomical Society, Monthly Notices |month=July |year=1981 |volume=196 |issue=7 |pages=269-74 |url= |bibcode=1981MNRAS.196..269D |doi= |pmid= |accessdate=2011-08-06 }}</ref> '''Far-infrared astronomy''' deals with objects visible in [[w:far-infrared|far-infrared]] radiation (extending from 30 [[w:micron|µm]] towards submillimeter wavelengths around 450 µm). Huge, cold clouds of gas and dust in [[w:Milky Way|our own galaxy]], as well as in nearby [[w:galaxy|galaxies]], glow in far-infrared light. This is due to [[w:thermal radiation|thermal radiation]] of [[w:Interstellar Dust|interstellar dust]] contained in [[w:molecular clouds|molecular clouds]]. The monochromatic flux density radiated by a greybody at frequency <math>\nu</math> through solid angle <math>\Omega</math> is given by <math>F_{\nu} = B_{\nu}(T) Q_{\nu} \Omega </math> where <math>B_{\nu}(T)</math> is the [[w:Planck's law of black body radiation|Planck function]] for a blackbody at temperature T and emissivity <math>Q_{\nu}</math>. For a uniform medium of [[w:optical depth|optical depth]] <math>\tau_{\nu}</math> [[w:radiative transfer|radiative transfer]] means that the radiation will be reduced by a factor <math>e^{-\tau_{\nu}}</math>. The optical depth is often approximated by the ratio of the emitting frequency to the frequency where <math>\tau=1</math> all raised to an exponent β. For cold dust clouds in the interstellar medium ''β'' is approximately two. Therefore Q becomes, <math>Q_{\nu}=1-e^{-\tau_{\nu}}=1-e^{-\tau_0 (\nu / \nu_{0})^{\beta}}</math>. (<math>\tau_0=1</math>, <math>\nu_0</math> is the frequency where <math>\tau_0=1</math>). {{clear}} ==Submillimeters== {{main|Radiation astronomy/Submillimeters|Submillimeter astronomy}} [[Image:NGC1999 Nebula from the Mount Lemmon SkyCenter Schulman Telescope courtesy Adam Block.jpg|thumb|left|250px|The overall nebula with the small, apparent black cloud is shown in context. Credit: [[c:user:Ngc1535|Ngc1535]].{{tlx|free media}}]] [[Image:Ngc1999.jpg|thumb|right|250px|Hubble Space Telescope/Wide Field and Planetary Camera 2 (WFPC2) captures the apparent black cloud. Credit: NASA and The Hubble Heritage Team (STScI).{{tlx|free media}}]] In the image on the left, NGC 1999 is a dust-filled bright nebula that shines from the light of the variable star V380 Orionis with a vast apparent black cloud represented by a black patch of sky, as can be seen in the photograph on the left and enlarged by Hubble in the image on the right. Analysis of this patch by the infrared telescope Herschel Space Observatory (October 9, 2009), which has the capability of penetrating such dense cloud material, resulted in continued black space. With support from ground-based observations done using the submillimeter bolometer cameras on the Atacama Pathfinder Experiment radio telescope (November 29, 2009) and the Nicholas U. Mayall Telescope at Kitt Peak and the Magellan Telescopes (December 4, 2009), it was determined that the apparent cloud looks black not because it is an extremely dense pocket of gas, but because it is truly empty. Terahertz radiation is emitted as part of the black body radiation from anything with temperatures greater than about 10 K. While this thermal emission is very weak, observations at these frequencies are important for characterizing the cold 10-20 K dust in the interstellar medium in the Milky Way galaxy, and in distant [starburst galaxies. Telescopes operating in this band include the James Clerk Maxwell Telescope, the Caltech Submillimeter Observatory and the Submillimeter Array at the Mauna Kea Observatory in Hawaii, the BLAST balloon borne telescope, the Herschel Space Observatory, and the Heinrich Hertz Submillimeter Telescope at the Mount Graham International Observatory in Arizona. The Atacama Large Millimeter Array, under construction, will operate in the submillimeter range. The opacity of the Earth's atmosphere to submillimeter radiation restricts these observatories to very high altitude sites, or to space. "[T]he detection of absorption by interstellar hydrogen fluoride (HF) [in the submillimeter band occurs] along the sight line to the submillimeter continuum sources W49N and W51."<ref name=Sonnentrucker>{{ cite journal |author=P. Sonnentrucker |author2=D. A. Neufeld |author3=T. G. Phillips |author4=M. Gerin |author5=D. C. Lis |author6=M. De Luca |author7=J. R. Goicoechea |author8=J. H. Black |author9=T. A. Bell |author10=F. Boulanger |author11=J. Cernicharo |author12=A. Coutens |author13=E. Dartois |author14=M . Kaźmierczak |author15=P. Encrenaz |author16=E. Falgarone |author17=T. R. Geballe |author18=T. Giesen |author19=B. Godard |author20=P. F. Goldsmith |author21=C. Gry |author22=H. Gupta |author23=P. Hennebelle |author24=E. Herbst |author25=P. Hily-Blant |author26=C. Joblin |author27=R. Kołos |author28=J. Krełowski |author29=J. Martín-Pintado |author30=K. M. Menten |author31=R. Monje |author32=B. Mookerjea |author33=J. Pearson |author34=M. Perault |author35=C. M. Persson |author36=R. Plume |author37=M. Salez |author38=S. Schlemmer |author39=M. Schmidt |author40=J. Stutzki |author41=D.Teyssier |author42=C. Vastel |author43=S. Yu |author44=E. Caux |author45=R. Güsten |author46=W. A. Hatch |author47=T. Klein |author48=I. Mehdi |author49=P. Morris |author50=J. S. Ward |title=Detection of hydrogen fluoride absorption in diffuse molecular clouds with ''Herschel''/HIFI: a ubiquitous tracer of molecular gas |journal=Astronomy & Astrophysics |month=October 1, |year=2010 |volume=521 |issue= |pages=5 |url=http://arxiv.org/pdf/1007.2148.pdf |arxiv= |bibcode= |doi=10.1051/0004-6361/201015082 |pmid= |accessdate=2013-01-17 }}</ref> "HF is the dominant reservoir of fluorine wherever the interstellar H₂/atomic H ratio exceeds ~ 1; the unusual behavior of fluorine is explained by its unique thermochemistry, F being the only atom in the periodic table that can react exothermically with H₂ to form a hydride."<ref name=Sonnentrucker/> The observations "toward W49N and W51 [occurred] on 2010 March 22 ... The observations were carried out at three different local oscillator (LO) tunings in order to securely identify the HF line toward both sight lines. The dual beam switch mode (DBS) was used with a reference position located 3' on either side of the source position along an East-West axis. We centered the telescope beam at α =19h10m13.2s, ''δ'' = 09°06'12.0" for W49N and α = 19h23m43.9s, ''δ'' = 14°30'30.5" for W51 (J2000.0). The total on-source integration time amounts to 222s on each source using the Wide Band Spectrometer (WBS) that offers a spectral resolution of 1.1 MHz (~0.3 km s^-1 at 1232 GHz)."<ref name=Sonnentrucker/> "[T]he first detection of chloronium, H₂Cl⁺, in the interstellar medium, [occurred on March 1 and March 23, 2010,] using the HIFI instrument aboard the ''Herschel'' Space Observatory. The 2₁₂ − 1₀₁ lines of ortho-H₂³⁵Cl⁺ and ortho-H₂³⁷Cl⁺ are detected in absorption towards NGC 6334I, and the 1₁₁ − 0₀₀ transition of para-H₂³⁵Cl⁺ is detected in absorption towards NGC 6334I and Sgr B2(S)."<ref name=Lis>{{ cite journal |author= D. C. Lis |author2=J. C. Pearson |author3=D. A. Neufeld |author4=P. Schilke |author5=H. S. P. Müller |author6=H. Gupta |author7=T. A. Bell |author8=C. Comito |author9=T. G. Phillips |author10=E. A. Bergin |author11=C. Ceccarelli |author12=P. F. Goldsmith |author13=G. A. Blake |author14=A. Bacmann |author15=A. Baudry |author16=M. Benedettini |author17=A. Benz |author18=J. Black |author19=A. Boogert |author20=S. Bottinelli |author21=S. Cabrit |author22=P. Caselli |author23=A. Castets |author24=E. Caux |author25=J. Cernicharo |author26=C. Codella |author27=A. Coutens |author28=N. Crimier |author29=N. R. Crockett |author30=F. Daniel |author31=K. Demyk |author32=C. Dominic |author33=M.-L. Dubernet |author34=M. Emprechtinger |author35=P. Encrenaz |author36=E. Falgarone |author37=A. Fuente |author38=M. Gerin |author39=T. F. Giesen |author40=J. R. Goicoechea |author41=F. Helmich |author42=P. Hennebelle |author43=Th. Henning |author44=E. Herbst |author45=P. Hily-Blant |author46=Å. Hjalmarson |author47=D. Hollenbach |author48=T. Jack |author49=C. Joblin |author50=D. Johnstone |author51=C. Kahane |author52=M. Kama |author53=M. Kaufman |author54=A. Klotz |author55=W. D. Langer |author56=B. Larsson |author57=J. Le Bourlot |author58=B. Lefloch |author59=F. Le Petit |author60=D. Li |author61=R. Liseau |author62=S. D. Lord |author63=A. Lorenzani |author64=S. Maret |author65=P. G. Martin |author66=G. J. Melnick |author67=K. M. Menten |author68=P. Morris |author69=J. A. Murphy |author70=Z. Nagy |author71=B. Nisini |author72=V. Ossenkopf |author73=S. Pacheco |author74=L. Pagani |author75=B. Parise |author76=M. Pérault |author77=R. Plume |author78=S.-L. Qin |author79=E. Roueff |author80=M. Salez |author81=A. Sandqvist |author82=P. Saraceno |author83=S. Schlemmer |author84=K. Schuster |author85=R. Snell |author86=J. Stutzki |author87=A. Tielens |author88=N. Trappe |author89=F. F. S. van der Tak |author90=M. H. D. van der Wiel |author91=E. van Dishoeck |author92=C. Vastel |author93=S. Viti |author94=V. Wakelam |author95=A. Walters |author96=S. Wang |author97=F. Wyrowski |author98=H. W. Yorke |author99=S. Yu |author100=J. Zmuidzinas |author101=Y. Delorme |author102=J.-P. Desbat |author103=R. Güsten |author104=J.-M. Krieg |author105=B. Delforge |title=''Herschel''/HIFI discovery of interstellar chloronium (H₂Cl⁺) |journal=Astronomy & Astrophysics |month=October 1, |year=2010 |volume=521 |issue= |pages=5 |url=http://arxiv.org/pdf/1007.1461.pdf |arxiv= |bibcode= |doi=10.1051/0004-6361/201014959 |pmid= |accessdate=2013-01-18 }}</ref> "The [microwave] detection of interstellar formaldehyde provides important information about the chemical physics of our galaxy. We now know that polyatomic molecules containing at least two atoms other than hydrogen can form in the interstellar medium."<ref name=Snyder>{{ cite journal |author=Lewis E. Snyder |author2=David Buhl |author3=B. Zuckerman |author4=Patrick Palmer |title=Microwave detection of interstellar formaldehyde |journal=Physical Review Letters |month=March |year=1969 |volume=22 |issue=13 |pages=679-81 |url=http://link.aps.org/doi/10.1103/PhysRevLett.22.679 |arxiv= |bibcode= |doi=10.1103/PhysRevLett.22.679 |pmid= |accessdate=2011-12-17 }}</ref> "H₂CO is the first organic polyatomic molecule ever detected in the interstellar medium".<ref name=Snyder/> ==Radios== {{main|Radiation astronomy/Radios|Radio astronomy}} [[Image:Diving into the Lagoon Nebula.OGG|thumb|right|250px|View inside the Lagoon Nebula is shown. Credit: ESO/S. Guisard/[[w:user:Serge Brunier|S. Brunier]].{{tlx|free media}}]] Organic molecules, such as formaldehyde, methanol, and vinyl alcohol were observed in the radio spectra of the Lagoon Nebula. The reactions needed to create such substances are familiar only at the much higher temperatures and pressures of Earth and Earth-based laboratories. The fact that they were found indicates that these chemical reactions in interstellar clouds such as the Lagoon Nebula take place faster than suspected, likely in gas-phase reactions unfamiliar to organic chemistry as observed on Earth.<ref name=Blue>{{Cite web|url=http://www.nrao.edu/pr/2001/vinylalco/|title=Scientists Toast the Discovery of Vinyl Alcohol in Interstellar Space|date= October 2001|author=Charles Blue|publisher=[[National Radio Astronomy Observatory]]|access-date=9 February 2010}}</ref> These reactions are studied in the reaction kinetics in uniform supersonic flow ({{lang-fr|Cinétique de Réaction en Ecoulement Supersonique Uniforme}}, CRESU experiment. "[A] number of spectral lines produced by interstellar gas, notably the hydrogen spectral line at 21&nbsp;cm, are observable at radio wavelengths.<ref name="shu1982">{{ cite book |author = F. H. Shu |title = The Physical Universe |publisher = University Science Books |date = 1982 |location = Mill Valley, California |url=https://books.google.com/books?isbn=0935702059 |isbn = 0-935702-05-9 }}</ref><ref name="cox2000">{{ cite book |editor=Cox, A. N. |title=Allen's Astrophysical Quantities |date=2000 |url=http://books.google.com/?id=w8PK2XFLLH8C&pg=PA124 |publisher=Springer-Verlag |page=124 |location=New York |isbn=0-387-98746-0 }}</ref> "Over the past 30 years, radioastronomy has revealed a rich variety of molecular species in the interstellar medium of our galaxy and even others."<ref name=Herschbach>{{ cite journal |author=Dudley Herschbach |title=Chemical physics: Molecular clouds, clusters, and corrals |journal=Reviews of Modern Physics |month=March-May |year=1999 |volume=71 |issue=2 |pages=S411-S418 |url=http://link.aps.org/doi/10.1103/RevModPhys.71.S411 |arxiv= |bibcode= |doi=10.1103/RevModPhys.71.S411 |pmid= |pdf=ftp://210.45.78.225/incoming/zhangry-home/%B9%A4%D7%F7%B2%BF%B7%D6/zhangry/book/%CE%EF%C0%ED%D1%A7%CA%B7/History%20of%20Modern%20Physics/Chemica%20Physics%20and%20Biological%20Physics/Chemical%20physics.pdf |accessdate=2011-12-17 }}</ref> “[R]adio astronomy ... has resulted in the detection of over a hundred interstellar species, including [[w:Radical (chemistry)|radical]]s and ions, and organic (i.e. [[w:carbon|carbon]]-based) compounds, such as [[w:alcohol|alcohol]]s, [[w:acid|acid]]s, [[w:aldehyde|aldehyde]]s, and [[w:ketone|ketone]]s. One of the most abundant interstellar molecules, and among the easiest to detect with radio waves (due to its strong electric [[w:dipole|dipole]] moment), is CO ([[w:carbon monoxide|carbon monoxide]]). In fact, CO is such a common interstellar molecule that it is used to map out molecular regions.<ref name=Harvard> http://www.cfa.harvard.edu/mmw/CO_survey_aitoff.jpg.</ref> The radio observation of perhaps greatest human interest is the claim of interstellar [[w:glycine|glycine]],<ref name=Kuan>{{ cite journal | author=Kuan YJ |author2=Charnley SB |author3=Huang HC |title=Interstellar glycine |journal=The Astrophysical Journal |volume=593 |issue=2 |pages=848–867 |year=2003 |doi=10.1086/375637 |bibcode = 2003ApJ...593..848K }}</ref> the simplest [[w:amino acid|amino acid]], but with considerable accompanying controversy.<ref name=Snyder2005>{{ cite journal |author=Snyder LE |author2=Lovas FJ |author3=Hollis JM |title=A rigorous attempt to verify interstellar glycine |journal=The Astrophysical Journal |volume=619 |issue=2 |pages=914–30 |year=2005 |doi=10.1086/426677 | bibcode = 2005ApJ...619..914S |arxiv = astro-ph/0410335 }}</ref> One of the reasons why this detection [is] controversial is that although radio (and some other methods like [[w:rotational spectroscopy|rotational spectroscopy]]) are good for the identification of simple species with large dipole moments, they are less sensitive to more complex molecules, even something relatively small like amino acids. {{clear}} ==Solar coronal clouds== [[Image:Cp19halphajune29.png|thumb|right|200px|This is a coronagraph/polarimeter image of the solar corona on June 29, 1980, in H alpha light. Credit: NASA.{{tlx|free media}}]] A '''coronal cloud''' is a cloud, or cloud-like, natural astronomical entity, composed of plasmas and usually associated with a [[Stars|star]] or other astronomical object where the temperature is such that X-rays are emitted. While small coronal clouds are above the photosphere of many different visual [[w:Spectral type|spectral type]] stars, others occupy parts of the [[interstellar medium]] (ISM), extending sometimes millions of kilometers into space, or thousands of light-years, depending on the size of the associated object such as a [[Stars/Galaxies|galaxy]]. "Coronal clouds, type IIIg, form in space above a spot area and rain streamers upon it."<ref name=Pettit43>{{ cite journal |author=Edison Pettit |title=The Properties of Solar Prominences as Related to Type |journal=Astrophysical Journal |month=July |year=1943 |volume=98 |issue=7 |pages=6-19 |url= |bibcode=1943ApJ....98....6P |doi=10.1086/144539 |pmid= |accessdate=2011-08-01 }}</ref> "This energy [10³² to 10³³ ergs] appears in the form of electromagnetic radiation over the entire spectrum from γ-rays to radio burst, in fast electrons and nuclei up to relativistic energies, in the creation of a hot coronal cloud, and in large-scale mass motions including the ejections of material from the Sun."<ref name=Lin>{{ cite journal |author=R. P. Lin |author2=H. S. Hudson |title=Non-thermal processes in large solar flares |journal=Solar Physics |month=September-October |year=1976 |volume=50 |issue=10 |pages=153-78 |url=http://adsabs.harvard.edu/full/1976SoPh...50..153L |arxiv= |bibcode=1976SoPh...50..153L |doi=10.1007/BF00206199 |pmid= |accessdate=2013-07-07 }}</ref> "Coronal clouds are irregular objects suspended in the corona with matter streaming out of them into nearby active regions."<ref name=Tandberg>{{ cite book |author=E. Tandberg-Hanssen |title=Prominences, In: ''Illustrated Glossary for Solar and Solar-Terrestrial Physics'' |publisher=D. Reidel Publishing Company |location=Dordrecht-Holland |year=1977 |editor=A. Bruzek and C. J. Durrant |pages=97-109 |url=http://link.springer.com/chapter/10.1007/978-94-010-1245-4_10 |arxiv= |bibcode= |doi=10.1007/978-94-010-1245-4_10 |pmid= |isbn=978-94-010-1247-8 |accessdate=2013-07-10 }}</ref> {{clear}} ==Venus== {{main|Gases/Gaseous objects/Venus}} [[Image:Venus-real color.jpg|thumb|right|250px|Venus in approximately true-color is a nearly uniform pale cream. Credit: NASA/Ricardo Nunes, http://www.astrosurf.com/nunes.{{tlx|free media}}]] [[Image:Venuspioneeruv.jpg|thumb|left|250px|Imaged is the cloud structure in the Venusian atmosphere in 1979, revealed by ultraviolet observations by Pioneer Venus Orbiter. Credit: NASA.{{tlx|free media}}]] In [[visual astronomy]] almost no variation or detail can be seen in the clouds. The surface is obscured by a thick blanket of clouds. Venus is shrouded by an opaque layer of highly reflective clouds of sulfuric acid, preventing its surface from being seen from space in visible light. It has thick clouds of sulfur dioxide. There are lower and middle cloud layers. The thick clouds consisting mainly of sulfur dioxide and sulfuric acid droplets.<ref name=Krasnopolsky81>{{ cite journal |title=Chemical composition of the atmosphere of Venus |author=Krasnopolsky, V. A. |author2=Parshev, V. A. |journal=Nature |volume=292 |issue=5824 |pages=610–613 |year=1981 |doi=10.1038/292610a0 |bibcode=1981Natur.292..610K }}</ref><ref name=Krasnopolsky>{{ cite journal |title=Chemical composition of Venus atmosphere and clouds: Some unsolved problems |author=Vladimir A. Krasnopolsky |year=2006 |journal=Planetary and Space Science |volume=54 |issue=13–14 |pages=1352–1359 |doi=10.1016/j.pss.2006.04.019 |bibcode=2006P&SS...54.1352K }}</ref> These clouds reflect and scatter about 90% of the sunlight that falls on them back into space, and prevent visual observation of the Venusian surface. The permanent cloud cover means that although Venus is closer than Earth to the Sun, the Venusian surface is not as well lit. Strong 300&nbsp;km/h winds at the cloud tops circle the planet about every four to five earth days.<ref name=Rossow>{{ cite journal |title=Cloud-tracked winds from Pioneer Venus OCPP images |author=W. B., Rossow |author2=A. D., del Genio |author3=T., Eichler |journal=Journal of the Atmospheric Sciences |volume=47 |issue=17 |pages=2053–2084 |year=1990 |doi=10.1175/1520-0469(1990)047<2053:CTWFVO>2.0.CO;2 |url=http://journals.ametsoc.org/doi/pdf/10.1175/1520-0469%281990%29047%3C2053%3ACTWFVO%3E2.0.CO%3B2 |issn=1520-0469 |bibcode = 1990JAtS...47.2053R }}</ref> Venusian winds move at up to 60 times the speed of the planet's rotation, while Earth's fastest winds are only 10% to 20% rotation speed.<ref name="science328">{{ cite journal |author=Normile, Dennis |title=Mission to probe Venus's curious winds and test solar sail for propulsion |journal=Science |page=677 |issue=5979 |volume=328 |date=7 May 2010 |pmid=20448159 |doi=10.1126/science.328.5979.677-a |bibcode = 2010Sci...328..677N }}</ref> {{clear}} ==Earth== {{main|Gases/Gaseous objects/Earth}} [[Image:Straalstroom.jpg|thumb|250px|right|Clouds are shown along a jet stream over Canada. Credit: NASA.{{tlx|free media}}]] [[Image:Clouds and the mountain.JPG|thumb|left|250px|Here at Réunion is an example that some of those white puffy objects in the sky may be quite close by. Credit: [[c:User:B.navez|B.navez]].{{tlx|free media}}]] [[Image:Cirrus floccus and Cirrus spissatus at sunrise.jpg|thumb|right|180px|Cirrus clouds never seem to touch any mountain. Yet sunrise reveals they are closer to the ground than the Sun. Credit: Simon Eugster.{{tlx|free media}}]] [[Image:Regnbyge.jpg|thumb|left|This image shows a late-summer rainstorm in Denmark. The nearly black color of the cloud's base indicates the foreground cloud is probably cumulonimbus. Credit: [[c:User:Malene|Malene Thyssen]].{{tlx|free media}}]] The image on the left shows two meteors, the clouds passing over land and the rain falling towards the ground from the clouds above as the water droplets either lose their static charge or reach too large a size to be held aloft either by the natural electric field of the Earth or by air currents, respectively. The water droplets are moving somewhat horizontally and also vertically. {{clear}} ==Nephology== [[Image:Cumulus clouds panorama.jpg|thumb|upright=2|center|500px|Cumuliform cloudscape is over Swifts Creek, Victoria, Australia. Credit: [[c:user:Fir0002|Fir0002]].{{tlx|free media}}]] In [[meteorology]], a '''cloud''' is an aerosol consisting of a visible mass of minute liquid droplets, ice crystals, or other particulates suspended in the atmosphere of a planetary body.<ref>{{ cite web |title=Weather Terms |url=http://www.erh.noaa.gov/box/glossary.htm |publisher=National Weather Service |accessdate=21 June 2013 }}</ref> '''Def.''' the "branch of meteorology that studies clouds"<ref name=NephologyWikt>{{ cite book |author=[[wikt:User:Widsith|Widsith]] |title=nephology |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=17 June 2006 |url=https://en.wiktionary.org/wiki/nephology |accessdate=5 February 2019 }}</ref> is called '''nephology'''. {| class="wikitable" !Forms and levels !! Stratiform <br> non-convective !! Cirriform <br> mostly non-convective !! Stratocumuliform <br> limited-convective !! Cumuliform <br> free-convective !! Cumulonimbiform <br> strong convective |- !Exosphere | || || || || |- !Thermosphere | || || || || |- !Mesosphere <br> (Extreme level) | || Noctilucent clouds <br> (Polar mesospheric clouds) || || || |- !Stratosphere <br> (Very high level) | || Polar stratospheric clouds || || || |- !Troposphere <br> (High-level) | Cirrostratus clouds ||Cirrus clouds || Cirrocumulus clouds || || |- !(Mid-level) | Altostratus clouds || || Altocumulus clouds || || |- !(Low-level) | Stratus clouds || || Stratocumulus clouds || Cumulus humilis || |- !Multi-level/vertical | Nimbostratus clouds || || || Cumulus mediocris || |- !Towering vertical | || || || Cumulus congestus || Cumulonimbus clouds |- !Surface-level | Fog || || || || |} {{clear}} ==Noctilucent clouds== [[Image:Helkivad ööpilved Kuresoo kohal.jpg|thumb|right|250px|Noctilucent cloud appears over Estonia. Credit: [https://www.flickr.com/photos/martinkoitmae/ Martin Koitmäe].{{tlx|free media}}]] '''Def.''' "very high-altitude<ref name=NoctilucentWikt2>{{ cite book |author=[[wikt:User:WikiPedant|WikiPedant]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=22 August 2008 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref> [shining or glowing at night;<ref name=NoctilucentWikt1>{{ cite book |author=[[wikt:User:Eean|Eean]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=28 November 2004 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref> nightshining<ref name=NoctilucentWikt3>{{ cite book |author=[[wikt:User:DerekWinters|DerekWinters]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=20 September 2015 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref>] clouds that reflect sunlight long after sunset"<ref name=NoctilucentWikt>{{ cite book |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=6 July 2007 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref> are called '''noctilucent clouds'''. Noctilucent clouds may occasionally take on more of a red or orange hue.<ref name="Noctilucent">{{cite web |editor=World Meteorological Organization |title=Upper atmospheric clouds, International Cloud Atlas |year=2017 |url=https://cloudatlas.wmo.int/upper-atmospheric-clouds.html |accessdate=31 July 2017 }}</ref> They are not common or widespread enough to have a significant effect on climate.<ref name="simulation studies"/> An increasing frequency of occurrence of noctilucent clouds since the 19th century may be the result of climate change.<ref name="noctilucent-cloud">{{ cite web |editor=Project Possum |title=About Noctiluent Clouds |year=2017 |url=http://projectpossum.org/research/noctilucent-cloud/about-noctilucent-clouds/ |accessdate=6 April 2018 }}</ref> Noctilucent clouds are the highest in the atmosphere and form near the top of the mesosphere at about ten times the altitude of tropospheric high clouds.<ref name=autogenerated1>{{cite book |author1=Michael Gadsden|author2=Pekka Parviainen |title=Observing Noctilucent Clouds |date=September 2006 |publisher=International Association of Geomagnetism & Aeronomy |page=9 |accessdate=31 January 2011 |url=https://web.archive.org/web/20081031003710/http://www.iugg.org/IAGA/iaga_pages/pdf/ONC_Sep06.pdf }}</ref> Convective lift in the mesosphere is strong enough during the polar summer to cause adiabatic cooling of small amount of water vapour to the point of saturation which tends to produce the coldest temperatures in the entire atmosphere just below the mesopause resulting in the best environment for the formation of polar mesospheric clouds.<ref name="simulation studies">{{Cite journal | last1 = Turco | first1 = R. P. | last2 = Toon | first2 = O. B. | last3 = Whitten | first3 = R. C. | last4 = Keesee | first4 = R. G. | last5 = Hollenbach | first5 = D. | title = Noctilucent clouds: Simulation studies of their genesis, properties and global influences | doi = 10.1016/0032-0633(82)90126-X | journal = Planetary and Space Science | volume = 30 | issue = 11 | pages = 1147–1181 | year = 1982 |bibcode = 1982P&SS...30.1147T }}</ref> Smoke particles from burnt-up meteors provide much of the condensation nuclei required for the formation of noctilucent cloud.<ref name="sounding rocket">{{ cite web |author=Fox, Karen C. |title=NASA Sounding Rocket Observes the Seeds of Noctilucent Clouds |year=2013 |url= http://www.nasa.gov/mission_pages/sunearth/news/CHAMPS-NLCs.html#.UkqY0BAxIgq |accessdate=1 October 2013 }}</ref> Sightings are rare more than 45 degrees south of the north pole or north of the south pole.<ref name="Noctilucent"/> "The mesopause occurs, by definition, at the top of the mesosphere and at the bottom of the thermosphere. Noctilucent clouds appear always in the vicinity of the mesopause."<ref name=Gadsden>{{ cite journal |author=Michael Gadsden |author2=Wilfried Schröder |title=Noctilucent Clouds, In: ''Noctilucent Clouds'' |volume=18 |publisher=Springer |location=Berlin |date=1989 |editor= |pages=1-12 |url=https://link.springer.com/chapter/10.1007/978-3-642-48626-5_1 |arxiv= |bibcode= |doi=10.1007/978-3-642-48626-5_1 |pmid= |isbn=978-3-642-48628-9 |accessdate=7 February 2019 }}</ref> {{clear}} ==Ionospheres== [[Image:Atmosphere with Ionosphere.svg|thumb|right|300px|Relationship exits between the atmosphere and ionosphere. Credit: Bhamer.{{tlx|free media}}]] [[Image:Earth's atmosphere.jpg|left|thumb|300px|Diagram of Earth's atmosphere is adapted from NASA document. Credit: [[w:user:Minesweeper|Minesweeper]].{{tlx|free media}}]] [[Image:Ionosphere Layers en.svg|right|thumb|300px|Ionospheric layers are the E layer and F layer are present at night, during the day, a D layer forms and the E and F layers become much stronger, often during the day the F layer will differentiate into F1 and F2 layers. Credit: Naval Postgraduate School.{{tlx|free media}}]] From 1972 to 1975 NASA launched the AEROS and AEROS B satellites to study the F region.<ref name="Yenne">{{cite book|author=Yenne, Bill|title=''The Encyclopedia of US Spacecraft''|publisher=Exeter Books (A Bison Book), New York|date=1985|isbn=978-0-671-07580-4}} p. 12 '''AEROS'''</ref> "The Es layer (sporadic E-layer) is characterized by small, thin clouds of intense ionization, which can support reflection of radio waves, rarely up to 225 MHz."<ref name=Ionosphere>{{ cite book |author=[[w:User:Reddi|Reddi]] |title=Ionosphere |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=7 February 2004 |url=https://en.wikipedia.org/wiki/Ionosphere |accessdate=7 February 2019 }}</ref> "The total time for transport of metal ions from the equatorial E region to the higher latitudes (within ± 30" magnetic latitude) of the F region must not exceed about 12 hours if the entire "circulation" process is to occur during the time the fountain effect is operative. This requirement seems unnecessary in that the "reverse fountain effect" which occurs when the daytime eastward E field reverses to the west is weaker than the daytime fountain (WOODMAN et al., 1977) thus leading to an apparent daily net positive flux of metal ions into the equatorial F region from the equatorial E region. Some evidence for this "pulsed" source of metal ions is found in the observed "clouds" of Mg⁺ reported by MENDE et al., (1985) and possibly by KUMAR and HANSON (1980)."<ref name=Mathews>{{ cite book |author=J. D. Mathews |title=Some aspects of metallic ion chemistry and dynamics in the mesosphere and thermosphere |volume= |publisher=NASA |location= |date=1988 |editor= |pages=228-254 |url=https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19880005152.pdf |arxiv= |bibcode= |doi= |pmid= |isbn= |accessdate=7 February 2019 }}</ref> During solar proton events, ionization can reach unusually high levels in the D-region over high and polar latitudes, known as Polar Cap Absorption (or PCA) events, because the increased ionization significantly enhances the absorption of radio signals passing through the region.<ref name="Rose1962">{{cite journal |last1=Rose |first1=D.C. |last2=Ziauddin |first2=Syed |title=The polar cap absorption effect |journal=Space Science Reviews |date=June 1962 |volume=1 |issue=1 |pages=115 |doi=10.1007/BF00174638 |accessdate= |bibcode=1962SSRv....1..115R }}</ref> "Dust quite probably plsys a major role in noctilucent cloud formation (TURCO et al., 1982) and possibly modifies D region ion chemistry (eg. PARTHASARATHY, 1976)."<ref name=Mathews/> "Dust has long been considered important to the formation of noctiluent clouds at high latitudes. TURCO et al., (1982) extensively treats the problem of noctilucent cloud formation including effects of ion attachment to dust or ice particles. PARTHASARATHY (1976) has considered dust a direct "sink" for D region ionization."<ref name=Mathews/> "[N]octilucent clouds are not an aspect of low and mid-laditude D region aeronomy."<ref name=Mathews/> {{clear}} ==Mars== {{main|Gases/Gaseous objects/Mars}} [[Image:2005-1103mars-full.jpg|thumb|right|250px|This Hubble Space Telescope image shows a dust storm, just above center and lighter in contrast than the surface of Mars. Credit: NASA, ESA, The Hubble Heritage Team (STScI/AURA), J. Bell (Cornell University) and M. Wolff (Space Science Institute).{{tlx|free media}}]] At right is a Hubble Space Telescope image of a dust storm on Mars. The picture was snapped on October 28, 2005. The regional dust storm on Mars had "been growing and evolving over the past few weeks. The dust storm, which is nearly in the middle of the planet in this Hubble view is about 930 miles (1500 km) long measured diagonally, which is about the size of the states of Texas, Oklahoma, and New Mexico combined. No wonder amateur astronomers with even modest-sized telescopes have been able to keep an eye on this storm. The smallest resolvable features in the image (small craters and wind streaks) are the size of a large city, about 12 miles (20 km) across. The occurrence of the dust storm is in close proximity to the NASA Mars Exploration Rover Opportunity's landing site in Sinus Meridiani. Dust in the atmosphere could block some of the sunlight needed to keep the rover operating at full power. ... The large regional dust storm appears as the brighter, redder cloudy region in the middle of the planet's disk. This storm has been churning in the planet's equatorial regions for several weeks now, and it is likely responsible for the reddish, dusty haze and other dust clouds seen across this hemisphere of the planet in views from Hubble, ground based telescopes, and the NASA and ESA spacecraft studying Mars from orbit. Bluish water-ice clouds can also be seen along the limbs and in the north (winter) polar region at the top of the image."<ref name=Bell>{{ cite book |author=Jim Bell |author2=Mike Wolff |author3=Keith Noll |title=Mars Kicks Up the Dust as it Makes Closest Approach to Earth |publisher=HubbleSite NewsCenter |location= |date=November 3, 2005 |url=http://hubblesite.org/newscenter/archive/releases/2005/34/image/a/ |accessdate=2013-02-24 }}</ref> {{clear}} ==Jupiter== {{main|Jupiter}} [[Image:Jupiter.jpg|right|thumb|250px|Cloud bands are clearly visible on Jupiter. Credit: NASA/JPL/USGS.{{tlx|free media}}]] '''Jupiter''' is the largest planet in the [[Solar System]] and contains nearly 3/4 of all planetary matter. With no solid surface, Jupiter is a gas and liquid filled giant. Its turbulent belts of clouds circulate parallel to the equator and often contain oval spots which are storm systems with the largest being easily twice the diameter of Earth. The great red spot has been observed for at least 300 years and rotates counter-clockwise with wind speeds of 270 miles per hour [430 km/hr]. Although observed and studied from Earth for centuries it wasn't until the mid 1970's that humans were able to get a closer look with the spacecraft Pioneer 10 and 11. The Voyager 1 and 2 spacecraft were launched with the specific purpose of collecting information and data on the Jovian worlds. In December 1995 the Galileo spacecraft entered into orbit and began it's long-term study of Jupiter and it's moons, a probe was also sent deep into the atmosphere of the gas giant. {{clear}} ==Saturn== {{main|Gases/Gaseous objects/Saturn}} [[Image:Saturn Storm.jpg|thumb|right|250px|A global storm girdles Saturn in 2011. The head of the storm (bright area) passes the tail circling around the left limb. Credit: NASA/JPL-Caltech/SSI.{{tlx|free media}}]] [[Image:Saturn north polar hexagon 2012-11-27.jpg|thumb|left|250px|North polar hexagonal cloud feature, discovered by ''Voyager 1'' and confirmed in 2006 by ''Cassini'' is shown. Credit: NASA / JPL-Caltech / Space Science Institute.{{tlx|free media}}]] [[Image:Saturn north polar vortex 2012-11-27.jpg|thumb|250px|right|This is a closer view of the north polar vortex at the center of the hexagon. Credit: NASA / JPL-Caltech / Space Science Institute.{{tlx|free media}}]] The upper clouds are composed of ammonia crystals. In 1990, the Hubble Space Telescope imaged an enormous white cloud near Saturn's equator that was not present during the Voyager encounters and in 1994, another, smaller storm was observed. The 1990 storm was an example of a Great White Spot, a unique but short-lived phenomenon that occurs once every Saturnian year, roughly every 30 Earth years, around the time of the northern hemisphere's summer solstice.<ref name=icarus176_1_155>{{ cite journal | title = Saturn's cloud structure and temporal evolution from ten years of Hubble Space Telescope images (1994–2003) | year = 2005 | first1=S. | last1=Pérez-Hoyos | first2=A. | last2=Sánchez-Laveg | first3=R. G. | last3=French | last4=J. F. | first4=Rojas | journal=Icarus | volume=176 | issue=1 | pages=155–174 | doi=10.1016/j.icarus.2005.01.014 | bibcode=2005Icar..176..155P }}</ref> Previous Great White Spots were observed in 1876, 1903, 1933 and 1960, with the 1933 storm being the most famous. If the periodicity is maintained, another storm will occur in about 2020.<ref name=Kidger>Patrick Moore, ed., ''1993 Yearbook of Astronomy'', (London: W.W. Norton & Company, 1992), Mark Kidger, "The 1990 Great White Spot of Saturn", pp. 176–215.</ref> Wind speeds on Saturn can reach {{convert|1800|km/h|abbr=on}} ... Voyager data indicate peak easterly winds of 500&nbsp;m/s (1800&nbsp;km/h).<ref name="Voyager Summary 1">{{ cite book |title = Voyager Saturn Science Summary |first = Calvin J. |last = Hamilton |accessdate = 2007-07-05 |date = 1997 |publisher = Solarviews| url = http://www.webcitation.org/62DA0AJg8 }}</ref> Infrared imaging has shown that Saturn's south pole has a warm polar vortex, the only known example of such a phenomenon in the Solar System.<ref name=MCP>{{cite book |url = http://www.mcpstars.org/node/353 |title = Warm Polar Vortex on Saturn |date = 2007 |publisher = Merrillville Community Planetarium |accessdate = 2007-07-25| archiveurl = http://www.webcitation.org/62DA17ga2 |archivedate = 2011-10-05}}</ref> Whereas temperatures on Saturn are normally −185&nbsp;°C, temperatures on the vortex often reach as high as −122&nbsp;°C, believed to be the warmest spot on Saturn.<ref name=MCP/> A persisting hexagonal wave pattern around the north polar vortex in the atmosphere at about 78°N was first noted in the Voyager images.<ref name=Godfrey>{{ cite journal |bibcode=1988Icar...76..335G|doi=10.1016/0019-1035(88)90075-9 |title = A hexagonal feature around Saturn's North Pole |year=1988 |page=335 |author = Godfrey, D. A. |volume=76 |journal = Icarus |issue=2}}</ref><ref name=Laques>{{cite journal |title = Ground-based observations of Saturn's north polar SPOT and hexagon |first4 = P. |last4 = Laques |first3 = F. |last3 = Colas |first2 = J. |journal = Science |last = Sanchez-Lavega |last2 = Lecacheux |volume = 260 |issue = 5106 |page = 329 |year = 1993 |first = A. |pmid = 17838249|doi=10.1126/science.260.5106.329|bibcode=1993Sci...260..329S |pages = 329–32}}</ref> {{clear}} ==Uranus== {{main|Gases/Gaseous objects/Uranus}} [[Image:Uranusandrings.jpg|thumb|right|250px|A 1998 false-colour near-infrared image of Uranus showing cloud bands, rings, and moons obtained by the Hubble Space Telescope's Near Infrared Camera and Multi-Object Spectrometer (NICMOS) camera. Credit: Hubble Space Telescope - NASA Marshall Space Flight Center.{{tlx|free media}}]] [[Image:Uranuscolour.png|thumb|right|250px|Uranus's southern hemisphere in approximate natural colour (left) and in shorter wavelengths (right), shows its faint cloud bands and atmospheric "hood" as seen by ''Voyager 2''. Credit: NASA.{{tlx|free media}}]] [[Image:Uranus Dark spot.jpg|thumb|right|250px|The first dark spot is observed on Uranus. Image is obtained by the HST Advanced Camera for Surveys (ACS) in 2006. Credit: NASA, ESA, L. Sromovsky and P. Fry (University of Wisconsin), H. Hammel (Space Science Institute), and K. Rages (SETI Institute).{{tlx|free media}}]] [[Image:Uranus clouds.jpg|thumb|left|upright|250px|Uranus in 2005. Rings, southern collar and a bright cloud in the northern hemisphere are visible (HST ACS image). Credit: NASA, ESA, and M. Showalter (SETI Institute.{{tlx|free media}}]] [[Image:Uranian wind speeds.png|thumb|right|250px|Zonal wind speeds are plotted as detected on Uranus. Shaded areas show the southern collar and its future northern counterpart. The red curve is a symmetrical fit to the data. Credit: [[w:user:Ruslik0|Ruslik0]].{{tlx|free media}}]] Uranus has a complex, layered cloud structure, with methane thought to make up the uppermost layer of clouds.<ref name=Lunine1993>{{cite journal |title=The Atmospheres of Uranus and Neptune |author=Jonathan I. Lunine |journal = Annual Review of Astronomy and Astrophysics |volume=31 |pages=217–63 |year=1993 |doi=10.1146/annurev.aa.31.090193.001245 |bibcode=1993ARA&A..31..217L }}</ref> With a large telescope of 25&nbsp;cm or wider, cloud patterns may be visible.<ref name=Nowak>{{ cite book |title=Uranus: the Threshold Planet of 2006 |author=Nowak, Gary T. |url=http://www.vtastro.org/Articles/uranus2006.html |date=2006 |accessdate=June 14, 2007 }}</ref> When ''Voyager 2'' flew by Uranus in 1986, it observed a total of ten cloud features across the entire planet.<ref name="Smith Soderblom et al. 1986">Smith, B. A.; Soderblom, L. A.; Beebe, A.; Bliss, D.; Boyce, J. M.; Brahic, A.; Briggs, G. A.; Brown, R. H. et al (4 July 1986). "Voyager 2 in the Uranian System: Imaging Science Results". Science 233 (4759): 43–64. Bibcode 1986Sci...233...43S. doi:10.1126/science.233.4759.43. {{PMID|17812889}} </ref><ref name="planetary" /> Besides the large-scale banded structure, Voyager 2 observed ten small bright clouds, most lying several degrees to the north from the collar.<ref name="Smith Soderblom et al. 1986" /> In the 1990s, the number of the observed bright cloud features grew considerably partly because new high resolution imaging techniques became available.<ref name="Sromovsky & Fry 2005">Sromovsky, L. A.; Fry, P. M. (December 2005). "Dynamics of cloud features on Uranus". Icarus 179 (2): 459–484. Bibcode 2005Icar..179..459S. doi:10.1016/j.icarus.2005.07.022.</ref> Most were found in the northern hemisphere as it started to become visible.<ref name="Sromovsky & Fry 2005" /> An early explanation - that bright clouds are easier to identify in the dark part of the planet, whereas in the southern hemisphere the bright collar masks them - was shown to be incorrect: the actual number of features has indeed increased considerably.<ref name="Karkoschka ('Uranus') 2001">Karkoschka, Erich (May 2001). "Uranus' Apparent Seasonal Variability in 25 HST Filters". Icarus 151 (1): 84–92. Bibcode 2001Icar..151...84K. doi:10.1006/icar.2001.6599.</ref><ref name="Hammel de Pater et al. Uranus in 2004, 2005">Hammel, H. B.; de Pater, I.; Gibbard, S. G.; Lockwood, G. W.; Rages, K. (May 2005). "New cloud activity on Uranus in 2004: First detection of a southern feature at 2.2 µm". Icarus 175 (1): 284–288. Bibcode 2005Icar..175..284H. doi:10.1016/j.icarus.2004.11.016.</ref> Nevertheless there are differences between the clouds of each hemisphere. The northern clouds are smaller, sharper and brighter.<ref name="Hammel de Pater et al. Uranus in 2004, 2005" /> They appear to lie at a higher altitude.<ref name="Hammel de Pater et al. Uranus in 2004, 2005" /> The lifetime of clouds spans several orders of magnitude. Some small clouds live for hours, while at least one southern cloud may have persisted since Voyager flyby.<ref name="Sromovsky & Fry 2005" /><ref name="planetary" /> Recent observation also discovered that cloud features on Uranus have a lot in common with those on Neptune.<ref name="Sromovsky & Fry 2005" /> For example, the dark spots common on Neptune had never been observed on Uranus before 2006, when the first such feature dubbed Uranus Dark Spot was imaged.<ref name=DarkSpot>{{ cite book | url=http://www.physorg.com/pdf78676690.pdf |title=Hubble Discovers a Dark Cloud in the Atmosphere of Uranus |author=L. Sromovsky |author2=Fry P. |author3=Hammel H. |author4=Rages K |publisher=physorg.com |accessdate=August 22, 2007 }}</ref> The speculation is that Uranus is becoming more Neptune-like during its equinoctial season.<ref name=Hammel2007>{{ cite journal |author=H.B. Hammel |author2=G.W. Lockwood |title=Long-term atmospheric variability on Uranus and Neptune |journal=Icarus |year=2007 |volume=186 |pages=291–301 |doi=10.1016/j.icarus.2006.08.027 | bibcode=2007Icar..186..291H }}</ref> For a short period from March to May 2004, a number of large clouds appeared in the Uranian atmosphere, giving it a Neptune-like appearance.<ref name="Hammel de Pater et al. Uranus in 2004, 2005" /><ref name=Devitt>{{cite book |last=Devitt|first=Terry |url=http://www.news.wisc.edu/10402.html |title=Keck zooms in on the weird weather of Uranus |publisher=University of Wisconsin-Madison |date=2004 |accessdate=December 24, 2006 }}</ref> On August 23, 2006, researchers at the Space Science Institute (Boulder, CO) and the University of Wisconsin observed a dark spot on Uranus's surface, giving astronomers more insight into the planet's atmospheric activity.<ref name="DarkSpot" /> The bright collar at −45° latitude is also connected with methane clouds.<ref name="Rages Hammel et al. 2004" /> Other changes in the southern polar region can be explained by changes in the lower cloud layers.<ref name="Rages Hammel et al. 2004"> Rages, K. A.; Hammel, H. B.; Friedson, A. J. (11 September 2004). "Evidence for temporal change at Uranus' south pole". Icarus 172 (2): 548–554. Bibcode 2004Icar..172..548R. doi:10.1016/j.icarus.2004.07.009</ref> The wind speeds on Uranus can reach 250 meters per second (900&nbsp;km/h, 560&nbsp;mph).<ref name="Sromovsky & Fry 2005">Sromovsky, L. A.; Fry, P. M. (December 2005). "Dynamics of cloud features on Uranus". Icarus 179 (2): 459–484. Bibcode 2005Icar..179..459S. doi:10.1016/j.icarus.2005.07.022.</ref> The tracking of numerous cloud features allowed determination of zonal winds blowing in the upper troposphere of Uranus.<ref name="Sromovsky & Fry 2005" /> At the equator winds are retrograde, which means that they blow in the reverse direction to the planetary rotation. Their speeds are from −100 to −50&nbsp;m/s.<ref name="Sromovsky & Fry 2005" /><ref name="Hammel de Pater et al. Uranus in 2003, 2005"> Hammel, H. B.; de Pater, I.; Gibbard, S. G.; Lockwood, G. W.; Rages, K. (June 2005). "Uranus in 2003: Zonal winds, banded structure, and discrete features" (PDF). Icarus 175 (2): 534–545. Bibcode 2005Icar..175..534H. doi:10.1016/j.icarus.2004.11.012</ref> Wind speeds increase with the distance from the equator, reaching zero values near ±20° latitude, where the troposphere's temperature minimum is located.<ref name="Sromovsky & Fry 2005" /><ref name="Hanel Conrath et al. 1986">Hanel, R.; Conrath, B.; Flasar, F. M.; Kunde, V.; Maguire, W.; Pearl, J.; Pirraglia, J.; Samuelson, R. et al (4 July 1986). "Infrared Observations of the Uranian System". Science 233 (4759): 70–74. Bibcode 1986Sci...233...70H. doi:10.1126/science.233.4759.70. {{PMID|17812891}}.</ref> Closer to the poles, the winds shift to a prograde direction, flowing with the planet's rotation. Windspeeds continue to increase reaching maxima at ±60° latitude before falling to zero at the poles.<ref name="Sromovsky & Fry 2005" /> Windspeeds at −40° latitude range from 150 to 200&nbsp;m/s. Since the collar obscures all clouds below that parallel, speeds between it and the southern pole are impossible to measure.<ref name="Sromovsky & Fry 2005" /> In contrast, in the northern hemisphere maximum speeds as high as 240&nbsp;m/s are observed near +50 degrees of latitude.<ref name="Sromovsky & Fry 2005" /><ref name="Hammel de Pater et al. Uranus in 2003, 2005" /><ref name="Hammel Rages et al. 2001">Hammel, H. B.; Rages, K.; Lockwood, G. W.; Karkoschka, E.; de Pater, I. (October 2001). "New Measurements of the Winds of Uranus". Icarus 153 (2): 229–235. Bibcode 2001Icar..153..229H. doi:10.1006/icar.2001.6689.</ref> ... Observations included record-breaking wind speeds of 229&nbsp;m/s (824&nbsp;km/h) and a persistent thunderstorm referred to as "Fourth of July fireworks".<ref name=planetary>{{ cite book |title=No Longer Boring: 'Fireworks' and Other Surprises at Uranus Spotted Through Adaptive Optics |author=Emily Lakdawalla |url=http://www.planetary.org/news/2004/1111_No_Longer_Boring_Fireworks_and_Other.html |date=2004 |accessdate=June 13, 2007 |archiveurl=http://web.archive.org/web/20060525015410/http://www.planetary.org/news/2004/1111_No_Longer_Boring_Fireworks_and_Other.html|archivedate=May 25, 2006}}</ref> {{clear}} ==Neptune== {{main|Gases/Gaseous objects/Neptune}} [[Image:Neptune-Methane.jpg|thumb|right|250px|Combined colour and near-infrared image of Neptune, shows bands of methane in its atmosphere, and four of its moons, Proteus, Larissa, Galatea, and Despina. Credit: Hubble Space Telescope.{{tlx|free media}}]] [[Image:Neptune clouds.jpg|thumb|right|250px|Bands of high-altitude clouds cast shadows on Neptune's lower cloud deck. Credit: NASA / Jet Propulsion Lab.{{tlx|free media}}]] [[Image:Neptune storms.jpg|thumb|upright|250px|The Great Dark Spot (top), Scooter (middle white cloud),<ref name=scooter>{{ cite book |first=Sue|last=Lavoie|date=8 January 1998 |title=PIA01142: Neptune Scooter |url=http://photojournal.jpl.nasa.gov/catalog/PIA01142 |publisher=NASA|accessdate=26 March 2006}}</ref> and the Small Dark Spot (bottom), with contrast exaggerated. Credit: NASA/Voyager 2 Team.{{tlx|free media}}]] [[Image:Neptune's Great Dark Spot.jpg|thumb|left|250px|The Great Dark Spot is imaged by ''Voyager 2''. Credit: NASA / Jet Propulsion Lab.{{tlx|free media}}]] At the time of the 1989 ''Voyager 2'' flyby, the planet's southern hemisphere possessed a Great Dark Spot. In 1989, the Great Dark Spot, an anti-cyclonic storm system spanned 13000×6600&nbsp;km,<ref name=spot>{{cite book |last=Lavoie|first=Sue|date=16 February 2000 |url=http://photojournal.jpl.nasa.gov/catalog/PIA02245 |title=PIA02245: Neptune's blue-green atmosphere |publisher=NASA JPL|accessdate=28 February 2008}}</ref> was discovered by NASA's ''Voyager 2'' spacecraft. Some five years later, on 2 November 1994, the Hubble Space Telescope did not see the Great Dark Spot on the planet. Instead, a new storm similar to the Great Dark Spot was found in the planet's northern hemisphere.<ref>{{cite journal |last=Hammel|first=H. B. |coauthors=Lockwood, G. W.; Mills, J. R.; Barnet, C. D. |title=Hubble Space Telescope Imaging of Neptune's Cloud Structure in 1994 |journal=Science|year=1995|volume=268 |issue=5218|pages=1740–1742 |doi=10.1126/science.268.5218.1740 |pmid=17834994 |bibcode=1995Sci...268.1740H }}</ref> The Scooter is another storm, a white cloud group farther south than the Great Dark Spot. Its nickname is due to the fact that when first detected in the months before the 1989 ''Voyager 2'' encounter it moved faster than the Great Dark Spot.<ref name=burgess2>Burgess (1991):64–70.</ref> Subsequent images revealed even faster clouds. The Small Dark Spot is a southern cyclonic storm, the second-most-intense storm observed during the 1989 encounter. It initially was completely dark, but as ''Voyager 2'' approached the planet, a bright core developed and can be seen in most of the highest-resolution images.<ref>{{cite book |last=Lavoie|first=Sue|date=29 January 1996 |url=http://photojournal.jpl.nasa.gov/catalog/PIA00064 |title=PIA00064: Neptune's Dark Spot (D2) at High Resolution |publisher=NASA JPL|accessdate=28 February 2008}}</ref> The persistence of companion clouds shows that some former dark spots may continue to exist as cyclones even though they are no longer visible as a dark feature. Dark spots may dissipate when they migrate too close to the equator or possibly through some other unknown mechanism.<ref>{{cite journal |last=Sromovsky|first=L. A. |coauthors=Fry, P. M.; Dowling, T. E.; Baines, K. H. |title=The unusual dynamics of new dark spots on Neptune |journal=Bulletin of the American Astronomical Society |year=2000|volume=32|pages=1005 |bibcode=2000DPS....32.0903S}}</ref> The upper-level clouds occur at pressures below one bar, where the temperature is suitable for methane to condense. High-altitude clouds on Neptune have been observed casting shadows on the opaque cloud deck below. There are also high-altitude cloud bands that wrap around the planet at constant latitude. These circumferential bands have widths of 50–150&nbsp;km and lie about 50–110&nbsp;km above the cloud deck.<ref name=apj125>{{ cite journal |last=Max|first=C. E. |coauthors=Macintosh, B. A.; Gibbard, S. G.; Gavel, D. T.; Roe, H. G.; de Pater, I.; Andrea M. Ghez; Acton, D. S.; Lai, O.; Stomski, P.; Wizinowich, P. L. |title=Cloud Structures on Neptune Observed with Keck Telescope Adaptive Optics |journal=The Astronomical Journal, |year=2003|volume=125|issue=1|pages=364–375 |bibcode=2003AJ....125..364M |doi=10.1086/344943 }}</ref> Because of seasonal changes, the cloud bands in the southern hemisphere of Neptune have been observed to increase in size and albedo. This trend was first seen in 1980 and is expected to last until about 2020. The long orbital period of Neptune results in seasons lasting forty years.<ref name=villard>{{ cite book |author=Ray Villard |author2=Terry Devitt |date=15 May 2003 |title=Brighter Neptune Suggests A Planetary Change Of Seasons |publisher=Hubble News Center |url=http://hubblesite.org/newscenter/archive/releases/2003/17/text/ |accessdate=26 February 2008}}</ref> Neptune has the strongest sustained winds of any planet in the Solar System, with recorded wind speeds as high as 2,100 kilometres per hour (1,300 mph).<ref name="Suomi1991">{{ cite journal |last=Suomi |first=V. E. |coauthors=Limaye, S. S.; Johnson, D. R. |year=1991 |title=High Winds of Neptune: A possible mechanism |journal=Science |volume=251 |issue=4996 |pages=929–932 |doi=10.1126/science.251.4996.929 |pmid=17847386 |bibcode=1991Sci...251..929S }}</ref> On Neptune winds reach speeds of almost 600&nbsp;m/s—nearly attaining supersonic flow.<ref name="Suomi1991" /> More typically, by tracking the motion of persistent clouds, wind speeds have been shown to vary from 20&nbsp;m/s in the easterly direction to 325&nbsp;m/s westward.<ref name="Hammel1989">{{ cite journal |last=Hammel|first=H. B. |coauthors=Beebe, R. F.; De Jong, E. M.; Hansen, C. J.; Howell, C. D.; Ingersoll, A. P.; Johnson, T. V.; Limaye, S. S.; Magalhaes, J. A.; Pollack, J. B.; Sromovsky, L. A.; Suomi, V. E.; Swift, C. E. |title=Neptune's wind speeds obtained by tracking clouds in ''Voyager 2'' images |journal=Science|year=1989|volume=245 |pages=1367–1369 |bibcode=1989Sci...245.1367H |doi=10.1126/science.245.4924.1367 |pmid=17798743 |issue=4924}}</ref> At the cloud tops, the prevailing winds range in speed from 400&nbsp;m/s along the equator to 250&nbsp;m/s at the poles.<ref name=elkins-tanton>{{ cite book | last = Elkins-Tanton|first=Linda T.|date=2006 | title = Uranus, Neptune, Pluto, and the Outer Solar System | publisher = Chelsea House|location=New York | isbn = 978-0-8160-5197-7}}</ref> Most of the winds on Neptune move in a direction opposite the planet's rotation.<ref name=burgess2>Burgess (1991):64–70.</ref> The general pattern of winds showed prograde rotation at high latitudes vs. retrograde rotation at lower latitudes. The difference in flow direction is believed to be a "skin effect" and not due to any deeper atmospheric processes.<ref name=Lunine1993/> At 70° S latitude, a high-speed jet travels at a speed of 300&nbsp;m/s.<ref name=Lunine1993/> {{clear}} ==Comets== {{main|Radiation astronomy/Comets}} Due to a need for accurate oscillator strengths and cross sections in studies of diffuse interstellar clouds and cometary atmospheres, emission lines in cometary spectra are being studied.<ref name=Federman>{{ cite journal |author=S.R. Federman, David L. Lambert |title=The need for accurate oscillator strengths and cross sections in studies of diffuse interstellar clouds and cometary atmospheres |journal=Journal of Electron Spectroscopy and Related Phenomena |month=May |year=2002 |volume=123 |issue=2-3 |pages=161-71 |url=www.sciencedirect.com/science/article/pii/S0368204802000178 |arxiv= |bibcode= |doi= |pmid= |pdf=http://144.206.159.178/FT/578/62760/14353822.pdf |accessdate=2013-01-20 }}</ref> ==Interstellar clouds== {{main|Interstellar medium}} [[Image:The star formation region NGC 6559.jpg|thumb|right|250px|This region of sky includes glowing red clouds of mostly hydrogen gas. Credit: ESO.{{tlx|free media}}]] '''Def.''' an increase in the hydrogen density (''n''_H) of the interstellar medium from ~ 0.01 H cm^-3 to ≳ 0.1 H cm^-3 is called an '''interstellar cloud'''.<ref name=Madjar>{{ cite journal |author=Alfred Vidal-Madjar |author2=Claudine Laurent |author3=Paul Bruston |title=Is the solar system entering a nearby interstellar cloud |journal=The Astrophysical Journal |date=15 July 1978 |volume=223 |issue=07 |pages=589-600 |url=http://adsabs.harvard.edu/abs/1978ApJ...223..589V |arxiv= |bibcode=1978ApJ...223..589V |doi=10.1086/156294 |pmid= |accessdate=2015-09-30 }}</ref> The cyanide radical (called cyanogen) is used to measure the temperature of interstellar gas clouds.<ref name=Roth>{{ cite journal | title = Interstellar Cyanogen and the Temperature of the Cosmic Microwave Background Radiation | author = Roth, K. C. |author2=Meyer, D. M. |author3=Hawkins, I. | journal = The Astrophysical Journal | year = 1993 | volume = 413 | issue = 2 | pages = L67–L71 | doi = 10.1086/186961 | bibcode = 1993ApJ...413L..67R | url = http://articles.adsabs.harvard.edu/cgi-bin/nph-iarticle_query?1993ApJ...413L..67R&amp;data_type=PDF_HIGH&amp;whole_paper=YES&amp;type=PRINTER&amp;filetype=.pdf }}</ref> "Carbon monoxide is the second most abundant molecule, after H₂, in interstellar clouds. In diffuse clouds, the amount of CO is mainly derived from measurements of absorption at UV wavelengths."<ref name=Federman/> {{clear}} ==Hot ionized mediums== "Of interest is the hot ionized medium (HIM) consisting of a [[coronal cloud]] ejection from star surfaces at 10⁶-10⁷ K which emits X-rays. The ISM is [[w:turbulence|turbulent]] and full of structure on all spatial scales. [[w:Star formation|Stars are born]] deep inside large complexes of [[w:molecular clouds|molecular clouds]], typically a few [[w:parsec|parsec]]s in size. During their lives and deaths, stars interact physically with the ISM. [[w:Stellar wind|Stellar wind]]s from young clusters of stars (often with giant or supergiant [[w:HII region|HII region]]s surrounding them) and [[w:shock wave|shock wave]]s created by supernovae inject enormous amounts of energy into their surroundings, which leads to hypersonic turbulence. The resultant structures are [[w:stellar wind bubble|stellar wind bubble]]s and [[w:superbubble|superbubble]]s of hot gas. The Sun is currently traveling through the [[w:Local Interstellar Cloud|Local Interstellar Cloud]], a denser region in the low-density [[w:Local Bubble|Local Bubble]]."<ref name=Marshallsumter1>{{ 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> ==HI clouds== [[Image:3C147-U4496201R.jpg|thumb|right|250px|An HI cloud apparently is near or directly in front of the quasar 3C 147. Credit: Hubble Legacy Archive.{{tlx|free media}}]] [[Image:Largemagcloud.jpg|thumb|right|250px|The bright areas of this image of the LMC are where the most atomic hydrogen gas is found. Credit: S. Kim et al. / CSIRO.{{tlx|fairuse}}]] '''Def.''' an interstellar cloud composed primarily of neutral atomic hydrogen is called an '''HI cloud''', '''H I cloud''', or '''HI region'''. "Although there is a possibility that we are seeing the edge of a larger feature, we may be seeing a cloud of higher density superposed on a slowly varying background. If one assumes that to be the case, one finds that the H I cloud has a column density 10²⁰ atoms cm^-2 at maximum (assuming an arbitrary kinetic temperature of 50 K and a half-width of 2 km s^-1). Although one cannot determine the distance to the absorbing cloud, one can estimate a reasonable upper limit. The quasar 3C 247 [in the image on the right] lies at galactic latitude 10⁰; the assumption of a hydrogen layer extending 100 pc above the plane leads to a maximum probable distance of 600 pc. The linear diameter of the cloud (if the angular diameter is taken to be 0.1") is then at most 3 x 10^-4 pc, or 70 AU! The neutral hydrogen density is 10⁵ atoms cm^-3; the mass, 3 x 10^-7 ''M''_⊙."<ref name=Dieter>{{ cite journal |author=N. H. Dieter |author2=W. J. Welch |author3=J. D. Romney |title=A very small interstellar neutral hydrogen cloud observed with VLBI techniques |journal=The Astrophysical Journal |date=1 June 1976 |volume=206 |issue=06 |pages=L113-5 |url=http://adsabs.harvard.edu/abs/1976ApJ...206L.113D |arxiv= |bibcode=1976ApJ...206L.113D |doi=10.1086/182145 |pmid= |accessdate=2015-10-05 }}</ref> [[Galaxies]] "around us are hiding about a third more atomic hydrogen gas than previously calculated."<ref name=Anne>{{ cite book |author=Anne's Astronomy News |title=There’s More Star-Stuff Out There But It’s Not Dark Matter |publisher=BeforeItsNews |location=.com |date=31 May 2012 |url=http://beforeitsnews.com/space/2012/05/theres-more-star-stuff-out-there-but-its-not-dark-matter-2203458.html |accessdate=2015-10-05 }}</ref> The neutral atomic hydrogen "gas is distributed very differently from how it was in the past, with much less in the galaxies’ outer suburbs than billions of years ago."<ref name=Braun>{{ cite book |author=Robert Braun |title=There’s More Star-Stuff Out There But It’s Not Dark Matter |publisher=BeforeItsNews |location=.com |date=31 May 2012 |url=http://beforeitsnews.com/space/2012/05/theres-more-star-stuff-out-there-but-its-not-dark-matter-2203458.html |accessdate=2015-10-05 }}</ref> “This means that it’s much harder for galaxies to pull the gas in and form new stars. It’s why stars are forming 20 times more slowly now than in the past.”<ref name=Braun/> “Even though there’s more atomic hydrogen than we thought, it’s not a big enough percentage to solve the Dark Matter problem. If what we are missing had the weight of a large kangaroo, what we have found would have the weight of a small echidna.”<ref name=Braun/> [[w:SIMBAD|SIMBAD]] contains some 6,010 entries of the astronomical object type 'HI' (H I region). These regions are non-luminous, save for emission of the [[w:hydrogen line|21-cm (1,420 MHz) region]] spectral line. Mapping H I emissions with a radio telescope is a technique used for determining the structure of spiral galaxies. The degree of ionization in an H I region is very small at around 10⁻⁴ (i.e. one particle in 10,000). The temperature of an H I region is about 100 K,<ref name=Spitzer>{{ cite journal |author=L. Spitzer, M. P. Savedoff |title= The Temperature of Interstellar Matter. III |journal=The Astrophysical Journal |year=1950 |volume=111 |issue= |pages=593 |url= |doi=10.1086/145303 |bibcode=1950ApJ...111..593S }}</ref> and it is usually considered as isothermal, except near an expanding [[w:H II region|H II region]].<ref name=Savedoff>{{ cite journal |author=Savedoff MP, Greene J |title=Expanding H II region |journal=Astrophysical Journal |month=November |year=1955 |volume=122 |issue=11 |pages=477–87 |bibcode=1955ApJ...122..477S |doi=10.1086/146109 }}</ref> For hydrogen, complete ionization "obviously reduces its cross section to zero, but ... the net effect of partial ionization of hydrogen on calculated absorption depends on whether or not observations of hydrogen [are] used to estimate the total gas. ... [A]t least 20 % of interstellar hydrogen at high galactic latitudes seems to be ionized".<ref name=RMorrison>{{ cite journal |author=Robert Morrison |author2=Dan McCammon |title=Interstellar photoelectric absorption cross sections, 0.03-10 keV |journal=The Astrophysical Journal |month=July |year=1983 |volume=270 |issue=7 |pages=119-22 |url= |arxiv= |bibcode=1983ApJ...270..119M |doi= |pmid= |accessdate=2011-11-11 }}</ref> {{clear}} ==HI shells== [[Image:HI shell surrounding magnetar.jpg|thumb|right|250px|The image shows an HI shell surrounding the magnetar 1E 1048.1-5937. Credit: B. M. Gaensler, N. M. McClure-Griffiths, S. Oey, M. Haverkorn, J. Dickey, and A. Green.{{tlx|fairuse}}]] "The Southern Galactic Plane Survey (SGPS; see the 2002 Annual Report), which combines 21-cm HI observations from Parkes and the Compact Array, is now complete. The SGPS provides a wonderful resource for understanding populations such as magnetars in the context of their environment. Examination of SGPS data around the position of the well-known magnetar 1E 1048.1­5937 reveals a striking cavity in HI, designated as GSH 288.3-0.5-28, that is almost centred on the position of the neutron star. The SGPS data imply that GSH 288.3-0.5-28 is at a distance of approximately 2.7 kpc, and is expanding at a velocity of approximately 7.5 kilometres per second into gas of density ~17 atoms cm^-3."<ref name=Gaensler>{{ cite book |author=B. M. Gaensler |title=A wind bubble around a magnetar |publisher=Australia Telescope National Facility |location= |date= 2004 |url=http://www.atnf.csiro.au/research/highlights/2004/gaensler/gaensler.html |accessdate=2015-10-06 }}</ref> "Shells like GSH 288.3-0.5-28 are common, and represent wind-blown bubbles powered by massive stars expanding into the [[interstellar medium]]. The size and expansion speed of GSH 288.3-0.5-28 then imply that the bubble is several million years old, and has been blown by a wind of mechanical luminosity ~4 x 10³⁴ ergs per second, corresponding to a single star of initial mass 30 to 40 solar masses."<ref name=Gaensler/> "Usually in such cases, the central star is obvious, in the form of a bright O star, supergiant or WR star at the shell's centre. However, even though this field lies in the rich Carina OB1 region, there are no known stars of the appropriate position, distance or luminosity to argue for an association with GSH 288.3-0.5-28. This raises the intriguing possibility that GSH 288.3-0.5-28 was blown by the massive star whose collapse formed 1E 1048.1-5937. The central location of the magnetar within the HI shell suggests that the supernova occurred quite recently. The corresponding blast waves would impact the walls of the HI shell approximately 3000 years after core collapse, producing significant X-ray and radio emission. The lack of such emission requires the neutron star to be very young, consistent with the small ages expected for active magnetars. A common distance of around three kpc is suggested by the properties of both objects."<ref name=Gaensler/> {{clear}} ==HII clouds== [[Image:NGC3603-HST-GendlerLL.jpg|thumb|right|250px|This shows NGC 3603, Giant HII cloud and its Core cluster HD97950. Credit: Robert Gendler, NASA/ESA Hubble Space Telescope.{{tlx|fairuse}}]] [[Image:Fragment of NGC 2175.tiff|thumb|right|250px|The NASA/ESA Hubble Space Telescope has imaged a violent stellar nursery called NGC 2174. Credit: ESA/Hubble & NASA.{{tlx|fairuse}}]] In the upper image on the right, the reddish region is a giant HII cloud. '''Def.''' an interstellar cloud in which the primary constituent is monatomic hydrogen undergoing ionization and emission is called an '''HII cloud'''. "The nebula [in the second image down on the right] is mostly composed of hydrogen gas, which is ionised by the ultraviolet radiation emitted by the hot stars, leading to the nebula’s alternative title as an HII region. This picture shows only part of the nebula, where dark dust clouds are strikingly silhouetted against the glowing gas."<ref name=Potw1106a>{{ cite book |author=potw1106a |title=Fiery young stars wreak havoc in stellar nursery |publisher=Space Telescope |location=Baltimore, Maryland |date=7 February 2011 |url=http://www.spacetelescope.org/images/potw1106a/ |accessdate=2015-10-06 }}</ref> "NGC 2174 lies about 6400 light-years away in the constellation of Orion (The Hunter)."<ref name=Potw1106a/> "This picture was created from images from the Wide Field Planetary Camera 2 on Hubble. Images through four different filters were combined to make the view shown here. Images through a filter isolating the glow from ionised oxygen (F502N) were coloured blue and images through a filter showing glowing hydrogen (F656N) are green. Glowing ionised sulphur (F673N) and the view through a near-infrared filter (F814W) are both coloured red. The total exposure times per filter were 2600 s, 2600 s, 2600 s and 1000 s respectively and the field of view is about 1.8 arcminutes across."<ref name=Potw1106a/> "The Maryland-Green Bank hydrogen-line survey maps reveal this feature [the emission nebula surrounding NGC 2175] as part of a large neutral hydrogen cloud in the galactic plane that is situated at the edge of the association Gem.I. It is most unlikely that such a large neutral hydrogen cloud would be connected with the emission nebula surrounding NGC 2175. Indeed, in a medium with a mean density of hydrogen atoms of 20 cm^-3, the Strömgren radius of an HII region around an O6-type star would be more than 16 pc.^* However, if a distance of 2 kpc is accepted, the linear radius of the full extent of the continuum source is less than 10 pc. Thus the ionized nebula is density bounded rather than ionization bounded, its small size implying that it is not part of a large neutral hydrogen cloud which would be ionized by radiation from the O6-type star."<ref name=Tovmassian>{{ cite journal |author=H. M. Tovmassian |author2=E. T. Shahbazian |title=Hydrogen Content of Young Stellar Clusters II.^* Clusters NGC 2175, 2264, and 2362 |journal=Australian Journal of Physics |date=June 1973 |volume=26 |issue=6 |pages=837-42 |url=http://www.publish.csiro.au/?act=view_file&file_id=PH730837.pdf |arxiv= |bibcode= |doi=10.1071/PH730837 |pmid= |accessdate=2015-10-06 }}</ref> {{clear}} ==Molecular clouds== [[Image:Barnard 68.jpg|thumb|right|250px|This image shows a colour composite of visible and near-infrared images of the dark cloud Barnard 68. Credit: ESO.{{tlx|free media}}]] [[Image:Molecular.cloud.arp.750pix.jpg|thumb|right|250px|This cloud of gas and dust is being deleted. Credit: Hubble Heritage Team (STScI/AURA), N. Walborn (STScI) & R. Barbß (La Plata Obs.), NASA.{{tlx|free media}}]] '''Def.''' a "large and relatively dense cloud of cold gas and dust in interstellar space from which new stars are formed"<ref name=MolecularCloudWikt>{{ cite book |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=molecular cloud |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=20 April 2006 |url=https://en.wiktionary.org/wiki/molecular_cloud |accessdate=2015-09-30 }}</ref> is called a '''molecular cloud'''. The image on the right is a composite of visible (B 440 nm and V 557 nm) and near-infrared (768 nm) of the dark cloud (absorption cloud) Barnard 68.<ref name=ESO0102/> Barnard 68 is around 500 lyrs away in the constellation Ophiuchus.<ref name=ESO0102/> "At these wavelengths, the small cloud is completely opaque because of the obscuring effect of dust particles in its interior."<ref name=ESO0102>{{ cite book |author=eso0102 |title=How to Become a Star |publisher=European Southern Observatory |location= |date=10 January 2001 |url=http://www.eso.org/public/images/eso0102a/ |accessdate=2015-09-30 }}</ref> "It was obtained with the 8.2-m VLT ANTU telescope and the multimode FORS1 instrument in March 1999."<ref name=ESO0102/> In the image at right is a molecular cloud of gas and dust that is being reduced. "Likely, within a few million years, the intense light from bright stars will have boiled it away completely. The cloud has broken off of part of the Carina Nebula, a star forming region about 8000 light years away. Newly formed stars are visible nearby, their images reddened by blue light being preferentially scattered by the pervasive dust. This image spans about two light years and was taken by the orbiting Hubble Space Telescope in 1999."<ref name=Nemiroff>{{ cite book |author=Robert Nemiroff (MTU) |author2=Jerry Bonnell (USRA) |title=Disappearing Clouds in Carina |publisher=NASA |location=Goddard Space Flight Center, Greenbelt, Maryland, USA |date=June 30, 2003 |url=http://apod.nasa.gov/apod/ap030630.html |accessdate=2012-09-05 }}</ref> A '''molecular cloud''', sometimes called a '''stellar nursery''' if [[w:star formation|star formation]] is occurring within, is a type of [[w:interstellar cloud|interstellar cloud]] whose density and size permits the formation of molecules, most commonly [[w:molecular hydrogen|molecular hydrogen]] (H₂). Molecular hydrogen is difficult to detect by infrared and radio observations, so the molecule most often used to determine the presence of H₂ is CO ([[w:carbon monoxide|carbon monoxide]]). The ratio between CO [[w:luminosity|luminosity]] and H₂ [[w:mass|mass]] is thought to be constant, although there are reasons to doubt this assumption in observations of some other [[w:galaxies|galaxies]].<ref name=Kulesa>{{ cite book | author=Craig Kulesa | title=Overview: Molecular Astrophysics and Star Formation | url=http://loke.as.arizona.edu/~ckulesa/research/overview.html | accessdate=September 7, 2005 }}</ref> Such clouds make up < 1% of the ISM, have temperatures of 10-20 K and high densities of 10² - 10⁶ atoms/cm³. These clouds are astronomical radio and infrared sources with radio and infrared molecular emission and absorption lines. {{clear}} ==Globules== [[Image:Snake Nebula.jpg|thumb|right|250px|This image of the Snake Nebula contains globules. Credit: [[w:User:Friendlystar|Friendlystar]].{{tlx|free media}}]] '''Def.''' a small, isolated round dark cloud is called a '''globule'''. "By comparing the properties of globules with and without star formation one can study the processes that lead to star formation in molecular clouds."<ref name=Lehtinen>{{ cite journal |author=K. Lehtinen |title=Spectroscopic evidence of mass infall towards an embedded infrared source in the globule DC 303.8-14.2 |journal=Astronomy and Astrophysics |date=January 1997 |volume=317 |issue=01 |pages=L5-9 |url=http://adsabs.harvard.edu/full/1997A%26A...317L...5L |arxiv= |bibcode=1997A&A...317L...5L |doi= |pmid= |accessdate=2015-09-30 }}</ref> The "Thumbprint Nebula (TPN) in the Chamaeleon III region" is "a globule without any signs of star formation".<ref name=Lehtinen/> The "globule DC 303.8-14.2 (Hartley ''et al.'' 1986) [is] located in the eastern part of the Chamaeleon II dark cloud complex" and is "a star forming globule".<ref name=Lehtinen/> {{clear}} ==Cometary globules== [[Image:Cg4-500.jpg|thumb|right|250px|The flower-like image is of cometary globule CG4. Credit: T.A. Rector/University of Alaska Anchorage, T. Abbott and NOAO/AURA/NSF.{{tlx|free media}}]] '''Def.''' "a dense dust cloud with a faint luminous tail" is called a '''cometary globule'''.<ref name=Brand>{{ cite journal |author=P. W. J. L. Brand |author2=T. G. Hawarden |author3=A. J. Longmore |author4=P. M. Williams |author5=J. A. R. Caldwell |title=Cometary Globule 1 |journal=Monthly Notices of the Royal Astronomical Society |date= 1983 |volume=203 |issue=1 |pages=215-22 |url=http://mnras.oxfordjournals.org/content/203/1/215.short |arxiv= |bibcode= |doi=10.1093/mnras/203.1.215 |pmid= |accessdate=2015-09-30 }}</ref> The image on the right shows a flower-like cometary globule. {{clear}} ==Circumstellar clouds== [[Image:VY Canis Majoris.jpg|thumb|right|250px|Astronomers use polarized light to map the hypergiant star VY Canis Majoris. Credit: NASA, ESA, and R. Humphreys (University of Minnesota).{{tlx|free media}}]] [[Image:Massive Star VY Canis Majoris - Visible Ligh - Hs-2007-03-b-full.tiff|thumb|right|250px|This is a visible light image of VY Canis Majoris. Credit: NASA, ESA, and N. Smith (University of Arizona).{{tlx|free media}}]] '''Def.''' an interstellar-like cloud apparently surrounding or in orbit around a star is called a '''circumstellar cloud'''. "VY Canis Majoris [a red hypergiant star is] an irregular pulsating variable [that] lies about 5,000 light-years away in the constellation Canis Major."<ref name=Darling>{{ cite book |author=David Darling |title=VY Canis Majoris |publisher=Encyclopedia of Science |location= |date=2007 |url=http://www.daviddarling.info/encyclopedia/V/VY_Canis_Majoris.html |accessdate=7 October 2015 }}</ref> "Although VY Can is about half a million times as luminous as the Sun, much of its visible light is absorbed by a large, asymmetric cloud of dust particles that has been ejected from the star in various outbursts over the past 1,000 years or so. The infrared emission from this dust cloud makes VY Can one of the brightest objects in the sky at wavelengths of 5–20 microns."<ref name=Darling/> "In 2007, a team of astronomers using the 10-meter radio dish on Mount Graham, in Arizona, found that VY Can's extended circumstellar cloud is a prolific molecule-making factory. Among the radio emissions identified were those of hydrogen cyanide (HCN), silicon monoxide (SiO), sodium chloride (NaCl) and a molecule, phosphorus nitride (PN), in which a phosphorus atom and a nitrogen atom are bound together. Phosphorus-bearing molecules are of particular interest to astrobiologists because phosphorus is relatively rare in the universe, yet it is a key ingredient in molecules that are central to life as we know it, including the nuclei acids DNA and RNA and the energy-storage molecule, ATP. "<ref name=Darling/> "Material ejected by the star is visible in this 2004 image [on the top right] captured by the Hubble Space Telescope's Advanced Camera for Surveys, using polarizing filters."<ref name=Darling/> For comparison, the second image down on the right is captured using [[Radiation astronomy/Visuals|visuals]]. {{clear}} ==High-velocity clouds== [[Image:Smith's Cloud - 2008 - Bill Saxton, NRAO, AUI, NSF.jpg|thumb|right|250px|Smith's Cloud is a hydrogen gas, high-velocity cloud on the outskirts of the Milky Way Galaxy. Credit: Bill Saxton, NRAO/AUI/NSF.{{tlx|free media}}]] '''Def.''' any cloud having a velocity "inconsistent with simple Galactic rotation models that generally fit the stars and gas in the Milky Way disk" is called a '''high-velocity cloud'''.<ref name=Woerden>{{ cite journal |author=Hugo van Woerden |author2=Ulrich J. Schwarz |author3=Reynier F. Peletier |author4=Bart P. Wakker |author5=Peter M. W. Kalberla |title=A confirmed location in the Galactic halo for the high-velocity cloud 'chain A' |journal=Nature |date=8 July 1999 |volume=400 |issue=6740 |pages=138-41 |url=http://www.nature.com/nature/journal/v400/n6740/abs/400138a0.html |arxiv= |bibcode= |doi= |pmid= |accessdate=2015-10-03 }}</ref> "The leading edge of this cloud [shown in the image on the right] is already interacting with gas from our Galaxy."<ref name=Lockman>{{ cite book |author=Felix J. Lockman |title=Massive Gas Cloud Speeding Toward Collision With Milky Way |publisher=National Radio Astronomy Observatory (NRAO) |location= |date=11 January 2008 |url=http://www.nrao.edu/pr/2008/smithscloud/ |accessdate=2015-10-03 }}</ref> "The cloud, called Smith's Cloud, after the astronomer who discovered it in 1963, contains enough hydrogen to make a million stars like the Sun. Eleven thousand light-years long and 2,500 light-years wide, it is only 8,000 light-years from our Galaxy's disk. It is careening toward our Galaxy at more than 150 miles per second, aimed to strike the Milky Way's disk at an angle of about 45 degrees."<ref name=Finley>{{ cite book |author=Dave Finley |title=Massive Gas Cloud Speeding Toward Collision With Milky Way |publisher=National Radio Astronomy Observatory (NRAO) |location= |date=11 January 2008 |url=http://www.nrao.edu/pr/2008/smithscloud/ |accessdate=2015-10-03 }}</ref> "This is most likely a gas cloud left over from the formation of the Milky Way or gas stripped from a neighbor galaxy. When it hits, it could set off a tremendous burst of star formation. Many of those stars will be very massive, rushing through their lives quickly and exploding as supernovae. Over a few million years, it'll look like a celestial New Year's celebration, with huge firecrackers going off in that region of the Galaxy."<ref name=Lockman/> "If you could see this cloud with your eyes, it would be a very impressive sight in the night sky. From tip to tail it would cover almost as much sky as the Orion constellation. But as far as we know it is made entirely of gas -- no one has found a single star in it."<ref name=Lockman/> "Its shape, somewhat similar to that of a comet, indicates that it's already hitting gas in our Galaxy's outskirts. It is also feeling a tidal force from the gravity of the Milky Way and may be in the process of being torn apart. Our Galaxy will get a rain of gas from this cloud, then in about 20 to 40 million years, the cloud's core will smash into the Milky Way's plane."<ref name=Lockman/> {{clear}} ==Giant molecular clouds== A vast assemblage of molecular gas with a mass of approximately 10³–10⁷ times the mass of the Sun<ref name="murray">See, e.g., Table 1 and the Appendix of {{ cite journal | last1 = Murray | first1 = N. | title = Star Formation Efficiencies and Lifetimes of Giant Molecular Clouds in the Milky Way | doi = 10.1088/0004-637X/729/2/133 | journal = The Astrophysical Journal | volume = 729 | issue = 2 | pages = 133 | year = 2011 | pmid = | pmc = |arxiv = 1007.3270 |bibcode = 2011ApJ...729..133M }}</ref> is called a '''giant molecular cloud''' ('''GMC'''). GMCs are ≈15–600 [[w:light-year|light-year]]s in diameter (5–200 parsecs).<ref name="murray" /> Whereas the average density in the solar vicinity is one particle per cubic centimetre, the average density of a GMC is 10²–10³ particles per cubic centimetre. Although the Sun is much denser than a GMC, the volume of a GMC is so great that it contains much more mass than the Sun. The substructure of a GMC is a complex pattern of filaments, sheets, bubbles, and irregular clumps.<ref name="williams2000">{{ cite book | author = J. P. Williams |author2=L. Blitz |author3=C. F. McKee | title = The Structure and Evolution of Molecular Clouds: from Clumps to Cores to the IMF, In: ''Protostars and Planets IV'' | pages = 97 | publisher = Tucson: University of Arizona Press | date = 2000 |url=https://arxiv.org/abs/astro-ph/9902246 }}</ref> The densest parts of the filaments and clumps are called "molecular cores", whilst the densest molecular cores are, unsurprisingly, called "dense molecular cores" and have densities in excess of 10⁴–10⁶ particles per cubic centimeter. Observationally molecular cores are traced with carbon monoxide and dense cores are traced with ammonia. The concentration of [[w:Cosmic dust|dust]] within molecular cores is normally sufficient to block light from background stars so that they appear in silhouette as [[w:dark nebulae|dark nebulae]].<ref name="francesco2006">{{ cite book | author = Di Francesco, J. |display-authors=etal | title = An Observational Perspective of Low-Mass Dense Cores I: Internal Physical and Chemical Properties, In: ''Protostars and Planets V'' | date = 2006 |url=https://arxiv.org/abs/astro-ph/0602379 }}</ref> GMCs are so large that "local" ones can cover a significant fraction of a constellation; thus they are often referred to by the name of that constellation, e.g. the [[w:Orion Molecular Cloud Complex|Orion Molecular Cloud]] (OMC) or the [[w:Taurus Molecular Cloud|Taurus Molecular Cloud]] (TMC). These local GMCs are arrayed in a ring in the neighborhood of the Sun coinciding with the [[w:Gould Belt|Gould Belt]].<ref name=Grenier>{{ cite book | author = Grenier | title = The Gould Belt, star formation, and the local interstellar medium, In: ''The Young Universe'' | date = 2004 |url=http://uk.arxiv.org/abs/astro-ph/0409096 }}</ref> The most massive collection of molecular clouds in the galaxy forms an asymmetrical ring around the galactic center at a radius of 120 parsecs; the largest component of this ring is the [[w:Sagittarius B2|Sagittarius B2]] complex. The Sagittarius region is chemically rich and is often used as an exemplar by astronomers searching for new molecules in interstellar space.<ref name=Bonn>[http://www.mpifr-bonn.mpg.de/staff/epolehampton/thesis/node23.html Sagittarius B2 and its Line of Sight]</ref> ==Nebulas== {{main|Radiation astronomy/Nebulas}} [[Image:The Horsehead Nebula by NOAO 2.jpg|thumb|right|250px|This color picture was made by combining several exposures taken on the night of December 28th 1994 at the 0.9 m telescope of the Kitt Peak National Observatory. Credit: N.A.Sharp/NOAO/AURA/NSF.{{tlx|free media}}]] "The Horsehead Nebula, a part of the optical nebula IC434 and also known as Barnard 33, was first recorded in 1888 on a photographic plate taken at the Harvard College Observatory. Its coincidental appearance as the profile of a horse's head and neck has led to its becoming one of the most familiar astronomical objects. It is, in fact, an extremely dense cloud projecting in front of the ionized gas that provides the pink glow so nicely revealed in this picture. We know this not only because the underside of the 'neck' is especially dark, but because it actually casts a shadow on the field to its east (below the 'muzzle')."<ref name=Sharp>{{ cite book |author=N. A. Sharp |title=The Horsehead Nebula |publisher=National Optical Astronomy Observatory (NOAO) |location=Kitt Peak, Arizona USA |date=28 December 1994 |url=https://www.noao.edu/image_gallery/html/im0057.html |accessdate=2015-09-25 }}</ref> {{clear}} ==Dark nebulas== "The 1₁₁ → 1₁₀ rotational transition of formaldehyde (H₂CO) [occurs] in absorption in the direction of four dark nebulae. The radiation ... being absorbed appears to be the isotropic microwave background".<ref name=Palmer>{{ cite journal |author=Patrick Palmer |author2=B. Zuckerman |author3=David Buhl |author4=Lewis E. Snyder |title=Formaldehyde Absorption in Dark Nebulae |journal=The Astrophysical Journal |month=June |year=1969 |volume=156 |issue=6 |pages=L147-50 |url= |arxiv= |bibcode=1969ApJ...156L.147P |doi=10.1086/180368 |pmid= |accessdate=2012-02-03 }}</ref> One of the dark nebulae sampled, per [[w:SIMBAD|SIMBAD]] is TGU H1211 P5. ==Supernova remnants== [[Image:NGC2080.jpg|thumb|right|250px|This is an image of NGC 2080, the Ghost Head Nebula. Credit: NASA, ESA and Mohammad Heydari-Malayeri (Observatoire de Paris, France).{{tlx|free media}}]] [[Image:800crab.png|thumb|left|250px|The Crab Nebula is a remnant of an exploded star. This image shows the Crab Nebula in various energy bands, including a hard X-ray image from the HEFT data taken during its 2005 observation run. Each image is 6′ wide. Credit: CM Hubert Chen, Fiona A. Harrison, Charles J. Hailey, Finn E. Christensen, William W. Craig, Stephen M. Schindler, NASA, Caltech, Columbia, DSRI, LLNL.{{tlx|free media}}]] "The supernova SN1987A in the Large Magellanic Cloud (LMC) was discovered on February 23, 1987, and its progenitor is a blue supergiant (Sk -69 202) with luminosity of 2-5 x 10³⁸ erg/s.<ref name=Figueiredo/> The 847 keV and 1238 keV gamma-ray lines from ⁵⁶Co decay have been detected.<ref name=Figueiredo>{{ cite journal |author=Figueiredo N |author2=Villela T |author3=Jayanthi UB |author4=Wuensche CA |author5=Neri JACF |author6=Cesta RC |title=Gamma-ray observations of SN1987A |journal=Rev Mex Astron Astrofis. |year=1990 |volume=21 |pages=459–62 |bibcode=1990RMxAA..21..459F }}</ref> At right is a Hubble Space Telescope image of the Ghost Head Nebula. "This nebula is one of a chain of star-forming regions lying south of the 30 Doradus nebula in the Large Magellanic Cloud. The red and blue light comes from regions of hydrogen gas heated by nearby stars. The green light comes from glowing oxygen, illuminated by the energy of a stellar wind. The white center shows a core of hot, massive stars."<ref name=STScI200134>{{ cite web |author=News Release Number: STScI-2001-34 |title=Wallpaper: The Ghost-Head Nebula (NGC 2080) |publisher=NASA and the Hubble Space Telescope |location= |date=December 19, 2001 |url=http://hubblesite.org/gallery/wallpaper/pr2001034a/ |accessdate=2012-07-21 }}</ref> On July 21, 1964, the Crab Nebula supernova remnant was discovered to be a hard X-ray (15 – 60 keV) source by a scintillation counter flown on a balloon launched from Palestine, Texas, USA. This was likely the first balloon-based detection of X-rays from a discrete cosmic X-ray source.<ref name=headates1>{{ cite web |author=S. A. Drake |title=A Brief History of High-Energy Astronomy: 1960–1964 |url=http://heasarc.gsfc.nasa.gov/docs/heasarc/headates/1960.html }}</ref> "The high-energy focusing telescope (HEFT) is a balloon-borne experiment to image astrophysical sources in the hard X-ray (20–100 keV) band.<ref name=Harrison>{{ cite journal |author=F. A. Harrison |author2=Steven Boggs |author3=Aleksey E. Bolotnikov |author4=Finn E. Christensen |author5=Walter R. Cook III |author6=William W. Craig |author7=Charles J. Hailey |author8=Mario A. Jimenez-Garate |author9=Peter H. Mao |title=Development of the High-Energy Focusing Telescope (HEFT) balloon experiment |year=2000 |journal=Proc SPIE |volume=4012 |page=693 |url=proceedings.spiedigitallibrary.org/proceeding.aspx?articleid=900102 |doi=10.1117/12.391608 |series=X-Ray Optics, Instruments, and Missions III |editor=Joachim E. Truemper, Bernd Aschenbach }}</ref> Its maiden flight took place in May 2005 from Fort Sumner, New Mexico, USA. The angular resolution of HEFT is ~1.5'. Rather than using a grazing-angle X-ray telescope, HEFT makes use of a novel tungsten-silicon multilayer coatings to extend the reflectivity of nested grazing-incidence mirrors beyond 10 keV. HEFT has an energy resolution of 1.0 keV full width at half maximum at 60 keV. HEFT was launched for a 25-hour balloon flight in May 2005. The instrument performed within specification and observed SN 1054 (Tau X-1), the Crab Nebula."<ref name=Marshallsumter1/> {{clear}} ==Large Magellanic Clouds== For coronal cloud observations of the Large Magellanic Cloud, "[b]ackground spectra were obtained from observations of the Lockman Hole."<ref name=Steiner>{{ cite journal |author=James F. Steiner |author2=Rubens C. Reis |author3=Andrew C. Fabian |author4=Ronald A. Remillard |author5=Jeffrey E. McClintock |author6=Lijun Gou |author7=Ryan Cooke |author8=Laura W. Brenneman |author9=Jeremy S. Sanders |title=A broad iron line in LMC X‐1 |journal=Monthly Notices of the Royal Astronomical Society |month=December 11, |year=2012 |volume=427 |issue=3 |pages=2552-61 |url=http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2966.2012.22128.x/full |arxiv= |bibcode= |doi=10.1111/j.1365-2966.2012.22128.x |pmid= |accessdate=2013-07-10 }}</ref> ==Outflow clouds== [[Image:Quasar outflow clouds.png|thumb|right|250px|The image shows three quasars A, B and C, each of which also has outflow clouds. Credit: Halton Arp.{{tlx|fairuse}}]] '''Def.''' an interstellar-like or intergalactic-like cloud appearing to outflow from a quasar is called an '''outflow cloud'''. The image on the right labels three quasars that have outflow clouds associated with them. The other objects labeled are nearby stars. {{clear}} ==Satellites== {{main|Radiation astronomy/Satellites}} The [[w:Submillimeter Wave Astronomy Satellite|Submillimeter Wave Astronomy Satellite]] (SWAS) [is in] low Earth orbit ... to make targeted observations of giant molecular clouds and dark cloud cores. The focus of SWAS is five spectral lines: [[w:water|water]] (H₂O), isotopic water (H₂¹⁸O), isotopic [[w:carbon monoxide|carbon monoxide]] (¹³CO), molecular [[w:oxygen|oxygen]] (O₂), and neutral [[w:carbon|carbon]] (C I). ==Spectroscopy== {{main|Radiation astronomy/Spectroscopy|Spectroscopy}} By comparing astronomical observations with laboratory measurements, astrochemists can infer the elemental abundances, chemical composition, and [[w:temperature|temperature]]s of [[w:star|star]]s and [[w:interstellar cloud|interstellar cloud]]s. This is possible because ions, atoms, and molecules have characteristic spectra: that is, the absorption and emission of certain wavelengths (colors) of light, often not visible to the human eye. However, these measurements have limitations, with various types of radiation (radio, infrared, visible, ultraviolet etc.) able to detect only certain types of species, depending on the chemical properties of the molecules. [[w:Interstellar formaldehyde|Interstellar formaldehyde]] was the first polyatomic organic molecule detected in the interstellar medium. ==Spacecraft== [[Image:Hubble-ecliptic-plane.png|right|thumb|250px|Clouds of material are along the paths of the Voyager 1 and Voyager 2 spacecraft through interstellar space. Credit: NASA, ESA, and Z. Levay (STScI).{{tlx|fairuse}}]] The '''''Voyager 1''''' spacecraft is a {{convert|722|kg|lb|abbr=on}} [[w:space probe|space probe]] launched by [[w:National Aeronautics and Space Administration|NASA]] on September 5, 1977 to study the outer [[w:Solar System|Solar System]] and interstellar medium. The Cosmic Ray System (CRS) determines the origin and acceleration process, life history, and dynamic contribution of interstellar cosmic rays, the nucleosynthesis of elements in cosmic-ray sources, the behavior of cosmic rays in the interplanetary medium, and the trapped planetary energetic-particle environment. Measurements from the spacecraft revealed a steady rise since May in collisions with high energy particles (above 70 MeV), which are believed to be cosmic rays emanating from supernova explosions far beyond the Solar System, with a sharp increase in these collisions in late August. At the same time, in late August, there was a dramatic drop in collisions with low-energy particles, which are thought to originate from the Sun.<ref name="lifeslittlemysteries.com">http://www.lifeslittlemysteries.com/2984-voyager-spacecraft-solar-system.html</ref> "It's important for us to be aware of what kinds of objects are present beyond our solar system, since we are now beginning to think about potential interstellar space missions, such as Breakthrough Starshot."<ref name=Zachary>{{ cite book |author=Julia Zachary |title=How New Hubble Telescope Views Could Aid Interstellar Travel |publisher=Space.com |location= |date=9 January 2017 |url=http://www.space.com/35263-interstellar-space-hubble-observations-voyager.html |accessdate=2017-01-11 }}</ref> At "least two interstellar clouds [have been discovered] along Voyager 2's path, and one or two interstellar clouds along Voyager 1's path. They were also able to measure the density of electrons in the clouds along Voyager 2's path, and found that one had a greater electron density than the other."<ref name=Choi2017>{{ cite book |author=Charles Q. Choi |title=How New Hubble Telescope Views Could Aid Interstellar Travel |publisher=Space.com |location= |date=9 January 2017 |url=http://www.space.com/35263-interstellar-space-hubble-observations-voyager.html |accessdate=2017-01-11 }}</ref> "We think the difference in electron density perhaps indicates a difference in composition of overall density of the clouds."<ref name=Zachary/> A "broad range of elements [were detected]] in the interstellar medium, such as electrically charged ions of magnesium, iron, carbon and manganese [and] neutrally charged oxygen, nitrogen and hydrogen."<ref name=Choi2017/> {{clear}} ==See also== {{div col|colwidth=20em}} * [[Radiation astronomy/Aerometeors|Aerometeor astronomy]] * [[Radiation astronomy/Comets|Cometary astronomy]] * [[Gases/Gaseous objects/Earth|Earth as a gaseous object]] * [[Sources/Interstellar medium|Interstellar medium]] * [[Radiation astronomy/Lightnings|Lightning astronomy]] * [[Radiation astronomy/Nebulas|Nebula astronomy]] * [[Radiation astronomy/Oort clouds|Oort Cloud astronomy]] {{Div col end}} ==References== {{reflist|2}} ==External links== <!-- footer templates --> {{Radiation astronomy resources}}{{Sisterlinks|Clouds}} <!-- footer categories --> [[Category:Radiation astronomy/Lectures]] 4ngyjat906b40tklysagapy8gp6ret6 2414583 2414579 2022-08-15T02:36:13Z Marshallsumter 311529 /* Large Magellanic Clouds */ wikitext text/x-wiki [[Image:Img20050526 0007 at tannheim cumulus.jpg|thumb|right|250px|This image shows a cumulus cloud above Lechtaler Alps, Austria. Credit: [[c:User:Glg|Glg]].{{tlx|free media}}]] [[Image:Cumulus clouds in fair weather.jpeg|thumb|left|250px|Cumulus clouds in fair weather are white. Credit: [http://legacy.openphoto.net/image_view.html?image_id=17977 Michael Jastremski].{{tlx|free media}}]] '''Def.''' a "large white puffy cloud"<ref name=CumulusWikt>{{ cite book |title=cumulus |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=February 8, 2013 |url=http://en.wiktionary.org/wiki/cumulus |accessdate=2013-02-17 }}</ref> is called a '''cumulus''' cloud. Cumulus clouds look white because the water droplets reflect and scatter the sunlight without absorbing other colors. "On any given day, about half of Earth is covered by clouds, which reflect more sunlight than land and water. Clouds keep Earth cool by reflecting sunlight, but they can also serve as blankets to trap warmth."<ref name="livescience">{{ cite book |url=http://www.livescience.com/environment/060124_earth_albedo.html |title=Baffled Scientists Say Less Sunlight Reaching Earth |publisher=LiveScience |date=2006-01-24 |accessdate=2011-08-19 }}</ref> {{clear}} ==Theoretical clouds== [[Image:EmissionNebula NGC6357.jpg|thumb|right|250px|An emission nebula is shown. Credit: NASA, ESA and Jesœs Maz Apellÿniz (Instituto de astrofsica de Andaluca, Spain). Acknowledgement: Davide De Martin (ESA/Hubble).{{tlx|free media}}]] '''Def.''' a "visible mass of # water droplets suspended in the air ... # dust, # steam ... # smoke ... # a group or swarm"<ref name=CloudWikt>{{ cite web |title=cloud |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=February 13, 2013 |url=http://en.wiktionary.org/wiki/cloud |accessdate=2013-02-18 }}</ref> is called a '''cloud'''. '''Def.''' a "cloud in outer space"<ref name=NebulaWikt3>{{ cite web |author=[[wikt:User:SnoopY|SnoopY]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=20 December 2005 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref> "consisting of gas or dust (e.g. a"<ref name=NebulaWikt2>{{ cite web |author=[[wikt:User:Jyril|Jyril]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=11 August 2005 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref> "cloud formed after a star exploded [explodes]<ref name=NebulaWikt1>{{ cite web |author=[[wikt:User:60.33.205.187|60.33.205.187]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=14 July 2005 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref>"<ref name=NebulaWikt>{{ cite web |author=[[wikt:User:Pumpie|Pumpie]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=27 February 2004 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref>) is called a '''nebula'''. {{clear}} ==Optical astronomy== {{main|Radiation astronomy/Opticals}} [[Image:Moon 22 degree halo atherton ca.jpg|thumb|right|250px|A 22° halo occurs around the Moon in Atherton, California. Credit: [[c:user:Stephen Balaban|Stephen Balaban]].{{tlx|free media}}]] [[Image:SunHaloOverGoldenBay4thFeb06.jpg|250px|left|thumb|A solar halo is seen from 41° south latitude. Credit: [[w:user:Mozasaur|Mozasaur]].{{tlx|free media}}]] All optical phenomenon commence with quantum phenomenon.<ref>{{cite book |last1=Lahiri |first1=Avijit |chapter=Electromagnetic Theory and Optics |title=Basic Optics: Principles and Concepts |publisher=Elsevier |publication-date=2016 |doi=10.1016/B978-0-12-805357-7.00001-0 |isbn=978-0-12-805357-7}}</ref> Common optical phenomena are often due to the interaction of light from the sun or moon with the atmosphere, clouds, water, dust, and other particulates, e.g. the rainbow, when light from the sun is reflected and refracted by water droplets, the green ray, are so rare they are sometimes thought to be mythical.<ref>{{cite web|url=http://mintaka.sdsu.edu/GF/observing/greenray.html|title=Green Rays|website=mintaka.sdsu.edu}}</ref> {{clear}} ==Visual astronomy== {{main|Radiation astronomy/Visuals}} [[Image:CirrusField-color.jpg|thumb|center|250px|Several types of white Cirrus clouds are shown. Credit: [[c:user:PiccoloNamek|PiccoloNamek]]{{tlx|free media}}]] [[Image:Wolkenstockwerke.png|thumb|right|250px|Diagram shows clouds at various heights including high, middle, low, and vertical. Credit: [[c:user:Mr. B.B.C.|Mr. B.B.C.]]{{tlx|free media}}]] # Ci - ''cirrus'' # Cs - ''cirrostratus'' # Cc - ''cirrocumulus'' # As - ''altostratus'' # Ac - ''altocumulus'' # Ns - ''nimbostratus'' # Cb - ''cumulonimbus'' # Cu - ''cumulus'' # Sc - ''stratocumulus'' # St - ''stratus'' Cirrus (symbol: Ci) is a genus of atmospheric cloud generally characterized by thin, wispy strands, giving the type its name from the Latin word ''cirrus'', meaning a ringlet or curling lock of hair.<ref name="cloud-classification">{{cite web |last=Funk |first=Ted |title=Cloud Classifications and Characteristics |url=http://www.crh.noaa.gov/lmk/soo/docu/cloudchart.pdf |work=The Science Corner |publisher=National Oceanic and Atmospheric Administration |accessdate=30 January 2011 |page=1}}</ref> Such a cloud can form at any altitude between {{cvt|16,500|and|45000|ft|m|abbr=on|order=flip}} above sea level. The strands of cloud sometimes appear in tufts of a distinctive form referred to by the common name of "mares' tails".<ref name="usatoday">{{cite news |url=https://www.usatoday.com/weather/wcirrus.htm |title=USA Today: Cirrus Clouds |last=Palmer |first=Chad |accessdate=13 September 2008 | work=USA Today |date=16 October 2005}}</ref> {{clear}} ==Orange clouds== {{main|Radiation astronomy/Oranges}} [[Image:Orange cloud 15-07-2021.jpg|thumb|right|250px|An orange cloud is in the sky. Credit: [[c:user:Couch-scratching-cats|Couch-scratching-cats]]{{tlx|free media}}]] [[Image:Don't let the sun go down on your grievances - Flickr - kevin dooley.jpg|thumb|left|250px|This is an Earth sunset. Credit: [https://www.flickr.com/people/12836528@N00 Kevin Dooley from Chandler, AZ, USA].{{tlx|free media}}]] An orange cloud in the sky on the right is due to the refraction of sunlight on dust particles from the Saharan Air Layer. The orange clouds on the left are due to sun light refraction through the atmosphere. {{clear}} ==Reds== {{main|Radiation astronomy/Reds|Red astronomy}} [[Image:The star formation region NGC 6559.jpg|thumb|right|250px|This region of sky includes glowing red clouds of mostly hydrogen gas. Credit: ESO.{{tlx|free media}}]] "[T]he extended red emission (ERE) [is] observed in many dusty astronomical environments, in particular, the diffuse interstellar medium of the Galaxy. ... silicon nanoparticles provide the best match to the spectrum and the efficiency requirement of the ERE."<ref name=Witt>{{ cite journal |author=Adolf N. Witt |author2=Karl D. Gordon |author3=Douglas G. Furton |title=Silicon Nanoparticles: Source of Extended Red Emission? |journal=The Astrophysical Journal Letters |month=July 1, |year=1998 |volume=501 |issue=1 |pages=L111-5 |url=http://iopscience.iop.org/1538-4357/501/1/L111 |arxiv=astro-ph/9805006 |bibcode= |doi=10.1086/311453 |pmid= |accessdate=2013-07-30 }}</ref> "The broad, 60 < FWHM < 100 nm, featureless luminescence band known as extended red emission (ERE) is seen in such diverse dusty astrophysical environments as reflection nebulae¹⁷, planetary nebulae³, HII regions (Orion)¹², a Nova¹¹, Galactic cirrus¹⁴, a dark nebula⁷, Galaxies^8,6 and the diffuse interstellar medium (ISM)⁴. The band is confined between 540-950 nm, but the wavelength of peak emission varies from environment to environment, even within a given object. ... the wavelength of peak emission is longer and the efficiency of the luminescence is lower, the harder and denser the illuminating radiation field is¹³. These general characteristics of ERE constrain the photoluminescence (PL) band and efficiency for laboratory analysis of dust analog materials."<ref name=Smith99>{{ cite journal |author=T. L. Smith |author2=A. N. Witt |title=The Photoluminescence Efficiency of Extended Red Emission as a Constraint for Interstellar Dust |journal=Bulletin of the American Astronomical Society |month=December |year=1999 |volume=31 |issue= |pages=1479 |url=http://adsabs.harvard.edu/abs/1999AAS...195.7406S |arxiv= |bibcode=1999AAS...195.7406S |doi= |pmid= |accessdate=2013-08-02 }}</ref> In interstellar astronomy, [[w:visible spectrum|visible spectra]] can appear redder due to scattering processes in a phenomenon referred to as [[w:interstellar reddening|interstellar reddening]]<ref name=basicastronomy>See Binney and Merrifeld (1998), Carroll and Ostlie (1996), Kutner (2003) for applications in astronomy.</ref> — similarly [[w:Rayleigh scattering|Rayleigh scattering]] causes the [[w:Earth's atmosphere|atmospheric]] reddening of the [[Sun (star)|Sun]] seen in the [[w:sunrise|sunrise]] or [[w:sunset|sunset]] and causes the rest of the sky to have a blue color. This phenomenon is distinct from red''shift''ing because the [[w:atomic spectral line|spectroscopic lines]] are not shifted to other wavelengths in reddened objects and there is an additional [[w:extinction (astronomy)|dimming]] and distortion associated with the phenomenon due to photons being scattered in and out of the [[w:Line-of-sight propagation|line-of-sight]]. "The Danish 1.54-metre telescope located at ESO’s La Silla Observatory in Chile has captured a striking image of NGC 6559, an object that showcases the anarchy that reigns when stars form inside an interstellar cloud. This region of sky includes glowing red clouds of mostly hydrogen gas, blue regions where starlight is being reflected from tiny particles of dust and also dark regions where the dust is thick and opaque."<ref name=eso1320a>{{ cite book |author=eso1320a |title=The star formation region NGC 6559 |publisher=European Southern Observatory |location=La Silla Observatory, Chile |date=May 2, 2013 |url=http://www.eso.org/public/images/eso1320a/ |accessdate=2013-05-02 }}</ref> "The blue section of the photo — representing a "reflection nebula" — shows light from the newly formed stars in the cosmic nursery being reflected in all directions by the particles of dust made of iron, carbon, silicon and other elements in the interstellar cloud."<ref name=Kramer>{{ cite book |author=Miriam Kramer |title=Dusty Star-Spawning Space Cloud Glows In Amazing Photo |publisher=Yahoo! News |location=La Silla, Chile |date=May 2, 2013 |url=http://news.yahoo.com/dusty-star-spawning-space-cloud-glows-amazing-photo-140759329.html;_ylt=AuvOfcnBLreDFxWBFfhiolaHgsgF;_ylu=X3oDMTRlMXAzbmRkBG1pdANUb3BTdG9yeSBTY2llbmNlU0YgU3BhY2VBc3Ryb25vbXlTU0YEcGtnAzkwY2RjMGI1LTYwNWUtM2I0YS1iOTNmLTJjNjU1N2ZmMzI2ZARwb3MDNwRzZWMDdG9wX3N0b3J5BHZlcgM0M2ZiYWM0MS1iMzMyLTExZTItYWJiYi1iNTZkODJmMTk2NzY-;_ylg=X3oDMTI1MG9icjRhBGludGwDdXMEbGFuZwNlbi11cwRwc3RhaWQDBHBzdGNhdANzY2llbmNlfHNwYWNlLWFzdHJvbm9teQRwdANzZWN0aW9ucw--;_ylv=3 |accessdate=2013-05-02 }}</ref> ==Infrareds== {{main|Radiation astronomy/Infrareds|Infrared astronomy}} [[Image:Spitzer IRAC View of the Trifid Nebula.jpg|thumb|right|250px|The Trifid Nebula is a giant star-forming cloud of gas and dust located 5,400 light-years away in the constellation Sagittarius. Credit: NASA/JPL-Caltech/J. Rho (SSC/Caltech).{{tlx|free media}}]] "The glowing Trifid Nebula [in the image at right] is revealed in an infrared view from NASA's Spitzer Space Telescope. The Trifid Nebula is a giant star-forming cloud of gas and dust located 5,400 light-years away in the constellation Sagittarius."<ref name=Rho>{{ cite book |author=J. Rho |title=Spitzer/IRAC View of the Trifid Nebula |publisher=NASA/JPL/Caltech |location=Pasadena, California USA |date=January 12, 2005 |url=http://www.spitzer.caltech.edu/images/1371-ssc2005-02a3-Spitzer-IRAC-View-of-the-Trifid-Nebula |accessdate=2014-03-06 }}</ref> "The false-color Spitzer image reveals a different side of the Trifid Nebula. Where dark lanes of dust are visible trisecting the nebula in a visible-light picture, bright regions of star-forming activity are seen in the Spitzer picture. All together, Spitzer uncovered 30 massive embryonic stars and 120 smaller newborn stars throughout the Trifid Nebula, in both its dark lanes and luminous clouds. These stars are visible in the Spitzer image, mainly as yellow or red spots. Embryonic stars are developing stars about to burst into existence."<ref name=Rho/> "Ten of the 30 massive embryos discovered by Spitzer were found in four dark cores, or stellar "incubators," where stars are born. Astronomers using data from the Institute of Radioastronomy millimeter telescope in Spain had previously identified these cores but thought they were not quite ripe for stars. Spitzer's highly sensitive infrared eyes were able to penetrate all four cores to reveal rapidly growing embryos."<ref name=Rho/> "Astronomers can actually count the individual embryos tucked inside the cores by looking closely at this Spitzer image taken by its infrared array camera (IRAC). This instrument has the highest spatial resolution of Spitzer's imaging cameras. The embryos are thought to have been triggered by a massive "type O" star, which can be seen as a white spot at the center of the nebula. Type O stars are the most massive stars, ending their brief lives in explosive supernovas. The small newborn stars probably arose at the same time as the O star, and from the same original cloud of gas and dust."<ref name=Rho/> "This Spitzer mosaic image uses data from IRAC showing light of 3.6 microns (blue), 4.5 microns (green), 5.8 microns (orange) and 8.0 microns (red)."<ref name=Rho/> Interstellar dust can be studied by infrared spectrometry, in part because the dust is an astronomical infrared source and other infrared sources are behind the diffuse clouds of dust.<ref name=Duley>{{ cite journal |author=Duley, W. W. |author2=Williams, D. A. |title=The infrared spectrum of interstellar dust - Surface functional groups on carbon |journal=Royal Astronomical Society, Monthly Notices |month=July |year=1981 |volume=196 |issue=7 |pages=269-74 |url= |bibcode=1981MNRAS.196..269D |doi= |pmid= |accessdate=2011-08-06 }}</ref> '''Far-infrared astronomy''' deals with objects visible in [[w:far-infrared|far-infrared]] radiation (extending from 30 [[w:micron|µm]] towards submillimeter wavelengths around 450 µm). Huge, cold clouds of gas and dust in [[w:Milky Way|our own galaxy]], as well as in nearby [[w:galaxy|galaxies]], glow in far-infrared light. This is due to [[w:thermal radiation|thermal radiation]] of [[w:Interstellar Dust|interstellar dust]] contained in [[w:molecular clouds|molecular clouds]]. The monochromatic flux density radiated by a greybody at frequency <math>\nu</math> through solid angle <math>\Omega</math> is given by <math>F_{\nu} = B_{\nu}(T) Q_{\nu} \Omega </math> where <math>B_{\nu}(T)</math> is the [[w:Planck's law of black body radiation|Planck function]] for a blackbody at temperature T and emissivity <math>Q_{\nu}</math>. For a uniform medium of [[w:optical depth|optical depth]] <math>\tau_{\nu}</math> [[w:radiative transfer|radiative transfer]] means that the radiation will be reduced by a factor <math>e^{-\tau_{\nu}}</math>. The optical depth is often approximated by the ratio of the emitting frequency to the frequency where <math>\tau=1</math> all raised to an exponent β. For cold dust clouds in the interstellar medium ''β'' is approximately two. Therefore Q becomes, <math>Q_{\nu}=1-e^{-\tau_{\nu}}=1-e^{-\tau_0 (\nu / \nu_{0})^{\beta}}</math>. (<math>\tau_0=1</math>, <math>\nu_0</math> is the frequency where <math>\tau_0=1</math>). {{clear}} ==Submillimeters== {{main|Radiation astronomy/Submillimeters|Submillimeter astronomy}} [[Image:NGC1999 Nebula from the Mount Lemmon SkyCenter Schulman Telescope courtesy Adam Block.jpg|thumb|left|250px|The overall nebula with the small, apparent black cloud is shown in context. Credit: [[c:user:Ngc1535|Ngc1535]].{{tlx|free media}}]] [[Image:Ngc1999.jpg|thumb|right|250px|Hubble Space Telescope/Wide Field and Planetary Camera 2 (WFPC2) captures the apparent black cloud. Credit: NASA and The Hubble Heritage Team (STScI).{{tlx|free media}}]] In the image on the left, NGC 1999 is a dust-filled bright nebula that shines from the light of the variable star V380 Orionis with a vast apparent black cloud represented by a black patch of sky, as can be seen in the photograph on the left and enlarged by Hubble in the image on the right. Analysis of this patch by the infrared telescope Herschel Space Observatory (October 9, 2009), which has the capability of penetrating such dense cloud material, resulted in continued black space. With support from ground-based observations done using the submillimeter bolometer cameras on the Atacama Pathfinder Experiment radio telescope (November 29, 2009) and the Nicholas U. Mayall Telescope at Kitt Peak and the Magellan Telescopes (December 4, 2009), it was determined that the apparent cloud looks black not because it is an extremely dense pocket of gas, but because it is truly empty. Terahertz radiation is emitted as part of the black body radiation from anything with temperatures greater than about 10 K. While this thermal emission is very weak, observations at these frequencies are important for characterizing the cold 10-20 K dust in the interstellar medium in the Milky Way galaxy, and in distant [starburst galaxies. Telescopes operating in this band include the James Clerk Maxwell Telescope, the Caltech Submillimeter Observatory and the Submillimeter Array at the Mauna Kea Observatory in Hawaii, the BLAST balloon borne telescope, the Herschel Space Observatory, and the Heinrich Hertz Submillimeter Telescope at the Mount Graham International Observatory in Arizona. The Atacama Large Millimeter Array, under construction, will operate in the submillimeter range. The opacity of the Earth's atmosphere to submillimeter radiation restricts these observatories to very high altitude sites, or to space. "[T]he detection of absorption by interstellar hydrogen fluoride (HF) [in the submillimeter band occurs] along the sight line to the submillimeter continuum sources W49N and W51."<ref name=Sonnentrucker>{{ cite journal |author=P. Sonnentrucker |author2=D. A. Neufeld |author3=T. G. Phillips |author4=M. Gerin |author5=D. C. Lis |author6=M. De Luca |author7=J. R. Goicoechea |author8=J. H. Black |author9=T. A. Bell |author10=F. Boulanger |author11=J. Cernicharo |author12=A. Coutens |author13=E. Dartois |author14=M . Kaźmierczak |author15=P. Encrenaz |author16=E. Falgarone |author17=T. R. Geballe |author18=T. Giesen |author19=B. Godard |author20=P. F. Goldsmith |author21=C. Gry |author22=H. Gupta |author23=P. Hennebelle |author24=E. Herbst |author25=P. Hily-Blant |author26=C. Joblin |author27=R. Kołos |author28=J. Krełowski |author29=J. Martín-Pintado |author30=K. M. Menten |author31=R. Monje |author32=B. Mookerjea |author33=J. Pearson |author34=M. Perault |author35=C. M. Persson |author36=R. Plume |author37=M. Salez |author38=S. Schlemmer |author39=M. Schmidt |author40=J. Stutzki |author41=D.Teyssier |author42=C. Vastel |author43=S. Yu |author44=E. Caux |author45=R. Güsten |author46=W. A. Hatch |author47=T. Klein |author48=I. Mehdi |author49=P. Morris |author50=J. S. Ward |title=Detection of hydrogen fluoride absorption in diffuse molecular clouds with ''Herschel''/HIFI: a ubiquitous tracer of molecular gas |journal=Astronomy & Astrophysics |month=October 1, |year=2010 |volume=521 |issue= |pages=5 |url=http://arxiv.org/pdf/1007.2148.pdf |arxiv= |bibcode= |doi=10.1051/0004-6361/201015082 |pmid= |accessdate=2013-01-17 }}</ref> "HF is the dominant reservoir of fluorine wherever the interstellar H₂/atomic H ratio exceeds ~ 1; the unusual behavior of fluorine is explained by its unique thermochemistry, F being the only atom in the periodic table that can react exothermically with H₂ to form a hydride."<ref name=Sonnentrucker/> The observations "toward W49N and W51 [occurred] on 2010 March 22 ... The observations were carried out at three different local oscillator (LO) tunings in order to securely identify the HF line toward both sight lines. The dual beam switch mode (DBS) was used with a reference position located 3' on either side of the source position along an East-West axis. We centered the telescope beam at α =19h10m13.2s, ''δ'' = 09°06'12.0" for W49N and α = 19h23m43.9s, ''δ'' = 14°30'30.5" for W51 (J2000.0). The total on-source integration time amounts to 222s on each source using the Wide Band Spectrometer (WBS) that offers a spectral resolution of 1.1 MHz (~0.3 km s^-1 at 1232 GHz)."<ref name=Sonnentrucker/> "[T]he first detection of chloronium, H₂Cl⁺, in the interstellar medium, [occurred on March 1 and March 23, 2010,] using the HIFI instrument aboard the ''Herschel'' Space Observatory. The 2₁₂ − 1₀₁ lines of ortho-H₂³⁵Cl⁺ and ortho-H₂³⁷Cl⁺ are detected in absorption towards NGC 6334I, and the 1₁₁ − 0₀₀ transition of para-H₂³⁵Cl⁺ is detected in absorption towards NGC 6334I and Sgr B2(S)."<ref name=Lis>{{ cite journal |author= D. C. Lis |author2=J. C. Pearson |author3=D. A. Neufeld |author4=P. Schilke |author5=H. S. P. Müller |author6=H. Gupta |author7=T. A. Bell |author8=C. Comito |author9=T. G. Phillips |author10=E. A. Bergin |author11=C. Ceccarelli |author12=P. F. Goldsmith |author13=G. A. Blake |author14=A. Bacmann |author15=A. Baudry |author16=M. Benedettini |author17=A. Benz |author18=J. Black |author19=A. Boogert |author20=S. Bottinelli |author21=S. Cabrit |author22=P. Caselli |author23=A. Castets |author24=E. Caux |author25=J. Cernicharo |author26=C. Codella |author27=A. Coutens |author28=N. Crimier |author29=N. R. Crockett |author30=F. Daniel |author31=K. Demyk |author32=C. Dominic |author33=M.-L. Dubernet |author34=M. Emprechtinger |author35=P. Encrenaz |author36=E. Falgarone |author37=A. Fuente |author38=M. Gerin |author39=T. F. Giesen |author40=J. R. Goicoechea |author41=F. Helmich |author42=P. Hennebelle |author43=Th. Henning |author44=E. Herbst |author45=P. Hily-Blant |author46=Å. Hjalmarson |author47=D. Hollenbach |author48=T. Jack |author49=C. Joblin |author50=D. Johnstone |author51=C. Kahane |author52=M. Kama |author53=M. Kaufman |author54=A. Klotz |author55=W. D. Langer |author56=B. Larsson |author57=J. Le Bourlot |author58=B. Lefloch |author59=F. Le Petit |author60=D. Li |author61=R. Liseau |author62=S. D. Lord |author63=A. Lorenzani |author64=S. Maret |author65=P. G. Martin |author66=G. J. Melnick |author67=K. M. Menten |author68=P. Morris |author69=J. A. Murphy |author70=Z. Nagy |author71=B. Nisini |author72=V. Ossenkopf |author73=S. Pacheco |author74=L. Pagani |author75=B. Parise |author76=M. Pérault |author77=R. Plume |author78=S.-L. Qin |author79=E. Roueff |author80=M. Salez |author81=A. Sandqvist |author82=P. Saraceno |author83=S. Schlemmer |author84=K. Schuster |author85=R. Snell |author86=J. Stutzki |author87=A. Tielens |author88=N. Trappe |author89=F. F. S. van der Tak |author90=M. H. D. van der Wiel |author91=E. van Dishoeck |author92=C. Vastel |author93=S. Viti |author94=V. Wakelam |author95=A. Walters |author96=S. Wang |author97=F. Wyrowski |author98=H. W. Yorke |author99=S. Yu |author100=J. Zmuidzinas |author101=Y. Delorme |author102=J.-P. Desbat |author103=R. Güsten |author104=J.-M. Krieg |author105=B. Delforge |title=''Herschel''/HIFI discovery of interstellar chloronium (H₂Cl⁺) |journal=Astronomy & Astrophysics |month=October 1, |year=2010 |volume=521 |issue= |pages=5 |url=http://arxiv.org/pdf/1007.1461.pdf |arxiv= |bibcode= |doi=10.1051/0004-6361/201014959 |pmid= |accessdate=2013-01-18 }}</ref> "The [microwave] detection of interstellar formaldehyde provides important information about the chemical physics of our galaxy. We now know that polyatomic molecules containing at least two atoms other than hydrogen can form in the interstellar medium."<ref name=Snyder>{{ cite journal |author=Lewis E. Snyder |author2=David Buhl |author3=B. Zuckerman |author4=Patrick Palmer |title=Microwave detection of interstellar formaldehyde |journal=Physical Review Letters |month=March |year=1969 |volume=22 |issue=13 |pages=679-81 |url=http://link.aps.org/doi/10.1103/PhysRevLett.22.679 |arxiv= |bibcode= |doi=10.1103/PhysRevLett.22.679 |pmid= |accessdate=2011-12-17 }}</ref> "H₂CO is the first organic polyatomic molecule ever detected in the interstellar medium".<ref name=Snyder/> ==Radios== {{main|Radiation astronomy/Radios|Radio astronomy}} [[Image:Diving into the Lagoon Nebula.OGG|thumb|right|250px|View inside the Lagoon Nebula is shown. Credit: ESO/S. Guisard/[[w:user:Serge Brunier|S. Brunier]].{{tlx|free media}}]] Organic molecules, such as formaldehyde, methanol, and vinyl alcohol were observed in the radio spectra of the Lagoon Nebula. The reactions needed to create such substances are familiar only at the much higher temperatures and pressures of Earth and Earth-based laboratories. The fact that they were found indicates that these chemical reactions in interstellar clouds such as the Lagoon Nebula take place faster than suspected, likely in gas-phase reactions unfamiliar to organic chemistry as observed on Earth.<ref name=Blue>{{Cite web|url=http://www.nrao.edu/pr/2001/vinylalco/|title=Scientists Toast the Discovery of Vinyl Alcohol in Interstellar Space|date= October 2001|author=Charles Blue|publisher=[[National Radio Astronomy Observatory]]|access-date=9 February 2010}}</ref> These reactions are studied in the reaction kinetics in uniform supersonic flow ({{lang-fr|Cinétique de Réaction en Ecoulement Supersonique Uniforme}}, CRESU experiment. "[A] number of spectral lines produced by interstellar gas, notably the hydrogen spectral line at 21&nbsp;cm, are observable at radio wavelengths.<ref name="shu1982">{{ cite book |author = F. H. Shu |title = The Physical Universe |publisher = University Science Books |date = 1982 |location = Mill Valley, California |url=https://books.google.com/books?isbn=0935702059 |isbn = 0-935702-05-9 }}</ref><ref name="cox2000">{{ cite book |editor=Cox, A. N. |title=Allen's Astrophysical Quantities |date=2000 |url=http://books.google.com/?id=w8PK2XFLLH8C&pg=PA124 |publisher=Springer-Verlag |page=124 |location=New York |isbn=0-387-98746-0 }}</ref> "Over the past 30 years, radioastronomy has revealed a rich variety of molecular species in the interstellar medium of our galaxy and even others."<ref name=Herschbach>{{ cite journal |author=Dudley Herschbach |title=Chemical physics: Molecular clouds, clusters, and corrals |journal=Reviews of Modern Physics |month=March-May |year=1999 |volume=71 |issue=2 |pages=S411-S418 |url=http://link.aps.org/doi/10.1103/RevModPhys.71.S411 |arxiv= |bibcode= |doi=10.1103/RevModPhys.71.S411 |pmid= |pdf=ftp://210.45.78.225/incoming/zhangry-home/%B9%A4%D7%F7%B2%BF%B7%D6/zhangry/book/%CE%EF%C0%ED%D1%A7%CA%B7/History%20of%20Modern%20Physics/Chemica%20Physics%20and%20Biological%20Physics/Chemical%20physics.pdf |accessdate=2011-12-17 }}</ref> “[R]adio astronomy ... has resulted in the detection of over a hundred interstellar species, including [[w:Radical (chemistry)|radical]]s and ions, and organic (i.e. [[w:carbon|carbon]]-based) compounds, such as [[w:alcohol|alcohol]]s, [[w:acid|acid]]s, [[w:aldehyde|aldehyde]]s, and [[w:ketone|ketone]]s. One of the most abundant interstellar molecules, and among the easiest to detect with radio waves (due to its strong electric [[w:dipole|dipole]] moment), is CO ([[w:carbon monoxide|carbon monoxide]]). In fact, CO is such a common interstellar molecule that it is used to map out molecular regions.<ref name=Harvard> http://www.cfa.harvard.edu/mmw/CO_survey_aitoff.jpg.</ref> The radio observation of perhaps greatest human interest is the claim of interstellar [[w:glycine|glycine]],<ref name=Kuan>{{ cite journal | author=Kuan YJ |author2=Charnley SB |author3=Huang HC |title=Interstellar glycine |journal=The Astrophysical Journal |volume=593 |issue=2 |pages=848–867 |year=2003 |doi=10.1086/375637 |bibcode = 2003ApJ...593..848K }}</ref> the simplest [[w:amino acid|amino acid]], but with considerable accompanying controversy.<ref name=Snyder2005>{{ cite journal |author=Snyder LE |author2=Lovas FJ |author3=Hollis JM |title=A rigorous attempt to verify interstellar glycine |journal=The Astrophysical Journal |volume=619 |issue=2 |pages=914–30 |year=2005 |doi=10.1086/426677 | bibcode = 2005ApJ...619..914S |arxiv = astro-ph/0410335 }}</ref> One of the reasons why this detection [is] controversial is that although radio (and some other methods like [[w:rotational spectroscopy|rotational spectroscopy]]) are good for the identification of simple species with large dipole moments, they are less sensitive to more complex molecules, even something relatively small like amino acids. {{clear}} ==Solar coronal clouds== [[Image:Cp19halphajune29.png|thumb|right|200px|This is a coronagraph/polarimeter image of the solar corona on June 29, 1980, in H alpha light. Credit: NASA.{{tlx|free media}}]] A '''coronal cloud''' is a cloud, or cloud-like, natural astronomical entity, composed of plasmas and usually associated with a [[Stars|star]] or other astronomical object where the temperature is such that X-rays are emitted. While small coronal clouds are above the photosphere of many different visual [[w:Spectral type|spectral type]] stars, others occupy parts of the [[interstellar medium]] (ISM), extending sometimes millions of kilometers into space, or thousands of light-years, depending on the size of the associated object such as a [[Stars/Galaxies|galaxy]]. "Coronal clouds, type IIIg, form in space above a spot area and rain streamers upon it."<ref name=Pettit43>{{ cite journal |author=Edison Pettit |title=The Properties of Solar Prominences as Related to Type |journal=Astrophysical Journal |month=July |year=1943 |volume=98 |issue=7 |pages=6-19 |url= |bibcode=1943ApJ....98....6P |doi=10.1086/144539 |pmid= |accessdate=2011-08-01 }}</ref> "This energy [10³² to 10³³ ergs] appears in the form of electromagnetic radiation over the entire spectrum from γ-rays to radio burst, in fast electrons and nuclei up to relativistic energies, in the creation of a hot coronal cloud, and in large-scale mass motions including the ejections of material from the Sun."<ref name=Lin>{{ cite journal |author=R. P. Lin |author2=H. S. Hudson |title=Non-thermal processes in large solar flares |journal=Solar Physics |month=September-October |year=1976 |volume=50 |issue=10 |pages=153-78 |url=http://adsabs.harvard.edu/full/1976SoPh...50..153L |arxiv= |bibcode=1976SoPh...50..153L |doi=10.1007/BF00206199 |pmid= |accessdate=2013-07-07 }}</ref> "Coronal clouds are irregular objects suspended in the corona with matter streaming out of them into nearby active regions."<ref name=Tandberg>{{ cite book |author=E. Tandberg-Hanssen |title=Prominences, In: ''Illustrated Glossary for Solar and Solar-Terrestrial Physics'' |publisher=D. Reidel Publishing Company |location=Dordrecht-Holland |year=1977 |editor=A. Bruzek and C. J. Durrant |pages=97-109 |url=http://link.springer.com/chapter/10.1007/978-94-010-1245-4_10 |arxiv= |bibcode= |doi=10.1007/978-94-010-1245-4_10 |pmid= |isbn=978-94-010-1247-8 |accessdate=2013-07-10 }}</ref> {{clear}} ==Venus== {{main|Gases/Gaseous objects/Venus}} [[Image:Venus-real color.jpg|thumb|right|250px|Venus in approximately true-color is a nearly uniform pale cream. Credit: NASA/Ricardo Nunes, http://www.astrosurf.com/nunes.{{tlx|free media}}]] [[Image:Venuspioneeruv.jpg|thumb|left|250px|Imaged is the cloud structure in the Venusian atmosphere in 1979, revealed by ultraviolet observations by Pioneer Venus Orbiter. Credit: NASA.{{tlx|free media}}]] In [[visual astronomy]] almost no variation or detail can be seen in the clouds. The surface is obscured by a thick blanket of clouds. Venus is shrouded by an opaque layer of highly reflective clouds of sulfuric acid, preventing its surface from being seen from space in visible light. It has thick clouds of sulfur dioxide. There are lower and middle cloud layers. The thick clouds consisting mainly of sulfur dioxide and sulfuric acid droplets.<ref name=Krasnopolsky81>{{ cite journal |title=Chemical composition of the atmosphere of Venus |author=Krasnopolsky, V. A. |author2=Parshev, V. A. |journal=Nature |volume=292 |issue=5824 |pages=610–613 |year=1981 |doi=10.1038/292610a0 |bibcode=1981Natur.292..610K }}</ref><ref name=Krasnopolsky>{{ cite journal |title=Chemical composition of Venus atmosphere and clouds: Some unsolved problems |author=Vladimir A. Krasnopolsky |year=2006 |journal=Planetary and Space Science |volume=54 |issue=13–14 |pages=1352–1359 |doi=10.1016/j.pss.2006.04.019 |bibcode=2006P&SS...54.1352K }}</ref> These clouds reflect and scatter about 90% of the sunlight that falls on them back into space, and prevent visual observation of the Venusian surface. The permanent cloud cover means that although Venus is closer than Earth to the Sun, the Venusian surface is not as well lit. Strong 300&nbsp;km/h winds at the cloud tops circle the planet about every four to five earth days.<ref name=Rossow>{{ cite journal |title=Cloud-tracked winds from Pioneer Venus OCPP images |author=W. B., Rossow |author2=A. D., del Genio |author3=T., Eichler |journal=Journal of the Atmospheric Sciences |volume=47 |issue=17 |pages=2053–2084 |year=1990 |doi=10.1175/1520-0469(1990)047<2053:CTWFVO>2.0.CO;2 |url=http://journals.ametsoc.org/doi/pdf/10.1175/1520-0469%281990%29047%3C2053%3ACTWFVO%3E2.0.CO%3B2 |issn=1520-0469 |bibcode = 1990JAtS...47.2053R }}</ref> Venusian winds move at up to 60 times the speed of the planet's rotation, while Earth's fastest winds are only 10% to 20% rotation speed.<ref name="science328">{{ cite journal |author=Normile, Dennis |title=Mission to probe Venus's curious winds and test solar sail for propulsion |journal=Science |page=677 |issue=5979 |volume=328 |date=7 May 2010 |pmid=20448159 |doi=10.1126/science.328.5979.677-a |bibcode = 2010Sci...328..677N }}</ref> {{clear}} ==Earth== {{main|Gases/Gaseous objects/Earth}} [[Image:Straalstroom.jpg|thumb|250px|right|Clouds are shown along a jet stream over Canada. Credit: NASA.{{tlx|free media}}]] [[Image:Clouds and the mountain.JPG|thumb|left|250px|Here at Réunion is an example that some of those white puffy objects in the sky may be quite close by. Credit: [[c:User:B.navez|B.navez]].{{tlx|free media}}]] [[Image:Cirrus floccus and Cirrus spissatus at sunrise.jpg|thumb|right|180px|Cirrus clouds never seem to touch any mountain. Yet sunrise reveals they are closer to the ground than the Sun. Credit: Simon Eugster.{{tlx|free media}}]] [[Image:Regnbyge.jpg|thumb|left|This image shows a late-summer rainstorm in Denmark. The nearly black color of the cloud's base indicates the foreground cloud is probably cumulonimbus. Credit: [[c:User:Malene|Malene Thyssen]].{{tlx|free media}}]] The image on the left shows two meteors, the clouds passing over land and the rain falling towards the ground from the clouds above as the water droplets either lose their static charge or reach too large a size to be held aloft either by the natural electric field of the Earth or by air currents, respectively. The water droplets are moving somewhat horizontally and also vertically. {{clear}} ==Nephology== [[Image:Cumulus clouds panorama.jpg|thumb|upright=2|center|500px|Cumuliform cloudscape is over Swifts Creek, Victoria, Australia. Credit: [[c:user:Fir0002|Fir0002]].{{tlx|free media}}]] In [[meteorology]], a '''cloud''' is an aerosol consisting of a visible mass of minute liquid droplets, ice crystals, or other particulates suspended in the atmosphere of a planetary body.<ref>{{ cite web |title=Weather Terms |url=http://www.erh.noaa.gov/box/glossary.htm |publisher=National Weather Service |accessdate=21 June 2013 }}</ref> '''Def.''' the "branch of meteorology that studies clouds"<ref name=NephologyWikt>{{ cite book |author=[[wikt:User:Widsith|Widsith]] |title=nephology |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=17 June 2006 |url=https://en.wiktionary.org/wiki/nephology |accessdate=5 February 2019 }}</ref> is called '''nephology'''. {| class="wikitable" !Forms and levels !! Stratiform <br> non-convective !! Cirriform <br> mostly non-convective !! Stratocumuliform <br> limited-convective !! Cumuliform <br> free-convective !! Cumulonimbiform <br> strong convective |- !Exosphere | || || || || |- !Thermosphere | || || || || |- !Mesosphere <br> (Extreme level) | || Noctilucent clouds <br> (Polar mesospheric clouds) || || || |- !Stratosphere <br> (Very high level) | || Polar stratospheric clouds || || || |- !Troposphere <br> (High-level) | Cirrostratus clouds ||Cirrus clouds || Cirrocumulus clouds || || |- !(Mid-level) | Altostratus clouds || || Altocumulus clouds || || |- !(Low-level) | Stratus clouds || || Stratocumulus clouds || Cumulus humilis || |- !Multi-level/vertical | Nimbostratus clouds || || || Cumulus mediocris || |- !Towering vertical | || || || Cumulus congestus || Cumulonimbus clouds |- !Surface-level | Fog || || || || |} {{clear}} ==Noctilucent clouds== [[Image:Helkivad ööpilved Kuresoo kohal.jpg|thumb|right|250px|Noctilucent cloud appears over Estonia. Credit: [https://www.flickr.com/photos/martinkoitmae/ Martin Koitmäe].{{tlx|free media}}]] '''Def.''' "very high-altitude<ref name=NoctilucentWikt2>{{ cite book |author=[[wikt:User:WikiPedant|WikiPedant]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=22 August 2008 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref> [shining or glowing at night;<ref name=NoctilucentWikt1>{{ cite book |author=[[wikt:User:Eean|Eean]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=28 November 2004 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref> nightshining<ref name=NoctilucentWikt3>{{ cite book |author=[[wikt:User:DerekWinters|DerekWinters]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=20 September 2015 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref>] clouds that reflect sunlight long after sunset"<ref name=NoctilucentWikt>{{ cite book |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=6 July 2007 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref> are called '''noctilucent clouds'''. Noctilucent clouds may occasionally take on more of a red or orange hue.<ref name="Noctilucent">{{cite web |editor=World Meteorological Organization |title=Upper atmospheric clouds, International Cloud Atlas |year=2017 |url=https://cloudatlas.wmo.int/upper-atmospheric-clouds.html |accessdate=31 July 2017 }}</ref> They are not common or widespread enough to have a significant effect on climate.<ref name="simulation studies"/> An increasing frequency of occurrence of noctilucent clouds since the 19th century may be the result of climate change.<ref name="noctilucent-cloud">{{ cite web |editor=Project Possum |title=About Noctiluent Clouds |year=2017 |url=http://projectpossum.org/research/noctilucent-cloud/about-noctilucent-clouds/ |accessdate=6 April 2018 }}</ref> Noctilucent clouds are the highest in the atmosphere and form near the top of the mesosphere at about ten times the altitude of tropospheric high clouds.<ref name=autogenerated1>{{cite book |author1=Michael Gadsden|author2=Pekka Parviainen |title=Observing Noctilucent Clouds |date=September 2006 |publisher=International Association of Geomagnetism & Aeronomy |page=9 |accessdate=31 January 2011 |url=https://web.archive.org/web/20081031003710/http://www.iugg.org/IAGA/iaga_pages/pdf/ONC_Sep06.pdf }}</ref> Convective lift in the mesosphere is strong enough during the polar summer to cause adiabatic cooling of small amount of water vapour to the point of saturation which tends to produce the coldest temperatures in the entire atmosphere just below the mesopause resulting in the best environment for the formation of polar mesospheric clouds.<ref name="simulation studies">{{Cite journal | last1 = Turco | first1 = R. P. | last2 = Toon | first2 = O. B. | last3 = Whitten | first3 = R. C. | last4 = Keesee | first4 = R. G. | last5 = Hollenbach | first5 = D. | title = Noctilucent clouds: Simulation studies of their genesis, properties and global influences | doi = 10.1016/0032-0633(82)90126-X | journal = Planetary and Space Science | volume = 30 | issue = 11 | pages = 1147–1181 | year = 1982 |bibcode = 1982P&SS...30.1147T }}</ref> Smoke particles from burnt-up meteors provide much of the condensation nuclei required for the formation of noctilucent cloud.<ref name="sounding rocket">{{ cite web |author=Fox, Karen C. |title=NASA Sounding Rocket Observes the Seeds of Noctilucent Clouds |year=2013 |url= http://www.nasa.gov/mission_pages/sunearth/news/CHAMPS-NLCs.html#.UkqY0BAxIgq |accessdate=1 October 2013 }}</ref> Sightings are rare more than 45 degrees south of the north pole or north of the south pole.<ref name="Noctilucent"/> "The mesopause occurs, by definition, at the top of the mesosphere and at the bottom of the thermosphere. Noctilucent clouds appear always in the vicinity of the mesopause."<ref name=Gadsden>{{ cite journal |author=Michael Gadsden |author2=Wilfried Schröder |title=Noctilucent Clouds, In: ''Noctilucent Clouds'' |volume=18 |publisher=Springer |location=Berlin |date=1989 |editor= |pages=1-12 |url=https://link.springer.com/chapter/10.1007/978-3-642-48626-5_1 |arxiv= |bibcode= |doi=10.1007/978-3-642-48626-5_1 |pmid= |isbn=978-3-642-48628-9 |accessdate=7 February 2019 }}</ref> {{clear}} ==Ionospheres== [[Image:Atmosphere with Ionosphere.svg|thumb|right|300px|Relationship exits between the atmosphere and ionosphere. Credit: Bhamer.{{tlx|free media}}]] [[Image:Earth's atmosphere.jpg|left|thumb|300px|Diagram of Earth's atmosphere is adapted from NASA document. Credit: [[w:user:Minesweeper|Minesweeper]].{{tlx|free media}}]] [[Image:Ionosphere Layers en.svg|right|thumb|300px|Ionospheric layers are the E layer and F layer are present at night, during the day, a D layer forms and the E and F layers become much stronger, often during the day the F layer will differentiate into F1 and F2 layers. Credit: Naval Postgraduate School.{{tlx|free media}}]] From 1972 to 1975 NASA launched the AEROS and AEROS B satellites to study the F region.<ref name="Yenne">{{cite book|author=Yenne, Bill|title=''The Encyclopedia of US Spacecraft''|publisher=Exeter Books (A Bison Book), New York|date=1985|isbn=978-0-671-07580-4}} p. 12 '''AEROS'''</ref> "The Es layer (sporadic E-layer) is characterized by small, thin clouds of intense ionization, which can support reflection of radio waves, rarely up to 225 MHz."<ref name=Ionosphere>{{ cite book |author=[[w:User:Reddi|Reddi]] |title=Ionosphere |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=7 February 2004 |url=https://en.wikipedia.org/wiki/Ionosphere |accessdate=7 February 2019 }}</ref> "The total time for transport of metal ions from the equatorial E region to the higher latitudes (within ± 30" magnetic latitude) of the F region must not exceed about 12 hours if the entire "circulation" process is to occur during the time the fountain effect is operative. This requirement seems unnecessary in that the "reverse fountain effect" which occurs when the daytime eastward E field reverses to the west is weaker than the daytime fountain (WOODMAN et al., 1977) thus leading to an apparent daily net positive flux of metal ions into the equatorial F region from the equatorial E region. Some evidence for this "pulsed" source of metal ions is found in the observed "clouds" of Mg⁺ reported by MENDE et al., (1985) and possibly by KUMAR and HANSON (1980)."<ref name=Mathews>{{ cite book |author=J. D. Mathews |title=Some aspects of metallic ion chemistry and dynamics in the mesosphere and thermosphere |volume= |publisher=NASA |location= |date=1988 |editor= |pages=228-254 |url=https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19880005152.pdf |arxiv= |bibcode= |doi= |pmid= |isbn= |accessdate=7 February 2019 }}</ref> During solar proton events, ionization can reach unusually high levels in the D-region over high and polar latitudes, known as Polar Cap Absorption (or PCA) events, because the increased ionization significantly enhances the absorption of radio signals passing through the region.<ref name="Rose1962">{{cite journal |last1=Rose |first1=D.C. |last2=Ziauddin |first2=Syed |title=The polar cap absorption effect |journal=Space Science Reviews |date=June 1962 |volume=1 |issue=1 |pages=115 |doi=10.1007/BF00174638 |accessdate= |bibcode=1962SSRv....1..115R }}</ref> "Dust quite probably plsys a major role in noctilucent cloud formation (TURCO et al., 1982) and possibly modifies D region ion chemistry (eg. PARTHASARATHY, 1976)."<ref name=Mathews/> "Dust has long been considered important to the formation of noctiluent clouds at high latitudes. TURCO et al., (1982) extensively treats the problem of noctilucent cloud formation including effects of ion attachment to dust or ice particles. PARTHASARATHY (1976) has considered dust a direct "sink" for D region ionization."<ref name=Mathews/> "[N]octilucent clouds are not an aspect of low and mid-laditude D region aeronomy."<ref name=Mathews/> {{clear}} ==Mars== {{main|Gases/Gaseous objects/Mars}} [[Image:2005-1103mars-full.jpg|thumb|right|250px|This Hubble Space Telescope image shows a dust storm, just above center and lighter in contrast than the surface of Mars. Credit: NASA, ESA, The Hubble Heritage Team (STScI/AURA), J. Bell (Cornell University) and M. Wolff (Space Science Institute).{{tlx|free media}}]] At right is a Hubble Space Telescope image of a dust storm on Mars. The picture was snapped on October 28, 2005. The regional dust storm on Mars had "been growing and evolving over the past few weeks. The dust storm, which is nearly in the middle of the planet in this Hubble view is about 930 miles (1500 km) long measured diagonally, which is about the size of the states of Texas, Oklahoma, and New Mexico combined. No wonder amateur astronomers with even modest-sized telescopes have been able to keep an eye on this storm. The smallest resolvable features in the image (small craters and wind streaks) are the size of a large city, about 12 miles (20 km) across. The occurrence of the dust storm is in close proximity to the NASA Mars Exploration Rover Opportunity's landing site in Sinus Meridiani. Dust in the atmosphere could block some of the sunlight needed to keep the rover operating at full power. ... The large regional dust storm appears as the brighter, redder cloudy region in the middle of the planet's disk. This storm has been churning in the planet's equatorial regions for several weeks now, and it is likely responsible for the reddish, dusty haze and other dust clouds seen across this hemisphere of the planet in views from Hubble, ground based telescopes, and the NASA and ESA spacecraft studying Mars from orbit. Bluish water-ice clouds can also be seen along the limbs and in the north (winter) polar region at the top of the image."<ref name=Bell>{{ cite book |author=Jim Bell |author2=Mike Wolff |author3=Keith Noll |title=Mars Kicks Up the Dust as it Makes Closest Approach to Earth |publisher=HubbleSite NewsCenter |location= |date=November 3, 2005 |url=http://hubblesite.org/newscenter/archive/releases/2005/34/image/a/ |accessdate=2013-02-24 }}</ref> {{clear}} ==Jupiter== {{main|Jupiter}} [[Image:Jupiter.jpg|right|thumb|250px|Cloud bands are clearly visible on Jupiter. Credit: NASA/JPL/USGS.{{tlx|free media}}]] '''Jupiter''' is the largest planet in the [[Solar System]] and contains nearly 3/4 of all planetary matter. With no solid surface, Jupiter is a gas and liquid filled giant. Its turbulent belts of clouds circulate parallel to the equator and often contain oval spots which are storm systems with the largest being easily twice the diameter of Earth. The great red spot has been observed for at least 300 years and rotates counter-clockwise with wind speeds of 270 miles per hour [430 km/hr]. Although observed and studied from Earth for centuries it wasn't until the mid 1970's that humans were able to get a closer look with the spacecraft Pioneer 10 and 11. The Voyager 1 and 2 spacecraft were launched with the specific purpose of collecting information and data on the Jovian worlds. In December 1995 the Galileo spacecraft entered into orbit and began it's long-term study of Jupiter and it's moons, a probe was also sent deep into the atmosphere of the gas giant. {{clear}} ==Saturn== {{main|Gases/Gaseous objects/Saturn}} [[Image:Saturn Storm.jpg|thumb|right|250px|A global storm girdles Saturn in 2011. The head of the storm (bright area) passes the tail circling around the left limb. Credit: NASA/JPL-Caltech/SSI.{{tlx|free media}}]] [[Image:Saturn north polar hexagon 2012-11-27.jpg|thumb|left|250px|North polar hexagonal cloud feature, discovered by ''Voyager 1'' and confirmed in 2006 by ''Cassini'' is shown. Credit: NASA / JPL-Caltech / Space Science Institute.{{tlx|free media}}]] [[Image:Saturn north polar vortex 2012-11-27.jpg|thumb|250px|right|This is a closer view of the north polar vortex at the center of the hexagon. Credit: NASA / JPL-Caltech / Space Science Institute.{{tlx|free media}}]] The upper clouds are composed of ammonia crystals. In 1990, the Hubble Space Telescope imaged an enormous white cloud near Saturn's equator that was not present during the Voyager encounters and in 1994, another, smaller storm was observed. The 1990 storm was an example of a Great White Spot, a unique but short-lived phenomenon that occurs once every Saturnian year, roughly every 30 Earth years, around the time of the northern hemisphere's summer solstice.<ref name=icarus176_1_155>{{ cite journal | title = Saturn's cloud structure and temporal evolution from ten years of Hubble Space Telescope images (1994–2003) | year = 2005 | first1=S. | last1=Pérez-Hoyos | first2=A. | last2=Sánchez-Laveg | first3=R. G. | last3=French | last4=J. F. | first4=Rojas | journal=Icarus | volume=176 | issue=1 | pages=155–174 | doi=10.1016/j.icarus.2005.01.014 | bibcode=2005Icar..176..155P }}</ref> Previous Great White Spots were observed in 1876, 1903, 1933 and 1960, with the 1933 storm being the most famous. If the periodicity is maintained, another storm will occur in about 2020.<ref name=Kidger>Patrick Moore, ed., ''1993 Yearbook of Astronomy'', (London: W.W. Norton & Company, 1992), Mark Kidger, "The 1990 Great White Spot of Saturn", pp. 176–215.</ref> Wind speeds on Saturn can reach {{convert|1800|km/h|abbr=on}} ... Voyager data indicate peak easterly winds of 500&nbsp;m/s (1800&nbsp;km/h).<ref name="Voyager Summary 1">{{ cite book |title = Voyager Saturn Science Summary |first = Calvin J. |last = Hamilton |accessdate = 2007-07-05 |date = 1997 |publisher = Solarviews| url = http://www.webcitation.org/62DA0AJg8 }}</ref> Infrared imaging has shown that Saturn's south pole has a warm polar vortex, the only known example of such a phenomenon in the Solar System.<ref name=MCP>{{cite book |url = http://www.mcpstars.org/node/353 |title = Warm Polar Vortex on Saturn |date = 2007 |publisher = Merrillville Community Planetarium |accessdate = 2007-07-25| archiveurl = http://www.webcitation.org/62DA17ga2 |archivedate = 2011-10-05}}</ref> Whereas temperatures on Saturn are normally −185&nbsp;°C, temperatures on the vortex often reach as high as −122&nbsp;°C, believed to be the warmest spot on Saturn.<ref name=MCP/> A persisting hexagonal wave pattern around the north polar vortex in the atmosphere at about 78°N was first noted in the Voyager images.<ref name=Godfrey>{{ cite journal |bibcode=1988Icar...76..335G|doi=10.1016/0019-1035(88)90075-9 |title = A hexagonal feature around Saturn's North Pole |year=1988 |page=335 |author = Godfrey, D. A. |volume=76 |journal = Icarus |issue=2}}</ref><ref name=Laques>{{cite journal |title = Ground-based observations of Saturn's north polar SPOT and hexagon |first4 = P. |last4 = Laques |first3 = F. |last3 = Colas |first2 = J. |journal = Science |last = Sanchez-Lavega |last2 = Lecacheux |volume = 260 |issue = 5106 |page = 329 |year = 1993 |first = A. |pmid = 17838249|doi=10.1126/science.260.5106.329|bibcode=1993Sci...260..329S |pages = 329–32}}</ref> {{clear}} ==Uranus== {{main|Gases/Gaseous objects/Uranus}} [[Image:Uranusandrings.jpg|thumb|right|250px|A 1998 false-colour near-infrared image of Uranus showing cloud bands, rings, and moons obtained by the Hubble Space Telescope's Near Infrared Camera and Multi-Object Spectrometer (NICMOS) camera. Credit: Hubble Space Telescope - NASA Marshall Space Flight Center.{{tlx|free media}}]] [[Image:Uranuscolour.png|thumb|right|250px|Uranus's southern hemisphere in approximate natural colour (left) and in shorter wavelengths (right), shows its faint cloud bands and atmospheric "hood" as seen by ''Voyager 2''. Credit: NASA.{{tlx|free media}}]] [[Image:Uranus Dark spot.jpg|thumb|right|250px|The first dark spot is observed on Uranus. Image is obtained by the HST Advanced Camera for Surveys (ACS) in 2006. Credit: NASA, ESA, L. Sromovsky and P. Fry (University of Wisconsin), H. Hammel (Space Science Institute), and K. Rages (SETI Institute).{{tlx|free media}}]] [[Image:Uranus clouds.jpg|thumb|left|upright|250px|Uranus in 2005. Rings, southern collar and a bright cloud in the northern hemisphere are visible (HST ACS image). Credit: NASA, ESA, and M. Showalter (SETI Institute.{{tlx|free media}}]] [[Image:Uranian wind speeds.png|thumb|right|250px|Zonal wind speeds are plotted as detected on Uranus. Shaded areas show the southern collar and its future northern counterpart. The red curve is a symmetrical fit to the data. Credit: [[w:user:Ruslik0|Ruslik0]].{{tlx|free media}}]] Uranus has a complex, layered cloud structure, with methane thought to make up the uppermost layer of clouds.<ref name=Lunine1993>{{cite journal |title=The Atmospheres of Uranus and Neptune |author=Jonathan I. Lunine |journal = Annual Review of Astronomy and Astrophysics |volume=31 |pages=217–63 |year=1993 |doi=10.1146/annurev.aa.31.090193.001245 |bibcode=1993ARA&A..31..217L }}</ref> With a large telescope of 25&nbsp;cm or wider, cloud patterns may be visible.<ref name=Nowak>{{ cite book |title=Uranus: the Threshold Planet of 2006 |author=Nowak, Gary T. |url=http://www.vtastro.org/Articles/uranus2006.html |date=2006 |accessdate=June 14, 2007 }}</ref> When ''Voyager 2'' flew by Uranus in 1986, it observed a total of ten cloud features across the entire planet.<ref name="Smith Soderblom et al. 1986">Smith, B. A.; Soderblom, L. A.; Beebe, A.; Bliss, D.; Boyce, J. M.; Brahic, A.; Briggs, G. A.; Brown, R. H. et al (4 July 1986). "Voyager 2 in the Uranian System: Imaging Science Results". Science 233 (4759): 43–64. Bibcode 1986Sci...233...43S. doi:10.1126/science.233.4759.43. {{PMID|17812889}} </ref><ref name="planetary" /> Besides the large-scale banded structure, Voyager 2 observed ten small bright clouds, most lying several degrees to the north from the collar.<ref name="Smith Soderblom et al. 1986" /> In the 1990s, the number of the observed bright cloud features grew considerably partly because new high resolution imaging techniques became available.<ref name="Sromovsky & Fry 2005">Sromovsky, L. A.; Fry, P. M. (December 2005). "Dynamics of cloud features on Uranus". Icarus 179 (2): 459–484. Bibcode 2005Icar..179..459S. doi:10.1016/j.icarus.2005.07.022.</ref> Most were found in the northern hemisphere as it started to become visible.<ref name="Sromovsky & Fry 2005" /> An early explanation - that bright clouds are easier to identify in the dark part of the planet, whereas in the southern hemisphere the bright collar masks them - was shown to be incorrect: the actual number of features has indeed increased considerably.<ref name="Karkoschka ('Uranus') 2001">Karkoschka, Erich (May 2001). "Uranus' Apparent Seasonal Variability in 25 HST Filters". Icarus 151 (1): 84–92. Bibcode 2001Icar..151...84K. doi:10.1006/icar.2001.6599.</ref><ref name="Hammel de Pater et al. Uranus in 2004, 2005">Hammel, H. B.; de Pater, I.; Gibbard, S. G.; Lockwood, G. W.; Rages, K. (May 2005). "New cloud activity on Uranus in 2004: First detection of a southern feature at 2.2 µm". Icarus 175 (1): 284–288. Bibcode 2005Icar..175..284H. doi:10.1016/j.icarus.2004.11.016.</ref> Nevertheless there are differences between the clouds of each hemisphere. The northern clouds are smaller, sharper and brighter.<ref name="Hammel de Pater et al. Uranus in 2004, 2005" /> They appear to lie at a higher altitude.<ref name="Hammel de Pater et al. Uranus in 2004, 2005" /> The lifetime of clouds spans several orders of magnitude. Some small clouds live for hours, while at least one southern cloud may have persisted since Voyager flyby.<ref name="Sromovsky & Fry 2005" /><ref name="planetary" /> Recent observation also discovered that cloud features on Uranus have a lot in common with those on Neptune.<ref name="Sromovsky & Fry 2005" /> For example, the dark spots common on Neptune had never been observed on Uranus before 2006, when the first such feature dubbed Uranus Dark Spot was imaged.<ref name=DarkSpot>{{ cite book | url=http://www.physorg.com/pdf78676690.pdf |title=Hubble Discovers a Dark Cloud in the Atmosphere of Uranus |author=L. Sromovsky |author2=Fry P. |author3=Hammel H. |author4=Rages K |publisher=physorg.com |accessdate=August 22, 2007 }}</ref> The speculation is that Uranus is becoming more Neptune-like during its equinoctial season.<ref name=Hammel2007>{{ cite journal |author=H.B. Hammel |author2=G.W. Lockwood |title=Long-term atmospheric variability on Uranus and Neptune |journal=Icarus |year=2007 |volume=186 |pages=291–301 |doi=10.1016/j.icarus.2006.08.027 | bibcode=2007Icar..186..291H }}</ref> For a short period from March to May 2004, a number of large clouds appeared in the Uranian atmosphere, giving it a Neptune-like appearance.<ref name="Hammel de Pater et al. Uranus in 2004, 2005" /><ref name=Devitt>{{cite book |last=Devitt|first=Terry |url=http://www.news.wisc.edu/10402.html |title=Keck zooms in on the weird weather of Uranus |publisher=University of Wisconsin-Madison |date=2004 |accessdate=December 24, 2006 }}</ref> On August 23, 2006, researchers at the Space Science Institute (Boulder, CO) and the University of Wisconsin observed a dark spot on Uranus's surface, giving astronomers more insight into the planet's atmospheric activity.<ref name="DarkSpot" /> The bright collar at −45° latitude is also connected with methane clouds.<ref name="Rages Hammel et al. 2004" /> Other changes in the southern polar region can be explained by changes in the lower cloud layers.<ref name="Rages Hammel et al. 2004"> Rages, K. A.; Hammel, H. B.; Friedson, A. J. (11 September 2004). "Evidence for temporal change at Uranus' south pole". Icarus 172 (2): 548–554. Bibcode 2004Icar..172..548R. doi:10.1016/j.icarus.2004.07.009</ref> The wind speeds on Uranus can reach 250 meters per second (900&nbsp;km/h, 560&nbsp;mph).<ref name="Sromovsky & Fry 2005">Sromovsky, L. A.; Fry, P. M. (December 2005). "Dynamics of cloud features on Uranus". Icarus 179 (2): 459–484. Bibcode 2005Icar..179..459S. doi:10.1016/j.icarus.2005.07.022.</ref> The tracking of numerous cloud features allowed determination of zonal winds blowing in the upper troposphere of Uranus.<ref name="Sromovsky & Fry 2005" /> At the equator winds are retrograde, which means that they blow in the reverse direction to the planetary rotation. Their speeds are from −100 to −50&nbsp;m/s.<ref name="Sromovsky & Fry 2005" /><ref name="Hammel de Pater et al. Uranus in 2003, 2005"> Hammel, H. B.; de Pater, I.; Gibbard, S. G.; Lockwood, G. W.; Rages, K. (June 2005). "Uranus in 2003: Zonal winds, banded structure, and discrete features" (PDF). Icarus 175 (2): 534–545. Bibcode 2005Icar..175..534H. doi:10.1016/j.icarus.2004.11.012</ref> Wind speeds increase with the distance from the equator, reaching zero values near ±20° latitude, where the troposphere's temperature minimum is located.<ref name="Sromovsky & Fry 2005" /><ref name="Hanel Conrath et al. 1986">Hanel, R.; Conrath, B.; Flasar, F. M.; Kunde, V.; Maguire, W.; Pearl, J.; Pirraglia, J.; Samuelson, R. et al (4 July 1986). "Infrared Observations of the Uranian System". Science 233 (4759): 70–74. Bibcode 1986Sci...233...70H. doi:10.1126/science.233.4759.70. {{PMID|17812891}}.</ref> Closer to the poles, the winds shift to a prograde direction, flowing with the planet's rotation. Windspeeds continue to increase reaching maxima at ±60° latitude before falling to zero at the poles.<ref name="Sromovsky & Fry 2005" /> Windspeeds at −40° latitude range from 150 to 200&nbsp;m/s. Since the collar obscures all clouds below that parallel, speeds between it and the southern pole are impossible to measure.<ref name="Sromovsky & Fry 2005" /> In contrast, in the northern hemisphere maximum speeds as high as 240&nbsp;m/s are observed near +50 degrees of latitude.<ref name="Sromovsky & Fry 2005" /><ref name="Hammel de Pater et al. Uranus in 2003, 2005" /><ref name="Hammel Rages et al. 2001">Hammel, H. B.; Rages, K.; Lockwood, G. W.; Karkoschka, E.; de Pater, I. (October 2001). "New Measurements of the Winds of Uranus". Icarus 153 (2): 229–235. Bibcode 2001Icar..153..229H. doi:10.1006/icar.2001.6689.</ref> ... Observations included record-breaking wind speeds of 229&nbsp;m/s (824&nbsp;km/h) and a persistent thunderstorm referred to as "Fourth of July fireworks".<ref name=planetary>{{ cite book |title=No Longer Boring: 'Fireworks' and Other Surprises at Uranus Spotted Through Adaptive Optics |author=Emily Lakdawalla |url=http://www.planetary.org/news/2004/1111_No_Longer_Boring_Fireworks_and_Other.html |date=2004 |accessdate=June 13, 2007 |archiveurl=http://web.archive.org/web/20060525015410/http://www.planetary.org/news/2004/1111_No_Longer_Boring_Fireworks_and_Other.html|archivedate=May 25, 2006}}</ref> {{clear}} ==Neptune== {{main|Gases/Gaseous objects/Neptune}} [[Image:Neptune-Methane.jpg|thumb|right|250px|Combined colour and near-infrared image of Neptune, shows bands of methane in its atmosphere, and four of its moons, Proteus, Larissa, Galatea, and Despina. Credit: Hubble Space Telescope.{{tlx|free media}}]] [[Image:Neptune clouds.jpg|thumb|right|250px|Bands of high-altitude clouds cast shadows on Neptune's lower cloud deck. Credit: NASA / Jet Propulsion Lab.{{tlx|free media}}]] [[Image:Neptune storms.jpg|thumb|upright|250px|The Great Dark Spot (top), Scooter (middle white cloud),<ref name=scooter>{{ cite book |first=Sue|last=Lavoie|date=8 January 1998 |title=PIA01142: Neptune Scooter |url=http://photojournal.jpl.nasa.gov/catalog/PIA01142 |publisher=NASA|accessdate=26 March 2006}}</ref> and the Small Dark Spot (bottom), with contrast exaggerated. Credit: NASA/Voyager 2 Team.{{tlx|free media}}]] [[Image:Neptune's Great Dark Spot.jpg|thumb|left|250px|The Great Dark Spot is imaged by ''Voyager 2''. Credit: NASA / Jet Propulsion Lab.{{tlx|free media}}]] At the time of the 1989 ''Voyager 2'' flyby, the planet's southern hemisphere possessed a Great Dark Spot. In 1989, the Great Dark Spot, an anti-cyclonic storm system spanned 13000×6600&nbsp;km,<ref name=spot>{{cite book |last=Lavoie|first=Sue|date=16 February 2000 |url=http://photojournal.jpl.nasa.gov/catalog/PIA02245 |title=PIA02245: Neptune's blue-green atmosphere |publisher=NASA JPL|accessdate=28 February 2008}}</ref> was discovered by NASA's ''Voyager 2'' spacecraft. Some five years later, on 2 November 1994, the Hubble Space Telescope did not see the Great Dark Spot on the planet. Instead, a new storm similar to the Great Dark Spot was found in the planet's northern hemisphere.<ref>{{cite journal |last=Hammel|first=H. B. |coauthors=Lockwood, G. W.; Mills, J. R.; Barnet, C. D. |title=Hubble Space Telescope Imaging of Neptune's Cloud Structure in 1994 |journal=Science|year=1995|volume=268 |issue=5218|pages=1740–1742 |doi=10.1126/science.268.5218.1740 |pmid=17834994 |bibcode=1995Sci...268.1740H }}</ref> The Scooter is another storm, a white cloud group farther south than the Great Dark Spot. Its nickname is due to the fact that when first detected in the months before the 1989 ''Voyager 2'' encounter it moved faster than the Great Dark Spot.<ref name=burgess2>Burgess (1991):64–70.</ref> Subsequent images revealed even faster clouds. The Small Dark Spot is a southern cyclonic storm, the second-most-intense storm observed during the 1989 encounter. It initially was completely dark, but as ''Voyager 2'' approached the planet, a bright core developed and can be seen in most of the highest-resolution images.<ref>{{cite book |last=Lavoie|first=Sue|date=29 January 1996 |url=http://photojournal.jpl.nasa.gov/catalog/PIA00064 |title=PIA00064: Neptune's Dark Spot (D2) at High Resolution |publisher=NASA JPL|accessdate=28 February 2008}}</ref> The persistence of companion clouds shows that some former dark spots may continue to exist as cyclones even though they are no longer visible as a dark feature. Dark spots may dissipate when they migrate too close to the equator or possibly through some other unknown mechanism.<ref>{{cite journal |last=Sromovsky|first=L. A. |coauthors=Fry, P. M.; Dowling, T. E.; Baines, K. H. |title=The unusual dynamics of new dark spots on Neptune |journal=Bulletin of the American Astronomical Society |year=2000|volume=32|pages=1005 |bibcode=2000DPS....32.0903S}}</ref> The upper-level clouds occur at pressures below one bar, where the temperature is suitable for methane to condense. High-altitude clouds on Neptune have been observed casting shadows on the opaque cloud deck below. There are also high-altitude cloud bands that wrap around the planet at constant latitude. These circumferential bands have widths of 50–150&nbsp;km and lie about 50–110&nbsp;km above the cloud deck.<ref name=apj125>{{ cite journal |last=Max|first=C. E. |coauthors=Macintosh, B. A.; Gibbard, S. G.; Gavel, D. T.; Roe, H. G.; de Pater, I.; Andrea M. Ghez; Acton, D. S.; Lai, O.; Stomski, P.; Wizinowich, P. L. |title=Cloud Structures on Neptune Observed with Keck Telescope Adaptive Optics |journal=The Astronomical Journal, |year=2003|volume=125|issue=1|pages=364–375 |bibcode=2003AJ....125..364M |doi=10.1086/344943 }}</ref> Because of seasonal changes, the cloud bands in the southern hemisphere of Neptune have been observed to increase in size and albedo. This trend was first seen in 1980 and is expected to last until about 2020. The long orbital period of Neptune results in seasons lasting forty years.<ref name=villard>{{ cite book |author=Ray Villard |author2=Terry Devitt |date=15 May 2003 |title=Brighter Neptune Suggests A Planetary Change Of Seasons |publisher=Hubble News Center |url=http://hubblesite.org/newscenter/archive/releases/2003/17/text/ |accessdate=26 February 2008}}</ref> Neptune has the strongest sustained winds of any planet in the Solar System, with recorded wind speeds as high as 2,100 kilometres per hour (1,300 mph).<ref name="Suomi1991">{{ cite journal |last=Suomi |first=V. E. |coauthors=Limaye, S. S.; Johnson, D. R. |year=1991 |title=High Winds of Neptune: A possible mechanism |journal=Science |volume=251 |issue=4996 |pages=929–932 |doi=10.1126/science.251.4996.929 |pmid=17847386 |bibcode=1991Sci...251..929S }}</ref> On Neptune winds reach speeds of almost 600&nbsp;m/s—nearly attaining supersonic flow.<ref name="Suomi1991" /> More typically, by tracking the motion of persistent clouds, wind speeds have been shown to vary from 20&nbsp;m/s in the easterly direction to 325&nbsp;m/s westward.<ref name="Hammel1989">{{ cite journal |last=Hammel|first=H. B. |coauthors=Beebe, R. F.; De Jong, E. M.; Hansen, C. J.; Howell, C. D.; Ingersoll, A. P.; Johnson, T. V.; Limaye, S. S.; Magalhaes, J. A.; Pollack, J. B.; Sromovsky, L. A.; Suomi, V. E.; Swift, C. E. |title=Neptune's wind speeds obtained by tracking clouds in ''Voyager 2'' images |journal=Science|year=1989|volume=245 |pages=1367–1369 |bibcode=1989Sci...245.1367H |doi=10.1126/science.245.4924.1367 |pmid=17798743 |issue=4924}}</ref> At the cloud tops, the prevailing winds range in speed from 400&nbsp;m/s along the equator to 250&nbsp;m/s at the poles.<ref name=elkins-tanton>{{ cite book | last = Elkins-Tanton|first=Linda T.|date=2006 | title = Uranus, Neptune, Pluto, and the Outer Solar System | publisher = Chelsea House|location=New York | isbn = 978-0-8160-5197-7}}</ref> Most of the winds on Neptune move in a direction opposite the planet's rotation.<ref name=burgess2>Burgess (1991):64–70.</ref> The general pattern of winds showed prograde rotation at high latitudes vs. retrograde rotation at lower latitudes. The difference in flow direction is believed to be a "skin effect" and not due to any deeper atmospheric processes.<ref name=Lunine1993/> At 70° S latitude, a high-speed jet travels at a speed of 300&nbsp;m/s.<ref name=Lunine1993/> {{clear}} ==Comets== {{main|Radiation astronomy/Comets}} Due to a need for accurate oscillator strengths and cross sections in studies of diffuse interstellar clouds and cometary atmospheres, emission lines in cometary spectra are being studied.<ref name=Federman>{{ cite journal |author=S.R. Federman, David L. Lambert |title=The need for accurate oscillator strengths and cross sections in studies of diffuse interstellar clouds and cometary atmospheres |journal=Journal of Electron Spectroscopy and Related Phenomena |month=May |year=2002 |volume=123 |issue=2-3 |pages=161-71 |url=www.sciencedirect.com/science/article/pii/S0368204802000178 |arxiv= |bibcode= |doi= |pmid= |pdf=http://144.206.159.178/FT/578/62760/14353822.pdf |accessdate=2013-01-20 }}</ref> ==Interstellar clouds== {{main|Interstellar medium}} [[Image:The star formation region NGC 6559.jpg|thumb|right|250px|This region of sky includes glowing red clouds of mostly hydrogen gas. Credit: ESO.{{tlx|free media}}]] '''Def.''' an increase in the hydrogen density (''n''_H) of the interstellar medium from ~ 0.01 H cm^-3 to ≳ 0.1 H cm^-3 is called an '''interstellar cloud'''.<ref name=Madjar>{{ cite journal |author=Alfred Vidal-Madjar |author2=Claudine Laurent |author3=Paul Bruston |title=Is the solar system entering a nearby interstellar cloud |journal=The Astrophysical Journal |date=15 July 1978 |volume=223 |issue=07 |pages=589-600 |url=http://adsabs.harvard.edu/abs/1978ApJ...223..589V |arxiv= |bibcode=1978ApJ...223..589V |doi=10.1086/156294 |pmid= |accessdate=2015-09-30 }}</ref> The cyanide radical (called cyanogen) is used to measure the temperature of interstellar gas clouds.<ref name=Roth>{{ cite journal | title = Interstellar Cyanogen and the Temperature of the Cosmic Microwave Background Radiation | author = Roth, K. C. |author2=Meyer, D. M. |author3=Hawkins, I. | journal = The Astrophysical Journal | year = 1993 | volume = 413 | issue = 2 | pages = L67–L71 | doi = 10.1086/186961 | bibcode = 1993ApJ...413L..67R | url = http://articles.adsabs.harvard.edu/cgi-bin/nph-iarticle_query?1993ApJ...413L..67R&amp;data_type=PDF_HIGH&amp;whole_paper=YES&amp;type=PRINTER&amp;filetype=.pdf }}</ref> "Carbon monoxide is the second most abundant molecule, after H₂, in interstellar clouds. In diffuse clouds, the amount of CO is mainly derived from measurements of absorption at UV wavelengths."<ref name=Federman/> {{clear}} ==Hot ionized mediums== "Of interest is the hot ionized medium (HIM) consisting of a [[coronal cloud]] ejection from star surfaces at 10⁶-10⁷ K which emits X-rays. The ISM is [[w:turbulence|turbulent]] and full of structure on all spatial scales. [[w:Star formation|Stars are born]] deep inside large complexes of [[w:molecular clouds|molecular clouds]], typically a few [[w:parsec|parsec]]s in size. During their lives and deaths, stars interact physically with the ISM. [[w:Stellar wind|Stellar wind]]s from young clusters of stars (often with giant or supergiant [[w:HII region|HII region]]s surrounding them) and [[w:shock wave|shock wave]]s created by supernovae inject enormous amounts of energy into their surroundings, which leads to hypersonic turbulence. The resultant structures are [[w:stellar wind bubble|stellar wind bubble]]s and [[w:superbubble|superbubble]]s of hot gas. The Sun is currently traveling through the [[w:Local Interstellar Cloud|Local Interstellar Cloud]], a denser region in the low-density [[w:Local Bubble|Local Bubble]]."<ref name=Marshallsumter1>{{ 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> ==HI clouds== [[Image:3C147-U4496201R.jpg|thumb|right|250px|An HI cloud apparently is near or directly in front of the quasar 3C 147. Credit: Hubble Legacy Archive.{{tlx|free media}}]] [[Image:Largemagcloud.jpg|thumb|right|250px|The bright areas of this image of the LMC are where the most atomic hydrogen gas is found. Credit: S. Kim et al. / CSIRO.{{tlx|fairuse}}]] '''Def.''' an interstellar cloud composed primarily of neutral atomic hydrogen is called an '''HI cloud''', '''H I cloud''', or '''HI region'''. "Although there is a possibility that we are seeing the edge of a larger feature, we may be seeing a cloud of higher density superposed on a slowly varying background. If one assumes that to be the case, one finds that the H I cloud has a column density 10²⁰ atoms cm^-2 at maximum (assuming an arbitrary kinetic temperature of 50 K and a half-width of 2 km s^-1). Although one cannot determine the distance to the absorbing cloud, one can estimate a reasonable upper limit. The quasar 3C 247 [in the image on the right] lies at galactic latitude 10⁰; the assumption of a hydrogen layer extending 100 pc above the plane leads to a maximum probable distance of 600 pc. The linear diameter of the cloud (if the angular diameter is taken to be 0.1") is then at most 3 x 10^-4 pc, or 70 AU! The neutral hydrogen density is 10⁵ atoms cm^-3; the mass, 3 x 10^-7 ''M''_⊙."<ref name=Dieter>{{ cite journal |author=N. H. Dieter |author2=W. J. Welch |author3=J. D. Romney |title=A very small interstellar neutral hydrogen cloud observed with VLBI techniques |journal=The Astrophysical Journal |date=1 June 1976 |volume=206 |issue=06 |pages=L113-5 |url=http://adsabs.harvard.edu/abs/1976ApJ...206L.113D |arxiv= |bibcode=1976ApJ...206L.113D |doi=10.1086/182145 |pmid= |accessdate=2015-10-05 }}</ref> [[Galaxies]] "around us are hiding about a third more atomic hydrogen gas than previously calculated."<ref name=Anne>{{ cite book |author=Anne's Astronomy News |title=There’s More Star-Stuff Out There But It’s Not Dark Matter |publisher=BeforeItsNews |location=.com |date=31 May 2012 |url=http://beforeitsnews.com/space/2012/05/theres-more-star-stuff-out-there-but-its-not-dark-matter-2203458.html |accessdate=2015-10-05 }}</ref> The neutral atomic hydrogen "gas is distributed very differently from how it was in the past, with much less in the galaxies’ outer suburbs than billions of years ago."<ref name=Braun>{{ cite book |author=Robert Braun |title=There’s More Star-Stuff Out There But It’s Not Dark Matter |publisher=BeforeItsNews |location=.com |date=31 May 2012 |url=http://beforeitsnews.com/space/2012/05/theres-more-star-stuff-out-there-but-its-not-dark-matter-2203458.html |accessdate=2015-10-05 }}</ref> “This means that it’s much harder for galaxies to pull the gas in and form new stars. It’s why stars are forming 20 times more slowly now than in the past.”<ref name=Braun/> “Even though there’s more atomic hydrogen than we thought, it’s not a big enough percentage to solve the Dark Matter problem. If what we are missing had the weight of a large kangaroo, what we have found would have the weight of a small echidna.”<ref name=Braun/> [[w:SIMBAD|SIMBAD]] contains some 6,010 entries of the astronomical object type 'HI' (H I region). These regions are non-luminous, save for emission of the [[w:hydrogen line|21-cm (1,420 MHz) region]] spectral line. Mapping H I emissions with a radio telescope is a technique used for determining the structure of spiral galaxies. The degree of ionization in an H I region is very small at around 10⁻⁴ (i.e. one particle in 10,000). The temperature of an H I region is about 100 K,<ref name=Spitzer>{{ cite journal |author=L. Spitzer, M. P. Savedoff |title= The Temperature of Interstellar Matter. III |journal=The Astrophysical Journal |year=1950 |volume=111 |issue= |pages=593 |url= |doi=10.1086/145303 |bibcode=1950ApJ...111..593S }}</ref> and it is usually considered as isothermal, except near an expanding [[w:H II region|H II region]].<ref name=Savedoff>{{ cite journal |author=Savedoff MP, Greene J |title=Expanding H II region |journal=Astrophysical Journal |month=November |year=1955 |volume=122 |issue=11 |pages=477–87 |bibcode=1955ApJ...122..477S |doi=10.1086/146109 }}</ref> For hydrogen, complete ionization "obviously reduces its cross section to zero, but ... the net effect of partial ionization of hydrogen on calculated absorption depends on whether or not observations of hydrogen [are] used to estimate the total gas. ... [A]t least 20 % of interstellar hydrogen at high galactic latitudes seems to be ionized".<ref name=RMorrison>{{ cite journal |author=Robert Morrison |author2=Dan McCammon |title=Interstellar photoelectric absorption cross sections, 0.03-10 keV |journal=The Astrophysical Journal |month=July |year=1983 |volume=270 |issue=7 |pages=119-22 |url= |arxiv= |bibcode=1983ApJ...270..119M |doi= |pmid= |accessdate=2011-11-11 }}</ref> {{clear}} ==HI shells== [[Image:HI shell surrounding magnetar.jpg|thumb|right|250px|The image shows an HI shell surrounding the magnetar 1E 1048.1-5937. Credit: B. M. Gaensler, N. M. McClure-Griffiths, S. Oey, M. Haverkorn, J. Dickey, and A. Green.{{tlx|fairuse}}]] "The Southern Galactic Plane Survey (SGPS; see the 2002 Annual Report), which combines 21-cm HI observations from Parkes and the Compact Array, is now complete. The SGPS provides a wonderful resource for understanding populations such as magnetars in the context of their environment. Examination of SGPS data around the position of the well-known magnetar 1E 1048.1­5937 reveals a striking cavity in HI, designated as GSH 288.3-0.5-28, that is almost centred on the position of the neutron star. The SGPS data imply that GSH 288.3-0.5-28 is at a distance of approximately 2.7 kpc, and is expanding at a velocity of approximately 7.5 kilometres per second into gas of density ~17 atoms cm^-3."<ref name=Gaensler>{{ cite book |author=B. M. Gaensler |title=A wind bubble around a magnetar |publisher=Australia Telescope National Facility |location= |date= 2004 |url=http://www.atnf.csiro.au/research/highlights/2004/gaensler/gaensler.html |accessdate=2015-10-06 }}</ref> "Shells like GSH 288.3-0.5-28 are common, and represent wind-blown bubbles powered by massive stars expanding into the [[interstellar medium]]. The size and expansion speed of GSH 288.3-0.5-28 then imply that the bubble is several million years old, and has been blown by a wind of mechanical luminosity ~4 x 10³⁴ ergs per second, corresponding to a single star of initial mass 30 to 40 solar masses."<ref name=Gaensler/> "Usually in such cases, the central star is obvious, in the form of a bright O star, supergiant or WR star at the shell's centre. However, even though this field lies in the rich Carina OB1 region, there are no known stars of the appropriate position, distance or luminosity to argue for an association with GSH 288.3-0.5-28. This raises the intriguing possibility that GSH 288.3-0.5-28 was blown by the massive star whose collapse formed 1E 1048.1-5937. The central location of the magnetar within the HI shell suggests that the supernova occurred quite recently. The corresponding blast waves would impact the walls of the HI shell approximately 3000 years after core collapse, producing significant X-ray and radio emission. The lack of such emission requires the neutron star to be very young, consistent with the small ages expected for active magnetars. A common distance of around three kpc is suggested by the properties of both objects."<ref name=Gaensler/> {{clear}} ==HII clouds== [[Image:NGC3603-HST-GendlerLL.jpg|thumb|right|250px|This shows NGC 3603, Giant HII cloud and its Core cluster HD97950. Credit: Robert Gendler, NASA/ESA Hubble Space Telescope.{{tlx|fairuse}}]] [[Image:Fragment of NGC 2175.tiff|thumb|right|250px|The NASA/ESA Hubble Space Telescope has imaged a violent stellar nursery called NGC 2174. Credit: ESA/Hubble & NASA.{{tlx|fairuse}}]] In the upper image on the right, the reddish region is a giant HII cloud. '''Def.''' an interstellar cloud in which the primary constituent is monatomic hydrogen undergoing ionization and emission is called an '''HII cloud'''. "The nebula [in the second image down on the right] is mostly composed of hydrogen gas, which is ionised by the ultraviolet radiation emitted by the hot stars, leading to the nebula’s alternative title as an HII region. This picture shows only part of the nebula, where dark dust clouds are strikingly silhouetted against the glowing gas."<ref name=Potw1106a>{{ cite book |author=potw1106a |title=Fiery young stars wreak havoc in stellar nursery |publisher=Space Telescope |location=Baltimore, Maryland |date=7 February 2011 |url=http://www.spacetelescope.org/images/potw1106a/ |accessdate=2015-10-06 }}</ref> "NGC 2174 lies about 6400 light-years away in the constellation of Orion (The Hunter)."<ref name=Potw1106a/> "This picture was created from images from the Wide Field Planetary Camera 2 on Hubble. Images through four different filters were combined to make the view shown here. Images through a filter isolating the glow from ionised oxygen (F502N) were coloured blue and images through a filter showing glowing hydrogen (F656N) are green. Glowing ionised sulphur (F673N) and the view through a near-infrared filter (F814W) are both coloured red. The total exposure times per filter were 2600 s, 2600 s, 2600 s and 1000 s respectively and the field of view is about 1.8 arcminutes across."<ref name=Potw1106a/> "The Maryland-Green Bank hydrogen-line survey maps reveal this feature [the emission nebula surrounding NGC 2175] as part of a large neutral hydrogen cloud in the galactic plane that is situated at the edge of the association Gem.I. It is most unlikely that such a large neutral hydrogen cloud would be connected with the emission nebula surrounding NGC 2175. Indeed, in a medium with a mean density of hydrogen atoms of 20 cm^-3, the Strömgren radius of an HII region around an O6-type star would be more than 16 pc.^* However, if a distance of 2 kpc is accepted, the linear radius of the full extent of the continuum source is less than 10 pc. Thus the ionized nebula is density bounded rather than ionization bounded, its small size implying that it is not part of a large neutral hydrogen cloud which would be ionized by radiation from the O6-type star."<ref name=Tovmassian>{{ cite journal |author=H. M. Tovmassian |author2=E. T. Shahbazian |title=Hydrogen Content of Young Stellar Clusters II.^* Clusters NGC 2175, 2264, and 2362 |journal=Australian Journal of Physics |date=June 1973 |volume=26 |issue=6 |pages=837-42 |url=http://www.publish.csiro.au/?act=view_file&file_id=PH730837.pdf |arxiv= |bibcode= |doi=10.1071/PH730837 |pmid= |accessdate=2015-10-06 }}</ref> {{clear}} ==Molecular clouds== [[Image:Barnard 68.jpg|thumb|right|250px|This image shows a colour composite of visible and near-infrared images of the dark cloud Barnard 68. Credit: ESO.{{tlx|free media}}]] [[Image:Molecular.cloud.arp.750pix.jpg|thumb|right|250px|This cloud of gas and dust is being deleted. Credit: Hubble Heritage Team (STScI/AURA), N. Walborn (STScI) & R. Barbß (La Plata Obs.), NASA.{{tlx|free media}}]] '''Def.''' a "large and relatively dense cloud of cold gas and dust in interstellar space from which new stars are formed"<ref name=MolecularCloudWikt>{{ cite book |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=molecular cloud |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=20 April 2006 |url=https://en.wiktionary.org/wiki/molecular_cloud |accessdate=2015-09-30 }}</ref> is called a '''molecular cloud'''. The image on the right is a composite of visible (B 440 nm and V 557 nm) and near-infrared (768 nm) of the dark cloud (absorption cloud) Barnard 68.<ref name=ESO0102/> Barnard 68 is around 500 lyrs away in the constellation Ophiuchus.<ref name=ESO0102/> "At these wavelengths, the small cloud is completely opaque because of the obscuring effect of dust particles in its interior."<ref name=ESO0102>{{ cite book |author=eso0102 |title=How to Become a Star |publisher=European Southern Observatory |location= |date=10 January 2001 |url=http://www.eso.org/public/images/eso0102a/ |accessdate=2015-09-30 }}</ref> "It was obtained with the 8.2-m VLT ANTU telescope and the multimode FORS1 instrument in March 1999."<ref name=ESO0102/> In the image at right is a molecular cloud of gas and dust that is being reduced. "Likely, within a few million years, the intense light from bright stars will have boiled it away completely. The cloud has broken off of part of the Carina Nebula, a star forming region about 8000 light years away. Newly formed stars are visible nearby, their images reddened by blue light being preferentially scattered by the pervasive dust. This image spans about two light years and was taken by the orbiting Hubble Space Telescope in 1999."<ref name=Nemiroff>{{ cite book |author=Robert Nemiroff (MTU) |author2=Jerry Bonnell (USRA) |title=Disappearing Clouds in Carina |publisher=NASA |location=Goddard Space Flight Center, Greenbelt, Maryland, USA |date=June 30, 2003 |url=http://apod.nasa.gov/apod/ap030630.html |accessdate=2012-09-05 }}</ref> A '''molecular cloud''', sometimes called a '''stellar nursery''' if [[w:star formation|star formation]] is occurring within, is a type of [[w:interstellar cloud|interstellar cloud]] whose density and size permits the formation of molecules, most commonly [[w:molecular hydrogen|molecular hydrogen]] (H₂). Molecular hydrogen is difficult to detect by infrared and radio observations, so the molecule most often used to determine the presence of H₂ is CO ([[w:carbon monoxide|carbon monoxide]]). The ratio between CO [[w:luminosity|luminosity]] and H₂ [[w:mass|mass]] is thought to be constant, although there are reasons to doubt this assumption in observations of some other [[w:galaxies|galaxies]].<ref name=Kulesa>{{ cite book | author=Craig Kulesa | title=Overview: Molecular Astrophysics and Star Formation | url=http://loke.as.arizona.edu/~ckulesa/research/overview.html | accessdate=September 7, 2005 }}</ref> Such clouds make up < 1% of the ISM, have temperatures of 10-20 K and high densities of 10² - 10⁶ atoms/cm³. These clouds are astronomical radio and infrared sources with radio and infrared molecular emission and absorption lines. {{clear}} ==Globules== [[Image:Snake Nebula.jpg|thumb|right|250px|This image of the Snake Nebula contains globules. Credit: [[w:User:Friendlystar|Friendlystar]].{{tlx|free media}}]] '''Def.''' a small, isolated round dark cloud is called a '''globule'''. "By comparing the properties of globules with and without star formation one can study the processes that lead to star formation in molecular clouds."<ref name=Lehtinen>{{ cite journal |author=K. Lehtinen |title=Spectroscopic evidence of mass infall towards an embedded infrared source in the globule DC 303.8-14.2 |journal=Astronomy and Astrophysics |date=January 1997 |volume=317 |issue=01 |pages=L5-9 |url=http://adsabs.harvard.edu/full/1997A%26A...317L...5L |arxiv= |bibcode=1997A&A...317L...5L |doi= |pmid= |accessdate=2015-09-30 }}</ref> The "Thumbprint Nebula (TPN) in the Chamaeleon III region" is "a globule without any signs of star formation".<ref name=Lehtinen/> The "globule DC 303.8-14.2 (Hartley ''et al.'' 1986) [is] located in the eastern part of the Chamaeleon II dark cloud complex" and is "a star forming globule".<ref name=Lehtinen/> {{clear}} ==Cometary globules== [[Image:Cg4-500.jpg|thumb|right|250px|The flower-like image is of cometary globule CG4. Credit: T.A. Rector/University of Alaska Anchorage, T. Abbott and NOAO/AURA/NSF.{{tlx|free media}}]] '''Def.''' "a dense dust cloud with a faint luminous tail" is called a '''cometary globule'''.<ref name=Brand>{{ cite journal |author=P. W. J. L. Brand |author2=T. G. Hawarden |author3=A. J. Longmore |author4=P. M. Williams |author5=J. A. R. Caldwell |title=Cometary Globule 1 |journal=Monthly Notices of the Royal Astronomical Society |date= 1983 |volume=203 |issue=1 |pages=215-22 |url=http://mnras.oxfordjournals.org/content/203/1/215.short |arxiv= |bibcode= |doi=10.1093/mnras/203.1.215 |pmid= |accessdate=2015-09-30 }}</ref> The image on the right shows a flower-like cometary globule. {{clear}} ==Circumstellar clouds== [[Image:VY Canis Majoris.jpg|thumb|right|250px|Astronomers use polarized light to map the hypergiant star VY Canis Majoris. Credit: NASA, ESA, and R. Humphreys (University of Minnesota).{{tlx|free media}}]] [[Image:Massive Star VY Canis Majoris - Visible Ligh - Hs-2007-03-b-full.tiff|thumb|right|250px|This is a visible light image of VY Canis Majoris. Credit: NASA, ESA, and N. Smith (University of Arizona).{{tlx|free media}}]] '''Def.''' an interstellar-like cloud apparently surrounding or in orbit around a star is called a '''circumstellar cloud'''. "VY Canis Majoris [a red hypergiant star is] an irregular pulsating variable [that] lies about 5,000 light-years away in the constellation Canis Major."<ref name=Darling>{{ cite book |author=David Darling |title=VY Canis Majoris |publisher=Encyclopedia of Science |location= |date=2007 |url=http://www.daviddarling.info/encyclopedia/V/VY_Canis_Majoris.html |accessdate=7 October 2015 }}</ref> "Although VY Can is about half a million times as luminous as the Sun, much of its visible light is absorbed by a large, asymmetric cloud of dust particles that has been ejected from the star in various outbursts over the past 1,000 years or so. The infrared emission from this dust cloud makes VY Can one of the brightest objects in the sky at wavelengths of 5–20 microns."<ref name=Darling/> "In 2007, a team of astronomers using the 10-meter radio dish on Mount Graham, in Arizona, found that VY Can's extended circumstellar cloud is a prolific molecule-making factory. Among the radio emissions identified were those of hydrogen cyanide (HCN), silicon monoxide (SiO), sodium chloride (NaCl) and a molecule, phosphorus nitride (PN), in which a phosphorus atom and a nitrogen atom are bound together. Phosphorus-bearing molecules are of particular interest to astrobiologists because phosphorus is relatively rare in the universe, yet it is a key ingredient in molecules that are central to life as we know it, including the nuclei acids DNA and RNA and the energy-storage molecule, ATP. "<ref name=Darling/> "Material ejected by the star is visible in this 2004 image [on the top right] captured by the Hubble Space Telescope's Advanced Camera for Surveys, using polarizing filters."<ref name=Darling/> For comparison, the second image down on the right is captured using [[Radiation astronomy/Visuals|visuals]]. {{clear}} ==High-velocity clouds== [[Image:Smith's Cloud - 2008 - Bill Saxton, NRAO, AUI, NSF.jpg|thumb|right|250px|Smith's Cloud is a hydrogen gas, high-velocity cloud on the outskirts of the Milky Way Galaxy. Credit: Bill Saxton, NRAO/AUI/NSF.{{tlx|free media}}]] '''Def.''' any cloud having a velocity "inconsistent with simple Galactic rotation models that generally fit the stars and gas in the Milky Way disk" is called a '''high-velocity cloud'''.<ref name=Woerden>{{ cite journal |author=Hugo van Woerden |author2=Ulrich J. Schwarz |author3=Reynier F. Peletier |author4=Bart P. Wakker |author5=Peter M. W. Kalberla |title=A confirmed location in the Galactic halo for the high-velocity cloud 'chain A' |journal=Nature |date=8 July 1999 |volume=400 |issue=6740 |pages=138-41 |url=http://www.nature.com/nature/journal/v400/n6740/abs/400138a0.html |arxiv= |bibcode= |doi= |pmid= |accessdate=2015-10-03 }}</ref> "The leading edge of this cloud [shown in the image on the right] is already interacting with gas from our Galaxy."<ref name=Lockman>{{ cite book |author=Felix J. Lockman |title=Massive Gas Cloud Speeding Toward Collision With Milky Way |publisher=National Radio Astronomy Observatory (NRAO) |location= |date=11 January 2008 |url=http://www.nrao.edu/pr/2008/smithscloud/ |accessdate=2015-10-03 }}</ref> "The cloud, called Smith's Cloud, after the astronomer who discovered it in 1963, contains enough hydrogen to make a million stars like the Sun. Eleven thousand light-years long and 2,500 light-years wide, it is only 8,000 light-years from our Galaxy's disk. It is careening toward our Galaxy at more than 150 miles per second, aimed to strike the Milky Way's disk at an angle of about 45 degrees."<ref name=Finley>{{ cite book |author=Dave Finley |title=Massive Gas Cloud Speeding Toward Collision With Milky Way |publisher=National Radio Astronomy Observatory (NRAO) |location= |date=11 January 2008 |url=http://www.nrao.edu/pr/2008/smithscloud/ |accessdate=2015-10-03 }}</ref> "This is most likely a gas cloud left over from the formation of the Milky Way or gas stripped from a neighbor galaxy. When it hits, it could set off a tremendous burst of star formation. Many of those stars will be very massive, rushing through their lives quickly and exploding as supernovae. Over a few million years, it'll look like a celestial New Year's celebration, with huge firecrackers going off in that region of the Galaxy."<ref name=Lockman/> "If you could see this cloud with your eyes, it would be a very impressive sight in the night sky. From tip to tail it would cover almost as much sky as the Orion constellation. But as far as we know it is made entirely of gas -- no one has found a single star in it."<ref name=Lockman/> "Its shape, somewhat similar to that of a comet, indicates that it's already hitting gas in our Galaxy's outskirts. It is also feeling a tidal force from the gravity of the Milky Way and may be in the process of being torn apart. Our Galaxy will get a rain of gas from this cloud, then in about 20 to 40 million years, the cloud's core will smash into the Milky Way's plane."<ref name=Lockman/> {{clear}} ==Giant molecular clouds== A vast assemblage of molecular gas with a mass of approximately 10³–10⁷ times the mass of the Sun<ref name="murray">See, e.g., Table 1 and the Appendix of {{ cite journal | last1 = Murray | first1 = N. | title = Star Formation Efficiencies and Lifetimes of Giant Molecular Clouds in the Milky Way | doi = 10.1088/0004-637X/729/2/133 | journal = The Astrophysical Journal | volume = 729 | issue = 2 | pages = 133 | year = 2011 | pmid = | pmc = |arxiv = 1007.3270 |bibcode = 2011ApJ...729..133M }}</ref> is called a '''giant molecular cloud''' ('''GMC'''). GMCs are ≈15–600 [[w:light-year|light-year]]s in diameter (5–200 parsecs).<ref name="murray" /> Whereas the average density in the solar vicinity is one particle per cubic centimetre, the average density of a GMC is 10²–10³ particles per cubic centimetre. Although the Sun is much denser than a GMC, the volume of a GMC is so great that it contains much more mass than the Sun. The substructure of a GMC is a complex pattern of filaments, sheets, bubbles, and irregular clumps.<ref name="williams2000">{{ cite book | author = J. P. Williams |author2=L. Blitz |author3=C. F. McKee | title = The Structure and Evolution of Molecular Clouds: from Clumps to Cores to the IMF, In: ''Protostars and Planets IV'' | pages = 97 | publisher = Tucson: University of Arizona Press | date = 2000 |url=https://arxiv.org/abs/astro-ph/9902246 }}</ref> The densest parts of the filaments and clumps are called "molecular cores", whilst the densest molecular cores are, unsurprisingly, called "dense molecular cores" and have densities in excess of 10⁴–10⁶ particles per cubic centimeter. Observationally molecular cores are traced with carbon monoxide and dense cores are traced with ammonia. The concentration of [[w:Cosmic dust|dust]] within molecular cores is normally sufficient to block light from background stars so that they appear in silhouette as [[w:dark nebulae|dark nebulae]].<ref name="francesco2006">{{ cite book | author = Di Francesco, J. |display-authors=etal | title = An Observational Perspective of Low-Mass Dense Cores I: Internal Physical and Chemical Properties, In: ''Protostars and Planets V'' | date = 2006 |url=https://arxiv.org/abs/astro-ph/0602379 }}</ref> GMCs are so large that "local" ones can cover a significant fraction of a constellation; thus they are often referred to by the name of that constellation, e.g. the [[w:Orion Molecular Cloud Complex|Orion Molecular Cloud]] (OMC) or the [[w:Taurus Molecular Cloud|Taurus Molecular Cloud]] (TMC). These local GMCs are arrayed in a ring in the neighborhood of the Sun coinciding with the [[w:Gould Belt|Gould Belt]].<ref name=Grenier>{{ cite book | author = Grenier | title = The Gould Belt, star formation, and the local interstellar medium, In: ''The Young Universe'' | date = 2004 |url=http://uk.arxiv.org/abs/astro-ph/0409096 }}</ref> The most massive collection of molecular clouds in the galaxy forms an asymmetrical ring around the galactic center at a radius of 120 parsecs; the largest component of this ring is the [[w:Sagittarius B2|Sagittarius B2]] complex. The Sagittarius region is chemically rich and is often used as an exemplar by astronomers searching for new molecules in interstellar space.<ref name=Bonn>[http://www.mpifr-bonn.mpg.de/staff/epolehampton/thesis/node23.html Sagittarius B2 and its Line of Sight]</ref> ==Nebulas== {{main|Radiation astronomy/Nebulas}} [[Image:The Horsehead Nebula by NOAO 2.jpg|thumb|right|250px|This color picture was made by combining several exposures taken on the night of December 28th 1994 at the 0.9 m telescope of the Kitt Peak National Observatory. Credit: N.A.Sharp/NOAO/AURA/NSF.{{tlx|free media}}]] "The Horsehead Nebula, a part of the optical nebula IC434 and also known as Barnard 33, was first recorded in 1888 on a photographic plate taken at the Harvard College Observatory. Its coincidental appearance as the profile of a horse's head and neck has led to its becoming one of the most familiar astronomical objects. It is, in fact, an extremely dense cloud projecting in front of the ionized gas that provides the pink glow so nicely revealed in this picture. We know this not only because the underside of the 'neck' is especially dark, but because it actually casts a shadow on the field to its east (below the 'muzzle')."<ref name=Sharp>{{ cite book |author=N. A. Sharp |title=The Horsehead Nebula |publisher=National Optical Astronomy Observatory (NOAO) |location=Kitt Peak, Arizona USA |date=28 December 1994 |url=https://www.noao.edu/image_gallery/html/im0057.html |accessdate=2015-09-25 }}</ref> {{clear}} ==Dark nebulas== "The 1₁₁ → 1₁₀ rotational transition of formaldehyde (H₂CO) [occurs] in absorption in the direction of four dark nebulae. The radiation ... being absorbed appears to be the isotropic microwave background".<ref name=Palmer>{{ cite journal |author=Patrick Palmer |author2=B. Zuckerman |author3=David Buhl |author4=Lewis E. Snyder |title=Formaldehyde Absorption in Dark Nebulae |journal=The Astrophysical Journal |month=June |year=1969 |volume=156 |issue=6 |pages=L147-50 |url= |arxiv= |bibcode=1969ApJ...156L.147P |doi=10.1086/180368 |pmid= |accessdate=2012-02-03 }}</ref> One of the dark nebulae sampled, per [[w:SIMBAD|SIMBAD]] is TGU H1211 P5. ==Supernova remnants== [[Image:NGC2080.jpg|thumb|right|250px|This is an image of NGC 2080, the Ghost Head Nebula. Credit: NASA, ESA and Mohammad Heydari-Malayeri (Observatoire de Paris, France).{{tlx|free media}}]] [[Image:800crab.png|thumb|left|250px|The Crab Nebula is a remnant of an exploded star. This image shows the Crab Nebula in various energy bands, including a hard X-ray image from the HEFT data taken during its 2005 observation run. Each image is 6′ wide. Credit: CM Hubert Chen, Fiona A. Harrison, Charles J. Hailey, Finn E. Christensen, William W. Craig, Stephen M. Schindler, NASA, Caltech, Columbia, DSRI, LLNL.{{tlx|free media}}]] "The supernova SN1987A in the Large Magellanic Cloud (LMC) was discovered on February 23, 1987, and its progenitor is a blue supergiant (Sk -69 202) with luminosity of 2-5 x 10³⁸ erg/s.<ref name=Figueiredo/> The 847 keV and 1238 keV gamma-ray lines from ⁵⁶Co decay have been detected.<ref name=Figueiredo>{{ cite journal |author=Figueiredo N |author2=Villela T |author3=Jayanthi UB |author4=Wuensche CA |author5=Neri JACF |author6=Cesta RC |title=Gamma-ray observations of SN1987A |journal=Rev Mex Astron Astrofis. |year=1990 |volume=21 |pages=459–62 |bibcode=1990RMxAA..21..459F }}</ref> At right is a Hubble Space Telescope image of the Ghost Head Nebula. "This nebula is one of a chain of star-forming regions lying south of the 30 Doradus nebula in the Large Magellanic Cloud. The red and blue light comes from regions of hydrogen gas heated by nearby stars. The green light comes from glowing oxygen, illuminated by the energy of a stellar wind. The white center shows a core of hot, massive stars."<ref name=STScI200134>{{ cite web |author=News Release Number: STScI-2001-34 |title=Wallpaper: The Ghost-Head Nebula (NGC 2080) |publisher=NASA and the Hubble Space Telescope |location= |date=December 19, 2001 |url=http://hubblesite.org/gallery/wallpaper/pr2001034a/ |accessdate=2012-07-21 }}</ref> On July 21, 1964, the Crab Nebula supernova remnant was discovered to be a hard X-ray (15 – 60 keV) source by a scintillation counter flown on a balloon launched from Palestine, Texas, USA. This was likely the first balloon-based detection of X-rays from a discrete cosmic X-ray source.<ref name=headates1>{{ cite web |author=S. A. Drake |title=A Brief History of High-Energy Astronomy: 1960–1964 |url=http://heasarc.gsfc.nasa.gov/docs/heasarc/headates/1960.html }}</ref> "The high-energy focusing telescope (HEFT) is a balloon-borne experiment to image astrophysical sources in the hard X-ray (20–100 keV) band.<ref name=Harrison>{{ cite journal |author=F. A. Harrison |author2=Steven Boggs |author3=Aleksey E. Bolotnikov |author4=Finn E. Christensen |author5=Walter R. Cook III |author6=William W. Craig |author7=Charles J. Hailey |author8=Mario A. Jimenez-Garate |author9=Peter H. Mao |title=Development of the High-Energy Focusing Telescope (HEFT) balloon experiment |year=2000 |journal=Proc SPIE |volume=4012 |page=693 |url=proceedings.spiedigitallibrary.org/proceeding.aspx?articleid=900102 |doi=10.1117/12.391608 |series=X-Ray Optics, Instruments, and Missions III |editor=Joachim E. Truemper, Bernd Aschenbach }}</ref> Its maiden flight took place in May 2005 from Fort Sumner, New Mexico, USA. The angular resolution of HEFT is ~1.5'. Rather than using a grazing-angle X-ray telescope, HEFT makes use of a novel tungsten-silicon multilayer coatings to extend the reflectivity of nested grazing-incidence mirrors beyond 10 keV. HEFT has an energy resolution of 1.0 keV full width at half maximum at 60 keV. HEFT was launched for a 25-hour balloon flight in May 2005. The instrument performed within specification and observed SN 1054 (Tau X-1), the Crab Nebula."<ref name=Marshallsumter1/> {{clear}} ==Large Magellanic Clouds== [[Image:Eso1021d.jpg|thumb|right|250px|This image shows the entire Large Magellanic Cloud, with some of the brightest objects marked. Credit: Robert Gendler/ESO.{{tlx|free media}}]] For coronal cloud observations of the Large Magellanic Cloud, "[b]ackground spectra were obtained from observations of the Lockman Hole."<ref name=Steiner>{{ cite journal |author=James F. Steiner |author2=Rubens C. Reis |author3=Andrew C. Fabian |author4=Ronald A. Remillard |author5=Jeffrey E. McClintock |author6=Lijun Gou |author7=Ryan Cooke |author8=Laura W. Brenneman |author9=Jeremy S. Sanders |title=A broad iron line in LMC X‐1 |journal=Monthly Notices of the Royal Astronomical Society |month=December 11, |year=2012 |volume=427 |issue=3 |pages=2552-61 |url=http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2966.2012.22128.x/full |arxiv= |bibcode= |doi=10.1111/j.1365-2966.2012.22128.x |pmid= |accessdate=2013-07-10 }}</ref> {{clear}} ==Outflow clouds== [[Image:Quasar outflow clouds.png|thumb|right|250px|The image shows three quasars A, B and C, each of which also has outflow clouds. Credit: Halton Arp.{{tlx|fairuse}}]] '''Def.''' an interstellar-like or intergalactic-like cloud appearing to outflow from a quasar is called an '''outflow cloud'''. The image on the right labels three quasars that have outflow clouds associated with them. The other objects labeled are nearby stars. {{clear}} ==Satellites== {{main|Radiation astronomy/Satellites}} The [[w:Submillimeter Wave Astronomy Satellite|Submillimeter Wave Astronomy Satellite]] (SWAS) [is in] low Earth orbit ... to make targeted observations of giant molecular clouds and dark cloud cores. The focus of SWAS is five spectral lines: [[w:water|water]] (H₂O), isotopic water (H₂¹⁸O), isotopic [[w:carbon monoxide|carbon monoxide]] (¹³CO), molecular [[w:oxygen|oxygen]] (O₂), and neutral [[w:carbon|carbon]] (C I). ==Spectroscopy== {{main|Radiation astronomy/Spectroscopy|Spectroscopy}} By comparing astronomical observations with laboratory measurements, astrochemists can infer the elemental abundances, chemical composition, and [[w:temperature|temperature]]s of [[w:star|star]]s and [[w:interstellar cloud|interstellar cloud]]s. This is possible because ions, atoms, and molecules have characteristic spectra: that is, the absorption and emission of certain wavelengths (colors) of light, often not visible to the human eye. However, these measurements have limitations, with various types of radiation (radio, infrared, visible, ultraviolet etc.) able to detect only certain types of species, depending on the chemical properties of the molecules. [[w:Interstellar formaldehyde|Interstellar formaldehyde]] was the first polyatomic organic molecule detected in the interstellar medium. ==Spacecraft== [[Image:Hubble-ecliptic-plane.png|right|thumb|250px|Clouds of material are along the paths of the Voyager 1 and Voyager 2 spacecraft through interstellar space. Credit: NASA, ESA, and Z. Levay (STScI).{{tlx|fairuse}}]] The '''''Voyager 1''''' spacecraft is a {{convert|722|kg|lb|abbr=on}} [[w:space probe|space probe]] launched by [[w:National Aeronautics and Space Administration|NASA]] on September 5, 1977 to study the outer [[w:Solar System|Solar System]] and interstellar medium. The Cosmic Ray System (CRS) determines the origin and acceleration process, life history, and dynamic contribution of interstellar cosmic rays, the nucleosynthesis of elements in cosmic-ray sources, the behavior of cosmic rays in the interplanetary medium, and the trapped planetary energetic-particle environment. Measurements from the spacecraft revealed a steady rise since May in collisions with high energy particles (above 70 MeV), which are believed to be cosmic rays emanating from supernova explosions far beyond the Solar System, with a sharp increase in these collisions in late August. At the same time, in late August, there was a dramatic drop in collisions with low-energy particles, which are thought to originate from the Sun.<ref name="lifeslittlemysteries.com">http://www.lifeslittlemysteries.com/2984-voyager-spacecraft-solar-system.html</ref> "It's important for us to be aware of what kinds of objects are present beyond our solar system, since we are now beginning to think about potential interstellar space missions, such as Breakthrough Starshot."<ref name=Zachary>{{ cite book |author=Julia Zachary |title=How New Hubble Telescope Views Could Aid Interstellar Travel |publisher=Space.com |location= |date=9 January 2017 |url=http://www.space.com/35263-interstellar-space-hubble-observations-voyager.html |accessdate=2017-01-11 }}</ref> At "least two interstellar clouds [have been discovered] along Voyager 2's path, and one or two interstellar clouds along Voyager 1's path. They were also able to measure the density of electrons in the clouds along Voyager 2's path, and found that one had a greater electron density than the other."<ref name=Choi2017>{{ cite book |author=Charles Q. Choi |title=How New Hubble Telescope Views Could Aid Interstellar Travel |publisher=Space.com |location= |date=9 January 2017 |url=http://www.space.com/35263-interstellar-space-hubble-observations-voyager.html |accessdate=2017-01-11 }}</ref> "We think the difference in electron density perhaps indicates a difference in composition of overall density of the clouds."<ref name=Zachary/> A "broad range of elements [were detected]] in the interstellar medium, such as electrically charged ions of magnesium, iron, carbon and manganese [and] neutrally charged oxygen, nitrogen and hydrogen."<ref name=Choi2017/> {{clear}} ==See also== {{div col|colwidth=20em}} * [[Radiation astronomy/Aerometeors|Aerometeor astronomy]] * [[Radiation astronomy/Comets|Cometary astronomy]] * [[Gases/Gaseous objects/Earth|Earth as a gaseous object]] * [[Sources/Interstellar medium|Interstellar medium]] * [[Radiation astronomy/Lightnings|Lightning astronomy]] * [[Radiation astronomy/Nebulas|Nebula astronomy]] * [[Radiation astronomy/Oort clouds|Oort Cloud astronomy]] {{Div col end}} ==References== {{reflist|2}} ==External links== <!-- footer templates --> {{Radiation astronomy resources}}{{Sisterlinks|Clouds}} <!-- footer categories --> [[Category:Radiation astronomy/Lectures]] o8mvcm3tn21uq5gmc5wvewek5kupu4x 2414584 2414583 2022-08-15T02:36:52Z Marshallsumter 311529 /* Radios */ wikitext text/x-wiki [[Image:Img20050526 0007 at tannheim cumulus.jpg|thumb|right|250px|This image shows a cumulus cloud above Lechtaler Alps, Austria. Credit: [[c:User:Glg|Glg]].{{tlx|free media}}]] [[Image:Cumulus clouds in fair weather.jpeg|thumb|left|250px|Cumulus clouds in fair weather are white. Credit: [http://legacy.openphoto.net/image_view.html?image_id=17977 Michael Jastremski].{{tlx|free media}}]] '''Def.''' a "large white puffy cloud"<ref name=CumulusWikt>{{ cite book |title=cumulus |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=February 8, 2013 |url=http://en.wiktionary.org/wiki/cumulus |accessdate=2013-02-17 }}</ref> is called a '''cumulus''' cloud. Cumulus clouds look white because the water droplets reflect and scatter the sunlight without absorbing other colors. "On any given day, about half of Earth is covered by clouds, which reflect more sunlight than land and water. Clouds keep Earth cool by reflecting sunlight, but they can also serve as blankets to trap warmth."<ref name="livescience">{{ cite book |url=http://www.livescience.com/environment/060124_earth_albedo.html |title=Baffled Scientists Say Less Sunlight Reaching Earth |publisher=LiveScience |date=2006-01-24 |accessdate=2011-08-19 }}</ref> {{clear}} ==Theoretical clouds== [[Image:EmissionNebula NGC6357.jpg|thumb|right|250px|An emission nebula is shown. Credit: NASA, ESA and Jesœs Maz Apellÿniz (Instituto de astrofsica de Andaluca, Spain). Acknowledgement: Davide De Martin (ESA/Hubble).{{tlx|free media}}]] '''Def.''' a "visible mass of # water droplets suspended in the air ... # dust, # steam ... # smoke ... # a group or swarm"<ref name=CloudWikt>{{ cite web |title=cloud |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=February 13, 2013 |url=http://en.wiktionary.org/wiki/cloud |accessdate=2013-02-18 }}</ref> is called a '''cloud'''. '''Def.''' a "cloud in outer space"<ref name=NebulaWikt3>{{ cite web |author=[[wikt:User:SnoopY|SnoopY]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=20 December 2005 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref> "consisting of gas or dust (e.g. a"<ref name=NebulaWikt2>{{ cite web |author=[[wikt:User:Jyril|Jyril]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=11 August 2005 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref> "cloud formed after a star exploded [explodes]<ref name=NebulaWikt1>{{ cite web |author=[[wikt:User:60.33.205.187|60.33.205.187]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=14 July 2005 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref>"<ref name=NebulaWikt>{{ cite web |author=[[wikt:User:Pumpie|Pumpie]] |title=nebula |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=27 February 2004 |url=https://en.wiktionary.org/wiki/nebula |accessdate=19 June 2019 }}</ref>) is called a '''nebula'''. {{clear}} ==Optical astronomy== {{main|Radiation astronomy/Opticals}} [[Image:Moon 22 degree halo atherton ca.jpg|thumb|right|250px|A 22° halo occurs around the Moon in Atherton, California. Credit: [[c:user:Stephen Balaban|Stephen Balaban]].{{tlx|free media}}]] [[Image:SunHaloOverGoldenBay4thFeb06.jpg|250px|left|thumb|A solar halo is seen from 41° south latitude. Credit: [[w:user:Mozasaur|Mozasaur]].{{tlx|free media}}]] All optical phenomenon commence with quantum phenomenon.<ref>{{cite book |last1=Lahiri |first1=Avijit |chapter=Electromagnetic Theory and Optics |title=Basic Optics: Principles and Concepts |publisher=Elsevier |publication-date=2016 |doi=10.1016/B978-0-12-805357-7.00001-0 |isbn=978-0-12-805357-7}}</ref> Common optical phenomena are often due to the interaction of light from the sun or moon with the atmosphere, clouds, water, dust, and other particulates, e.g. the rainbow, when light from the sun is reflected and refracted by water droplets, the green ray, are so rare they are sometimes thought to be mythical.<ref>{{cite web|url=http://mintaka.sdsu.edu/GF/observing/greenray.html|title=Green Rays|website=mintaka.sdsu.edu}}</ref> {{clear}} ==Visual astronomy== {{main|Radiation astronomy/Visuals}} [[Image:CirrusField-color.jpg|thumb|center|250px|Several types of white Cirrus clouds are shown. Credit: [[c:user:PiccoloNamek|PiccoloNamek]]{{tlx|free media}}]] [[Image:Wolkenstockwerke.png|thumb|right|250px|Diagram shows clouds at various heights including high, middle, low, and vertical. Credit: [[c:user:Mr. B.B.C.|Mr. B.B.C.]]{{tlx|free media}}]] # Ci - ''cirrus'' # Cs - ''cirrostratus'' # Cc - ''cirrocumulus'' # As - ''altostratus'' # Ac - ''altocumulus'' # Ns - ''nimbostratus'' # Cb - ''cumulonimbus'' # Cu - ''cumulus'' # Sc - ''stratocumulus'' # St - ''stratus'' Cirrus (symbol: Ci) is a genus of atmospheric cloud generally characterized by thin, wispy strands, giving the type its name from the Latin word ''cirrus'', meaning a ringlet or curling lock of hair.<ref name="cloud-classification">{{cite web |last=Funk |first=Ted |title=Cloud Classifications and Characteristics |url=http://www.crh.noaa.gov/lmk/soo/docu/cloudchart.pdf |work=The Science Corner |publisher=National Oceanic and Atmospheric Administration |accessdate=30 January 2011 |page=1}}</ref> Such a cloud can form at any altitude between {{cvt|16,500|and|45000|ft|m|abbr=on|order=flip}} above sea level. The strands of cloud sometimes appear in tufts of a distinctive form referred to by the common name of "mares' tails".<ref name="usatoday">{{cite news |url=https://www.usatoday.com/weather/wcirrus.htm |title=USA Today: Cirrus Clouds |last=Palmer |first=Chad |accessdate=13 September 2008 | work=USA Today |date=16 October 2005}}</ref> {{clear}} ==Orange clouds== {{main|Radiation astronomy/Oranges}} [[Image:Orange cloud 15-07-2021.jpg|thumb|right|250px|An orange cloud is in the sky. Credit: [[c:user:Couch-scratching-cats|Couch-scratching-cats]]{{tlx|free media}}]] [[Image:Don't let the sun go down on your grievances - Flickr - kevin dooley.jpg|thumb|left|250px|This is an Earth sunset. Credit: [https://www.flickr.com/people/12836528@N00 Kevin Dooley from Chandler, AZ, USA].{{tlx|free media}}]] An orange cloud in the sky on the right is due to the refraction of sunlight on dust particles from the Saharan Air Layer. The orange clouds on the left are due to sun light refraction through the atmosphere. {{clear}} ==Reds== {{main|Radiation astronomy/Reds|Red astronomy}} [[Image:The star formation region NGC 6559.jpg|thumb|right|250px|This region of sky includes glowing red clouds of mostly hydrogen gas. Credit: ESO.{{tlx|free media}}]] "[T]he extended red emission (ERE) [is] observed in many dusty astronomical environments, in particular, the diffuse interstellar medium of the Galaxy. ... silicon nanoparticles provide the best match to the spectrum and the efficiency requirement of the ERE."<ref name=Witt>{{ cite journal |author=Adolf N. Witt |author2=Karl D. Gordon |author3=Douglas G. Furton |title=Silicon Nanoparticles: Source of Extended Red Emission? |journal=The Astrophysical Journal Letters |month=July 1, |year=1998 |volume=501 |issue=1 |pages=L111-5 |url=http://iopscience.iop.org/1538-4357/501/1/L111 |arxiv=astro-ph/9805006 |bibcode= |doi=10.1086/311453 |pmid= |accessdate=2013-07-30 }}</ref> "The broad, 60 < FWHM < 100 nm, featureless luminescence band known as extended red emission (ERE) is seen in such diverse dusty astrophysical environments as reflection nebulae¹⁷, planetary nebulae³, HII regions (Orion)¹², a Nova¹¹, Galactic cirrus¹⁴, a dark nebula⁷, Galaxies^8,6 and the diffuse interstellar medium (ISM)⁴. The band is confined between 540-950 nm, but the wavelength of peak emission varies from environment to environment, even within a given object. ... the wavelength of peak emission is longer and the efficiency of the luminescence is lower, the harder and denser the illuminating radiation field is¹³. These general characteristics of ERE constrain the photoluminescence (PL) band and efficiency for laboratory analysis of dust analog materials."<ref name=Smith99>{{ cite journal |author=T. L. Smith |author2=A. N. Witt |title=The Photoluminescence Efficiency of Extended Red Emission as a Constraint for Interstellar Dust |journal=Bulletin of the American Astronomical Society |month=December |year=1999 |volume=31 |issue= |pages=1479 |url=http://adsabs.harvard.edu/abs/1999AAS...195.7406S |arxiv= |bibcode=1999AAS...195.7406S |doi= |pmid= |accessdate=2013-08-02 }}</ref> In interstellar astronomy, [[w:visible spectrum|visible spectra]] can appear redder due to scattering processes in a phenomenon referred to as [[w:interstellar reddening|interstellar reddening]]<ref name=basicastronomy>See Binney and Merrifeld (1998), Carroll and Ostlie (1996), Kutner (2003) for applications in astronomy.</ref> — similarly [[w:Rayleigh scattering|Rayleigh scattering]] causes the [[w:Earth's atmosphere|atmospheric]] reddening of the [[Sun (star)|Sun]] seen in the [[w:sunrise|sunrise]] or [[w:sunset|sunset]] and causes the rest of the sky to have a blue color. This phenomenon is distinct from red''shift''ing because the [[w:atomic spectral line|spectroscopic lines]] are not shifted to other wavelengths in reddened objects and there is an additional [[w:extinction (astronomy)|dimming]] and distortion associated with the phenomenon due to photons being scattered in and out of the [[w:Line-of-sight propagation|line-of-sight]]. "The Danish 1.54-metre telescope located at ESO’s La Silla Observatory in Chile has captured a striking image of NGC 6559, an object that showcases the anarchy that reigns when stars form inside an interstellar cloud. This region of sky includes glowing red clouds of mostly hydrogen gas, blue regions where starlight is being reflected from tiny particles of dust and also dark regions where the dust is thick and opaque."<ref name=eso1320a>{{ cite book |author=eso1320a |title=The star formation region NGC 6559 |publisher=European Southern Observatory |location=La Silla Observatory, Chile |date=May 2, 2013 |url=http://www.eso.org/public/images/eso1320a/ |accessdate=2013-05-02 }}</ref> "The blue section of the photo — representing a "reflection nebula" — shows light from the newly formed stars in the cosmic nursery being reflected in all directions by the particles of dust made of iron, carbon, silicon and other elements in the interstellar cloud."<ref name=Kramer>{{ cite book |author=Miriam Kramer |title=Dusty Star-Spawning Space Cloud Glows In Amazing Photo |publisher=Yahoo! News |location=La Silla, Chile |date=May 2, 2013 |url=http://news.yahoo.com/dusty-star-spawning-space-cloud-glows-amazing-photo-140759329.html;_ylt=AuvOfcnBLreDFxWBFfhiolaHgsgF;_ylu=X3oDMTRlMXAzbmRkBG1pdANUb3BTdG9yeSBTY2llbmNlU0YgU3BhY2VBc3Ryb25vbXlTU0YEcGtnAzkwY2RjMGI1LTYwNWUtM2I0YS1iOTNmLTJjNjU1N2ZmMzI2ZARwb3MDNwRzZWMDdG9wX3N0b3J5BHZlcgM0M2ZiYWM0MS1iMzMyLTExZTItYWJiYi1iNTZkODJmMTk2NzY-;_ylg=X3oDMTI1MG9icjRhBGludGwDdXMEbGFuZwNlbi11cwRwc3RhaWQDBHBzdGNhdANzY2llbmNlfHNwYWNlLWFzdHJvbm9teQRwdANzZWN0aW9ucw--;_ylv=3 |accessdate=2013-05-02 }}</ref> ==Infrareds== {{main|Radiation astronomy/Infrareds|Infrared astronomy}} [[Image:Spitzer IRAC View of the Trifid Nebula.jpg|thumb|right|250px|The Trifid Nebula is a giant star-forming cloud of gas and dust located 5,400 light-years away in the constellation Sagittarius. Credit: NASA/JPL-Caltech/J. Rho (SSC/Caltech).{{tlx|free media}}]] "The glowing Trifid Nebula [in the image at right] is revealed in an infrared view from NASA's Spitzer Space Telescope. The Trifid Nebula is a giant star-forming cloud of gas and dust located 5,400 light-years away in the constellation Sagittarius."<ref name=Rho>{{ cite book |author=J. Rho |title=Spitzer/IRAC View of the Trifid Nebula |publisher=NASA/JPL/Caltech |location=Pasadena, California USA |date=January 12, 2005 |url=http://www.spitzer.caltech.edu/images/1371-ssc2005-02a3-Spitzer-IRAC-View-of-the-Trifid-Nebula |accessdate=2014-03-06 }}</ref> "The false-color Spitzer image reveals a different side of the Trifid Nebula. Where dark lanes of dust are visible trisecting the nebula in a visible-light picture, bright regions of star-forming activity are seen in the Spitzer picture. All together, Spitzer uncovered 30 massive embryonic stars and 120 smaller newborn stars throughout the Trifid Nebula, in both its dark lanes and luminous clouds. These stars are visible in the Spitzer image, mainly as yellow or red spots. Embryonic stars are developing stars about to burst into existence."<ref name=Rho/> "Ten of the 30 massive embryos discovered by Spitzer were found in four dark cores, or stellar "incubators," where stars are born. Astronomers using data from the Institute of Radioastronomy millimeter telescope in Spain had previously identified these cores but thought they were not quite ripe for stars. Spitzer's highly sensitive infrared eyes were able to penetrate all four cores to reveal rapidly growing embryos."<ref name=Rho/> "Astronomers can actually count the individual embryos tucked inside the cores by looking closely at this Spitzer image taken by its infrared array camera (IRAC). This instrument has the highest spatial resolution of Spitzer's imaging cameras. The embryos are thought to have been triggered by a massive "type O" star, which can be seen as a white spot at the center of the nebula. Type O stars are the most massive stars, ending their brief lives in explosive supernovas. The small newborn stars probably arose at the same time as the O star, and from the same original cloud of gas and dust."<ref name=Rho/> "This Spitzer mosaic image uses data from IRAC showing light of 3.6 microns (blue), 4.5 microns (green), 5.8 microns (orange) and 8.0 microns (red)."<ref name=Rho/> Interstellar dust can be studied by infrared spectrometry, in part because the dust is an astronomical infrared source and other infrared sources are behind the diffuse clouds of dust.<ref name=Duley>{{ cite journal |author=Duley, W. W. |author2=Williams, D. A. |title=The infrared spectrum of interstellar dust - Surface functional groups on carbon |journal=Royal Astronomical Society, Monthly Notices |month=July |year=1981 |volume=196 |issue=7 |pages=269-74 |url= |bibcode=1981MNRAS.196..269D |doi= |pmid= |accessdate=2011-08-06 }}</ref> '''Far-infrared astronomy''' deals with objects visible in [[w:far-infrared|far-infrared]] radiation (extending from 30 [[w:micron|µm]] towards submillimeter wavelengths around 450 µm). Huge, cold clouds of gas and dust in [[w:Milky Way|our own galaxy]], as well as in nearby [[w:galaxy|galaxies]], glow in far-infrared light. This is due to [[w:thermal radiation|thermal radiation]] of [[w:Interstellar Dust|interstellar dust]] contained in [[w:molecular clouds|molecular clouds]]. The monochromatic flux density radiated by a greybody at frequency <math>\nu</math> through solid angle <math>\Omega</math> is given by <math>F_{\nu} = B_{\nu}(T) Q_{\nu} \Omega </math> where <math>B_{\nu}(T)</math> is the [[w:Planck's law of black body radiation|Planck function]] for a blackbody at temperature T and emissivity <math>Q_{\nu}</math>. For a uniform medium of [[w:optical depth|optical depth]] <math>\tau_{\nu}</math> [[w:radiative transfer|radiative transfer]] means that the radiation will be reduced by a factor <math>e^{-\tau_{\nu}}</math>. The optical depth is often approximated by the ratio of the emitting frequency to the frequency where <math>\tau=1</math> all raised to an exponent β. For cold dust clouds in the interstellar medium ''β'' is approximately two. Therefore Q becomes, <math>Q_{\nu}=1-e^{-\tau_{\nu}}=1-e^{-\tau_0 (\nu / \nu_{0})^{\beta}}</math>. (<math>\tau_0=1</math>, <math>\nu_0</math> is the frequency where <math>\tau_0=1</math>). {{clear}} ==Submillimeters== {{main|Radiation astronomy/Submillimeters|Submillimeter astronomy}} [[Image:NGC1999 Nebula from the Mount Lemmon SkyCenter Schulman Telescope courtesy Adam Block.jpg|thumb|left|250px|The overall nebula with the small, apparent black cloud is shown in context. Credit: [[c:user:Ngc1535|Ngc1535]].{{tlx|free media}}]] [[Image:Ngc1999.jpg|thumb|right|250px|Hubble Space Telescope/Wide Field and Planetary Camera 2 (WFPC2) captures the apparent black cloud. Credit: NASA and The Hubble Heritage Team (STScI).{{tlx|free media}}]] In the image on the left, NGC 1999 is a dust-filled bright nebula that shines from the light of the variable star V380 Orionis with a vast apparent black cloud represented by a black patch of sky, as can be seen in the photograph on the left and enlarged by Hubble in the image on the right. Analysis of this patch by the infrared telescope Herschel Space Observatory (October 9, 2009), which has the capability of penetrating such dense cloud material, resulted in continued black space. With support from ground-based observations done using the submillimeter bolometer cameras on the Atacama Pathfinder Experiment radio telescope (November 29, 2009) and the Nicholas U. Mayall Telescope at Kitt Peak and the Magellan Telescopes (December 4, 2009), it was determined that the apparent cloud looks black not because it is an extremely dense pocket of gas, but because it is truly empty. Terahertz radiation is emitted as part of the black body radiation from anything with temperatures greater than about 10 K. While this thermal emission is very weak, observations at these frequencies are important for characterizing the cold 10-20 K dust in the interstellar medium in the Milky Way galaxy, and in distant [starburst galaxies. Telescopes operating in this band include the James Clerk Maxwell Telescope, the Caltech Submillimeter Observatory and the Submillimeter Array at the Mauna Kea Observatory in Hawaii, the BLAST balloon borne telescope, the Herschel Space Observatory, and the Heinrich Hertz Submillimeter Telescope at the Mount Graham International Observatory in Arizona. The Atacama Large Millimeter Array, under construction, will operate in the submillimeter range. The opacity of the Earth's atmosphere to submillimeter radiation restricts these observatories to very high altitude sites, or to space. "[T]he detection of absorption by interstellar hydrogen fluoride (HF) [in the submillimeter band occurs] along the sight line to the submillimeter continuum sources W49N and W51."<ref name=Sonnentrucker>{{ cite journal |author=P. Sonnentrucker |author2=D. A. Neufeld |author3=T. G. Phillips |author4=M. Gerin |author5=D. C. Lis |author6=M. De Luca |author7=J. R. Goicoechea |author8=J. H. Black |author9=T. A. Bell |author10=F. Boulanger |author11=J. Cernicharo |author12=A. Coutens |author13=E. Dartois |author14=M . Kaźmierczak |author15=P. Encrenaz |author16=E. Falgarone |author17=T. R. Geballe |author18=T. Giesen |author19=B. Godard |author20=P. F. Goldsmith |author21=C. Gry |author22=H. Gupta |author23=P. Hennebelle |author24=E. Herbst |author25=P. Hily-Blant |author26=C. Joblin |author27=R. Kołos |author28=J. Krełowski |author29=J. Martín-Pintado |author30=K. M. Menten |author31=R. Monje |author32=B. Mookerjea |author33=J. Pearson |author34=M. Perault |author35=C. M. Persson |author36=R. Plume |author37=M. Salez |author38=S. Schlemmer |author39=M. Schmidt |author40=J. Stutzki |author41=D.Teyssier |author42=C. Vastel |author43=S. Yu |author44=E. Caux |author45=R. Güsten |author46=W. A. Hatch |author47=T. Klein |author48=I. Mehdi |author49=P. Morris |author50=J. S. Ward |title=Detection of hydrogen fluoride absorption in diffuse molecular clouds with ''Herschel''/HIFI: a ubiquitous tracer of molecular gas |journal=Astronomy & Astrophysics |month=October 1, |year=2010 |volume=521 |issue= |pages=5 |url=http://arxiv.org/pdf/1007.2148.pdf |arxiv= |bibcode= |doi=10.1051/0004-6361/201015082 |pmid= |accessdate=2013-01-17 }}</ref> "HF is the dominant reservoir of fluorine wherever the interstellar H₂/atomic H ratio exceeds ~ 1; the unusual behavior of fluorine is explained by its unique thermochemistry, F being the only atom in the periodic table that can react exothermically with H₂ to form a hydride."<ref name=Sonnentrucker/> The observations "toward W49N and W51 [occurred] on 2010 March 22 ... The observations were carried out at three different local oscillator (LO) tunings in order to securely identify the HF line toward both sight lines. The dual beam switch mode (DBS) was used with a reference position located 3' on either side of the source position along an East-West axis. We centered the telescope beam at α =19h10m13.2s, ''δ'' = 09°06'12.0" for W49N and α = 19h23m43.9s, ''δ'' = 14°30'30.5" for W51 (J2000.0). The total on-source integration time amounts to 222s on each source using the Wide Band Spectrometer (WBS) that offers a spectral resolution of 1.1 MHz (~0.3 km s^-1 at 1232 GHz)."<ref name=Sonnentrucker/> "[T]he first detection of chloronium, H₂Cl⁺, in the interstellar medium, [occurred on March 1 and March 23, 2010,] using the HIFI instrument aboard the ''Herschel'' Space Observatory. The 2₁₂ − 1₀₁ lines of ortho-H₂³⁵Cl⁺ and ortho-H₂³⁷Cl⁺ are detected in absorption towards NGC 6334I, and the 1₁₁ − 0₀₀ transition of para-H₂³⁵Cl⁺ is detected in absorption towards NGC 6334I and Sgr B2(S)."<ref name=Lis>{{ cite journal |author= D. C. Lis |author2=J. C. Pearson |author3=D. A. Neufeld |author4=P. Schilke |author5=H. S. P. Müller |author6=H. Gupta |author7=T. A. Bell |author8=C. Comito |author9=T. G. Phillips |author10=E. A. Bergin |author11=C. Ceccarelli |author12=P. F. Goldsmith |author13=G. A. Blake |author14=A. Bacmann |author15=A. Baudry |author16=M. Benedettini |author17=A. Benz |author18=J. Black |author19=A. Boogert |author20=S. Bottinelli |author21=S. Cabrit |author22=P. Caselli |author23=A. Castets |author24=E. Caux |author25=J. Cernicharo |author26=C. Codella |author27=A. Coutens |author28=N. Crimier |author29=N. R. Crockett |author30=F. Daniel |author31=K. Demyk |author32=C. Dominic |author33=M.-L. Dubernet |author34=M. Emprechtinger |author35=P. Encrenaz |author36=E. Falgarone |author37=A. Fuente |author38=M. Gerin |author39=T. F. Giesen |author40=J. R. Goicoechea |author41=F. Helmich |author42=P. Hennebelle |author43=Th. Henning |author44=E. Herbst |author45=P. Hily-Blant |author46=Å. Hjalmarson |author47=D. Hollenbach |author48=T. Jack |author49=C. Joblin |author50=D. Johnstone |author51=C. Kahane |author52=M. Kama |author53=M. Kaufman |author54=A. Klotz |author55=W. D. Langer |author56=B. Larsson |author57=J. Le Bourlot |author58=B. Lefloch |author59=F. Le Petit |author60=D. Li |author61=R. Liseau |author62=S. D. Lord |author63=A. Lorenzani |author64=S. Maret |author65=P. G. Martin |author66=G. J. Melnick |author67=K. M. Menten |author68=P. Morris |author69=J. A. Murphy |author70=Z. Nagy |author71=B. Nisini |author72=V. Ossenkopf |author73=S. Pacheco |author74=L. Pagani |author75=B. Parise |author76=M. Pérault |author77=R. Plume |author78=S.-L. Qin |author79=E. Roueff |author80=M. Salez |author81=A. Sandqvist |author82=P. Saraceno |author83=S. Schlemmer |author84=K. Schuster |author85=R. Snell |author86=J. Stutzki |author87=A. Tielens |author88=N. Trappe |author89=F. F. S. van der Tak |author90=M. H. D. van der Wiel |author91=E. van Dishoeck |author92=C. Vastel |author93=S. Viti |author94=V. Wakelam |author95=A. Walters |author96=S. Wang |author97=F. Wyrowski |author98=H. W. Yorke |author99=S. Yu |author100=J. Zmuidzinas |author101=Y. Delorme |author102=J.-P. Desbat |author103=R. Güsten |author104=J.-M. Krieg |author105=B. Delforge |title=''Herschel''/HIFI discovery of interstellar chloronium (H₂Cl⁺) |journal=Astronomy & Astrophysics |month=October 1, |year=2010 |volume=521 |issue= |pages=5 |url=http://arxiv.org/pdf/1007.1461.pdf |arxiv= |bibcode= |doi=10.1051/0004-6361/201014959 |pmid= |accessdate=2013-01-18 }}</ref> "The [microwave] detection of interstellar formaldehyde provides important information about the chemical physics of our galaxy. We now know that polyatomic molecules containing at least two atoms other than hydrogen can form in the interstellar medium."<ref name=Snyder>{{ cite journal |author=Lewis E. Snyder |author2=David Buhl |author3=B. Zuckerman |author4=Patrick Palmer |title=Microwave detection of interstellar formaldehyde |journal=Physical Review Letters |month=March |year=1969 |volume=22 |issue=13 |pages=679-81 |url=http://link.aps.org/doi/10.1103/PhysRevLett.22.679 |arxiv= |bibcode= |doi=10.1103/PhysRevLett.22.679 |pmid= |accessdate=2011-12-17 }}</ref> "H₂CO is the first organic polyatomic molecule ever detected in the interstellar medium".<ref name=Snyder/> ==Radios== {{main|Radiation astronomy/Radios|Radio astronomy}} [[Image:Diving into the Lagoon Nebula.OGG|thumb|right|250px|View inside the Lagoon Nebula is shown. Credit: ESO/S. Guisard/[[w:user:Serge Brunier|S. Brunier]].{{tlx|free media}}]] Organic molecules, such as formaldehyde, methanol, and vinyl alcohol were observed in the radio spectra of the Lagoon Nebula. The reactions needed to create such substances are familiar only at the much higher temperatures and pressures of Earth and Earth-based laboratories. The fact that they were found indicates that these chemical reactions in interstellar clouds such as the Lagoon Nebula take place faster than suspected, likely in gas-phase reactions unfamiliar to organic chemistry as observed on Earth.<ref name=Blue>{{Cite web|url=http://www.nrao.edu/pr/2001/vinylalco/|title=Scientists Toast the Discovery of Vinyl Alcohol in Interstellar Space|date= October 2001|author=Charles Blue|publisher=National Radio Astronomy Observatory|accessdate=9 February 2010}}</ref> These reactions are studied in the reaction kinetics in uniform supersonic flow ({{lang-fr|Cinétique de Réaction en Ecoulement Supersonique Uniforme}}, CRESU experiment. "[A] number of spectral lines produced by interstellar gas, notably the hydrogen spectral line at 21&nbsp;cm, are observable at radio wavelengths.<ref name="shu1982">{{ cite book |author = F. H. Shu |title = The Physical Universe |publisher = University Science Books |date = 1982 |location = Mill Valley, California |url=https://books.google.com/books?isbn=0935702059 |isbn = 0-935702-05-9 }}</ref><ref name="cox2000">{{ cite book |editor=Cox, A. N. |title=Allen's Astrophysical Quantities |date=2000 |url=http://books.google.com/?id=w8PK2XFLLH8C&pg=PA124 |publisher=Springer-Verlag |page=124 |location=New York |isbn=0-387-98746-0 }}</ref> "Over the past 30 years, radioastronomy has revealed a rich variety of molecular species in the interstellar medium of our galaxy and even others."<ref name=Herschbach>{{ cite journal |author=Dudley Herschbach |title=Chemical physics: Molecular clouds, clusters, and corrals |journal=Reviews of Modern Physics |month=March-May |year=1999 |volume=71 |issue=2 |pages=S411-S418 |url=http://link.aps.org/doi/10.1103/RevModPhys.71.S411 |arxiv= |bibcode= |doi=10.1103/RevModPhys.71.S411 |pmid= |pdf=ftp://210.45.78.225/incoming/zhangry-home/%B9%A4%D7%F7%B2%BF%B7%D6/zhangry/book/%CE%EF%C0%ED%D1%A7%CA%B7/History%20of%20Modern%20Physics/Chemica%20Physics%20and%20Biological%20Physics/Chemical%20physics.pdf |accessdate=2011-12-17 }}</ref> “[R]adio astronomy ... has resulted in the detection of over a hundred interstellar species, including [[w:Radical (chemistry)|radical]]s and ions, and organic (i.e. [[w:carbon|carbon]]-based) compounds, such as [[w:alcohol|alcohol]]s, [[w:acid|acid]]s, [[w:aldehyde|aldehyde]]s, and [[w:ketone|ketone]]s. One of the most abundant interstellar molecules, and among the easiest to detect with radio waves (due to its strong electric [[w:dipole|dipole]] moment), is CO ([[w:carbon monoxide|carbon monoxide]]). In fact, CO is such a common interstellar molecule that it is used to map out molecular regions.<ref name=Harvard> http://www.cfa.harvard.edu/mmw/CO_survey_aitoff.jpg.</ref> The radio observation of perhaps greatest human interest is the claim of interstellar [[w:glycine|glycine]],<ref name=Kuan>{{ cite journal | author=Kuan YJ |author2=Charnley SB |author3=Huang HC |title=Interstellar glycine |journal=The Astrophysical Journal |volume=593 |issue=2 |pages=848–867 |year=2003 |doi=10.1086/375637 |bibcode = 2003ApJ...593..848K }}</ref> the simplest [[w:amino acid|amino acid]], but with considerable accompanying controversy.<ref name=Snyder2005>{{ cite journal |author=Snyder LE |author2=Lovas FJ |author3=Hollis JM |title=A rigorous attempt to verify interstellar glycine |journal=The Astrophysical Journal |volume=619 |issue=2 |pages=914–30 |year=2005 |doi=10.1086/426677 | bibcode = 2005ApJ...619..914S |arxiv = astro-ph/0410335 }}</ref> One of the reasons why this detection [is] controversial is that although radio (and some other methods like [[w:rotational spectroscopy|rotational spectroscopy]]) are good for the identification of simple species with large dipole moments, they are less sensitive to more complex molecules, even something relatively small like amino acids. {{clear}} ==Solar coronal clouds== [[Image:Cp19halphajune29.png|thumb|right|200px|This is a coronagraph/polarimeter image of the solar corona on June 29, 1980, in H alpha light. Credit: NASA.{{tlx|free media}}]] A '''coronal cloud''' is a cloud, or cloud-like, natural astronomical entity, composed of plasmas and usually associated with a [[Stars|star]] or other astronomical object where the temperature is such that X-rays are emitted. While small coronal clouds are above the photosphere of many different visual [[w:Spectral type|spectral type]] stars, others occupy parts of the [[interstellar medium]] (ISM), extending sometimes millions of kilometers into space, or thousands of light-years, depending on the size of the associated object such as a [[Stars/Galaxies|galaxy]]. "Coronal clouds, type IIIg, form in space above a spot area and rain streamers upon it."<ref name=Pettit43>{{ cite journal |author=Edison Pettit |title=The Properties of Solar Prominences as Related to Type |journal=Astrophysical Journal |month=July |year=1943 |volume=98 |issue=7 |pages=6-19 |url= |bibcode=1943ApJ....98....6P |doi=10.1086/144539 |pmid= |accessdate=2011-08-01 }}</ref> "This energy [10³² to 10³³ ergs] appears in the form of electromagnetic radiation over the entire spectrum from γ-rays to radio burst, in fast electrons and nuclei up to relativistic energies, in the creation of a hot coronal cloud, and in large-scale mass motions including the ejections of material from the Sun."<ref name=Lin>{{ cite journal |author=R. P. Lin |author2=H. S. Hudson |title=Non-thermal processes in large solar flares |journal=Solar Physics |month=September-October |year=1976 |volume=50 |issue=10 |pages=153-78 |url=http://adsabs.harvard.edu/full/1976SoPh...50..153L |arxiv= |bibcode=1976SoPh...50..153L |doi=10.1007/BF00206199 |pmid= |accessdate=2013-07-07 }}</ref> "Coronal clouds are irregular objects suspended in the corona with matter streaming out of them into nearby active regions."<ref name=Tandberg>{{ cite book |author=E. Tandberg-Hanssen |title=Prominences, In: ''Illustrated Glossary for Solar and Solar-Terrestrial Physics'' |publisher=D. Reidel Publishing Company |location=Dordrecht-Holland |year=1977 |editor=A. Bruzek and C. J. Durrant |pages=97-109 |url=http://link.springer.com/chapter/10.1007/978-94-010-1245-4_10 |arxiv= |bibcode= |doi=10.1007/978-94-010-1245-4_10 |pmid= |isbn=978-94-010-1247-8 |accessdate=2013-07-10 }}</ref> {{clear}} ==Venus== {{main|Gases/Gaseous objects/Venus}} [[Image:Venus-real color.jpg|thumb|right|250px|Venus in approximately true-color is a nearly uniform pale cream. Credit: NASA/Ricardo Nunes, http://www.astrosurf.com/nunes.{{tlx|free media}}]] [[Image:Venuspioneeruv.jpg|thumb|left|250px|Imaged is the cloud structure in the Venusian atmosphere in 1979, revealed by ultraviolet observations by Pioneer Venus Orbiter. Credit: NASA.{{tlx|free media}}]] In [[visual astronomy]] almost no variation or detail can be seen in the clouds. The surface is obscured by a thick blanket of clouds. Venus is shrouded by an opaque layer of highly reflective clouds of sulfuric acid, preventing its surface from being seen from space in visible light. It has thick clouds of sulfur dioxide. There are lower and middle cloud layers. The thick clouds consisting mainly of sulfur dioxide and sulfuric acid droplets.<ref name=Krasnopolsky81>{{ cite journal |title=Chemical composition of the atmosphere of Venus |author=Krasnopolsky, V. A. |author2=Parshev, V. A. |journal=Nature |volume=292 |issue=5824 |pages=610–613 |year=1981 |doi=10.1038/292610a0 |bibcode=1981Natur.292..610K }}</ref><ref name=Krasnopolsky>{{ cite journal |title=Chemical composition of Venus atmosphere and clouds: Some unsolved problems |author=Vladimir A. Krasnopolsky |year=2006 |journal=Planetary and Space Science |volume=54 |issue=13–14 |pages=1352–1359 |doi=10.1016/j.pss.2006.04.019 |bibcode=2006P&SS...54.1352K }}</ref> These clouds reflect and scatter about 90% of the sunlight that falls on them back into space, and prevent visual observation of the Venusian surface. The permanent cloud cover means that although Venus is closer than Earth to the Sun, the Venusian surface is not as well lit. Strong 300&nbsp;km/h winds at the cloud tops circle the planet about every four to five earth days.<ref name=Rossow>{{ cite journal |title=Cloud-tracked winds from Pioneer Venus OCPP images |author=W. B., Rossow |author2=A. D., del Genio |author3=T., Eichler |journal=Journal of the Atmospheric Sciences |volume=47 |issue=17 |pages=2053–2084 |year=1990 |doi=10.1175/1520-0469(1990)047<2053:CTWFVO>2.0.CO;2 |url=http://journals.ametsoc.org/doi/pdf/10.1175/1520-0469%281990%29047%3C2053%3ACTWFVO%3E2.0.CO%3B2 |issn=1520-0469 |bibcode = 1990JAtS...47.2053R }}</ref> Venusian winds move at up to 60 times the speed of the planet's rotation, while Earth's fastest winds are only 10% to 20% rotation speed.<ref name="science328">{{ cite journal |author=Normile, Dennis |title=Mission to probe Venus's curious winds and test solar sail for propulsion |journal=Science |page=677 |issue=5979 |volume=328 |date=7 May 2010 |pmid=20448159 |doi=10.1126/science.328.5979.677-a |bibcode = 2010Sci...328..677N }}</ref> {{clear}} ==Earth== {{main|Gases/Gaseous objects/Earth}} [[Image:Straalstroom.jpg|thumb|250px|right|Clouds are shown along a jet stream over Canada. Credit: NASA.{{tlx|free media}}]] [[Image:Clouds and the mountain.JPG|thumb|left|250px|Here at Réunion is an example that some of those white puffy objects in the sky may be quite close by. Credit: [[c:User:B.navez|B.navez]].{{tlx|free media}}]] [[Image:Cirrus floccus and Cirrus spissatus at sunrise.jpg|thumb|right|180px|Cirrus clouds never seem to touch any mountain. Yet sunrise reveals they are closer to the ground than the Sun. Credit: Simon Eugster.{{tlx|free media}}]] [[Image:Regnbyge.jpg|thumb|left|This image shows a late-summer rainstorm in Denmark. The nearly black color of the cloud's base indicates the foreground cloud is probably cumulonimbus. Credit: [[c:User:Malene|Malene Thyssen]].{{tlx|free media}}]] The image on the left shows two meteors, the clouds passing over land and the rain falling towards the ground from the clouds above as the water droplets either lose their static charge or reach too large a size to be held aloft either by the natural electric field of the Earth or by air currents, respectively. The water droplets are moving somewhat horizontally and also vertically. {{clear}} ==Nephology== [[Image:Cumulus clouds panorama.jpg|thumb|upright=2|center|500px|Cumuliform cloudscape is over Swifts Creek, Victoria, Australia. Credit: [[c:user:Fir0002|Fir0002]].{{tlx|free media}}]] In [[meteorology]], a '''cloud''' is an aerosol consisting of a visible mass of minute liquid droplets, ice crystals, or other particulates suspended in the atmosphere of a planetary body.<ref>{{ cite web |title=Weather Terms |url=http://www.erh.noaa.gov/box/glossary.htm |publisher=National Weather Service |accessdate=21 June 2013 }}</ref> '''Def.''' the "branch of meteorology that studies clouds"<ref name=NephologyWikt>{{ cite book |author=[[wikt:User:Widsith|Widsith]] |title=nephology |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=17 June 2006 |url=https://en.wiktionary.org/wiki/nephology |accessdate=5 February 2019 }}</ref> is called '''nephology'''. {| class="wikitable" !Forms and levels !! Stratiform <br> non-convective !! Cirriform <br> mostly non-convective !! Stratocumuliform <br> limited-convective !! Cumuliform <br> free-convective !! Cumulonimbiform <br> strong convective |- !Exosphere | || || || || |- !Thermosphere | || || || || |- !Mesosphere <br> (Extreme level) | || Noctilucent clouds <br> (Polar mesospheric clouds) || || || |- !Stratosphere <br> (Very high level) | || Polar stratospheric clouds || || || |- !Troposphere <br> (High-level) | Cirrostratus clouds ||Cirrus clouds || Cirrocumulus clouds || || |- !(Mid-level) | Altostratus clouds || || Altocumulus clouds || || |- !(Low-level) | Stratus clouds || || Stratocumulus clouds || Cumulus humilis || |- !Multi-level/vertical | Nimbostratus clouds || || || Cumulus mediocris || |- !Towering vertical | || || || Cumulus congestus || Cumulonimbus clouds |- !Surface-level | Fog || || || || |} {{clear}} ==Noctilucent clouds== [[Image:Helkivad ööpilved Kuresoo kohal.jpg|thumb|right|250px|Noctilucent cloud appears over Estonia. Credit: [https://www.flickr.com/photos/martinkoitmae/ Martin Koitmäe].{{tlx|free media}}]] '''Def.''' "very high-altitude<ref name=NoctilucentWikt2>{{ cite book |author=[[wikt:User:WikiPedant|WikiPedant]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=22 August 2008 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref> [shining or glowing at night;<ref name=NoctilucentWikt1>{{ cite book |author=[[wikt:User:Eean|Eean]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=28 November 2004 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref> nightshining<ref name=NoctilucentWikt3>{{ cite book |author=[[wikt:User:DerekWinters|DerekWinters]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=20 September 2015 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref>] clouds that reflect sunlight long after sunset"<ref name=NoctilucentWikt>{{ cite book |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=noctilucent |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=6 July 2007 |url=https://en.wiktionary.org/wiki/noctilucent |accessdate=6 February 2019 }}</ref> are called '''noctilucent clouds'''. Noctilucent clouds may occasionally take on more of a red or orange hue.<ref name="Noctilucent">{{cite web |editor=World Meteorological Organization |title=Upper atmospheric clouds, International Cloud Atlas |year=2017 |url=https://cloudatlas.wmo.int/upper-atmospheric-clouds.html |accessdate=31 July 2017 }}</ref> They are not common or widespread enough to have a significant effect on climate.<ref name="simulation studies"/> An increasing frequency of occurrence of noctilucent clouds since the 19th century may be the result of climate change.<ref name="noctilucent-cloud">{{ cite web |editor=Project Possum |title=About Noctiluent Clouds |year=2017 |url=http://projectpossum.org/research/noctilucent-cloud/about-noctilucent-clouds/ |accessdate=6 April 2018 }}</ref> Noctilucent clouds are the highest in the atmosphere and form near the top of the mesosphere at about ten times the altitude of tropospheric high clouds.<ref name=autogenerated1>{{cite book |author1=Michael Gadsden|author2=Pekka Parviainen |title=Observing Noctilucent Clouds |date=September 2006 |publisher=International Association of Geomagnetism & Aeronomy |page=9 |accessdate=31 January 2011 |url=https://web.archive.org/web/20081031003710/http://www.iugg.org/IAGA/iaga_pages/pdf/ONC_Sep06.pdf }}</ref> Convective lift in the mesosphere is strong enough during the polar summer to cause adiabatic cooling of small amount of water vapour to the point of saturation which tends to produce the coldest temperatures in the entire atmosphere just below the mesopause resulting in the best environment for the formation of polar mesospheric clouds.<ref name="simulation studies">{{Cite journal | last1 = Turco | first1 = R. P. | last2 = Toon | first2 = O. B. | last3 = Whitten | first3 = R. C. | last4 = Keesee | first4 = R. G. | last5 = Hollenbach | first5 = D. | title = Noctilucent clouds: Simulation studies of their genesis, properties and global influences | doi = 10.1016/0032-0633(82)90126-X | journal = Planetary and Space Science | volume = 30 | issue = 11 | pages = 1147–1181 | year = 1982 |bibcode = 1982P&SS...30.1147T }}</ref> Smoke particles from burnt-up meteors provide much of the condensation nuclei required for the formation of noctilucent cloud.<ref name="sounding rocket">{{ cite web |author=Fox, Karen C. |title=NASA Sounding Rocket Observes the Seeds of Noctilucent Clouds |year=2013 |url= http://www.nasa.gov/mission_pages/sunearth/news/CHAMPS-NLCs.html#.UkqY0BAxIgq |accessdate=1 October 2013 }}</ref> Sightings are rare more than 45 degrees south of the north pole or north of the south pole.<ref name="Noctilucent"/> "The mesopause occurs, by definition, at the top of the mesosphere and at the bottom of the thermosphere. Noctilucent clouds appear always in the vicinity of the mesopause."<ref name=Gadsden>{{ cite journal |author=Michael Gadsden |author2=Wilfried Schröder |title=Noctilucent Clouds, In: ''Noctilucent Clouds'' |volume=18 |publisher=Springer |location=Berlin |date=1989 |editor= |pages=1-12 |url=https://link.springer.com/chapter/10.1007/978-3-642-48626-5_1 |arxiv= |bibcode= |doi=10.1007/978-3-642-48626-5_1 |pmid= |isbn=978-3-642-48628-9 |accessdate=7 February 2019 }}</ref> {{clear}} ==Ionospheres== [[Image:Atmosphere with Ionosphere.svg|thumb|right|300px|Relationship exits between the atmosphere and ionosphere. Credit: Bhamer.{{tlx|free media}}]] [[Image:Earth's atmosphere.jpg|left|thumb|300px|Diagram of Earth's atmosphere is adapted from NASA document. Credit: [[w:user:Minesweeper|Minesweeper]].{{tlx|free media}}]] [[Image:Ionosphere Layers en.svg|right|thumb|300px|Ionospheric layers are the E layer and F layer are present at night, during the day, a D layer forms and the E and F layers become much stronger, often during the day the F layer will differentiate into F1 and F2 layers. Credit: Naval Postgraduate School.{{tlx|free media}}]] From 1972 to 1975 NASA launched the AEROS and AEROS B satellites to study the F region.<ref name="Yenne">{{cite book|author=Yenne, Bill|title=''The Encyclopedia of US Spacecraft''|publisher=Exeter Books (A Bison Book), New York|date=1985|isbn=978-0-671-07580-4}} p. 12 '''AEROS'''</ref> "The Es layer (sporadic E-layer) is characterized by small, thin clouds of intense ionization, which can support reflection of radio waves, rarely up to 225 MHz."<ref name=Ionosphere>{{ cite book |author=[[w:User:Reddi|Reddi]] |title=Ionosphere |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=7 February 2004 |url=https://en.wikipedia.org/wiki/Ionosphere |accessdate=7 February 2019 }}</ref> "The total time for transport of metal ions from the equatorial E region to the higher latitudes (within ± 30" magnetic latitude) of the F region must not exceed about 12 hours if the entire "circulation" process is to occur during the time the fountain effect is operative. This requirement seems unnecessary in that the "reverse fountain effect" which occurs when the daytime eastward E field reverses to the west is weaker than the daytime fountain (WOODMAN et al., 1977) thus leading to an apparent daily net positive flux of metal ions into the equatorial F region from the equatorial E region. Some evidence for this "pulsed" source of metal ions is found in the observed "clouds" of Mg⁺ reported by MENDE et al., (1985) and possibly by KUMAR and HANSON (1980)."<ref name=Mathews>{{ cite book |author=J. D. Mathews |title=Some aspects of metallic ion chemistry and dynamics in the mesosphere and thermosphere |volume= |publisher=NASA |location= |date=1988 |editor= |pages=228-254 |url=https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19880005152.pdf |arxiv= |bibcode= |doi= |pmid= |isbn= |accessdate=7 February 2019 }}</ref> During solar proton events, ionization can reach unusually high levels in the D-region over high and polar latitudes, known as Polar Cap Absorption (or PCA) events, because the increased ionization significantly enhances the absorption of radio signals passing through the region.<ref name="Rose1962">{{cite journal |last1=Rose |first1=D.C. |last2=Ziauddin |first2=Syed |title=The polar cap absorption effect |journal=Space Science Reviews |date=June 1962 |volume=1 |issue=1 |pages=115 |doi=10.1007/BF00174638 |accessdate= |bibcode=1962SSRv....1..115R }}</ref> "Dust quite probably plsys a major role in noctilucent cloud formation (TURCO et al., 1982) and possibly modifies D region ion chemistry (eg. PARTHASARATHY, 1976)."<ref name=Mathews/> "Dust has long been considered important to the formation of noctiluent clouds at high latitudes. TURCO et al., (1982) extensively treats the problem of noctilucent cloud formation including effects of ion attachment to dust or ice particles. PARTHASARATHY (1976) has considered dust a direct "sink" for D region ionization."<ref name=Mathews/> "[N]octilucent clouds are not an aspect of low and mid-laditude D region aeronomy."<ref name=Mathews/> {{clear}} ==Mars== {{main|Gases/Gaseous objects/Mars}} [[Image:2005-1103mars-full.jpg|thumb|right|250px|This Hubble Space Telescope image shows a dust storm, just above center and lighter in contrast than the surface of Mars. Credit: NASA, ESA, The Hubble Heritage Team (STScI/AURA), J. Bell (Cornell University) and M. Wolff (Space Science Institute).{{tlx|free media}}]] At right is a Hubble Space Telescope image of a dust storm on Mars. The picture was snapped on October 28, 2005. The regional dust storm on Mars had "been growing and evolving over the past few weeks. The dust storm, which is nearly in the middle of the planet in this Hubble view is about 930 miles (1500 km) long measured diagonally, which is about the size of the states of Texas, Oklahoma, and New Mexico combined. No wonder amateur astronomers with even modest-sized telescopes have been able to keep an eye on this storm. The smallest resolvable features in the image (small craters and wind streaks) are the size of a large city, about 12 miles (20 km) across. The occurrence of the dust storm is in close proximity to the NASA Mars Exploration Rover Opportunity's landing site in Sinus Meridiani. Dust in the atmosphere could block some of the sunlight needed to keep the rover operating at full power. ... The large regional dust storm appears as the brighter, redder cloudy region in the middle of the planet's disk. This storm has been churning in the planet's equatorial regions for several weeks now, and it is likely responsible for the reddish, dusty haze and other dust clouds seen across this hemisphere of the planet in views from Hubble, ground based telescopes, and the NASA and ESA spacecraft studying Mars from orbit. Bluish water-ice clouds can also be seen along the limbs and in the north (winter) polar region at the top of the image."<ref name=Bell>{{ cite book |author=Jim Bell |author2=Mike Wolff |author3=Keith Noll |title=Mars Kicks Up the Dust as it Makes Closest Approach to Earth |publisher=HubbleSite NewsCenter |location= |date=November 3, 2005 |url=http://hubblesite.org/newscenter/archive/releases/2005/34/image/a/ |accessdate=2013-02-24 }}</ref> {{clear}} ==Jupiter== {{main|Jupiter}} [[Image:Jupiter.jpg|right|thumb|250px|Cloud bands are clearly visible on Jupiter. Credit: NASA/JPL/USGS.{{tlx|free media}}]] '''Jupiter''' is the largest planet in the [[Solar System]] and contains nearly 3/4 of all planetary matter. With no solid surface, Jupiter is a gas and liquid filled giant. Its turbulent belts of clouds circulate parallel to the equator and often contain oval spots which are storm systems with the largest being easily twice the diameter of Earth. The great red spot has been observed for at least 300 years and rotates counter-clockwise with wind speeds of 270 miles per hour [430 km/hr]. Although observed and studied from Earth for centuries it wasn't until the mid 1970's that humans were able to get a closer look with the spacecraft Pioneer 10 and 11. The Voyager 1 and 2 spacecraft were launched with the specific purpose of collecting information and data on the Jovian worlds. In December 1995 the Galileo spacecraft entered into orbit and began it's long-term study of Jupiter and it's moons, a probe was also sent deep into the atmosphere of the gas giant. {{clear}} ==Saturn== {{main|Gases/Gaseous objects/Saturn}} [[Image:Saturn Storm.jpg|thumb|right|250px|A global storm girdles Saturn in 2011. The head of the storm (bright area) passes the tail circling around the left limb. Credit: NASA/JPL-Caltech/SSI.{{tlx|free media}}]] [[Image:Saturn north polar hexagon 2012-11-27.jpg|thumb|left|250px|North polar hexagonal cloud feature, discovered by ''Voyager 1'' and confirmed in 2006 by ''Cassini'' is shown. Credit: NASA / JPL-Caltech / Space Science Institute.{{tlx|free media}}]] [[Image:Saturn north polar vortex 2012-11-27.jpg|thumb|250px|right|This is a closer view of the north polar vortex at the center of the hexagon. Credit: NASA / JPL-Caltech / Space Science Institute.{{tlx|free media}}]] The upper clouds are composed of ammonia crystals. In 1990, the Hubble Space Telescope imaged an enormous white cloud near Saturn's equator that was not present during the Voyager encounters and in 1994, another, smaller storm was observed. The 1990 storm was an example of a Great White Spot, a unique but short-lived phenomenon that occurs once every Saturnian year, roughly every 30 Earth years, around the time of the northern hemisphere's summer solstice.<ref name=icarus176_1_155>{{ cite journal | title = Saturn's cloud structure and temporal evolution from ten years of Hubble Space Telescope images (1994–2003) | year = 2005 | first1=S. | last1=Pérez-Hoyos | first2=A. | last2=Sánchez-Laveg | first3=R. G. | last3=French | last4=J. F. | first4=Rojas | journal=Icarus | volume=176 | issue=1 | pages=155–174 | doi=10.1016/j.icarus.2005.01.014 | bibcode=2005Icar..176..155P }}</ref> Previous Great White Spots were observed in 1876, 1903, 1933 and 1960, with the 1933 storm being the most famous. If the periodicity is maintained, another storm will occur in about 2020.<ref name=Kidger>Patrick Moore, ed., ''1993 Yearbook of Astronomy'', (London: W.W. Norton & Company, 1992), Mark Kidger, "The 1990 Great White Spot of Saturn", pp. 176–215.</ref> Wind speeds on Saturn can reach {{convert|1800|km/h|abbr=on}} ... Voyager data indicate peak easterly winds of 500&nbsp;m/s (1800&nbsp;km/h).<ref name="Voyager Summary 1">{{ cite book |title = Voyager Saturn Science Summary |first = Calvin J. |last = Hamilton |accessdate = 2007-07-05 |date = 1997 |publisher = Solarviews| url = http://www.webcitation.org/62DA0AJg8 }}</ref> Infrared imaging has shown that Saturn's south pole has a warm polar vortex, the only known example of such a phenomenon in the Solar System.<ref name=MCP>{{cite book |url = http://www.mcpstars.org/node/353 |title = Warm Polar Vortex on Saturn |date = 2007 |publisher = Merrillville Community Planetarium |accessdate = 2007-07-25| archiveurl = http://www.webcitation.org/62DA17ga2 |archivedate = 2011-10-05}}</ref> Whereas temperatures on Saturn are normally −185&nbsp;°C, temperatures on the vortex often reach as high as −122&nbsp;°C, believed to be the warmest spot on Saturn.<ref name=MCP/> A persisting hexagonal wave pattern around the north polar vortex in the atmosphere at about 78°N was first noted in the Voyager images.<ref name=Godfrey>{{ cite journal |bibcode=1988Icar...76..335G|doi=10.1016/0019-1035(88)90075-9 |title = A hexagonal feature around Saturn's North Pole |year=1988 |page=335 |author = Godfrey, D. A. |volume=76 |journal = Icarus |issue=2}}</ref><ref name=Laques>{{cite journal |title = Ground-based observations of Saturn's north polar SPOT and hexagon |first4 = P. |last4 = Laques |first3 = F. |last3 = Colas |first2 = J. |journal = Science |last = Sanchez-Lavega |last2 = Lecacheux |volume = 260 |issue = 5106 |page = 329 |year = 1993 |first = A. |pmid = 17838249|doi=10.1126/science.260.5106.329|bibcode=1993Sci...260..329S |pages = 329–32}}</ref> {{clear}} ==Uranus== {{main|Gases/Gaseous objects/Uranus}} [[Image:Uranusandrings.jpg|thumb|right|250px|A 1998 false-colour near-infrared image of Uranus showing cloud bands, rings, and moons obtained by the Hubble Space Telescope's Near Infrared Camera and Multi-Object Spectrometer (NICMOS) camera. Credit: Hubble Space Telescope - NASA Marshall Space Flight Center.{{tlx|free media}}]] [[Image:Uranuscolour.png|thumb|right|250px|Uranus's southern hemisphere in approximate natural colour (left) and in shorter wavelengths (right), shows its faint cloud bands and atmospheric "hood" as seen by ''Voyager 2''. Credit: NASA.{{tlx|free media}}]] [[Image:Uranus Dark spot.jpg|thumb|right|250px|The first dark spot is observed on Uranus. Image is obtained by the HST Advanced Camera for Surveys (ACS) in 2006. Credit: NASA, ESA, L. Sromovsky and P. Fry (University of Wisconsin), H. Hammel (Space Science Institute), and K. Rages (SETI Institute).{{tlx|free media}}]] [[Image:Uranus clouds.jpg|thumb|left|upright|250px|Uranus in 2005. Rings, southern collar and a bright cloud in the northern hemisphere are visible (HST ACS image). Credit: NASA, ESA, and M. Showalter (SETI Institute.{{tlx|free media}}]] [[Image:Uranian wind speeds.png|thumb|right|250px|Zonal wind speeds are plotted as detected on Uranus. Shaded areas show the southern collar and its future northern counterpart. The red curve is a symmetrical fit to the data. Credit: [[w:user:Ruslik0|Ruslik0]].{{tlx|free media}}]] Uranus has a complex, layered cloud structure, with methane thought to make up the uppermost layer of clouds.<ref name=Lunine1993>{{cite journal |title=The Atmospheres of Uranus and Neptune |author=Jonathan I. Lunine |journal = Annual Review of Astronomy and Astrophysics |volume=31 |pages=217–63 |year=1993 |doi=10.1146/annurev.aa.31.090193.001245 |bibcode=1993ARA&A..31..217L }}</ref> With a large telescope of 25&nbsp;cm or wider, cloud patterns may be visible.<ref name=Nowak>{{ cite book |title=Uranus: the Threshold Planet of 2006 |author=Nowak, Gary T. |url=http://www.vtastro.org/Articles/uranus2006.html |date=2006 |accessdate=June 14, 2007 }}</ref> When ''Voyager 2'' flew by Uranus in 1986, it observed a total of ten cloud features across the entire planet.<ref name="Smith Soderblom et al. 1986">Smith, B. A.; Soderblom, L. A.; Beebe, A.; Bliss, D.; Boyce, J. M.; Brahic, A.; Briggs, G. A.; Brown, R. H. et al (4 July 1986). "Voyager 2 in the Uranian System: Imaging Science Results". Science 233 (4759): 43–64. Bibcode 1986Sci...233...43S. doi:10.1126/science.233.4759.43. {{PMID|17812889}} </ref><ref name="planetary" /> Besides the large-scale banded structure, Voyager 2 observed ten small bright clouds, most lying several degrees to the north from the collar.<ref name="Smith Soderblom et al. 1986" /> In the 1990s, the number of the observed bright cloud features grew considerably partly because new high resolution imaging techniques became available.<ref name="Sromovsky & Fry 2005">Sromovsky, L. A.; Fry, P. M. (December 2005). "Dynamics of cloud features on Uranus". Icarus 179 (2): 459–484. Bibcode 2005Icar..179..459S. doi:10.1016/j.icarus.2005.07.022.</ref> Most were found in the northern hemisphere as it started to become visible.<ref name="Sromovsky & Fry 2005" /> An early explanation - that bright clouds are easier to identify in the dark part of the planet, whereas in the southern hemisphere the bright collar masks them - was shown to be incorrect: the actual number of features has indeed increased considerably.<ref name="Karkoschka ('Uranus') 2001">Karkoschka, Erich (May 2001). "Uranus' Apparent Seasonal Variability in 25 HST Filters". Icarus 151 (1): 84–92. Bibcode 2001Icar..151...84K. doi:10.1006/icar.2001.6599.</ref><ref name="Hammel de Pater et al. Uranus in 2004, 2005">Hammel, H. B.; de Pater, I.; Gibbard, S. G.; Lockwood, G. W.; Rages, K. (May 2005). "New cloud activity on Uranus in 2004: First detection of a southern feature at 2.2 µm". Icarus 175 (1): 284–288. Bibcode 2005Icar..175..284H. doi:10.1016/j.icarus.2004.11.016.</ref> Nevertheless there are differences between the clouds of each hemisphere. The northern clouds are smaller, sharper and brighter.<ref name="Hammel de Pater et al. Uranus in 2004, 2005" /> They appear to lie at a higher altitude.<ref name="Hammel de Pater et al. Uranus in 2004, 2005" /> The lifetime of clouds spans several orders of magnitude. Some small clouds live for hours, while at least one southern cloud may have persisted since Voyager flyby.<ref name="Sromovsky & Fry 2005" /><ref name="planetary" /> Recent observation also discovered that cloud features on Uranus have a lot in common with those on Neptune.<ref name="Sromovsky & Fry 2005" /> For example, the dark spots common on Neptune had never been observed on Uranus before 2006, when the first such feature dubbed Uranus Dark Spot was imaged.<ref name=DarkSpot>{{ cite book | url=http://www.physorg.com/pdf78676690.pdf |title=Hubble Discovers a Dark Cloud in the Atmosphere of Uranus |author=L. Sromovsky |author2=Fry P. |author3=Hammel H. |author4=Rages K |publisher=physorg.com |accessdate=August 22, 2007 }}</ref> The speculation is that Uranus is becoming more Neptune-like during its equinoctial season.<ref name=Hammel2007>{{ cite journal |author=H.B. Hammel |author2=G.W. Lockwood |title=Long-term atmospheric variability on Uranus and Neptune |journal=Icarus |year=2007 |volume=186 |pages=291–301 |doi=10.1016/j.icarus.2006.08.027 | bibcode=2007Icar..186..291H }}</ref> For a short period from March to May 2004, a number of large clouds appeared in the Uranian atmosphere, giving it a Neptune-like appearance.<ref name="Hammel de Pater et al. Uranus in 2004, 2005" /><ref name=Devitt>{{cite book |last=Devitt|first=Terry |url=http://www.news.wisc.edu/10402.html |title=Keck zooms in on the weird weather of Uranus |publisher=University of Wisconsin-Madison |date=2004 |accessdate=December 24, 2006 }}</ref> On August 23, 2006, researchers at the Space Science Institute (Boulder, CO) and the University of Wisconsin observed a dark spot on Uranus's surface, giving astronomers more insight into the planet's atmospheric activity.<ref name="DarkSpot" /> The bright collar at −45° latitude is also connected with methane clouds.<ref name="Rages Hammel et al. 2004" /> Other changes in the southern polar region can be explained by changes in the lower cloud layers.<ref name="Rages Hammel et al. 2004"> Rages, K. A.; Hammel, H. B.; Friedson, A. J. (11 September 2004). "Evidence for temporal change at Uranus' south pole". Icarus 172 (2): 548–554. Bibcode 2004Icar..172..548R. doi:10.1016/j.icarus.2004.07.009</ref> The wind speeds on Uranus can reach 250 meters per second (900&nbsp;km/h, 560&nbsp;mph).<ref name="Sromovsky & Fry 2005">Sromovsky, L. A.; Fry, P. M. (December 2005). "Dynamics of cloud features on Uranus". Icarus 179 (2): 459–484. Bibcode 2005Icar..179..459S. doi:10.1016/j.icarus.2005.07.022.</ref> The tracking of numerous cloud features allowed determination of zonal winds blowing in the upper troposphere of Uranus.<ref name="Sromovsky & Fry 2005" /> At the equator winds are retrograde, which means that they blow in the reverse direction to the planetary rotation. Their speeds are from −100 to −50&nbsp;m/s.<ref name="Sromovsky & Fry 2005" /><ref name="Hammel de Pater et al. Uranus in 2003, 2005"> Hammel, H. B.; de Pater, I.; Gibbard, S. G.; Lockwood, G. W.; Rages, K. (June 2005). "Uranus in 2003: Zonal winds, banded structure, and discrete features" (PDF). Icarus 175 (2): 534–545. Bibcode 2005Icar..175..534H. doi:10.1016/j.icarus.2004.11.012</ref> Wind speeds increase with the distance from the equator, reaching zero values near ±20° latitude, where the troposphere's temperature minimum is located.<ref name="Sromovsky & Fry 2005" /><ref name="Hanel Conrath et al. 1986">Hanel, R.; Conrath, B.; Flasar, F. M.; Kunde, V.; Maguire, W.; Pearl, J.; Pirraglia, J.; Samuelson, R. et al (4 July 1986). "Infrared Observations of the Uranian System". Science 233 (4759): 70–74. Bibcode 1986Sci...233...70H. doi:10.1126/science.233.4759.70. {{PMID|17812891}}.</ref> Closer to the poles, the winds shift to a prograde direction, flowing with the planet's rotation. Windspeeds continue to increase reaching maxima at ±60° latitude before falling to zero at the poles.<ref name="Sromovsky & Fry 2005" /> Windspeeds at −40° latitude range from 150 to 200&nbsp;m/s. Since the collar obscures all clouds below that parallel, speeds between it and the southern pole are impossible to measure.<ref name="Sromovsky & Fry 2005" /> In contrast, in the northern hemisphere maximum speeds as high as 240&nbsp;m/s are observed near +50 degrees of latitude.<ref name="Sromovsky & Fry 2005" /><ref name="Hammel de Pater et al. Uranus in 2003, 2005" /><ref name="Hammel Rages et al. 2001">Hammel, H. B.; Rages, K.; Lockwood, G. W.; Karkoschka, E.; de Pater, I. (October 2001). "New Measurements of the Winds of Uranus". Icarus 153 (2): 229–235. Bibcode 2001Icar..153..229H. doi:10.1006/icar.2001.6689.</ref> ... Observations included record-breaking wind speeds of 229&nbsp;m/s (824&nbsp;km/h) and a persistent thunderstorm referred to as "Fourth of July fireworks".<ref name=planetary>{{ cite book |title=No Longer Boring: 'Fireworks' and Other Surprises at Uranus Spotted Through Adaptive Optics |author=Emily Lakdawalla |url=http://www.planetary.org/news/2004/1111_No_Longer_Boring_Fireworks_and_Other.html |date=2004 |accessdate=June 13, 2007 |archiveurl=http://web.archive.org/web/20060525015410/http://www.planetary.org/news/2004/1111_No_Longer_Boring_Fireworks_and_Other.html|archivedate=May 25, 2006}}</ref> {{clear}} ==Neptune== {{main|Gases/Gaseous objects/Neptune}} [[Image:Neptune-Methane.jpg|thumb|right|250px|Combined colour and near-infrared image of Neptune, shows bands of methane in its atmosphere, and four of its moons, Proteus, Larissa, Galatea, and Despina. Credit: Hubble Space Telescope.{{tlx|free media}}]] [[Image:Neptune clouds.jpg|thumb|right|250px|Bands of high-altitude clouds cast shadows on Neptune's lower cloud deck. Credit: NASA / Jet Propulsion Lab.{{tlx|free media}}]] [[Image:Neptune storms.jpg|thumb|upright|250px|The Great Dark Spot (top), Scooter (middle white cloud),<ref name=scooter>{{ cite book |first=Sue|last=Lavoie|date=8 January 1998 |title=PIA01142: Neptune Scooter |url=http://photojournal.jpl.nasa.gov/catalog/PIA01142 |publisher=NASA|accessdate=26 March 2006}}</ref> and the Small Dark Spot (bottom), with contrast exaggerated. Credit: NASA/Voyager 2 Team.{{tlx|free media}}]] [[Image:Neptune's Great Dark Spot.jpg|thumb|left|250px|The Great Dark Spot is imaged by ''Voyager 2''. Credit: NASA / Jet Propulsion Lab.{{tlx|free media}}]] At the time of the 1989 ''Voyager 2'' flyby, the planet's southern hemisphere possessed a Great Dark Spot. In 1989, the Great Dark Spot, an anti-cyclonic storm system spanned 13000×6600&nbsp;km,<ref name=spot>{{cite book |last=Lavoie|first=Sue|date=16 February 2000 |url=http://photojournal.jpl.nasa.gov/catalog/PIA02245 |title=PIA02245: Neptune's blue-green atmosphere |publisher=NASA JPL|accessdate=28 February 2008}}</ref> was discovered by NASA's ''Voyager 2'' spacecraft. Some five years later, on 2 November 1994, the Hubble Space Telescope did not see the Great Dark Spot on the planet. Instead, a new storm similar to the Great Dark Spot was found in the planet's northern hemisphere.<ref>{{cite journal |last=Hammel|first=H. B. |coauthors=Lockwood, G. W.; Mills, J. R.; Barnet, C. D. |title=Hubble Space Telescope Imaging of Neptune's Cloud Structure in 1994 |journal=Science|year=1995|volume=268 |issue=5218|pages=1740–1742 |doi=10.1126/science.268.5218.1740 |pmid=17834994 |bibcode=1995Sci...268.1740H }}</ref> The Scooter is another storm, a white cloud group farther south than the Great Dark Spot. Its nickname is due to the fact that when first detected in the months before the 1989 ''Voyager 2'' encounter it moved faster than the Great Dark Spot.<ref name=burgess2>Burgess (1991):64–70.</ref> Subsequent images revealed even faster clouds. The Small Dark Spot is a southern cyclonic storm, the second-most-intense storm observed during the 1989 encounter. It initially was completely dark, but as ''Voyager 2'' approached the planet, a bright core developed and can be seen in most of the highest-resolution images.<ref>{{cite book |last=Lavoie|first=Sue|date=29 January 1996 |url=http://photojournal.jpl.nasa.gov/catalog/PIA00064 |title=PIA00064: Neptune's Dark Spot (D2) at High Resolution |publisher=NASA JPL|accessdate=28 February 2008}}</ref> The persistence of companion clouds shows that some former dark spots may continue to exist as cyclones even though they are no longer visible as a dark feature. Dark spots may dissipate when they migrate too close to the equator or possibly through some other unknown mechanism.<ref>{{cite journal |last=Sromovsky|first=L. A. |coauthors=Fry, P. M.; Dowling, T. E.; Baines, K. H. |title=The unusual dynamics of new dark spots on Neptune |journal=Bulletin of the American Astronomical Society |year=2000|volume=32|pages=1005 |bibcode=2000DPS....32.0903S}}</ref> The upper-level clouds occur at pressures below one bar, where the temperature is suitable for methane to condense. High-altitude clouds on Neptune have been observed casting shadows on the opaque cloud deck below. There are also high-altitude cloud bands that wrap around the planet at constant latitude. These circumferential bands have widths of 50–150&nbsp;km and lie about 50–110&nbsp;km above the cloud deck.<ref name=apj125>{{ cite journal |last=Max|first=C. E. |coauthors=Macintosh, B. A.; Gibbard, S. G.; Gavel, D. T.; Roe, H. G.; de Pater, I.; Andrea M. Ghez; Acton, D. S.; Lai, O.; Stomski, P.; Wizinowich, P. L. |title=Cloud Structures on Neptune Observed with Keck Telescope Adaptive Optics |journal=The Astronomical Journal, |year=2003|volume=125|issue=1|pages=364–375 |bibcode=2003AJ....125..364M |doi=10.1086/344943 }}</ref> Because of seasonal changes, the cloud bands in the southern hemisphere of Neptune have been observed to increase in size and albedo. This trend was first seen in 1980 and is expected to last until about 2020. The long orbital period of Neptune results in seasons lasting forty years.<ref name=villard>{{ cite book |author=Ray Villard |author2=Terry Devitt |date=15 May 2003 |title=Brighter Neptune Suggests A Planetary Change Of Seasons |publisher=Hubble News Center |url=http://hubblesite.org/newscenter/archive/releases/2003/17/text/ |accessdate=26 February 2008}}</ref> Neptune has the strongest sustained winds of any planet in the Solar System, with recorded wind speeds as high as 2,100 kilometres per hour (1,300 mph).<ref name="Suomi1991">{{ cite journal |last=Suomi |first=V. E. |coauthors=Limaye, S. S.; Johnson, D. R. |year=1991 |title=High Winds of Neptune: A possible mechanism |journal=Science |volume=251 |issue=4996 |pages=929–932 |doi=10.1126/science.251.4996.929 |pmid=17847386 |bibcode=1991Sci...251..929S }}</ref> On Neptune winds reach speeds of almost 600&nbsp;m/s—nearly attaining supersonic flow.<ref name="Suomi1991" /> More typically, by tracking the motion of persistent clouds, wind speeds have been shown to vary from 20&nbsp;m/s in the easterly direction to 325&nbsp;m/s westward.<ref name="Hammel1989">{{ cite journal |last=Hammel|first=H. B. |coauthors=Beebe, R. F.; De Jong, E. M.; Hansen, C. J.; Howell, C. D.; Ingersoll, A. P.; Johnson, T. V.; Limaye, S. S.; Magalhaes, J. A.; Pollack, J. B.; Sromovsky, L. A.; Suomi, V. E.; Swift, C. E. |title=Neptune's wind speeds obtained by tracking clouds in ''Voyager 2'' images |journal=Science|year=1989|volume=245 |pages=1367–1369 |bibcode=1989Sci...245.1367H |doi=10.1126/science.245.4924.1367 |pmid=17798743 |issue=4924}}</ref> At the cloud tops, the prevailing winds range in speed from 400&nbsp;m/s along the equator to 250&nbsp;m/s at the poles.<ref name=elkins-tanton>{{ cite book | last = Elkins-Tanton|first=Linda T.|date=2006 | title = Uranus, Neptune, Pluto, and the Outer Solar System | publisher = Chelsea House|location=New York | isbn = 978-0-8160-5197-7}}</ref> Most of the winds on Neptune move in a direction opposite the planet's rotation.<ref name=burgess2>Burgess (1991):64–70.</ref> The general pattern of winds showed prograde rotation at high latitudes vs. retrograde rotation at lower latitudes. The difference in flow direction is believed to be a "skin effect" and not due to any deeper atmospheric processes.<ref name=Lunine1993/> At 70° S latitude, a high-speed jet travels at a speed of 300&nbsp;m/s.<ref name=Lunine1993/> {{clear}} ==Comets== {{main|Radiation astronomy/Comets}} Due to a need for accurate oscillator strengths and cross sections in studies of diffuse interstellar clouds and cometary atmospheres, emission lines in cometary spectra are being studied.<ref name=Federman>{{ cite journal |author=S.R. Federman, David L. Lambert |title=The need for accurate oscillator strengths and cross sections in studies of diffuse interstellar clouds and cometary atmospheres |journal=Journal of Electron Spectroscopy and Related Phenomena |month=May |year=2002 |volume=123 |issue=2-3 |pages=161-71 |url=www.sciencedirect.com/science/article/pii/S0368204802000178 |arxiv= |bibcode= |doi= |pmid= |pdf=http://144.206.159.178/FT/578/62760/14353822.pdf |accessdate=2013-01-20 }}</ref> ==Interstellar clouds== {{main|Interstellar medium}} [[Image:The star formation region NGC 6559.jpg|thumb|right|250px|This region of sky includes glowing red clouds of mostly hydrogen gas. Credit: ESO.{{tlx|free media}}]] '''Def.''' an increase in the hydrogen density (''n''_H) of the interstellar medium from ~ 0.01 H cm^-3 to ≳ 0.1 H cm^-3 is called an '''interstellar cloud'''.<ref name=Madjar>{{ cite journal |author=Alfred Vidal-Madjar |author2=Claudine Laurent |author3=Paul Bruston |title=Is the solar system entering a nearby interstellar cloud |journal=The Astrophysical Journal |date=15 July 1978 |volume=223 |issue=07 |pages=589-600 |url=http://adsabs.harvard.edu/abs/1978ApJ...223..589V |arxiv= |bibcode=1978ApJ...223..589V |doi=10.1086/156294 |pmid= |accessdate=2015-09-30 }}</ref> The cyanide radical (called cyanogen) is used to measure the temperature of interstellar gas clouds.<ref name=Roth>{{ cite journal | title = Interstellar Cyanogen and the Temperature of the Cosmic Microwave Background Radiation | author = Roth, K. C. |author2=Meyer, D. M. |author3=Hawkins, I. | journal = The Astrophysical Journal | year = 1993 | volume = 413 | issue = 2 | pages = L67–L71 | doi = 10.1086/186961 | bibcode = 1993ApJ...413L..67R | url = http://articles.adsabs.harvard.edu/cgi-bin/nph-iarticle_query?1993ApJ...413L..67R&amp;data_type=PDF_HIGH&amp;whole_paper=YES&amp;type=PRINTER&amp;filetype=.pdf }}</ref> "Carbon monoxide is the second most abundant molecule, after H₂, in interstellar clouds. In diffuse clouds, the amount of CO is mainly derived from measurements of absorption at UV wavelengths."<ref name=Federman/> {{clear}} ==Hot ionized mediums== "Of interest is the hot ionized medium (HIM) consisting of a [[coronal cloud]] ejection from star surfaces at 10⁶-10⁷ K which emits X-rays. The ISM is [[w:turbulence|turbulent]] and full of structure on all spatial scales. [[w:Star formation|Stars are born]] deep inside large complexes of [[w:molecular clouds|molecular clouds]], typically a few [[w:parsec|parsec]]s in size. During their lives and deaths, stars interact physically with the ISM. [[w:Stellar wind|Stellar wind]]s from young clusters of stars (often with giant or supergiant [[w:HII region|HII region]]s surrounding them) and [[w:shock wave|shock wave]]s created by supernovae inject enormous amounts of energy into their surroundings, which leads to hypersonic turbulence. The resultant structures are [[w:stellar wind bubble|stellar wind bubble]]s and [[w:superbubble|superbubble]]s of hot gas. The Sun is currently traveling through the [[w:Local Interstellar Cloud|Local Interstellar Cloud]], a denser region in the low-density [[w:Local Bubble|Local Bubble]]."<ref name=Marshallsumter1>{{ 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> ==HI clouds== [[Image:3C147-U4496201R.jpg|thumb|right|250px|An HI cloud apparently is near or directly in front of the quasar 3C 147. Credit: Hubble Legacy Archive.{{tlx|free media}}]] [[Image:Largemagcloud.jpg|thumb|right|250px|The bright areas of this image of the LMC are where the most atomic hydrogen gas is found. Credit: S. Kim et al. / CSIRO.{{tlx|fairuse}}]] '''Def.''' an interstellar cloud composed primarily of neutral atomic hydrogen is called an '''HI cloud''', '''H I cloud''', or '''HI region'''. "Although there is a possibility that we are seeing the edge of a larger feature, we may be seeing a cloud of higher density superposed on a slowly varying background. If one assumes that to be the case, one finds that the H I cloud has a column density 10²⁰ atoms cm^-2 at maximum (assuming an arbitrary kinetic temperature of 50 K and a half-width of 2 km s^-1). Although one cannot determine the distance to the absorbing cloud, one can estimate a reasonable upper limit. The quasar 3C 247 [in the image on the right] lies at galactic latitude 10⁰; the assumption of a hydrogen layer extending 100 pc above the plane leads to a maximum probable distance of 600 pc. The linear diameter of the cloud (if the angular diameter is taken to be 0.1") is then at most 3 x 10^-4 pc, or 70 AU! The neutral hydrogen density is 10⁵ atoms cm^-3; the mass, 3 x 10^-7 ''M''_⊙."<ref name=Dieter>{{ cite journal |author=N. H. Dieter |author2=W. J. Welch |author3=J. D. Romney |title=A very small interstellar neutral hydrogen cloud observed with VLBI techniques |journal=The Astrophysical Journal |date=1 June 1976 |volume=206 |issue=06 |pages=L113-5 |url=http://adsabs.harvard.edu/abs/1976ApJ...206L.113D |arxiv= |bibcode=1976ApJ...206L.113D |doi=10.1086/182145 |pmid= |accessdate=2015-10-05 }}</ref> [[Galaxies]] "around us are hiding about a third more atomic hydrogen gas than previously calculated."<ref name=Anne>{{ cite book |author=Anne's Astronomy News |title=There’s More Star-Stuff Out There But It’s Not Dark Matter |publisher=BeforeItsNews |location=.com |date=31 May 2012 |url=http://beforeitsnews.com/space/2012/05/theres-more-star-stuff-out-there-but-its-not-dark-matter-2203458.html |accessdate=2015-10-05 }}</ref> The neutral atomic hydrogen "gas is distributed very differently from how it was in the past, with much less in the galaxies’ outer suburbs than billions of years ago."<ref name=Braun>{{ cite book |author=Robert Braun |title=There’s More Star-Stuff Out There But It’s Not Dark Matter |publisher=BeforeItsNews |location=.com |date=31 May 2012 |url=http://beforeitsnews.com/space/2012/05/theres-more-star-stuff-out-there-but-its-not-dark-matter-2203458.html |accessdate=2015-10-05 }}</ref> “This means that it’s much harder for galaxies to pull the gas in and form new stars. It’s why stars are forming 20 times more slowly now than in the past.”<ref name=Braun/> “Even though there’s more atomic hydrogen than we thought, it’s not a big enough percentage to solve the Dark Matter problem. If what we are missing had the weight of a large kangaroo, what we have found would have the weight of a small echidna.”<ref name=Braun/> [[w:SIMBAD|SIMBAD]] contains some 6,010 entries of the astronomical object type 'HI' (H I region). These regions are non-luminous, save for emission of the [[w:hydrogen line|21-cm (1,420 MHz) region]] spectral line. Mapping H I emissions with a radio telescope is a technique used for determining the structure of spiral galaxies. The degree of ionization in an H I region is very small at around 10⁻⁴ (i.e. one particle in 10,000). The temperature of an H I region is about 100 K,<ref name=Spitzer>{{ cite journal |author=L. Spitzer, M. P. Savedoff |title= The Temperature of Interstellar Matter. III |journal=The Astrophysical Journal |year=1950 |volume=111 |issue= |pages=593 |url= |doi=10.1086/145303 |bibcode=1950ApJ...111..593S }}</ref> and it is usually considered as isothermal, except near an expanding [[w:H II region|H II region]].<ref name=Savedoff>{{ cite journal |author=Savedoff MP, Greene J |title=Expanding H II region |journal=Astrophysical Journal |month=November |year=1955 |volume=122 |issue=11 |pages=477–87 |bibcode=1955ApJ...122..477S |doi=10.1086/146109 }}</ref> For hydrogen, complete ionization "obviously reduces its cross section to zero, but ... the net effect of partial ionization of hydrogen on calculated absorption depends on whether or not observations of hydrogen [are] used to estimate the total gas. ... [A]t least 20 % of interstellar hydrogen at high galactic latitudes seems to be ionized".<ref name=RMorrison>{{ cite journal |author=Robert Morrison |author2=Dan McCammon |title=Interstellar photoelectric absorption cross sections, 0.03-10 keV |journal=The Astrophysical Journal |month=July |year=1983 |volume=270 |issue=7 |pages=119-22 |url= |arxiv= |bibcode=1983ApJ...270..119M |doi= |pmid= |accessdate=2011-11-11 }}</ref> {{clear}} ==HI shells== [[Image:HI shell surrounding magnetar.jpg|thumb|right|250px|The image shows an HI shell surrounding the magnetar 1E 1048.1-5937. Credit: B. M. Gaensler, N. M. McClure-Griffiths, S. Oey, M. Haverkorn, J. Dickey, and A. Green.{{tlx|fairuse}}]] "The Southern Galactic Plane Survey (SGPS; see the 2002 Annual Report), which combines 21-cm HI observations from Parkes and the Compact Array, is now complete. The SGPS provides a wonderful resource for understanding populations such as magnetars in the context of their environment. Examination of SGPS data around the position of the well-known magnetar 1E 1048.1­5937 reveals a striking cavity in HI, designated as GSH 288.3-0.5-28, that is almost centred on the position of the neutron star. The SGPS data imply that GSH 288.3-0.5-28 is at a distance of approximately 2.7 kpc, and is expanding at a velocity of approximately 7.5 kilometres per second into gas of density ~17 atoms cm^-3."<ref name=Gaensler>{{ cite book |author=B. M. Gaensler |title=A wind bubble around a magnetar |publisher=Australia Telescope National Facility |location= |date= 2004 |url=http://www.atnf.csiro.au/research/highlights/2004/gaensler/gaensler.html |accessdate=2015-10-06 }}</ref> "Shells like GSH 288.3-0.5-28 are common, and represent wind-blown bubbles powered by massive stars expanding into the [[interstellar medium]]. The size and expansion speed of GSH 288.3-0.5-28 then imply that the bubble is several million years old, and has been blown by a wind of mechanical luminosity ~4 x 10³⁴ ergs per second, corresponding to a single star of initial mass 30 to 40 solar masses."<ref name=Gaensler/> "Usually in such cases, the central star is obvious, in the form of a bright O star, supergiant or WR star at the shell's centre. However, even though this field lies in the rich Carina OB1 region, there are no known stars of the appropriate position, distance or luminosity to argue for an association with GSH 288.3-0.5-28. This raises the intriguing possibility that GSH 288.3-0.5-28 was blown by the massive star whose collapse formed 1E 1048.1-5937. The central location of the magnetar within the HI shell suggests that the supernova occurred quite recently. The corresponding blast waves would impact the walls of the HI shell approximately 3000 years after core collapse, producing significant X-ray and radio emission. The lack of such emission requires the neutron star to be very young, consistent with the small ages expected for active magnetars. A common distance of around three kpc is suggested by the properties of both objects."<ref name=Gaensler/> {{clear}} ==HII clouds== [[Image:NGC3603-HST-GendlerLL.jpg|thumb|right|250px|This shows NGC 3603, Giant HII cloud and its Core cluster HD97950. Credit: Robert Gendler, NASA/ESA Hubble Space Telescope.{{tlx|fairuse}}]] [[Image:Fragment of NGC 2175.tiff|thumb|right|250px|The NASA/ESA Hubble Space Telescope has imaged a violent stellar nursery called NGC 2174. Credit: ESA/Hubble & NASA.{{tlx|fairuse}}]] In the upper image on the right, the reddish region is a giant HII cloud. '''Def.''' an interstellar cloud in which the primary constituent is monatomic hydrogen undergoing ionization and emission is called an '''HII cloud'''. "The nebula [in the second image down on the right] is mostly composed of hydrogen gas, which is ionised by the ultraviolet radiation emitted by the hot stars, leading to the nebula’s alternative title as an HII region. This picture shows only part of the nebula, where dark dust clouds are strikingly silhouetted against the glowing gas."<ref name=Potw1106a>{{ cite book |author=potw1106a |title=Fiery young stars wreak havoc in stellar nursery |publisher=Space Telescope |location=Baltimore, Maryland |date=7 February 2011 |url=http://www.spacetelescope.org/images/potw1106a/ |accessdate=2015-10-06 }}</ref> "NGC 2174 lies about 6400 light-years away in the constellation of Orion (The Hunter)."<ref name=Potw1106a/> "This picture was created from images from the Wide Field Planetary Camera 2 on Hubble. Images through four different filters were combined to make the view shown here. Images through a filter isolating the glow from ionised oxygen (F502N) were coloured blue and images through a filter showing glowing hydrogen (F656N) are green. Glowing ionised sulphur (F673N) and the view through a near-infrared filter (F814W) are both coloured red. The total exposure times per filter were 2600 s, 2600 s, 2600 s and 1000 s respectively and the field of view is about 1.8 arcminutes across."<ref name=Potw1106a/> "The Maryland-Green Bank hydrogen-line survey maps reveal this feature [the emission nebula surrounding NGC 2175] as part of a large neutral hydrogen cloud in the galactic plane that is situated at the edge of the association Gem.I. It is most unlikely that such a large neutral hydrogen cloud would be connected with the emission nebula surrounding NGC 2175. Indeed, in a medium with a mean density of hydrogen atoms of 20 cm^-3, the Strömgren radius of an HII region around an O6-type star would be more than 16 pc.^* However, if a distance of 2 kpc is accepted, the linear radius of the full extent of the continuum source is less than 10 pc. Thus the ionized nebula is density bounded rather than ionization bounded, its small size implying that it is not part of a large neutral hydrogen cloud which would be ionized by radiation from the O6-type star."<ref name=Tovmassian>{{ cite journal |author=H. M. Tovmassian |author2=E. T. Shahbazian |title=Hydrogen Content of Young Stellar Clusters II.^* Clusters NGC 2175, 2264, and 2362 |journal=Australian Journal of Physics |date=June 1973 |volume=26 |issue=6 |pages=837-42 |url=http://www.publish.csiro.au/?act=view_file&file_id=PH730837.pdf |arxiv= |bibcode= |doi=10.1071/PH730837 |pmid= |accessdate=2015-10-06 }}</ref> {{clear}} ==Molecular clouds== [[Image:Barnard 68.jpg|thumb|right|250px|This image shows a colour composite of visible and near-infrared images of the dark cloud Barnard 68. Credit: ESO.{{tlx|free media}}]] [[Image:Molecular.cloud.arp.750pix.jpg|thumb|right|250px|This cloud of gas and dust is being deleted. Credit: Hubble Heritage Team (STScI/AURA), N. Walborn (STScI) & R. Barbß (La Plata Obs.), NASA.{{tlx|free media}}]] '''Def.''' a "large and relatively dense cloud of cold gas and dust in interstellar space from which new stars are formed"<ref name=MolecularCloudWikt>{{ cite book |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=molecular cloud |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=20 April 2006 |url=https://en.wiktionary.org/wiki/molecular_cloud |accessdate=2015-09-30 }}</ref> is called a '''molecular cloud'''. The image on the right is a composite of visible (B 440 nm and V 557 nm) and near-infrared (768 nm) of the dark cloud (absorption cloud) Barnard 68.<ref name=ESO0102/> Barnard 68 is around 500 lyrs away in the constellation Ophiuchus.<ref name=ESO0102/> "At these wavelengths, the small cloud is completely opaque because of the obscuring effect of dust particles in its interior."<ref name=ESO0102>{{ cite book |author=eso0102 |title=How to Become a Star |publisher=European Southern Observatory |location= |date=10 January 2001 |url=http://www.eso.org/public/images/eso0102a/ |accessdate=2015-09-30 }}</ref> "It was obtained with the 8.2-m VLT ANTU telescope and the multimode FORS1 instrument in March 1999."<ref name=ESO0102/> In the image at right is a molecular cloud of gas and dust that is being reduced. "Likely, within a few million years, the intense light from bright stars will have boiled it away completely. The cloud has broken off of part of the Carina Nebula, a star forming region about 8000 light years away. Newly formed stars are visible nearby, their images reddened by blue light being preferentially scattered by the pervasive dust. This image spans about two light years and was taken by the orbiting Hubble Space Telescope in 1999."<ref name=Nemiroff>{{ cite book |author=Robert Nemiroff (MTU) |author2=Jerry Bonnell (USRA) |title=Disappearing Clouds in Carina |publisher=NASA |location=Goddard Space Flight Center, Greenbelt, Maryland, USA |date=June 30, 2003 |url=http://apod.nasa.gov/apod/ap030630.html |accessdate=2012-09-05 }}</ref> A '''molecular cloud''', sometimes called a '''stellar nursery''' if [[w:star formation|star formation]] is occurring within, is a type of [[w:interstellar cloud|interstellar cloud]] whose density and size permits the formation of molecules, most commonly [[w:molecular hydrogen|molecular hydrogen]] (H₂). Molecular hydrogen is difficult to detect by infrared and radio observations, so the molecule most often used to determine the presence of H₂ is CO ([[w:carbon monoxide|carbon monoxide]]). The ratio between CO [[w:luminosity|luminosity]] and H₂ [[w:mass|mass]] is thought to be constant, although there are reasons to doubt this assumption in observations of some other [[w:galaxies|galaxies]].<ref name=Kulesa>{{ cite book | author=Craig Kulesa | title=Overview: Molecular Astrophysics and Star Formation | url=http://loke.as.arizona.edu/~ckulesa/research/overview.html | accessdate=September 7, 2005 }}</ref> Such clouds make up < 1% of the ISM, have temperatures of 10-20 K and high densities of 10² - 10⁶ atoms/cm³. These clouds are astronomical radio and infrared sources with radio and infrared molecular emission and absorption lines. {{clear}} ==Globules== [[Image:Snake Nebula.jpg|thumb|right|250px|This image of the Snake Nebula contains globules. Credit: [[w:User:Friendlystar|Friendlystar]].{{tlx|free media}}]] '''Def.''' a small, isolated round dark cloud is called a '''globule'''. "By comparing the properties of globules with and without star formation one can study the processes that lead to star formation in molecular clouds."<ref name=Lehtinen>{{ cite journal |author=K. Lehtinen |title=Spectroscopic evidence of mass infall towards an embedded infrared source in the globule DC 303.8-14.2 |journal=Astronomy and Astrophysics |date=January 1997 |volume=317 |issue=01 |pages=L5-9 |url=http://adsabs.harvard.edu/full/1997A%26A...317L...5L |arxiv= |bibcode=1997A&A...317L...5L |doi= |pmid= |accessdate=2015-09-30 }}</ref> The "Thumbprint Nebula (TPN) in the Chamaeleon III region" is "a globule without any signs of star formation".<ref name=Lehtinen/> The "globule DC 303.8-14.2 (Hartley ''et al.'' 1986) [is] located in the eastern part of the Chamaeleon II dark cloud complex" and is "a star forming globule".<ref name=Lehtinen/> {{clear}} ==Cometary globules== [[Image:Cg4-500.jpg|thumb|right|250px|The flower-like image is of cometary globule CG4. Credit: T.A. Rector/University of Alaska Anchorage, T. Abbott and NOAO/AURA/NSF.{{tlx|free media}}]] '''Def.''' "a dense dust cloud with a faint luminous tail" is called a '''cometary globule'''.<ref name=Brand>{{ cite journal |author=P. W. J. L. Brand |author2=T. G. Hawarden |author3=A. J. Longmore |author4=P. M. Williams |author5=J. A. R. Caldwell |title=Cometary Globule 1 |journal=Monthly Notices of the Royal Astronomical Society |date= 1983 |volume=203 |issue=1 |pages=215-22 |url=http://mnras.oxfordjournals.org/content/203/1/215.short |arxiv= |bibcode= |doi=10.1093/mnras/203.1.215 |pmid= |accessdate=2015-09-30 }}</ref> The image on the right shows a flower-like cometary globule. {{clear}} ==Circumstellar clouds== [[Image:VY Canis Majoris.jpg|thumb|right|250px|Astronomers use polarized light to map the hypergiant star VY Canis Majoris. Credit: NASA, ESA, and R. Humphreys (University of Minnesota).{{tlx|free media}}]] [[Image:Massive Star VY Canis Majoris - Visible Ligh - Hs-2007-03-b-full.tiff|thumb|right|250px|This is a visible light image of VY Canis Majoris. Credit: NASA, ESA, and N. Smith (University of Arizona).{{tlx|free media}}]] '''Def.''' an interstellar-like cloud apparently surrounding or in orbit around a star is called a '''circumstellar cloud'''. "VY Canis Majoris [a red hypergiant star is] an irregular pulsating variable [that] lies about 5,000 light-years away in the constellation Canis Major."<ref name=Darling>{{ cite book |author=David Darling |title=VY Canis Majoris |publisher=Encyclopedia of Science |location= |date=2007 |url=http://www.daviddarling.info/encyclopedia/V/VY_Canis_Majoris.html |accessdate=7 October 2015 }}</ref> "Although VY Can is about half a million times as luminous as the Sun, much of its visible light is absorbed by a large, asymmetric cloud of dust particles that has been ejected from the star in various outbursts over the past 1,000 years or so. The infrared emission from this dust cloud makes VY Can one of the brightest objects in the sky at wavelengths of 5–20 microns."<ref name=Darling/> "In 2007, a team of astronomers using the 10-meter radio dish on Mount Graham, in Arizona, found that VY Can's extended circumstellar cloud is a prolific molecule-making factory. Among the radio emissions identified were those of hydrogen cyanide (HCN), silicon monoxide (SiO), sodium chloride (NaCl) and a molecule, phosphorus nitride (PN), in which a phosphorus atom and a nitrogen atom are bound together. Phosphorus-bearing molecules are of particular interest to astrobiologists because phosphorus is relatively rare in the universe, yet it is a key ingredient in molecules that are central to life as we know it, including the nuclei acids DNA and RNA and the energy-storage molecule, ATP. "<ref name=Darling/> "Material ejected by the star is visible in this 2004 image [on the top right] captured by the Hubble Space Telescope's Advanced Camera for Surveys, using polarizing filters."<ref name=Darling/> For comparison, the second image down on the right is captured using [[Radiation astronomy/Visuals|visuals]]. {{clear}} ==High-velocity clouds== [[Image:Smith's Cloud - 2008 - Bill Saxton, NRAO, AUI, NSF.jpg|thumb|right|250px|Smith's Cloud is a hydrogen gas, high-velocity cloud on the outskirts of the Milky Way Galaxy. Credit: Bill Saxton, NRAO/AUI/NSF.{{tlx|free media}}]] '''Def.''' any cloud having a velocity "inconsistent with simple Galactic rotation models that generally fit the stars and gas in the Milky Way disk" is called a '''high-velocity cloud'''.<ref name=Woerden>{{ cite journal |author=Hugo van Woerden |author2=Ulrich J. Schwarz |author3=Reynier F. Peletier |author4=Bart P. Wakker |author5=Peter M. W. Kalberla |title=A confirmed location in the Galactic halo for the high-velocity cloud 'chain A' |journal=Nature |date=8 July 1999 |volume=400 |issue=6740 |pages=138-41 |url=http://www.nature.com/nature/journal/v400/n6740/abs/400138a0.html |arxiv= |bibcode= |doi= |pmid= |accessdate=2015-10-03 }}</ref> "The leading edge of this cloud [shown in the image on the right] is already interacting with gas from our Galaxy."<ref name=Lockman>{{ cite book |author=Felix J. Lockman |title=Massive Gas Cloud Speeding Toward Collision With Milky Way |publisher=National Radio Astronomy Observatory (NRAO) |location= |date=11 January 2008 |url=http://www.nrao.edu/pr/2008/smithscloud/ |accessdate=2015-10-03 }}</ref> "The cloud, called Smith's Cloud, after the astronomer who discovered it in 1963, contains enough hydrogen to make a million stars like the Sun. Eleven thousand light-years long and 2,500 light-years wide, it is only 8,000 light-years from our Galaxy's disk. It is careening toward our Galaxy at more than 150 miles per second, aimed to strike the Milky Way's disk at an angle of about 45 degrees."<ref name=Finley>{{ cite book |author=Dave Finley |title=Massive Gas Cloud Speeding Toward Collision With Milky Way |publisher=National Radio Astronomy Observatory (NRAO) |location= |date=11 January 2008 |url=http://www.nrao.edu/pr/2008/smithscloud/ |accessdate=2015-10-03 }}</ref> "This is most likely a gas cloud left over from the formation of the Milky Way or gas stripped from a neighbor galaxy. When it hits, it could set off a tremendous burst of star formation. Many of those stars will be very massive, rushing through their lives quickly and exploding as supernovae. Over a few million years, it'll look like a celestial New Year's celebration, with huge firecrackers going off in that region of the Galaxy."<ref name=Lockman/> "If you could see this cloud with your eyes, it would be a very impressive sight in the night sky. From tip to tail it would cover almost as much sky as the Orion constellation. But as far as we know it is made entirely of gas -- no one has found a single star in it."<ref name=Lockman/> "Its shape, somewhat similar to that of a comet, indicates that it's already hitting gas in our Galaxy's outskirts. It is also feeling a tidal force from the gravity of the Milky Way and may be in the process of being torn apart. Our Galaxy will get a rain of gas from this cloud, then in about 20 to 40 million years, the cloud's core will smash into the Milky Way's plane."<ref name=Lockman/> {{clear}} ==Giant molecular clouds== A vast assemblage of molecular gas with a mass of approximately 10³–10⁷ times the mass of the Sun<ref name="murray">See, e.g., Table 1 and the Appendix of {{ cite journal | last1 = Murray | first1 = N. | title = Star Formation Efficiencies and Lifetimes of Giant Molecular Clouds in the Milky Way | doi = 10.1088/0004-637X/729/2/133 | journal = The Astrophysical Journal | volume = 729 | issue = 2 | pages = 133 | year = 2011 | pmid = | pmc = |arxiv = 1007.3270 |bibcode = 2011ApJ...729..133M }}</ref> is called a '''giant molecular cloud''' ('''GMC'''). GMCs are ≈15–600 [[w:light-year|light-year]]s in diameter (5–200 parsecs).<ref name="murray" /> Whereas the average density in the solar vicinity is one particle per cubic centimetre, the average density of a GMC is 10²–10³ particles per cubic centimetre. Although the Sun is much denser than a GMC, the volume of a GMC is so great that it contains much more mass than the Sun. The substructure of a GMC is a complex pattern of filaments, sheets, bubbles, and irregular clumps.<ref name="williams2000">{{ cite book | author = J. P. Williams |author2=L. Blitz |author3=C. F. McKee | title = The Structure and Evolution of Molecular Clouds: from Clumps to Cores to the IMF, In: ''Protostars and Planets IV'' | pages = 97 | publisher = Tucson: University of Arizona Press | date = 2000 |url=https://arxiv.org/abs/astro-ph/9902246 }}</ref> The densest parts of the filaments and clumps are called "molecular cores", whilst the densest molecular cores are, unsurprisingly, called "dense molecular cores" and have densities in excess of 10⁴–10⁶ particles per cubic centimeter. Observationally molecular cores are traced with carbon monoxide and dense cores are traced with ammonia. The concentration of [[w:Cosmic dust|dust]] within molecular cores is normally sufficient to block light from background stars so that they appear in silhouette as [[w:dark nebulae|dark nebulae]].<ref name="francesco2006">{{ cite book | author = Di Francesco, J. |display-authors=etal | title = An Observational Perspective of Low-Mass Dense Cores I: Internal Physical and Chemical Properties, In: ''Protostars and Planets V'' | date = 2006 |url=https://arxiv.org/abs/astro-ph/0602379 }}</ref> GMCs are so large that "local" ones can cover a significant fraction of a constellation; thus they are often referred to by the name of that constellation, e.g. the [[w:Orion Molecular Cloud Complex|Orion Molecular Cloud]] (OMC) or the [[w:Taurus Molecular Cloud|Taurus Molecular Cloud]] (TMC). These local GMCs are arrayed in a ring in the neighborhood of the Sun coinciding with the [[w:Gould Belt|Gould Belt]].<ref name=Grenier>{{ cite book | author = Grenier | title = The Gould Belt, star formation, and the local interstellar medium, In: ''The Young Universe'' | date = 2004 |url=http://uk.arxiv.org/abs/astro-ph/0409096 }}</ref> The most massive collection of molecular clouds in the galaxy forms an asymmetrical ring around the galactic center at a radius of 120 parsecs; the largest component of this ring is the [[w:Sagittarius B2|Sagittarius B2]] complex. The Sagittarius region is chemically rich and is often used as an exemplar by astronomers searching for new molecules in interstellar space.<ref name=Bonn>[http://www.mpifr-bonn.mpg.de/staff/epolehampton/thesis/node23.html Sagittarius B2 and its Line of Sight]</ref> ==Nebulas== {{main|Radiation astronomy/Nebulas}} [[Image:The Horsehead Nebula by NOAO 2.jpg|thumb|right|250px|This color picture was made by combining several exposures taken on the night of December 28th 1994 at the 0.9 m telescope of the Kitt Peak National Observatory. Credit: N.A.Sharp/NOAO/AURA/NSF.{{tlx|free media}}]] "The Horsehead Nebula, a part of the optical nebula IC434 and also known as Barnard 33, was first recorded in 1888 on a photographic plate taken at the Harvard College Observatory. Its coincidental appearance as the profile of a horse's head and neck has led to its becoming one of the most familiar astronomical objects. It is, in fact, an extremely dense cloud projecting in front of the ionized gas that provides the pink glow so nicely revealed in this picture. We know this not only because the underside of the 'neck' is especially dark, but because it actually casts a shadow on the field to its east (below the 'muzzle')."<ref name=Sharp>{{ cite book |author=N. A. Sharp |title=The Horsehead Nebula |publisher=National Optical Astronomy Observatory (NOAO) |location=Kitt Peak, Arizona USA |date=28 December 1994 |url=https://www.noao.edu/image_gallery/html/im0057.html |accessdate=2015-09-25 }}</ref> {{clear}} ==Dark nebulas== "The 1₁₁ → 1₁₀ rotational transition of formaldehyde (H₂CO) [occurs] in absorption in the direction of four dark nebulae. The radiation ... being absorbed appears to be the isotropic microwave background".<ref name=Palmer>{{ cite journal |author=Patrick Palmer |author2=B. Zuckerman |author3=David Buhl |author4=Lewis E. Snyder |title=Formaldehyde Absorption in Dark Nebulae |journal=The Astrophysical Journal |month=June |year=1969 |volume=156 |issue=6 |pages=L147-50 |url= |arxiv= |bibcode=1969ApJ...156L.147P |doi=10.1086/180368 |pmid= |accessdate=2012-02-03 }}</ref> One of the dark nebulae sampled, per [[w:SIMBAD|SIMBAD]] is TGU H1211 P5. ==Supernova remnants== [[Image:NGC2080.jpg|thumb|right|250px|This is an image of NGC 2080, the Ghost Head Nebula. Credit: NASA, ESA and Mohammad Heydari-Malayeri (Observatoire de Paris, France).{{tlx|free media}}]] [[Image:800crab.png|thumb|left|250px|The Crab Nebula is a remnant of an exploded star. This image shows the Crab Nebula in various energy bands, including a hard X-ray image from the HEFT data taken during its 2005 observation run. Each image is 6′ wide. Credit: CM Hubert Chen, Fiona A. Harrison, Charles J. Hailey, Finn E. Christensen, William W. Craig, Stephen M. Schindler, NASA, Caltech, Columbia, DSRI, LLNL.{{tlx|free media}}]] "The supernova SN1987A in the Large Magellanic Cloud (LMC) was discovered on February 23, 1987, and its progenitor is a blue supergiant (Sk -69 202) with luminosity of 2-5 x 10³⁸ erg/s.<ref name=Figueiredo/> The 847 keV and 1238 keV gamma-ray lines from ⁵⁶Co decay have been detected.<ref name=Figueiredo>{{ cite journal |author=Figueiredo N |author2=Villela T |author3=Jayanthi UB |author4=Wuensche CA |author5=Neri JACF |author6=Cesta RC |title=Gamma-ray observations of SN1987A |journal=Rev Mex Astron Astrofis. |year=1990 |volume=21 |pages=459–62 |bibcode=1990RMxAA..21..459F }}</ref> At right is a Hubble Space Telescope image of the Ghost Head Nebula. "This nebula is one of a chain of star-forming regions lying south of the 30 Doradus nebula in the Large Magellanic Cloud. The red and blue light comes from regions of hydrogen gas heated by nearby stars. The green light comes from glowing oxygen, illuminated by the energy of a stellar wind. The white center shows a core of hot, massive stars."<ref name=STScI200134>{{ cite web |author=News Release Number: STScI-2001-34 |title=Wallpaper: The Ghost-Head Nebula (NGC 2080) |publisher=NASA and the Hubble Space Telescope |location= |date=December 19, 2001 |url=http://hubblesite.org/gallery/wallpaper/pr2001034a/ |accessdate=2012-07-21 }}</ref> On July 21, 1964, the Crab Nebula supernova remnant was discovered to be a hard X-ray (15 – 60 keV) source by a scintillation counter flown on a balloon launched from Palestine, Texas, USA. This was likely the first balloon-based detection of X-rays from a discrete cosmic X-ray source.<ref name=headates1>{{ cite web |author=S. A. Drake |title=A Brief History of High-Energy Astronomy: 1960–1964 |url=http://heasarc.gsfc.nasa.gov/docs/heasarc/headates/1960.html }}</ref> "The high-energy focusing telescope (HEFT) is a balloon-borne experiment to image astrophysical sources in the hard X-ray (20–100 keV) band.<ref name=Harrison>{{ cite journal |author=F. A. Harrison |author2=Steven Boggs |author3=Aleksey E. Bolotnikov |author4=Finn E. Christensen |author5=Walter R. Cook III |author6=William W. Craig |author7=Charles J. Hailey |author8=Mario A. Jimenez-Garate |author9=Peter H. Mao |title=Development of the High-Energy Focusing Telescope (HEFT) balloon experiment |year=2000 |journal=Proc SPIE |volume=4012 |page=693 |url=proceedings.spiedigitallibrary.org/proceeding.aspx?articleid=900102 |doi=10.1117/12.391608 |series=X-Ray Optics, Instruments, and Missions III |editor=Joachim E. Truemper, Bernd Aschenbach }}</ref> Its maiden flight took place in May 2005 from Fort Sumner, New Mexico, USA. The angular resolution of HEFT is ~1.5'. Rather than using a grazing-angle X-ray telescope, HEFT makes use of a novel tungsten-silicon multilayer coatings to extend the reflectivity of nested grazing-incidence mirrors beyond 10 keV. HEFT has an energy resolution of 1.0 keV full width at half maximum at 60 keV. HEFT was launched for a 25-hour balloon flight in May 2005. The instrument performed within specification and observed SN 1054 (Tau X-1), the Crab Nebula."<ref name=Marshallsumter1/> {{clear}} ==Large Magellanic Clouds== [[Image:Eso1021d.jpg|thumb|right|250px|This image shows the entire Large Magellanic Cloud, with some of the brightest objects marked. Credit: Robert Gendler/ESO.{{tlx|free media}}]] For coronal cloud observations of the Large Magellanic Cloud, "[b]ackground spectra were obtained from observations of the Lockman Hole."<ref name=Steiner>{{ cite journal |author=James F. Steiner |author2=Rubens C. Reis |author3=Andrew C. Fabian |author4=Ronald A. Remillard |author5=Jeffrey E. McClintock |author6=Lijun Gou |author7=Ryan Cooke |author8=Laura W. Brenneman |author9=Jeremy S. Sanders |title=A broad iron line in LMC X‐1 |journal=Monthly Notices of the Royal Astronomical Society |month=December 11, |year=2012 |volume=427 |issue=3 |pages=2552-61 |url=http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2966.2012.22128.x/full |arxiv= |bibcode= |doi=10.1111/j.1365-2966.2012.22128.x |pmid= |accessdate=2013-07-10 }}</ref> {{clear}} ==Outflow clouds== [[Image:Quasar outflow clouds.png|thumb|right|250px|The image shows three quasars A, B and C, each of which also has outflow clouds. Credit: Halton Arp.{{tlx|fairuse}}]] '''Def.''' an interstellar-like or intergalactic-like cloud appearing to outflow from a quasar is called an '''outflow cloud'''. The image on the right labels three quasars that have outflow clouds associated with them. The other objects labeled are nearby stars. {{clear}} ==Satellites== {{main|Radiation astronomy/Satellites}} The [[w:Submillimeter Wave Astronomy Satellite|Submillimeter Wave Astronomy Satellite]] (SWAS) [is in] low Earth orbit ... to make targeted observations of giant molecular clouds and dark cloud cores. The focus of SWAS is five spectral lines: [[w:water|water]] (H₂O), isotopic water (H₂¹⁸O), isotopic [[w:carbon monoxide|carbon monoxide]] (¹³CO), molecular [[w:oxygen|oxygen]] (O₂), and neutral [[w:carbon|carbon]] (C I). ==Spectroscopy== {{main|Radiation astronomy/Spectroscopy|Spectroscopy}} By comparing astronomical observations with laboratory measurements, astrochemists can infer the elemental abundances, chemical composition, and [[w:temperature|temperature]]s of [[w:star|star]]s and [[w:interstellar cloud|interstellar cloud]]s. This is possible because ions, atoms, and molecules have characteristic spectra: that is, the absorption and emission of certain wavelengths (colors) of light, often not visible to the human eye. However, these measurements have limitations, with various types of radiation (radio, infrared, visible, ultraviolet etc.) able to detect only certain types of species, depending on the chemical properties of the molecules. [[w:Interstellar formaldehyde|Interstellar formaldehyde]] was the first polyatomic organic molecule detected in the interstellar medium. ==Spacecraft== [[Image:Hubble-ecliptic-plane.png|right|thumb|250px|Clouds of material are along the paths of the Voyager 1 and Voyager 2 spacecraft through interstellar space. Credit: NASA, ESA, and Z. Levay (STScI).{{tlx|fairuse}}]] The '''''Voyager 1''''' spacecraft is a {{convert|722|kg|lb|abbr=on}} [[w:space probe|space probe]] launched by [[w:National Aeronautics and Space Administration|NASA]] on September 5, 1977 to study the outer [[w:Solar System|Solar System]] and interstellar medium. The Cosmic Ray System (CRS) determines the origin and acceleration process, life history, and dynamic contribution of interstellar cosmic rays, the nucleosynthesis of elements in cosmic-ray sources, the behavior of cosmic rays in the interplanetary medium, and the trapped planetary energetic-particle environment. Measurements from the spacecraft revealed a steady rise since May in collisions with high energy particles (above 70 MeV), which are believed to be cosmic rays emanating from supernova explosions far beyond the Solar System, with a sharp increase in these collisions in late August. At the same time, in late August, there was a dramatic drop in collisions with low-energy particles, which are thought to originate from the Sun.<ref name="lifeslittlemysteries.com">http://www.lifeslittlemysteries.com/2984-voyager-spacecraft-solar-system.html</ref> "It's important for us to be aware of what kinds of objects are present beyond our solar system, since we are now beginning to think about potential interstellar space missions, such as Breakthrough Starshot."<ref name=Zachary>{{ cite book |author=Julia Zachary |title=How New Hubble Telescope Views Could Aid Interstellar Travel |publisher=Space.com |location= |date=9 January 2017 |url=http://www.space.com/35263-interstellar-space-hubble-observations-voyager.html |accessdate=2017-01-11 }}</ref> At "least two interstellar clouds [have been discovered] along Voyager 2's path, and one or two interstellar clouds along Voyager 1's path. They were also able to measure the density of electrons in the clouds along Voyager 2's path, and found that one had a greater electron density than the other."<ref name=Choi2017>{{ cite book |author=Charles Q. Choi |title=How New Hubble Telescope Views Could Aid Interstellar Travel |publisher=Space.com |location= |date=9 January 2017 |url=http://www.space.com/35263-interstellar-space-hubble-observations-voyager.html |accessdate=2017-01-11 }}</ref> "We think the difference in electron density perhaps indicates a difference in composition of overall density of the clouds."<ref name=Zachary/> A "broad range of elements [were detected]] in the interstellar medium, such as electrically charged ions of magnesium, iron, carbon and manganese [and] neutrally charged oxygen, nitrogen and hydrogen."<ref name=Choi2017/> {{clear}} ==See also== {{div col|colwidth=20em}} * [[Radiation astronomy/Aerometeors|Aerometeor astronomy]] * [[Radiation astronomy/Comets|Cometary astronomy]] * [[Gases/Gaseous objects/Earth|Earth as a gaseous object]] * [[Sources/Interstellar medium|Interstellar medium]] * [[Radiation astronomy/Lightnings|Lightning astronomy]] * [[Radiation astronomy/Nebulas|Nebula astronomy]] * [[Radiation astronomy/Oort clouds|Oort Cloud astronomy]] {{Div col end}} ==References== {{reflist|2}} ==External links== <!-- footer templates --> {{Radiation astronomy resources}}{{Sisterlinks|Clouds}} <!-- footer categories --> [[Category:Radiation astronomy/Lectures]] 8mnk2sboiam5nhgmt0aejflhy8095np 0 234478 2414406 2368173 2022-08-14T14:40:25Z 2A02:2454:9868:8800:61AD:240A:BD02:BA04 gif --> png wikitext text/x-wiki [[Image:April18 AR.gif|right|thumb|300px|An atmospheric river forms over Hawai'i then heads toward California 10-11 April 2017. Credit: UW-CIMSS.{{tlx|fairuse}}]] "Several times a year an atmospheric river [shown in the image on the right forming over Hawai'i]—a long, narrow conveyor belt of storms that stream in relentlessly from the Pacific Ocean—drops inches of rain or feet of snow on the U.S. west coast. Such a system triggered floods and mudslides in central and southern California this past weekend [2-3 February 2019]."<ref name=Fischetti>{{ cite book |author=Mark Fischetti |title=Warning Scale Unveiled for Dangerous Rivers in the Sky |publisher=Scientific American |location= |date=February 5, 2019 |url=https://www.scientificamerican.com/article/warning-scale-unveiled-for-dangerous-rivers-in-the-sky/ |accessdate=8 February 2019 }}</ref> "Atmospheric rivers flow through the sky about a mile above the ocean surface, and may extend across a thousand miles of ocean to the coast. Some bring routine rain but the more intense systems can carry as much water as 15 Mississippi Rivers. The series of storms striking land can arrive for days or, occasionally, weeks on end. They hit west-facing coastlines worldwide, although the U.S. experiences more than most other national coasts."<ref name=Fischetti/> The “atmospheric river scale” "ranks severity and impacts, from category 1 (weak) to category 5 (exceptional)."<ref name=Fischetti/> "Without a scale, we really had no way to objectively communicate what would be a strong storm or a weak one."<ref name=Ralph>{{ cite book |author=Martin Ralph |title=Warning Scale Unveiled for Dangerous Rivers in the Sky |publisher=Scientific American |location= |date=February 5, 2019 |url=https://www.scientificamerican.com/article/warning-scale-unveiled-for-dangerous-rivers-in-the-sky/ |accessdate=8 February 2019 }}</ref> "Scientists, the media and the public viewed atmospheric rivers as primarily a hazard, but the weaker ARs are quite beneficial. Water managers made it clear to us that a rating scale would be helpful."<ref name=Ralph/> "The scale, published Tuesday in the ''Bulletin of the American Meteorological Society'', ranks atmospheric rivers on five levels:"<ref name=Fischetti/> * Category 1: Weak—primarily beneficial * Category 2: Moderate—mostly beneficial, but also somewhat hazardous * Category 3: Strong—balance of beneficial and hazardous * Category 4: Extreme—mostly hazardous, but also beneficial (if persistent drought) * Category 5—Exceptional—primarily hazardous {{clear}} ==Atmospheric rivers== [[Image:Atmospheric River GOES WV 20101220.1200.goes11.vapor.x.pacus.x.jpg|thumb|right|250px|Water vapor imagery of the eastern Pacific Ocean from the GOES 11 satellite, shows a large atmospheric river aimed across California in December 2010. Credit: United States Naval Research Laboratory, Monterey.{{tlx|free media}}]] [[Image:NASA_Atmospheric_river_AsiaNA2017_10_26.jpg|thumb|left|250px|NASA Image of the Day October 26, 2017, AR connects Asia to North America. Credit: NASA Earth Observatory.{{tlx|free media}}]] [[Image:DesmondAtmosphericRiver.png|thumb|center|250px|Layered precipitable water imagery of particularly strong atmospheric rivers on 5 December 2015. Credit: NWS OPC.{{tlx|free media}}]] The particularly intense storm system in the image on the right produced as much as {{convert|26|in|cm|abbr=on}} of precipitation in California and up to {{convert|17|ft|cm|abbr=on}} of snowfall in the Sierra Nevada during December 17–22, 2010. Atmospheric rivers consist of narrow bands of enhanced water vapor transport, typically along the boundaries between large areas of divergent surface air flow, including some frontal zones in association with extratropical cyclones that form over the oceans.<ref name="ar94">{{ cite journal |last=Zhu |first=Yong |author2=Reginald E. Newell |title=Atmospheric rivers and bombs |journal=Geophysical Research Letters |year=1994 |volume=21 |issue=18 |pages=1999–2002 |doi=10.1029/94GL01710 |bibcode=1994GeoRL..21.1999Z |url=https://web.archive.org/web/20100610063041/http://paos.colorado.edu/~dcn/ATOC6020/papers/AtmosphericRivers_94GL01710.pdf }}</ref><ref name="mwr98">{{ cite journal |last=Zhu|first=Yong|author2=Reginald E. Newell |title=A Proposed Algorithm for Moisture Fluxes from Atmospheric Rivers |journal=Monthly Weather Review |year=1998 |volume=126 |issue=3 |pages= 725–735 |doi=10.1175/1520-0493(1998)126<0725:APAFMF>2.0.CO;2 |issn=1520-0493 |bibcode = 1998MWRv..126..725Z }}</ref><ref name="sci06">{{ cite journal |last=Kerr|first=Richard A. |title=Rivers in the Sky Are Flooding The World With Tropical Waters |journal=Science |date=28 July 2006 |volume=313 |issue=5786 |pages=435 |doi=10.1126/science.313.5786.435 |url=http://tenaya.ucsd.edu/~dettinge/atmos_rivers.science.pdf |pmid=16873624 }}</ref><ref name="ncaro">{{ cite conference | first = Allen B. | last = White | date = 2009-10-08 | title = The NOAA coastal atmospheric river observatory, In: ''34th Conference on Radar Meteorology'' | url = http://ams.confex.com/ams/34Radar/techprogram/paper_155601.htm |display-authors=etal }}</ref> Pineapple Express storms are the most commonly represented and recognized type of atmospheric rivers; they are given the name due to the warm water vapor plumes originating over the Hawaiian tropics that follow a path towards California.<ref name=Dettinger>{{ cite journal |last=Dettinger|first=Michael |date=2011-06-01 |title=Climate Change, Atmospheric Rivers, and Floods in California – A Multimodel Analysis of Storm Frequency and Magnitude Changes1 |journal=JAWRA Journal of the American Water Resources Association |volume=47 |issue=3 |pages=514–523 |doi=10.1111/j.1752-1688.2011.00546.x |issn=1752-1688 |bibcode=2011JAWRA..47..514D }}</ref><ref name=Dettinger2011>{{ cite journal |last=Dettinger|first=Michael D.|last2=Ralph|first2=Fred Martin|last3=Das|first3=Tapash|last4=Neiman|first4=Paul J.|last5=Cayan|first5=Daniel R. |date=2011-03-24 |title=Atmospheric Rivers, Floods and the Water Resources of California |url=http://www.mdpi.com/2073-4441/3/2/445 |journal=Water |volume=3 |issue=2 |pages=445–478 |doi=10.3390/w3020445 }}</ref> Atmospheric rivers are typically several thousand kilometers long and only a few hundred kilometers wide, and a single one can carry a greater flux of water than the Earth's largest river, the Amazon River.<ref name="mwr98" /> The length and width factors in conjunction with an integrated water vapor depth greater than 2.0&nbsp;cm are used as standards to categorize atmospheric river events.<ref name=Dettinger2011/><ref name="grl06" /><ref>{{ cite journal |last=Guan|first=Bin|last2=Waliser|first2=Duane E.|last3=Molotch|first3=Noah P.|last4=Fetzer|first4=Eric J.|last5=Neiman|first5=Paul J. |date=2011-08-24 |title=Does the Madden–Julian Oscillation Influence Wintertime Atmospheric Rivers and Snowpack in the Sierra Nevada? |journal=Monthly Weather Review |volume=140 |issue=2 |pages=325–342 |doi=10.1175/MWR-D-11-00087.1 |issn=0027-0644 |bibcode=2012MWRv..140..325G }}</ref><ref name=Guan>{{ cite journal |last=Guan|first=Bin|last2=Waliser|first2=Duane E. |date=2015-12-27 |title=Detection of atmospheric rivers: Evaluation and application of an algorithm for global studies |journal=Journal of Geophysical Research: Atmospheres |volume=120 |issue=24 |pages=2015JD024257 |doi=10.1002/2015JD024257 |issn=2169-8996 |bibcode=2015JGRD..12012514G }}</ref> Integrated water vapor transport (IVT) is more directly attributed to orographic precipitation, a key factor in the production of intense rainfall and subsequent flooding.<ref name=Guan/> On any given day, atmospheric rivers account for over 90% of the global meridional (north-south) water vapor transport, yet they cover less than 10% of the Earth's circumference.<ref name="mwr98" /> Atmospheric rivers are also known to contribute to about 22% of total global runoff.<ref name=Paltan>{{ cite journal |last=Paltan|first=Homero|last2=Waliser|first2=Duane|last3=Lim|first3=Wee Ho|last4=Guan|first4=Bin|last5=Yamazaki|first5=Dai|last6=Pant|first6=Raghav|last7=Dadson|first7=Simon |date=2017-10-25 |title=Global Floods and Water Availability Driven by Atmospheric Rivers |journal=Geophysical Research Letters |volume=44 |issue=20 |pages=10,387–10,395 |doi=10.1002/2017gl074882 |issn=0094-8276 |bibcode=2017GeoRL..4410387P }}</ref> They also are the major cause of extreme precipitation events that cause severe flooding in many mid-latitude, westerly coastal regions of the world, including the West Coast of North America,<ref name="neiman2010">{{ cite conference |first=Paul J. |last=Neiman |date=2009-06-08 |title=Landfalling Impacts of Atmospheric Rivers: From Extreme Events to Long-term Consequences, In: ''The 2010 Mountain Climate Research Conference'' |url=http://www.fs.fed.us/psw/mtnclim/talks/pdf/Neiman_Talk2010.pdf |display-authors=etal }}</ref><ref name="mwr08">{{ cite journal |last=Neiman|first=Paul J. |title=Diagnosis of an Intense Atmospheric River Impacting the Pacific Northwest: Storm Summary and Offshore Vertical Structure Observed with COSMIC Satellite Retrievals |journal=Monthly Weather Review |year=2008 |volume=136 |issue=11 |pages=4398–4420 |doi=10.1175/2008MWR2550.1 |url=http://tenaya.ucsd.edu/~dettinge/neiman_cosmic08.pdf |bibcode = 2008MWRv..136.4398N |display-authors=etal }}</ref><ref name="jmet08">{{ cite journal |last=Neiman|first=Paul J. |title=Meteorological Characteristics and Overland Precipitation Impacts of Atmospheric Rivers Affecting the West Coast of North America Based on Eight Years of SSM/I Satellite Observations |journal=Journal of Hydrometeorology |year=2008 |volume=9 |issue=1 |pages=22–47 |doi=10.1175/2007JHM855.1 |url=http://tenaya.ucsd.edu/~dettinge/Neiman_Ar-JHM08.pdf |bibcode = 2008JHyMe...9...22N |display-authors=etal }}</ref><ref name="grl06">{{ cite journal |last=Ralph|first=F. Martin |title=Flooding on California's Russian River: Role of atmospheric rivers |journal=Geophys. Res. Lett. |year=2006 |volume=33 |issue=13 |pages=L13801 |doi=10.1029/2006GL026689 |url=http://tenaya.ucsd.edu/~dettinge/atmos_rivers.pdf |bibcode=2006GeoRL..3313801R |display-authors=etal }}</ref> Western Europe,<ref>{{ cite web |title=Atmospheric river of moisture targets Britain and Ireland |url=http://cimss.ssec.wisc.edu/goes/blog/archives/3838|work=CIMSS Satellite Blog |date=November 19, 2009 }}</ref><ref>{{ cite journal |last=Stohl|first=A. |author2=Forster, C. |author3=Sodermann, H. |title=Remote sources of water vapor forming precipitation on the Norwegian west coast at 60°N–a tale of hurricanes and an atmospheric river |journal=Journal of Geophysical Research |date=March 2008 |volume=113 |issue=D5 |pages=n/a |url= | doi = 10.1029/2007jd009006 |bibcode=2008JGRD..113.5102S |accessdate=10 July 2012 }}</ref><ref>{{ cite journal |last=Lavers|first=David A|author2=R. P. Allan |author3=E. F. Wood |author4=G. Villarini |author5=D. J. Brayshaw |author6=A. J. Wade |title=Winter floods in Britain are connected to atmospheric rivers |journal=Geophysical Research Letters |date=6 December 2011 |volume=38 |issue=23 |pages=n/a |doi=10.1029/2011GL049783 |url=http://www.met.reading.ac.uk/~sgs02rpa/PAPERS/Lavers11GRL.pdf |accessdate=12 August 2012 |bibcode = 2011GeoRL..3823803L |citeseerx=10.1.1.722.4841 }}</ref> the west coast of North Africa,<ref name="sci06" /> the Iberian Peninsula, Iran and New Zealand.<ref name=Guan/> Equally, the absence of atmospheric rivers has been linked with the occurrence of droughts in several parts of the world including South Africa, Spain and Portugal.<ref name=Paltan/> The inconsistency of California's rainfall is due to the variability in strength and quantity of these storms, which can produce strenuous effects on California's water budget, which make California a perfect case study to show the importance of proper water management and prediction of these storms.<ref name=Dettinger2011/> The significance atmospheric rivers have for the control of coastal water budgets juxtaposed against their creation of detrimental floods can be constructed and studied by looking at California and the surrounding coastal region of the western United States, where atmospheric rivers have contributed 30-50% of total annual rainfall.<ref>{{ cite journal |last=Dettinger|first=Michael D. |date=2013-06-28 |title=Atmospheric Rivers as Drought Busters on the U.S. West Coast |journal=Journal of Hydrometeorology |volume=14 |issue=6 |pages=1721–1732 |doi=10.1175/JHM-D-13-02.1 |issn=1525-755X |bibcode=2013JHyMe..14.1721D }}</ref> The Fourth National Climate Assessment (NCA) report, released by the U.S. Global Change Research Program (USGCRP) on November 23, 2018<ref name="CNN_Christensen_2018">{{ cite news |url=https://www.cnn.com/2018/11/23/health/climate-change-report-bn/index.html |title=Climate change will shrink US economy and kill thousands, government report warns |first1=Jen |last1=Christensen |first2=Michael |last2=Nedelman |newspaper=CNN |date=November 23, 2018 |accessdate=November 23, 2018 }}</ref> confirmed that along the U.S. western coast, landfalling atmospheric rivers "account for 30%–40% of precipitation and snowpack. These landfalling atmospheric rivers "are associated with severe flooding events in California and other western states."<ref name=Dettinger/><ref name="grl06" /><ref name="NCA2018_Chap2">{{ cite book |series=National Climate Assessment (NCA) |title=Chapter 2: Our Changing Climate |date=November 23, 2018 |url=https://nca2018.globalchange.gov/chapter/2/ |publisher=USGCRP |accessdate=November 23, 2018 |location=Washington, DC }}</ref> "As the world warms, the "landfalling atmospheric rivers on the West Coast are likely to increase" in "frequency and severity" because of "increasing evaporation and higher atmospheric water vapor levels in the atmosphere."<ref name="CNN_Christensen_2018"/><ref name="NCA_IV_Wehner_2017">{{ cite report |last1=Wehner |first1=M. F. |first2=J. R. |last2=Arnold |first3=T. |last3=Knutson |first4=K. E. |last4=Kunkel |first5=A. N. |last5=LeGrande |date=2017 |title=Droughts, Floods, and Wildfires |series=Climate Science Special Report: Fourth National Climate Assessment |volume=1 |editor-last1=Wuebbles |editor-first1=D. J. |editor-first2=D. W. |editor-last2=Fahey |editor-first3=K. A. |editor-last3=Hibbard |editor-first4=D. J. |editor-last4=Dokken |editor-first5=B. C. |editor-last5=Stewart |editor-first6=T. K. |editor-last6=Maycock |publisher=U.S. Global Change Research Program |location=Washington, DC |pages=231–256 |doi=10.7930/J0CJ8BNN }}</ref><ref>Dettinger, M., 2011: Climate change, atmospheric rivers, and floods in California–a multimodel analysis of storm frequency and magnitude changes. Journal of the American Water Resources Association, 47 (3), 514–523. doi:10.1111/j.1752-1688.2011.00546.x.</ref><ref>Warner, M. D., C. F. Mass, and E. P. Salathé Jr., 2015: Changes in winter atmospheric rivers along the North American West Coast in CMIP5 climate models. Journal of Hydrometeorology, 16 (1), 118–128. doi:10.1175/JHM-D-14-0080.1.</ref><ref>Gao, Y., J. Lu, L. R. Leung, Q. Yang, S. Hagos, and Y. Qian, 2015: Dynamical and thermodynamical modulations on future changes of landfalling atmospheric rivers over western North America. Geophysical Research Letters, 42 (17), 7179–7186. doi:10.1002/2015GL065435.</ref> Landfalling ARs were "responsible for nearly all the annual peak daily flow (APDF)s in western Washington" from 1998 through 2009.<ref name="AMS_Neiman_2011">{{ cite journal |last1=Neiman |first1=Paul. J. |first2=L. J. |last2=Schick |first3=F. M. |last3=Ralph |first4=M. |last4=Hughes |first5=G. A. |last5=Wick |date=December 2011 |title=Flooding in western Washington: The connection to atmospheric rivers |journal=American Meteorological Society (AMS) |volume=12 |issue=6 |pages=1337–1358 |doi=10.1175/2011JHM1358.1 }}</ref> This AR in the image on the left brought a "stunning" end to the American West's 5-year drought with "some parts of California received nearly twice as much rain in a single deluge as normally falls in the preceding 5 months (October–February)".<ref name="NCA4_Vol1_Wuebbles_2017_full">{{ cite report |date=October 2017 |title=Climate Science Special Report (CSSR) |series=Fourth National Climate Assessment |volume=1 |editor-last1=Wuebbles |editor-first1=D. J. |editor-first2=D. W. |editor-last2=Fahey |editor-first3=K. A. |editor-last3=Hibbard |editor-first4=D. J. |editor-last4=Dokken |editor-first5=B. C. |editor-last5=Stewart |editor-first6=T. K. |editor-last6=Maycock |publisher=U.S. Global Change Research Program |location=Washington, DC |url=https://science2017.globalchange.gov/downloads/CSSR2017_FullReport.pdf |pages=470 |doi=10.7930/J0J964J6 }}</ref> {{clear}} ==Anticyclones== [[Image:High pressure Area Sep 08 2012.jpg|thumb|250px|right|True color satellite image of an unusual anticyclone off southern Australia in the Southern Hemisphere, on September 8, 2012, showing a counter-clockwise rotation around an oval area of clear skies. Credit: NASA, MODIS Rapid Response System.{{tlx|free media}}]] [[Image:High Pressure.jpg|left|thumb|300px|Satellite image shows an unusual high-pressure area south of Australia. Credit: NASA, MODIS Rapid Response System.{{tlx|free media}}]] [[Image:HadleyCross-sec.jpg|thumb|250px|right|Hadley cell circulation tends to create anticyclonic patterns in the Horse latitudes, depositing drier air and contributing to the world's great deserts. Credit: [[w:user:Dwindrim|Dwindrim]].{{tlx|free media}}]] The Great Red Spot on Jupiter is, in fact, the inverse phenomenon, an anticyclone.<ref name="HaydPlan">{{ cite web |title = Jupiter's Great Red Spot |year = 2009 |author = Ellen Cohen |publisher = Hayden Planetarium |accessdate = 2007-11-16 |url = https://web.archive.org/web/20070808130633/http://haydenplanetarium.org/resources/ava/page/index.php?file=P0413jupispot }}</ref> An '''anticyclone''' is a weather phenomenon defined by the United States National Weather Service's glossary as "a large-scale circulation of winds around a central region of high atmospheric pressure, clockwise in the Northern Hemisphere, counterclockwise in the Southern Hemisphere".<ref>{{ cite web |author= |title=Glossary: Anticyclone |date= |publisher=National Weather Service |accessdate=January 19, 2010 |url=https://web.archive.org/web/20110629140523/http://www.nws.noaa.gov/glossary/index.php?word=anticyclone }}</ref> '''Def.''' "a system of winds that spiral out from a centre of high pressure"<ref name=AnticycloneWikt>{{ cite book |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=anticyclone |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=15 August 2005 |url=https://en.wiktionary.org/wiki/anticyclone |accessdate=9 February 2019 }}</ref> is called an '''anticyclone'''. "High-pressure weather systems often bring fair weather and relatively clear skies. In early June 2012, a high off the coast of Tasmania did just that...and in spectacular fashion."<ref name=Voiland>{{ cite book |author=Adam Voiland |author2=Patrick Minnis |author3=Joanna Joiner |author4=Steve Lang |author5=Heather Hyre |title=An Australian “Anti-storm” |publisher=NASA |location=Washington, DC USA |date=June 5, 2012 |url=https://earthobservatory.nasa.gov/images/78208/an-australian-anti-storm |accessdate=9 February 2019 }}</ref> "The Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA’s Aqua satellite acquired this view of a hole in a cloud formation [in the image on the left] at 3:00 p.m. local time (05:00 Universal Time) on June 5, 2012. The weather system over the Great Australian Bight cut out the oval-shaped hole from a blanket of marine stratocumulus clouds."<ref name=Voiland/> "The cloud hole, with a diameter that stretched as far as 1,000 kilometers (620 miles) across, was caused by sinking air associated with an area of high pressure near the surface. Globally, the average sea-level pressure is about 1013 millibars; at the center of this high, pressures topped 1,040 millibars."<ref name=Voiland/> "Sea-level pressure maps published by the Australian Bureau of Meteorology on June 5 showed that the shape of the cloud hole matched the shape of the high-pressure area. However, the center of high pressure and the cloud hole didn't match precisely; the center of the high was near the western edge of the clear area, about 100 kilometers from the cloud edge."<ref name=Voiland/> "In general, winds blow outward and away from areas of high pressure. As a result, areas of high pressure pull air downward. As the air sinks, it also warms, increasing the rate of evaporation and making it difficult for the air to sustain clouds. Areas of low pressure, by contrast, pull air upward and generate clouds and stormy weather."<ref name=Voiland/> "While low-pressure systems often produce circular cyclonic storms and clouds, high-pressure systems (which are sometimes called anticyclones) can yield large circular areas of clear skies."<ref name=Voiland/> "You could call it an anti-storm."<ref name=Minnis>{{ cite book |author=Patrick Minnis |title=An Australian “Anti-storm” |publisher=NASA |location=Washington, DC USA |date=June 5, 2012 |url=https://earthobservatory.nasa.gov/images/78208/an-australian-anti-storm |accessdate=9 February 2019 }}</ref> "Weather models simulated the cloud formation quite accurately. We checked the Global Modeling and Assimilation Office (GMAO) forecast, and it really nailed the system."<ref name=Joiner>{{ cite book |author=Joanna Joiner |author2=Arlindo da Silva |title=An Australian “Anti-storm” |publisher=NASA |location=Washington, DC USA |date=June 5, 2012 |url=https://earthobservatory.nasa.gov/images/78208/an-australian-anti-storm |accessdate=9 February 2019 }}</ref> The evolution of an anticyclone depends on a few variables such as its size, intensity, moist-convection, Coriolis force etc.<ref> Masoud Rostami & Vladimir Zeitlin (2017) Influence of condensation and latent heat release upon barotropic and baroclinic instabilities of vortices in a rotating shallow water f-plane model, Geophysical & Astrophysical Fluid Dynamics, 111:1, 1-31, DOI: 10.1080/03091929.2016.1269897 https://doi.org/10.1080/03091929.2016.1269897</ref> Surface anticyclones form due to downward motion through the troposphere, in areas within a synoptic flow pattern in higher levels of the troposphere, beneath the western side of troughs, on weather maps, these show converging winds (isotachs), also known as confluence, or converging height lines near or above the level of non-divergence, which is near the 500 hPa pressure surface about midway up the troposphere.<ref>{{ cite web |title=Glossary of Meteorology |date=2009 |url=http://archive.wikiwix.com/cache/20110628073639/http://amsglossary.allenpress.com/glossary/search?id=level-of-nondivergence1 |publisher=American Meteorological Society |accessdate=2009-02-17 }}</ref><ref name=Matchev>{{ cite book |author=Konstantin Matchev |title=Middle-Latitude Cyclones - II |url=https://web.archive.org/web/20090225025157/http://www.phys.ufl.edu/~matchev/MET1010/notes/Chapter12b.ppt |date=2009-02-25 |publisher=University of Florida |accessdate=2009-02-16 }}</ref> {{clear}} ==Cyclogenesis== [[Image:StormCollage-GOES-13.jpg|thumb|upright=2|right|300px|This collage of GOES 13 satellite images shows the development of a nor'easter over several days. Credit: NASA GOES Project.{{tlx|free media}}]] Cyclogenesis is the process of cyclone formation and intensification.<ref name="Arc">{{ cite web |author=Nina A. Zaitseva |year=2006 |publisher=National Snow and Ice Data Center |title=Cyclogenesis |accessdate=2006-12-04 |url=https://web.archive.org/web/20060830135741/http://www.nsidc.org/arcticmet/glossary/cyclogenesis.html }}</ref> Cyclogenesis is the development or strengthening of cyclonic circulation in the atmosphere (a low-pressure area).<ref>{{ cite web |author=<nowiki>Arctic Climatology and Meteorology</nowiki> |title=Cyclogenesis |publisher=National Snow and Ice Data Center |accessdate=2006-12-04 |date=2006 |url=https://web.archive.org/web/20060830135741/http://www.nsidc.org/arcticmet/glossary/cyclogenesis.html }}</ref> The anticyclonic equivalent, the process of formation of high pressure systems, dealing with surface systems is anticyclogenesis.<ref name="CyclogenesisDef">{{ cite web | publisher = American Meteorological Society |work= Glossary of Meteorology | title= Cyclogenesis | date = 26 January 2012 | url = http://glossary.ametsoc.org/wiki/Cyclogenesis | accessdate = 2016-07-23 }}</ref> Cyclogenesis is the opposite of cyclolysis, which concerns the weakening of surface cyclones. The term has an anticyclonic equivalent—Anticyclogenesis.<ref name="CyclogenesisDef"/> {{clear}} ==Cyclones== [[Image:Cyclone Catarina from the ISS on March 26 2004.JPG|250px|thumb|right|Meteorology is represented by cyclone Catarina. Credit: NASA.{{tlx|free media}}]] '''Def.''' a system of winds rotating around a center of low atmospheric pressure, the more or less violent small-scale circulations such as tornadoes, waterspouts, and dust devils is called a '''cyclone'''. In [[meteorology]], a '''cyclone''' is a large scale air mass that rotates around a strong center of low atmospheric pressure.<ref name="AMSCcDef">{{ cite web |title = Cyclonic circulation |author = Glossary of Meteorology | date=June 2000 |publisher=American Meteorological Society |url = http://glossary.ametsoc.org/wiki/Cyclonic_circulation|accessdate = 2008-09-17 }}</ref><ref name="AMSCycDef">{{ cite web |title = Cyclone |date=June 2000 |author= Glossary of Meteorology |publisher= American Meteorological Society |url = http://glossary.ametsoc.org/wiki/Cyclone |accessdate = 2008-09-17 }}</ref> Cyclones are characterized by inward spiraling winds that rotate about a zone of low-pressure.<ref name="BBCCycDef">{{ cite web |author = BBC Weather Glossary |title = Cyclone |date= July 2006 |publisher= British Broadcasting Corporation |accessdate = 2006-10-24 |url = https://web.archive.org/web/20060829214837/http://www.bbc.co.uk/weather/weatherwise/glossary/c.shtml }}</ref><ref name="UCARCycDef">{{ cite web |title = UCAR Glossary&nbsp;— Cyclone |publisher= University Corporation for Atmospheric Research |url = http://meted.ucar.edu/satmet/goeschan/glossary.htm#c |accessdate = 2006-10-24 }}</ref> The largest low-pressure systems are polar vortices and extratropical cyclones of the largest scale (the synoptic scale), which includes warm-core cyclones such as tropical cyclones and subtropical cyclones.<ref>National Hurricane Center (2012). [http://www.nhc.noaa.gov/aboutgloss.shtml Glossary of NHC terms.] Retrieved on 2012-08-13.</ref> Mesocyclones, tornadoes and dust devils lie within the smaller mesoscale.<ref>{{ cite journal |author=I. Orlanski |year=1975 |title=A rational subdivision of scales for atmospheric processes |journal=Bulletin of the American Meteorological Society |volume=56 |pages=527–530 |issue=5 |bibcode=1975BAMS...56..527 |doi=10.1175/1520-0477-56.5.527 }}</ref> Upper level cyclones can exist without the presence of a surface low, and can pinch off from the base of the tropical upper tropospheric trough during the summer months in the Northern Hemisphere. Cyclones have also been seen on extraterrestrial planets, such as Mars and [[Neptune]].<ref name="Brand">{{ cite web |author=David Brand |title=Colossal cyclone swirling near Martian north pole is observed by Cornell-led team on Hubble telescope |accessdate=2008-06-15 |date=1999-05-19 |publisher=Cornell University |url = https://web.archive.org/web/20070613133949/http://www.news.cornell.edu/releases/May99/mars.cyclone.deb.html }}</ref><ref name="WIZ">{{ cite web |publisher=NASA |author=Samantha Harvey |date=2006-10-02 |title=Historic Hurricanes |accessdate=2008-06-14 |url=https://web.archive.org/web/20080415120400/http://solarsystem.nasa.gov/educ/themes/display.cfm?Item=hurricane }}</ref> {{clear}} ==Waterspouts== [[Image:Trombe.jpg|thumb|right|250px|A waterspout near Florida has two flares with smoke trails near the bottom of the photograph for indicating wind direction and general speed. Credit: Dr. Joseph Golden, NOAA.{{tlx|free media}}]] [[Image:Giant Waterspout Filmed by RAF Search and Rescue Crew MOD 45152038.jpg|thumb|left|250px|Waterspout filmed off Anglesey, Wales, on 12 November 2010 by an RAF Search and Rescue crew. Credit: RAF/MoD.{{tlx|free media}}]] A waterspout is an intense columnar vortex (usually appearing as a funnel-shaped cloud) that occurs over a body of water.<ref name=Burt>{{Cite book |title=Extreme weather : a guide & record book |last=Burt |first=Christopher |date=2004 |publisher=W.W. Norton |others=Cartography by Stroud, Mark. |isbn=978-0393326581 |edition=1st |location=New York |oclc=55671731 }}</ref> Some are connected to a cumulus congestus cloud, some to a cumuliform cloud and some to a cumulonimbus cloud.<ref name=Glossary>{{cite web |url= http://www.geographic.org/climate/w.html#waterspout |title=Waterspout definition |work=A Comprehensive Glossary Of Weather |publisher=Geographic.org |accessdate=2014-07-10 }}</ref> In the common form, it is a non-supercell tornado over water.<ref name=Glossary1>{{cite web |url= http://www.geographic.org/climate/w.html#waterspout |title=Waterspout definition |work=A Comprehensive Glossary Of Weather |publisher=Geographic.org |accessdate=2014-07-10 }}</ref><ref>[http://www.wcvb.com/video/the-weather-channel/what-is-a-waterspout/40714452 What Is a Waterspout?] (Weather Channel video)</ref><ref>[http://www.chron.com/neighborhood/bayarea/article/Waterspout-comes-ashore-in-Galveston-8382923.php Waterspout comes ashore in Galveston] by Jessica Hamilton, Houston Chronicle, July 17, 2016</ref> While it is often weaker than most of its land counterparts, stronger versions spawned by mesocyclones do occur.<ref>{{Cite web |url = http://www.answers.com/topic/waterspout |title = Waterspout |editor = Answer.com |work = McGraw-Hill Encyclopedia of Science and Technology |accessdate = 6 December 2010}}</ref><ref>{{Cite web |url = http://www.islandnet.com/~see/weather/almanac/arc2002/alm02oct.htm |title = Water Twisters |editor = Islandnet.com |author = Keith C. Heidorn |work = The Weather Doctor Almanach |accessdate = 6 December 2010}}</ref> Most waterspouts do not suck up water; they are small and weak rotating columns of air over water.<ref name=Glossary1/><ref>{{cite journal |last=Schwiesow |first=R.L. |author2=Cupp, R.E. |author3=Sinclair, P.C. |author4=Abbey, R.F. |title=Waterspout Velocity Measurements by Airborne Doppler Lidar |journal=Journal of Applied Meteorology |date=April 1981 |volume=20 |issue=4 |pages=341–348 |bibcode = 1981JApMe..20..341S |doi = 10.1175/1520-0450(1981)020<0341:WVMBAD>2.0.CO;2 }}</ref> While waterspouts form mostly in the tropics and subtropical areas,<ref name=Glossary1/> other areas also report waterspouts, including Europe, Australia, New Zealand, the Great Lakes, Antarctica<ref name="lake_michigan">{{cite news |publisher=BBC News |title=Several waterspouts filmed on Lake Michigan in US | url=https://www.bbc.co.uk/news/world-us-canada-19315824 | date=20 August 2012 |accessdate=20 August 2012 }}</ref><ref>{{cite web |last=Taylor |first=Stanley |title=Antarctic Diary |url=http://antarcticdiary.wordpress.com/part-4/ |accessdate=4 June 2013 |date=August 2011 }}</ref> and on rare occasions, the Great Salt Lake.<ref name="A Great Salt Lake Waterspout">publisher=journals.ametsoc.org| url=journals.ametsoc.org/doi/pdf/10.1175/1520-0493-119-12-2740.1|author=J Simpson |date =1991</ref> Some are also found on the East Coast of the United States, and the coast of California.<ref name=Burt/> {{clear}} ==Dust devils== [[Image:dust devil.jpg|right|thumb|300px|A dust devil occurs in Arizona. Credit: NASA.{{tlx|free media}}]] [[Image:Dust devil krakow.jpg|250px|right|thumb|A dust devil occurs in Cracow, Poland. Credit: [[c:user:KHRoN|KHRoN]].{{tlx|free media}}]] [[Image:Iraqi Dust Devil.jpg|thumb|250px|right|A dust devil occurs in Ramadi, Iraq. Credit: [[w:user:Ultratone85|Ultratone85]].{{tlx|free media}}]] [[Image:Remolino (tourbillon de sable).ogv|thumb|left|250px|A large dust devil occurs in Colonia Omega, Saltillo, Coahuila, Mexico. Credit: [[c:user:Dupondt|Dupondt]].{{tlx|free media}}]] A dust devil is a strong, well-formed, and relatively long-lived whirlwind, ranging from small (half a metre wide and a few metres tall) to large (more than 10&nbsp;metres wide and more than 1000&nbsp;metres tall). The primary vertical motion is upward. Dust devils are usually harmless, but can on rare occasions grow large enough to pose a threat to both people and property.<ref name="Glossary2000">{{cite book |title= Glossary of Meteorology |publisher=American Meteorological Society |year= 2000 |url= http://amsglossary.allenpress.com/glossary/search?id=dust-devil1 |isbn= 978-1-878220-34-9 |archiveurl= https://web.archive.org/web/20090130003357/http://amsglossary.allenpress.com/glossary/search?id=dust-devil1 |archivedate= 2009-01-30 |df= }}</ref> Dust devils form when a pocket of hot air near the surface rises quickly through cooler air above it, forming an updraft. If conditions are just right, the updraft may begin to rotate. As the air rapidly rises, the column of hot air is stretched vertically, thereby moving mass closer to the axis of rotation, which causes intensification of the spinning effect by conservation of angular momentum. The secondary flow in the dust devil causes other hot air to speed horizontally inward to the bottom of the newly forming vortex. As more hot air rushes in toward the developing vortex to replace the air that is rising, the spinning effect becomes further intensified and self-sustaining. A dust devil, fully formed, is a funnel-like chimney through which hot air moves, both upwards and in a circle. As the hot air rises, it cools, loses its buoyancy and eventually ceases to rise. As it rises, it displaces air which descends outside the core of the vortex. This cool air returning acts as a balance against the spinning hot-air outer wall and keeps the system stable.<ref>{{cite book |author = Ludlum, David M. |year = 1997 |title = National Audubon Society Field Guide to North American Weather |publisher = Knopf |isbn = 978-0-679-40851-2 }}</ref> As available hot air near the surface is channeled up the dust devil, eventually surrounding cooler air will be sucked in. Once this occurs, the effect is dramatic, and the dust devil dissipates in seconds. Usually this occurs when the dust devil is not moving fast enough (depletion) or begins to enter a terrain where the surface temperatures are cooler.<ref name=death-valley>[http://www.death-valley.us/article559.html http://www.death-valley.us/article559.html] {{dead link|date=September 2010|url=http://www.death-valley.us/article559.html}}</ref> On rare occasions, a dust devil can grow very large and intense, sometimes reaching a diameter of up to 300&nbsp;feet (90&nbsp;m) with winds in excess of 60&nbsp;mph (100&nbsp;km/h+) and can last for upwards of 20&nbsp;minutes before dissipating.<ref>{{cite web | publisher=Arizona Vacation Planner | title=Dust Devils: Ephemeral Whirlwinds Can Stir Up Trouble | url=http://www.arizona-vacation-planner.com/dust-devils.html | archive-url=https://archive.is/20120718220124/http://www.arizona-vacation-planner.com/dust-devils.html | archive-date=2012-07-18 | accessdate=2007-10-05}} </ref> Dust devils typically do not cause injuries, but rare, severe dust devils have caused damage and even deaths in the past. One such dust devil struck the Coconino County, Arizona, Fairgrounds in Flagstaff, Arizona, on September 14, 2000, causing extensive damage to several temporary tents, stands and booths well as some permanent fairgrounds structures. Several injuries were reported, but there were no fatalities. Based on the degree of damage left behind, it is estimated that the dust devil produced winds as high as 75&nbsp;mph (120&nbsp;km/h), which is equivalent to an Enhanced Fujita Scale (EF-0) tornado.<ref>{{cite web | publisher=National Weather Service-Flagstaff, AZ | title=Damage From a Dust Devil at the Coconino County Fairgrounds - September 14, 2000 | url=http://www.wrh.noaa.gov/fgz/past/cocodust/coco_fair.php?wfo=fgz | accessdate=2007-10-05 }}</ref> On May 19, 2003, a dust devil lifted the roof off a two-story building in Lebanon, Maine, causing it to collapse and kill a man inside.<ref>{{ cite web |url=https://web.archive.org/web/20090129192229/http://www4.ncdc.noaa.gov/cgi-win/wwcgi.dll?wwevent~ShowEvent~499035 |date=2009-01-29 |title=National Climatic Data Center |accessdate=2008-06-05.</ref><ref>{{cite news | url=https://www.nytimes.com/2003/05/21/us/national-briefing-new-england-maine-man-dies-in-windstorm.html | work=The New York Times | title=Man Dies In Windstorm | date=May 21, 2003 | accessdate=May 1, 2010 }}</ref> In East El Paso, Texas in 2010, three children in an inflatable jump house were picked up by a dust devil and lifted over 10 feet (3&nbsp;m), traveling over a fence and landing in a backyard three houses away.<ref>This rare weather incident was the subject of a United States Air Force Weather Squadron study: Clarence Giles, "Air Force Weather Squadron forecasts, studies weather to keep servicemembers safe", http://fortblissbugle.com/air-force-weather-squadron-forecasts-studies-weather-to-keep-servicemembers-safe/ ''Fort Bliss Bugle'', Unit News p.1A (January 12, 2011)</ref> In Commerce City, Colorado in 2018, a powerful dust devil hurtled two porta-potties into the air. No one was injured in the incident.<ref>{{cite web |last1=Lane |first1=Damon |title=Colorado Dust Devil Tosses Porta-Potties |url=http://texasstormwatch.com/2018/06/colorado-dust-devil-tosses-porta-potties.html |website=Texas Storm Watch |accessdate=16 June 2018 }}</ref> In 2019 a large dust devil in Yucheng county, Henan province, China killed 2 children and injured 18 children and 2 adults when a bouncy castle was lifted into the air.<ref>[https://www.scmp.com/news/china/society/article/3004174/two-children-killed-when-bouncy-castle-swept-air-dust-devil Two children killed after bouncy castle is swept into air by ‘dust devil’ in central China], ''South China Morning Post'', April 1, 2019</ref> Dust devils have been implicated in around 100 aircraft accidents.<ref>{{cite journal |last=Lorenz |first=Ralph |title=Dust Devil Hazard to Aviation: A Review of US Air Accident Reports, |journal=Journal of Meteorology |year=2005 |volume=28 |issue=298 |pages=178–184 |url=http://www.lpl.arizona.edu/~rlorenz/dustdevilaviation.pdf |accessdate=17 September 2012 }}</ref> While many incidents have been simple taxiing problems, a few have had fatal consequences. Dust devils are also considered major hazards among skydivers and paragliding pilots as they can cause a parachute or a glider to collapse with little to no warning, at altitudes considered too low to cut away, and contribute to the serious injury or death of parachutists.<ref>{{cite web | publisher=United States Parachute Association | title=Dust Devils - July 9, 2012 | url=http://parachutistonline.com/safety_training/safety_check/dust-devils | access-date=2014-08-12 | archive-url=https://web.archive.org/web/20170917124209/http://parachutistonline.com/safety_training/safety_check/dust-devils | archive-date=2017-09-17 }}</ref><ref>{{cite news |title=Skydiving instructor Tony Rokov killed in accident at Goulburn airport |url=http://www.smh.com.au/nsw/skydiving-instructor-tony-rokov-killed-in-accident-at-goulburn-airport-20151121-gl4raf.html |work=Sydney Morning Herald |date=22 November 2015 |accessdate=22 November 2015}}</ref><ref>{{cite news |url=https://www.smh.com.au/national/nsw/paraglider-landed-180km-away-after-being-thrown-off-cliff-by-dust-devil-20190103-p50pi9.html |title=Paraglider landed 180km away after being thrown off cliff by dust devil |work=Sydney Morning Herald |date=3 January 2019 |accessdate=3 January 2019 }}</ref> Dust devils, even small ones (on Earth), can produce radio noise and electrical fields greater than 10,000 volts per meter.<ref>{{cite press release | publisher=University of California, Berkeley | date=29 May 2002 | title= Stalking Arizona dust devils helps scientists understand electrical, atmospheric effects of dust storms on Mars | url=http://www.berkeley.edu/news/media/releases/2002/05/29_dust.html | accessdate=2006-12-01 }}</ref> A dust devil picks up small dirt and dust particles. As the particles whirl around, they bump and scrape into each other and become electrically charged. The whirling charged particles also create a magnetic field that fluctuates between 3 and 30 times each second.<ref>{{cite conference |author1=Koch, J. |author2=N.O. Renno | title=Convective-radiative feedback mechanisms by dusty convective plumes and vortices, In: ''Fall meeting of the American Geophysical Union'' | date=December 5–9, 2005 }}</ref> A large dust devil measuring about 100&nbsp;metres (330&nbsp;ft) across at its base can lift about 15 metric tonnes (17 short tons) of dust into the air in 30&nbsp;minutes. Giant dust storms that sweep across the world's deserts contribute 8% of the mineral dust in the atmosphere each year during the handful of storms that occur. In comparison, the significantly smaller dust devils that twist across the deserts during the summer lift about three times as much dust, thus having a greater combined impact on the dust content of the atmosphere. When this occurs, they are often called '''sand pillars'''.<ref>{{cite journal|last=Kok|first=J.F.|author2=Renno, N.O.|year=2006|title=Enhancement of the emission of mineral dust aerosols by electric forces|url=https://deepblue.lib.umich.edu/bitstream/2027.42/95661/1/grl21575.pdf|journal=Geophysical Research Letters|volume=33|issue=Aug. 28|pages=L19S10|bibcode=2006GeoRL..3319S10K|doi=10.1029/2006GL026284}}<!--| accessdate = 2006-12-01 --></ref> {{clear}} ==Snow whirlwinds== [[Image:Tourbillon de neige.png|thumb|right|250px|Snow whirlwind, similar to a dust devil, is seen on Mount Royal in Montreal, Quebec, Canada. Credit: [[c:user:Pierre cb|Pierre cb]].{{tlx|free media}}]] [[Image:Winter waterspout.jpg|thumb|left|250px|A large winter waterspout over Lake Ontario, just off the shore of Whitby, Ontario on 26 January 1994. Credit: ERH at NOAA.{{tlx|fairuse}}]] The same conditions can produce a snow whirlwind, although differential heating is more difficult in snow-covered areas. A ''winter waterspout'', also known as a ''snow devil'', an ''icespout'', an ''ice devil'', a ''snownado'', or a ''snowspout'', is an extremely rare instance of a waterspout forming under the base of a snow squall.<ref>{{cite web |url= http://www.acsu.buffalo.edu/~insrisg/nature/nw03/0414waterspouts.htm |title= Waterspouts |date= 14 April 2003 |author= The Buffalo News |publisher= State University of New York in Buffalo |accessdate=21 July 2008 }}</ref><ref>{{cite web |url = http://www.weather.com/glossary/s.html |title = Snow Devil |accessdate = 21 July 2008 |year = 2008 |work = Glossary |author = The Weather Channel |archiveurl = https://web.archive.org/web/20080801101119/http://www.weather.com/glossary/s.html |archivedate = 1 August 2008 |df = dmy-all }}</ref> Like the more efficient lake-effect snow events, winds focusing down the axis of long lakes enhance wind convergence and likely enhance their development.<ref>{{cite web |url=http://www.erh.noaa.gov/btv/events/15Jan2009/overview.shtml |title=15 January 2009: Lake Champlain Sea Smoke, Steam Devils, and Waterspout: Chapters IV and V |author=<nowiki>National Weather Service, Forecast Office, Burlington, Vermont</nowiki> |publisher=Eastern Region Headquarters |date=3 February 2009 |accessdate=21 June 2009 }}</ref> {{clear}} ==Coal devils== [[Image:Superb coal devil in Mongolia - 1.JPG|thumb|Coal devil occurs in Mongolia. Credit: [[c:user:Texasbob|Texasbob]].{{tlx|free media}}]] Coal devils are common at the coal town of Tsagaan Khad in Ömnögovi Province, South Gobi Province, Mongolia. They occur when dust devils pick up large amounts of stockpiled coal. Their dark color makes them resemble some tornados. In the image on the right, a coal devil occurs at the coal storage town of Tsagaan Khad, Mongolia (15km north from Mongolia-China border). On the way from Oyu Tolgoi mine to the Gashuunsukhait-Ganqimaodao border crossing. {{clear}} ==Fire whirls== [[Image:Fire whirl (FWS) crop.jpg|right|thumb|300px|A fire whirl has flames in the vortex. Credit: U.S. Fish and Wildlife Service.{{tlx|free media}}]] A fire whirl or swirl, sometimes called fire devils or fire tornadoes, can be seen during intense fires in combustible building structures or, more commonly, in forest or bush fires. A fire whirl is a vortex-shaped formation of burning gases being released from the combustible material. The genesis of the vortex is probably similar to that of a dust devil. As distinct from the dust devil, it is improbable that the height reached by the fire gas vortex is greater than the visible height of the vertical flames because of turbulence in the surrounding gases that inhibit creation of a stable boundary layer between the rotating/rising gases relative to the surrounding gases.<ref>{{ cite web |title=WILDFIRE MODELING, IR OBSERVATIONS AND ANALYSIS |url=https://web.archive.org/web/20070327183634/http://jfsp.nifc.gov/conferenceproc/GISRS-12-AORadkeetal.pdf |date=2007-03-27 }}</ref> Fire whirls are sometimes colloquially called fire tornadoes, but are not usually classifiable as tornadoes as the vortex in most cases does not extend from the surface to cloud base. Also, even in such cases, those fire whirls very rarely are classic tornadoes, as their vorticity derives from surface winds and heat-induced lifting, rather than from a tornadic mesocyclone aloft, although a handful of suspected cases of the latter are known.<ref name="McRae">{{cite journal |last = McRae |first = Richard H. D. |author2 = J. J. Sharples |author3 = S. R. Wilkes |author4 = A. Walker |title = An Australian pyro-tornadogenesis event |journal = Nat. Hazards |volume = 65 |issue = 3 |pages = 1801–1811 |date = 2013 |doi = 10.1007/s11069-012-0443-7 }}</ref> {{clear}} ==Ash devils== [[Image:Lages Wildfire in White Pine County, Nevada.JPG|thumb|right|250px|An ash devil results from the fire in the Schell Creek and Antelope Mountain ranges. Credit: [[c:user:Jrmichae|Jrmichae]].{{tlx|free media}}]] Ash devils form similar to dust devils and are often seen on unstable days in burn scar areas of recent fires. Hot cinders underneath freshly deposited ash in recently burned areas may sometimes generate numerous dust devils. The lighter weight and the darker color of the ash may create dust devils that are visible hundreds of feet into the air. {{clear}} ==Steam devils== [[Image:Lyons and Pease steam devils and steam fog.jpg|thumb|right|350px|Steam devils on Lake Michigan 31 January 1971, from the paper which first named and reported the phenomenon. Credit: W.A. Lyons and S.R. Pease.{{tlx|fairuse}}]] Steam devils are phenomena often observed in the steam rising from power plants.<ref name="Handy Weather Answer Book">{{cite book |last=Lyons |first=Walter A. |title=The Handy Weather Answer Book |location=Detroit, MI |publisher=Visible Ink Press |year=1997 |isbn=0-7876-1034-8 }}</ref> Include steam devils in the International Field Year for the Great Lakes which was imminently to occur in 1972-3.<ref>Barrick, p.213<br />Holle (2007), p.9<br />Lyons & Pease, pp.235, 237</ref> Steam devils are a rare and short-lived phenomenon, typically surviving no more than three or four minutes, and the smaller ones over hot springs dissipating in a matter of seconds.<ref>Barrick, p.213<br />Bluestein, p.151<br />Holle (2007), p.9<br />Lyons & Pease, pp.236-237<br />Zurn-Birkhimer ''et al.'', p.2431</ref><ref name=Bluestein>Bluestein differs from other sources in almost every metric describing steam devils, so much so that he might almost be describing a different phenomenon. Bluestein gives the diameter as {{nowrap|3 feet (1 m)}}; Lyons and Pease have 50 to {{nowrap|200 m}}. Bluestein has the height as up to 20 feet, Lyons and Pease have 1,500 feet. Bluestein states the minimum necessary termperature difference between air and water to be 68°F; Lyons and Pease give a counter-example of 39°F. Bluestein states there is usually a clear sky; MacDougal and Lyons and Pease both provide photographs with cumulus cloud above. Barrick gives small dimensions comparable to Bluestein, but only in relation to steam devils over geyser basins.</ref> Steam devils can become detached from their base and be blown downstream by the wind. On small bodies of water such as hot springs this can mean that the steam devil ends up over land away from the water altogether. Such steam devils continue to rotate even after they have become detached from the source of heat, but will soon dissipate.<ref>Holle (2007), p.9</ref> Very small steam devils may have a poorly defined column and no identifiable clear inner core. Such vortices are more properly called steam whirls by analogy with the dust whirls of land.<ref>Holle (1977), p.931</ref> {{clear}} ==Extratropical cyclones== [[Image:Low pressure system over Iceland.jpg|thumb|250px|An extratropical cyclone is near Iceland on September 4, 2003. Credit: NASA’s Aqua/MODIS satellite.{{tlx|free media}}]] A beautifully-formed low-pressure system swirls off the southwestern coast of Iceland, illustrating the maxim that "nature abhors a vacuum." The vacuum in this case would be a region of low atmospheric pressure. In order to fill this void, air from a nearby high-pressure system moves in, in this case bringing clouds along for the ride. And because this low-pressure system occurred in the Northern Hemisphere, the winds spun in toward the center of the low-pressure system in a counter-clockwise direction; a phenomenon known as the Coriolis force (in the Southern Hemisphere, the Coriolis force would be manifested in a clockwise direction of movement). The clouds in the image resembled pulled cotton and lace as they spun in a lazy hurricane-like pattern. This huge system swirled over the Denmark Strait in between Greenland and Iceland. The process in which an extratropical cyclone undergoes a rapid drop in atmospheric pressure (24 millibars or more) in a 24-hour period is referred to as explosive cyclogenesis, and is usually present during the formation of a nor'easter.<ref>{{ cite web |title= Synoptic-dynamic climatology of the "Bomb" |url=http://www.meteo.mcgill.ca/atoc541/index_files/sandersgyakum1980.pdf |author1=Sanders, F. |author2=J. R. Gyakum |publisher=Massachusetts Institute of Technology, Cambridge |accessdate=2012-01-21 |date=1980-06-12 }}</ref> {{clear}} ==Heat domes== [[Image:Heat Wave.jpg|right|thumb|300px|A heat dome ("H" for "HIGH" pressure) occurs over the United States. Credit: U. S. National Weather Service/National Ocean Service.{{tlx|free media}}]] [[Image:500-mb pressure chart 2021-06-28 700EST Heat dome Pacific NW.png|left|thumb|300px|The heat dome of the 2021 Western North America heat wave, over west Canada and the Northwest United States is shown. Credit: National Oceanic and Atmospheric Administration.{{tlx|free media}}]] A '''heat dome''' is caused when atmosphere traps hot ocean air, as if bounded by a lid or cap.<ref name="NOAH">{{ cite web |date=June 30, 2021 |title=What is a heat dome? |url=https://oceanservice.noaa.gov/facts/heat-dome.html |website=National Oceanic and Atmospheric Administration }}</ref> They can be linked to climate change.<ref name="accuweather.com">{{ cite web |last=Rosenthal |first=Zachary |date=July 1, 2021 |title=Extreme heat |website=AccuWeather |url=https://www.accuweather.com/en/weather-news/what-is-a-heat-dome/971124 }}</ref> The upper air weather patterns are slow to move, referred to as an Omega block.<ref name="Science Alert">{{ cite web |last=Freedman |first=Andrew |date=July 25, 2019 |title=A Giant 'Heat Dome' Over Europe Is Smashing Temperature Records, And It's on The Move |url=https://www.sciencealert.com/in-europe-a-historic-heat-wave-is-shattering-records-with-ease }}</ref> The air is compressed, and as its net heat is now in a smaller volume, it gets hotter. As the warm air attempts to rise, the high pressure above it forces it down, to get hotter, and its pressure grows higher.<ref name="accuweather.com"/> The high pressure acts as if a dome is causing everything below it to get hotter and hotter.<ref name="World Economic Forum">{{ cite web |last=Fleming |first=Sean |date= June 29, 2021 |title=What is the North American heat dome and how dangerous is it? |url=https://www.weforum.org/agenda/2021/06/north-american-heat-dome-dangerous/ }}</ref> {{clear}} ==Jet streams== [[Image:Straalstroom.jpg|thumb|250px|right|Clouds are shown along a jet stream over Canada. Credit: NASA.{{tlx|free media}}]] '''Def.''' any of the high-speed, high-altitude air currents that circle the Earth in a westerly direction is called a '''jet stream'''. '''Jet streams''' are fast flowing, narrow air currents found in the atmospheres of some planets, including [[Earth]]. The main jet streams are located near the tropopause, the transition between the troposphere (where temperature decreases with altitude) and the stratosphere (where temperature increases with altitude).<ref name=USDOE>{{ cite book | author=United States Department of Energy | date=26 June 2002 | url=http://www.newton.dep.anl.gov/askasci/wea00/wea00135.htm | title=Ask a Scientist | accessdate=5 May 2008 }}</ref> The major jet streams on Earth are westerly winds (flowing west to east). Their paths typically have a meandering shape; jet streams may start, stop, split into two or more parts, combine into one stream, or flow in various directions including the opposite direction of most of the jet. The strongest jet streams are the '''polar jets''', at around {{convert|7|-|12|km|ft|abbr=on}} above sea level, and the higher and somewhat weaker '''subtropical jets''' at around {{convert|10|-|16|km|ft|abbr=on}}. The Northern Hemisphere and the Southern Hemisphere each have both a polar jet and a subtropical jet. The northern hemisphere polar jet flows over the middle to northern latitudes of North America, Europe, and Asia and their intervening oceans, while the southern hemisphere polar jet mostly circles Antarctica all year round. {{clear}} ==Mesocyclones== [[Image:Greensburg3 small.gif|right|thumb|250px|Storm relative motion of a tornado-producing mesocyclone over Greensburg, Kansas on May 4, 2007. The storm was producing an EF5 tornado at the time of the image. Credit: [[c:user:Spoladore|Pedro Spoladore]].{{tlx|free media}}]] [[Image:Wall cloud with lightning - NOAA.jpg|thumb|left|Mesocyclones are sometimes visually identifiable by a rotating wall cloud like the one in this thunderstorm over Texas. Credit: Brad Smull, NOAA Photo Library, NOAA Central Library; OAR/ERL/National Severe Storms Laboratory (NSSL).{{tlx|free media}}]] [[Image:Radar-algorithme eng.gif|thumb|Mesocyclone detection algorithm output on tornadic cells in Northern Michigan on July 3rd, 1999. Credit: Greg Stumpf, Pat Burke, Christina Hannon and Valerie McCoy of NSSL.{{tlx|free media}}]] A mesocyclone is a vortex of air within a convective storm.<ref name="MesocyloneDef">{{cite web | publisher = American Meteorological Society | author = Glossary of Meteorology | title = Mesocyclone | date = June 2000 | url = http://amsglossary.allenpress.com/glossary/search?id=mesocyclone1 | accessdate = 2006-12-07 | archiveurl = https://web.archive.org/web/20060709233434/http://amsglossary.allenpress.com/glossary/search?id=mesocyclone1 | archivedate = 2006-07-09 | df = }}</ref> Mesocyclones are localized, approximately {{convert|2|km|mi|abbr=on}} to {{convert|10|km|mi|abbr=on}} in diameter within strong thunderstorms.<ref name="MesocyloneDef"/> Mesocyclones form when strong changes of wind speed and/or direction with height ("wind shear") sets parts of the lower part of the atmosphere spinning in invisible tube-like rolls. The convective updraft of a thunderstorm then draw up this spinning air, tilting the rolls' orientation upward (from parallel to the ground to perpendicular) and causing the entire updraft to rotate as a vertical column.<ref>University of Illinois. [http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/svr/comp/wind/home.rxml Vertical Wind Shear] Retrieved on 2006-10-21.</ref> The best way to detect and verify the presence of a mesocyclone is by Doppler weather radar. Nearby high values of opposite sign within velocity data are how they are detected.<ref>{{cite web |url=http://amsglossary.allenpress.com/glossary/search?id=mesocyclone-signature1 |title=Mesocyclone signature |author=Glossary of Meteorology |date=June 2000 |accessdate=2010-02-01 |publisher=American Meteorological Society |archiveurl=https://web.archive.org/web/20110514115419/http://amsglossary.allenpress.com/glossary/search?id=mesocyclone-signature1 |archivedate=2011-05-14 |df= }}</ref> {{clear}} ==Polar lows== [[Image:Sea of Japan polar low 2009-12-20 0213Z.jpg|thumb|right|250px|A polar low is over the Sea of Japan in December 2009. Credit: MODIS image captured by NASA’s Terra satellite.{{tlx|free media}}]] [[Image:Sea of Japan polar low 2017-02-10.gif|thumb|left|250px|Evolution of the eye-like feature on a polar low. Credit: AHI images captured by the Japan Meteorology Agency’s Himawari-8 satellite.{{tlx|free media}}]] [[Image:Polar low.jpg|thumb|right|250px|A polar low is over the Barents Sea in February 1987. Credit: U.S. National Oceanic and Atmospheric Administration.{{tlx|free media}}]] Polar lows have been referred to by many other terms, such as '''polar mesoscale vortex''', '''Arctic hurricane''', '''Arctic low''', and '''cold air depression'''. Today the term is usually reserved for the more vigorous systems that have near-surface winds of at least 17&nbsp;m/s (38&nbsp;mph).<ref>{{Citation |last=Rasmussen |first=E. A. |last2=Turner |first2=J. |year=2003 |title=Polar Lows: Mesoscale Weather Systems in the Polar Regions |publisher=Cambridge University Press |location=Cambridge |page=612 |isbn=0-521-62430-4 }}.</ref> During winter, when cold-core lows with temperatures in the mid-levels of the troposphere reach {{convert|-45|C|F}} move over open waters, deep convection forms which allows polar low development to become possible.<ref>{{cite book |url=https://books.google.com/books?id=-tBa1DWYoDIC&pg=PA227&dq=cold+core+low+book#v=onepage&q=cold%20core%20low%20book&f=false |title=Polar lows: mesoscale weather systems in the polar regions |page=224 |author=Erik A. Rasmussen |author2=John Turner |year=2003 |publisher=Cambridge University Press |accessdate=2011-01-27 |ISBN=978-0-521-62430-5 }}</ref> Polar lows can occur at any time during the year. However, summer lows tend to be weaker than winter lows.<ref name="HB">Halldór Björnsson. [http://andvari.vedur.is/~halldor/HB/Met210old/GlobCirc.html Global circulation.] https://web.archive.org/web/20110807132251/http://andvari.vedur.is/~halldor/HB/Met210old/GlobCirc.html 2011-08-07 Veðurstofa Íslands. Retrieved on 2008-06-15.</ref> {{clear}} ==Polar vortices== {{multiple image | header = The Arctic polar vortex | align = right | image1 = November2013 polar vortex geopotentialheight mean Large.jpg | width1 = 149 | alt1 = Map of a compact blob over the Arctic | caption1 = A strong polar vortex configuration in November 2013. Credit: National Oceanic and Atmospheric Administration - Pacific Marine Environmental Laboratory.{{tlx|free media}} | image2 = Jan52014 polar vortex geopotentialheight mean Large.jpg | width2 = 149 | alt2 = Map of a blobs spreading from the Arcitc | caption2 = A more typical weak polar vortex on January 5, 2014. Credit: National Oceanic and Atmospheric Administration - Pacific Marine Environmental Laboratory.{{tlx|free media}} }} [[Image:Polarvortexjan211985.jpg|thumb|right|250px|Low pressure area over Quebec, Maine, and New Brunswick, part of the northern polar vortex weakening, on the record-setting cold morning of January 21, 1985. Credit: National Meteorological Center, Camp Springs, MD.{{tlx|free media}}]] [[Image:Tolar_vortex_over_the_United_Kingdom_on_December_17,_2010.png|thumb|right|300px|Polar vortex over the United Kingdom on December 17, 2010. Credit: Wetterzentrale.{{tlx|fairuse}}]] [[Image:Polarvortexwinter.jpg|thumb|upright=1.75|250px|Polar vortex and weather impacts due to stratospheric warming. Credit: National Science Foundation.{{tlx|free media}}]] The interface between the cold dry air mass of the pole and the warm moist air mass farther south defines the location of the polar front. The polar front is centered, roughly at 60° latitude. A polar vortex strengthens in the winter and weakens in the summer because of its dependence on the temperature difference between the equator and the poles.<ref name="HB"/> When the northern vortex weakens, it separates into two or more vortices, the strongest of which are near Baffin Island, Canada, and the other over northeast Siberia.<ref name="glossvortex">{{cite web |website=Glossary of Meteorology |date=June 2000 |url=http://glossary.ametsoc.org/wiki/Polar_vortex |title=Polar vortex |publisher=American Meteorological Society |access-date=15 June 2008 }}</ref> When the polar vortex is weak, high-pressure zones of the mid-latitudes may push poleward, moving the polar vortex, jet stream, and polar front equatorward. The jet stream is seen to "buckle" and deviate south. This rapidly brings cold dry air into contact with the warm, moist air of the mid-latitudes, resulting in a rapid and dramatic change of weather known as a "cold snap".<ref>{{cite press release |title=Stratospheric Polar Vortex Influences Winter Cold, Researchers Say |publisher=American Association for the Advancement of Science |date=December 3, 2001 |url=http://www.eurekalert.org/pub_releases/2001-12/uoia-spv120301.php |access-date=May 23, 2015 }}</ref> The polar vortex was first described as early as 1853.<ref>[https://books.google.com/books?id=Df4vAAAAYAAJ&pg=PA430&dq=%22polar+vortex%22 "Air Maps"], ''Littell's Living Age'' No. 495, 12 November 1853, p. 430.</ref> The phenomenon's sudden stratospheric warming (SSW) develops during the winter in the Northern Hemisphere and was discovered in 1952 with radiosonde observations at altitudes higher than 20&nbsp;km.<ref>{{cite press release |title=GEOS-5 Analyses and Forecasts of the Major Stratospheric Sudden Warming of January 2013 |publisher=Goddard Space Flight Center |date= |url=http://gmao.gsfc.nasa.gov/researchhighlights/SSW/ |accessdate=January 8, 2014 }}</ref> The phenomenon was mentioned frequently in the news and weather media in the cold North American winter of 2013–2014, popularizing the term as an explanation of very cold temperatures.<ref>http://blog.quarkexpeditions.com/polar-vortex-the-science-myth-media-hype-behind-north-american-weather-phenomenon|date=November 2016</ref> A deep freeze that gripped much of the United States and Canada in late January 2019 has been blamed on a polar vortex. The US National Weather Service warned that frostbite is possible within just 10 minutes of being outside in such extreme temperatures, and hundreds of schools, colleges and universities in the affected areas were closed. Around 21 people died in US due to severe frostbite.<ref>{{cite web |title=Casualty |url=https://www.bbc.com/news/world-us-canada-47088684 |date=1 Feb 2019 |access-date=12 Feb 2019 |language=en }}</ref><ref>{{cite web |title=Polar vortex: What is it and how does it happen? |url=https://www.bbc.com/news/av/world-47065461/polar-vortex-what-is-it-and-how-does-it-happen |date=30 Jan 2019 |website=BBC video |accessdate=31 Jan 2019 }}</ref> States within the midwest region of the United States had windchills just above -50°F (-45°C), which is colder than the frozen tundra and Antarctica.<ref>{{Cite web |url=https://www.theverge.com/2019/1/30/18203517/polar-vortex-weather-midwest-cold-antarctica-siberia-alaska |title=The Midwest is colder than Antarctica, Alaska, and Siberia right now |last=Chen |first=Angela |date=January 30, 2019 |website=The Verge |access-date= }}</ref> The Polar vortex has also thought to have had effects in Europe. For example, the 2013–14 United Kingdom winter floods were blamed on the Polar vortex bringing severe cold in the United States and Canada.<ref>http://climatestate.com/2014/02/09/uk-flooding-and-the-science-of-climate-change/</ref> Similarly, the severe, brutal cold in the United Kingdom in the winters of 2009/10 and 2010/11 were also blamed on the Polar vortex.<ref>https://www.independent.co.uk/news/uk/home-news/polar-vortex-what-is-coldest-winter-uk-weather-cold-snap-why-arctic-met-office-a7402611.html</ref> Polar cyclones are low-pressure zones embedded within the polar air masses, and exist year-round. The stratospheric polar vortex develops at latitudes above the subtropical jet stream.<ref>{{cite journal |last1=Hartmann |first1=D |last2=Schoeberl |first2=M |year=1991 |title=Mixing of polar vortex air into middle latitudes as revealed by tracer-tracer scatterplots |doi=10.1029/96JD03715 |bibcode = 1997JGR...10213119W |volume=102 |issue=D11 |journal=Journal of Geophysical Research |pages=13119 }}</ref> Horizontally, most polar vortices have a radius of less than {{convert|1000|km|mi}}.<ref name="pause">{{cite journal | title=Potential Vorticity Diagnosis of a Tropopause Polar Cyclone | author1=Cavallo, Steven M. | author2= Hakim, Gregory J. |date=April 2009|journal=Monthly Weather Review | volume=137|pages= 1358–71|issue=4|doi=10.1175/2008MWR2670.1|bibcode = 2009MWRv..137.1358C }}</ref> Since polar vortices exist from the stratosphere downward into the mid-troposphere,<ref name="glossvortex"/> a variety of heights/pressure levels are used to mark its position. The 50&nbsp;mb pressure surface is most often used to identify its stratospheric location.<ref>{{cite journal |url=https://www.academia.edu/223963 |date=April 2010 |journal=Quarterly Journal of the Royal Meteorological Society |title=The association between stratospheric weak polar vortex events and cold air outbreaks in the Northern Hemisphere |page=887 |first1=Erik W. |last1=Kolstad |first2=Tarjei |last2=Breiteig |first3=Adam A. |last3=Scaife |volume=136 |issue=649 |bibcode=2010EGUGA..12.5739K |doi=10.1002/qj.620 |arxiv=0906.0027 }}</ref> At the level of the tropopause, the extent of closed contours of potential temperature can be used to determine its strength. Others have used levels down to the 500 hPa pressure level (about {{convert|5460|m|ft}} above sea level during the winter) to identify the polar vortex.<ref>{{cite journal |url=http://www.ccsenet.org/journal/index.php/jgg/article/viewFile/28960/18761 |journal=Journal of Geology and Geography |date=2013-11-22 |author=Abdolreza Kashki |author2=Javad Khoshhal |title=Investigation of the Role of Polar Vortex in Iranian First and Last Snowfalls |issn= 1916-9779 |volume=5 |number=4 }}</ref> {{clear}} ==Subtropical cyclones== [[Image:Leslie 2018-09-29 1410Z.jpg|thumb|right|250px|Subtropical Storm Leslie is in September 2018. Credit: National Aeronautics and Space Administration (NASA).{{tlx|free media}}]] [[Image:Gustav 09 sep 2002 1805Z.jpg|thumb|left|250px|Subtropical Storm Gustav in 2002, the first system to be given a name as a subtropical cyclone. Credit: Jesse Allen, based on data from the MODIS Rapid Response Team at NASA-GSFC.{{tlx|free media}}]] A '''subtropical cyclone''' is a weather system that has some characteristics of a tropical and an extratropical cyclone.<ref name="NAtlSTClimo">{{cite journal | title = Atlantic Subtropical Storms. Part II: Climatology |author1=Mark P. Guishard |author2=Jenni L. Evans |author3=Robert E. Hart | journal = Journal of Climate |volume=22 |issue=13 | date = July 2009 | pages = 3574–3594 | doi = 10.1175/2008JCLI2346.1 |bibcode=2009JCli...22.3574G}}</ref> Subtropical cyclones have broad wind patterns with maximum sustained winds located farther from the center than typical tropical cyclones, and have no weather fronts linked into their center.<ref name="NAtlSTCases">{{cite journal | title = Atlantic Subtropical Storms. Part I: Diagnostic Criteria and Composite Analysis |author1=Jenni L. Evans |author2=Mark P. Guishard | journal = Monthly Weather Review |volume=137 |issue=7 | date = July 2009 | pages = 2065–2080 | doi = 10.1175/2009MWR2468.1 |bibcode = 2009MWRv..137....1E }}</ref> {{clear}} Subtropical cyclones are also observed to form in the South Atlantic; South Atlantic subtropical cyclones are observed in all months.<ref name="SAtlSTs">{{cite journal | title = A climatology of subtropical cyclones in the South Atlantic |author1=Jenni L. Evans |author2=Aviva J. Braun | journal = Journal of Climate |volume=25 |issue=21 | date = November 2012 | pages = 7328–7340 | doi = 10.1175/JCLI-D-11-00212.1 | bibcode = 2012JCli...25.7328E}}</ref> Throughout the 1950s and 1960s, the term semi-tropical and quasi-tropical were used for what would become known as subtropical cyclones.<ref>David B. Spiegler (1973). Many times, subtropical cyclones have a small warm core. [http://docs.lib.noaa.gov/rescue/mwr/101/mwr-101-04-0380.pdf Reply.] Monthly Weather Review, April 1973, p. 380. Retrieved on 2008-04-20.</ref> The term subtropical cyclone merely referred to any cyclone located in the subtropical belt near and just north of the horse latitudes. Intense debate ensued in the late 1960s, after a number of hybrid cyclones formed in the Atlantic Basin. In 1972, the National Hurricane Center (NHC) finally designated these storms as subtropical cyclones in real-time,<ref name="NHC1972">R. H. Simpson and Paul J. Hebert (1973). [http://www.aoml.noaa.gov/general/lib/lib1/nhclib/mwreviews/1972.pdf Atlantic Hurricane Season of 1972.] Monthly Weather Review, April 1973, pp. 323–332. Retrieved on 2008-06-14.</ref> and updated the hurricane database to include subtropical cyclones from 1968 through 1971. {{clear}} ==Subtropical ridges== [[Image:Subtropicalridge2000091412.jpg|thumb|right|250px|The subtropical ridge shows up as a large area of black (dryness) on this water vapor satellite image from September 2000. Credit: National Climatic Data Center, NOAA, GIBBS satellite.{{tlx|free media}}]] Heating of the earth near the equator forces upward motion and convection along the monsoon trough or intertropical convergence zone, then divergence over the near-equatorial trough leads to air rising aloft and moving away from the equator: as air moves towards the mid-latitudes, it cools and sinks leading to subsidence near the 30° parallel of both hemispheres, resulting in circulation known as the Hadley cell which forms the subtropical ridge.<ref name=Thompson>{{ cite web |author=Owen E. Thompson |title=Hadley cell |date=1996 |publisher=Channel Video Productions |url=https://web.archive.org/web/20090305122318/http://www.atmos.umd.edu/~owen/CHPI/IMAGES/circs02.html |accessdate=2007-02-11 }}</ref> Many of the world's deserts are caused by these climatological high-pressure areas.<ref>{{ cite web |author=ThinkQuest team 26634 |date=1999 |title=The Formation of Deserts |publisher=Oracle ThinkQuest Education Foundation |url=https://web.archive.org/web/20121017193948/http://library.thinkquest.org/26634/desert/formation.htm |accessdate=2009-02-16 }}</ref> Because these anticyclones strengthen with height, they are known as warm core ridges. {{clear}} ==Tornadoes== [[Image:Dszpics1.jpg|thumb|right|250px|A tornado is near Anadarko, Oklahoma. Credit: Daphne Zaras.{{tlx|free media}}]] [[Image:April 14, 2012 Marquette, Kansas EF4 tornado.JPG|left|thumb|300px|A tornado is approaching Marquette, Kansas. Credit: Will Campbell.{{tlx|free media}}]] A '''tornado''' is a rapidly rotating column of air that is in contact with both the surface of the Earth and a cumulonimbus cloud or, in rare cases, the base of a cumulus cloud. The windstorm is often referred to as a '''twister''', '''whirlwind''' or '''cyclone''',<ref>{{ cite web |url=http://www.merriam-webster.com/dictionary/cyclone |title=merriam-webster.com |publisher=merriam-webster.com |date= |accessdate=2012-09-03 }}</ref> although the word cyclone is used in meteorology to name a weather system with a low-pressure area in the center around which, from an observer looking down toward the surface of the earth, winds blow counterclockwise in the Northern Hemisphere and clockwise in the Southern.<ref>{{ cite book |title=Essentials of Oceanography |last=Garrison |first=Tom |publisher=Cengage Learning |year=2012 |isbn=978-0-8400-6155-3 |location= |pages= }}</ref> Tornadoes come in many shapes and sizes, and they are often visible in the form of a condensation funnel originating from the base of a cumulonimbus cloud, with a cloud of rotating debris and dust beneath it. Most tornadoes have wind speeds less than {{convert|110|mph|km/h|sigfig=2}}, are about {{convert|250|ft|-1}} across, and travel a few miles (several kilometers) before dissipating. The most extreme tornadoes can attain wind speeds of more than {{convert|300|mph|km/h|sigfig=2}}, are more than {{convert|2|mi|km}} in diameter, and stay on the ground for dozens of miles (more than 100&nbsp;km).<ref name="fastest wind">{{ cite web |url=http://cswr.org/dow/DOW.htm |title=Doppler on Wheels |accessdate=2009-12-13 |author=Wurman, Joshua |publisher=Center for Severe Weather Research |date=2008-08-29 |archiveurl=https://web.archive.org/web/20070205124033/http://www.cswr.org/dow/dow.htm |archivedate=2007-02-05 }}</ref><ref name="widest tornado">{{ cite web |url=http://www.crh.noaa.gov/oax/archive/hallam/hallam.php |title=Hallam Nebraska Tornado |accessdate=2009-11-15 |work=National Weather Service | publisher=National Oceanic and Atmospheric Administration |date=2005-10-02 }}</ref><ref name="SPC FAQ">{{cite web |url=http://www.spc.ncep.noaa.gov/faq/tornado/ |title=The Online Tornado FAQ |accessdate=2006-09-08 |author=Roger Edwards |date=2006-04-04 |work=Storm Prediction Center |publisher=National Oceanic and Atmospheric Administration |archiveurl=https://web.archive.org/web/20060929185156/http://www.spc.ncep.noaa.gov/faq/tornado/ |archivedate=2006-09-29 }}</ref> Various types of tornadoes include the multiple vortex tornado, landspout, and waterspout. Waterspouts are characterized by a spiraling funnel-shaped wind current, connecting to a large cumulus or cumulonimbus cloud. They are generally classified as non-supercellular tornadoes that develop over bodies of water, but there is disagreement over whether to classify them as true tornadoes. These spiraling columns of air frequently develop in tropical areas close to the equator and are less common at high latitudes.<ref>{{cite web |url=http://www.erh.noaa.gov/btv/events/15Jan2009/overview.shtml |title=15 January 2009: Lake Champlain Sea Smoke, Steam Devils, and Waterspout: Chapters IV and V |author=National Weather Service |publisher=National Oceanic and Atmospheric Administration |date=2009-02-03 |accessdate=2009-06-21 }}</ref> Tornadoes occur most frequently in North America, particularly in central and southeastern regions of the United States colloquially known as tornado alley,<ref>{{cite web |url=http://www.sciencenews.org/articles/20020511/bob9.asp |title=Tornado Alley, USA: Science News Online, May 11, 2002 |author= |date=25 August 2006 |archiveurl=https://web.archive.org/web/20060825011156/http://www.sciencenews.org/articles/20020511/bob9.asp |archivedate=25 August 2006 }}</ref> as well as in Southern Africa, northwestern and southeast Europe, western and southeastern Australia, New Zealand, Bangladesh and adjacent eastern India, and southeastern South America.<ref name="EB tornado climatology">{{ cite web |url=http://www.britannica.com/eb/article-218357/tornado |title=Tornado: Global occurrence |accessdate=2009-12-13 |publisher=Encyclopædia Britannica Online |year=2009 }}</ref> There are several scales for rating the strength of tornadoes. The Fujita scale rates tornadoes by damage caused and has been replaced in some countries by the updated Enhanced Fujita Scale. An F0 or EF0 tornado, the weakest category, damages trees, but not substantial structures. An F5 or EF5 tornado, the strongest category, rips buildings off their foundations and can deform large skyscrapers. The similar TORRO scale ranges from a T0 for extremely weak tornadoes to T11 for the most powerful known tornadoes.<ref>{{ cite web |url=http://www.torro.org.uk/TORRO/ECSS_Slide_Show/2004%20SPAIN%20ECSS%20Post-FINAL%20slide%20show.html |title=Wind Scales: Beaufort, T&nbsp; – Scale, and Fujita's Scale |author=Meaden, Terrance |publisher=Tornado and Storm Research Organisation |year=2004 |accessdate=2009-09-11 |archiveurl=https://web.archive.org/web/20100430211910/http://www.torro.org.uk/TORRO/ECSS_Slide_Show/2004%20SPAIN%20ECSS%20Post-FINAL%20slide%20show.html |archivedate=2010-04-30 }}</ref> Doppler radar data, photogrammetry, and ground swirl patterns (trochoidal marks) may also be analyzed to determine intensity and assign a rating.<ref name="EF SPC">{{cite web |title=Enhanced F Scale for Tornado Damage |work=Storm Prediction Center |date=2007-02-01 |publisher=National Oceanic and Atmospheric Administration |url=http://www.spc.noaa.gov/efscale/ef-scale.html |accessdate=2009-06-21 }}</ref><ref>{{Cite journal | doi=10.1175/BAMS-D-11-00006.1 |title = Tornado Intensity Estimation: Past, Present, and Future | journal=Bulletin of the American Meteorological Society | volume=94 | issue=5 | pages=641–653 |year = 2013 |last1 = Edwards |first1 = Roger | last2=Ladue | first2=James G. | last3=Ferree | first3=John T. | last4=Scharfenberg | first4=Kevin | last5=Maier | first5=Chris | last6=Coulbourne | first6=William L. | bibcode=2013BAMS...94..641E }}</ref> Tornado formation often occurs in one of two ways.<ref name=severe>{{cite web |url=https://www.nssl.noaa.gov/education/svrwx101/tornadoes/ |title=Severe Weather 101: Tornado Basics |publisher=NOAA National Severe Storms Laboratory |access-date=October 2, 2018 }}</ref><ref name=tornadoFAQ>{{cite web |url=https://www.spc.noaa.gov/faq/tornado/ |title=The Online Tornado FAQ |last=Edwards |first=Roger |agency=NOAA Storm Prediction Center |date=April 19, 2018 |access-date=October 2, 2018 }}</ref> In the first method, two conditions must be satisfied.<ref name="nssl.noaa.gov">{{ cite web |author=<nowiki>National Oceanic and Atmospheric Administration</nowiki> |title=tornadoes...''Nature's Most Violent Storms'' |url=http://www.nssl.noaa.gov/edu/safety/tornadoguide.html |date=September 1992 |work=A Preparedness Guide |accessdate=2008-08-03 |archive-url=https://web.archive.org/web/20080624204058/http://www.nssl.noaa.gov/edu/safety/tornadoguide.html |archive-date=2008-06-24 }}</ref> One, a horizontal spinning effect must form on the Earth's surface. This usually originates in sudden changes in wind direction or speed, known as wind shear. Two, a thundercloud, or occasionally a cumulus cloud, must be present. During a thunderstorm, updrafts are occasionally powerful enough to lift the horizontal spinning row of air upwards, turning it into a vertical air column. This vertical air column then becomes the basic structure for the tornado. Tornadoes that form in this way are often weak and generally last less than 10 minutes.<ref name="nssl.noaa.gov"/> The second method occurs during a supercell thunderstorm, in updrafts within the storm. When winds intensify, the force released can cause the updrafts to rotate. This rotating updraft is known as a mesocyclone.<ref>{{ cite web |title=Tornado Formation |url=http://library.thinkquest.org/03oct/00758/text-only/disaster/tornado/formation.html |author=Thinkquest |publisher=Oracle Corporation |date=October 2003 |accessdate=2009-08-03 |archiveurl=https://web.archive.org/web/20080421062752/http://library.thinkquest.org/03oct/00758/text-only/disaster/tornado/formation.html |archivedate=2008-04-21 }}</ref> For a tornado to form in this manner, a rear-flank downdraft enters the center of the mesocyclone from the back. Cold air, being denser than warm air is able to penetrate through the updraft. The combination of the updraft and downdraft completes the development of a tornado. Tornadoes that form in this method are often violent and can last over an hour.<ref name="nssl.noaa.gov" /> {{clear}} ==Tropical cyclones== [[Image:Hurricane Isabel from ISS.jpg|upright=1.35|thumb|right|250px|Hurricane Isabel (2003) is seen from orbit during Expedition 7 of the International Space Station. The eye, eyewall, and surrounding rainbands, characteristics of tropical cyclones in the narrow sense, are clearly visible in this view from space. Credit: Mike Trenchard, Earth Sciences & Image Analysis Laboratory, NASA Johnson Space Center.{{tlx|free media}}]] A '''tropical cyclone''' is a rapidly rotating storm system characterized by a low-pressure center, a closed low-level atmospheric circulation, strong winds, and a spiral arrangement of thunderstorms that produce heavy rain. Depending on its location and strength, a tropical cyclone is referred to by different names, including hurricane,<ref>{{cite web |url=http://www.oxforddictionaries.com/us/definition/english/hurricane#hurricane |title=hurricane |publisher=Oxford dictionary |accessdate=October 1, 2014 }}</ref><ref>{{cite web |url=http://www.merriam-webster.com/dictionary/hurricane |title=Hurricane – Definition and More from the Free Merriam-Webster Dictionary |accessdate=October 1, 2014 }}</ref><ref>{{cite web |url=http://www.collinsdictionary.com/dictionary/english/hurricane |title=Definition of "hurricane" – Collins English Dictionary |accessdate=October 1, 2014 }}</ref> typhoon, tropical storm, cyclonic storm, tropical depression, and simply cyclone.<ref name="HCT">{{cite web | title = What is the difference between a hurricane, a cyclone, and a typhoon? | work = OCEAN FACTS | publisher = National Ocean Service | url = http://oceanservice.noaa.gov/facts/cyclone.html | accessdate = December 24, 2016 }}</ref> A hurricane is a tropical cyclone that occurs in the Atlantic Ocean and northeastern Pacific Ocean, and a typhoon occurs in the northwestern Pacific Ocean; in the south Pacific or Indian Ocean, comparable storms are referred to simply as "tropical cyclones" or "severe cyclonic storms".<ref name="HCT" /> {{clear}} ==Upper level cyclones== [[Image:TUTTcellWestPac2007071012WV.jpg|thumb|right|250px|Satellite image of an upper tropospheric cyclonic vortex in the western North Pacific. Credit: National Climatic Data Center.{{tlx|free media}}]] Case studies of upper tropospheric cyclones in the Atlantic and Pacific have been performed by using airplane reports (winds, temperatures and heights), radiosonde data, geostationary satellite cloud imagery, and cloud-tracked winds throughout the troposphere.<ref name="dtic1">{{cite web |url=http://handle.dtic.mil/100.2/ADA247588 |title=Dust and Sand Forecasting in Iraq and Adjoining Countries |author=MSGT Walter D. Wilkerson |date=November 1991 |publisher=Air Weather Service |accessdate=2009-12-23 }}</ref> It was determined they were the origin of an upper tropospheric cold-core lows, or cut-off lows.<ref name="JTWC">{{cite web |author=Joint Typhoon Warning Center |url=http://www.nrlmry.navy.mil/~chu/chap2/se205.htm |publisher=United States Navy |year=2010 |accessdate=2009-04-24 |title=2.5 Upper Tropospheric Cyclonic Vortices }}</ref> The tropical upper tropospheric cyclone has a cold core, meaning it is stronger aloft than at the Earth's surface, or stronger in areas of the troposphere with lower pressures. This is explained by the thermal wind relationship.<ref>{{cite web |url=http://amsglossary.allenpress.com/glossary/browse?s=c&p=65 |title=Cold low |date=June 2000 |accessdate=2010-05-02 |publisher=American Meteorological Society |author=Glossary of Meteorology |archive-url=https://web.archive.org/web/20110514103120/http://amsglossary.allenpress.com/glossary/browse?s=c&p=65 |archive-date=2011-05-14 }}</ref> {{clear}} ==Warm-core cyclones== [[Image:Global tropical cyclone tracks-edit2.jpg|thumb|right|350px|Global tropical cyclone tracks between 1985 and 2005, indicating the areas where tropical cyclones usually develop. Credit: [[c:user:Nilfanion|Nilfanion]].{{tlx|free media}}]] The mechanisms through which tropical cyclogenesis occurs are distinctly different from those through which temperate cyclogenesis occurs. Tropical cyclogenesis involves the development of a warm-core cyclone, due to significant convection in a favorable atmospheric environment.<ref name="A7">{{cite web |url=http://www.aoml.noaa.gov/hrd/tcfaq/A7.html |title=What is an extra-tropical cyclone? |last=Goldenberg |first=Stan |date=August 13, 2004 |work=Frequently Asked Questions: Hurricanes, Typhoons and Tropical Cyclones |publisher=Atlantic Oceanographic and Meteorological Laboratory, Hurricane Research Division |accessdate=August 30, 2008 }}</ref> {{clear}} ==Theoretical aerometeors== [[Image:За селом 2.jpg|thumb|right|220px|A misty autumn morning in the outskirts of Rakhiv, Carpathian Biosphere Reserve, Ukraine, is shown. Credit: [[c:user:Swift11|Михайло Пецкович]].{{tlx|free media}}]] [[Image:Chambord au lever du jour.jpg|thumb|left|220px|The Château de Chambord in central France is in mist. Credit: [[c:user:ELSA DESSAIGNE|ELSA DESSAIGNE]].{{tlx|free media}}]] [[Image:Oberfallenberg 8.jpg|thumb|right|220px|Mist near the Austria–Switzerland border in December 2006. Credit: böhringer friedrich.{{tlx|free media}}]] '''Def.''' "movement of [atmospheric] air usually caused by convection or [subtle] differences in air pressure"<ref name=WindWikt>{{ cite web |author=[[wikt:User:Emperorbma|Emperorbma]] |title=wind |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=8 December 2003 |url=https://en.wiktionary.org/wiki/wind |accessdate=9 February 2019 }}</ref> is called '''wind'''. '''Def.''' a discrete unit of air, wind, or mist traveling or falling through or partially through an atmosphere is called an '''aerometeor'''. '''Def.''' a "wind whose direction and speed are determined by a balance of the horizontal pressure gradient force and the force due to the earth's rotation to the left in the northern hemisphere and to the right in the southern hemisphere"<ref name=GeostrophicWindWikt>{{ cite web |title=geostrophic wind |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=July 11, 2011 |url=http://en.wiktionary.org/wiki/geostrophic_wind |accessdate=2013-02-17 }}</ref> is called a '''geostrophic wind'''. '''Def.''' a "warm dry wind blowing down the side of a mountain"<ref name=FoehnWikt>{{ cite web |title=foehn |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=January 19, 2013 |url=http://en.wiktionary.org/wiki/foehn |accessdate=2013-02-17 }}</ref> is called a '''foehn''', or '''foehn wind''', or '''chinook'''. The chinook generally blows from the southwest, but its direction may be modified by topography. When it sets in after a spell of intense cold, the temperature may rise by 20–40°F in 15 minutes due to replacement of a cold air mass with a much warmer air mass in minutes."<ref name=ChinookWikt>{{ cite web |title=chinook |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=October 17, 2012 |url=http://en.wiktionary.org/wiki/chinook |accessdate=2013-02-17 }}</ref> "Wind shear is a change in wind direction, wind speed, or both, along a given direction in space (e.g., along a horizontal or vertical distance)."<ref name=Mireles>{{ cite book |author=Mark R. Mireles |author2=Kirth L. Pederson |author3=Charles H. Elford |title=Meteorologial Techniques |publisher=Air Force Weather Agency/DNT |location=Offutt Air Force Base, Nebraska, USA |date=February 21, 2007 |editor= |pages= |url=http://oai.dtic.mil/oai/oai?verb=getRecord&metadataPrefix=html&identifier=ADA466107 |arxiv= |bibcode= |doi= |pmid= |isbn= |accessdate=2013-02-17 }}</ref> '''Def.''' a "strong, abrupt rush of wind"<ref name=GustWikt>{{ cite web |title=gust |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=January 14, 2013 |url=http://en.wiktionary.org/wiki/gust |accessdate=2013-02-17 }}</ref> is called a '''gust'''. ==Radars== {{main|Radiation astronomy/Radars|Radar astronomy}} [[Image:June 2012 Radar image of Derecho.jpg|thumb|right|250px|This is a composite radar image of the June 2012 United States Derecho event. Credit: G. Carbin, NWS/Storm Prediction Center.{{tlx|free media}}]] On the right is a composite of hourly radar images. These wind gusts averaged ~75 mph over about 450 miles. This is referred to as the Derecho event. {{clear}} ==Mars== {{main|Gases/Gaseous objects/Mars}} [[Image:Marte56 01.jpg|thumb|right|250px|These are true color images of Mars taken in 1999. Credit: Antonio Cidadao.{{tlx|fairuse}}]] [[Image:Marte56 10.jpg|thumb|left|250px|These are Hubble Space Telescope images of Mars prior to the Mars Pathfinder spacecraft and Lander. Credit: Philip James, NASA.{{tlx|fairuse}}]] {{multiple image|center|caption_align=center|header_align=center|align=center|header= |width= |direction=horizontal |image1=dust.devil.mars.arp.750pix.jpg |width1=250 |caption1=Dust devil on Mars Mars Global Surveyor (MGS). Credit: Malin Space Science Systems, MGS, JPL, NASA.{{tlx|free media}} |image2=Martian Dust Devil Trails.jpg |width2=175 |caption2=Dust devils cause twisting dark trails on the Martian surface. Credit: NASA/JPL/University of Arizona.{{tlx|free media}} |image3=The Serpent Dust Devil on Mars PIA15116.jpg |width3=200 |caption3=Serpent Dust Devil of Mars (Mars Reconnaissance Orbiter (MRO)). Credit: NASA/JPL-Caltech/University of Arizona.{{tlx|free media}} |image4=Mars-DustDevil-20170215.jpg |width4=195 |caption4=A dust devil on hilly terrain in the Amazonis quadrangle. Credit: NASA/JPL-Caltech/University of Arizona.{{tlx|free media}} |image5=PIA20045-Mars-DustDevils-20151105.jpg |width5=210 |caption5=Dust devils in Valles Marineris (Mars Reconnaissance Orbiter (MRO)). Credit: NASA/JPL-Caltech/University of Arizona.{{tlx|free media}} |footer= }} [[Image:Marsdustdevil2.gif|thumb|center|580px|Dust devil on Mars is photographed by the Mars rover ''Spirit''. The counter in the bottom-left corner indicates time in seconds after the first photo was taken in the sequence. At the final frames, a trail is visible on the Martian surface. Three other dust devils also appear in the background. Credit: NASA.{{tlx|free media}}]] [[Image:The Serpent Dust Devil of Mars.ogv|thumb|center|580px|The Serpent Dust Devil of Mars - video (01:16). Credit: JPL.{{tlx|free media}}]] "The [true] color images of Mars [at right] were taken in 1999, across almost 60 million miles (!) by a talented amateur astronomer in Oeiras, Portugal&nbsp;– Antonio Cidadao."<ref name=Hoagland>{{ cite book |author=Richard C. Hoagland |title=Revealing Mars' True Colors ... of NASA |publisher=TheEnterpriseMission Website |location= |date=2002 |url=http://www.bibliotecapleyades.net/marte/esp_marte_56.htm |accessdate=2014-02-25 }}</ref> "They were acquired with a modest 10-inch "Schmidt-Cassegrain" reflecting telescope, and a commercially available CCD (charge coupled device) camera. Mr. Cidadao’s total investment in his "Mars imaging system"—commercial telescope and electronic camera, plus computer to process the images, and the appropriate software—was approximately three thousand American dollars."<ref name=Hoagland/> "In 1997, before the arrival of the Mars Pathfinder spacecraft (the first NASA Lander sent to Mars since Viking), the Hubble Telescope was tasked to acquire a series of "weather forecast Mars images" prior to the landing [at left]."<ref name=Hoagland/> "This long-distance reconnaissance detected a small dust storm less than a month before the Pathfinder arrival, which (with its potentially high winds) could have posed a serious threat to the Pathfinder entry and landing."<ref name=Hoagland/> "If dust diffuses to the landing site, the sky could turn out to be pink like that seen by Viking... otherwise [based on the Hubble images - above], Pathfinder will likely show blue sky with bright clouds."<ref name=James>{{ cite book |author=Philip James |title=Revealing Mars' True Colors ... of NASA |publisher=TheEnterpriseMission Website |location= |date=2002 |url=http://www.bibliotecapleyades.net/marte/esp_marte_56.htm |accessdate=2014-02-25 }}</ref> Dust devils also occur on Mars (see dust devil tracks) and were first photographed by the Viking orbiters in the 1970s. In 1997, the Mars Pathfinder lander detected a dust devil passing over it.<ref>{{cite web | last = Metzger | first = S. M. | url = http://mars8.jpl.nasa.gov/MPF/science/lpsc98/1915.pdf | title = Dust Devil Vortices at the Ares Vallis MPF Landing Site | format = PDF | work = Mars Exploration Program | publisher = JPL | accessdate = August 9, 2010}} {{dead link |date=September 2010 }}</ref><ref>{{cite web | date = March 21, 2000 | url = http://www.ruhr-uni-bochum.de/climusa/dust.htm | archiveurl = https://web.archive.org/web/20061030133445/http://www.ruhr-uni-bochum.de/climusa/dust.htm | archivedate = 2006-10-30 | title = Martian Dust Devils Caught | work = Climate Research USA | publisher = Ruhr-Universität Bochum | accessdate = August 9, 2010 }}</ref> In the image shown here, photographed by the Mars Global Surveyor, the long dark streak is formed by a moving swirling column of Martian atmosphere. The dust devil itself (the black spot) is climbing the crater wall. The streaks on the right are sand dunes on the crater floor. Martian dust devils can be up to fifty times as wide and ten times as high as terrestrial dust devils, and large ones may pose a threat to terrestrial technology sent to Mars.<ref>{{cite web | last = Smith | first = Peter |author2=Renno, Nilton | date = 6 June 2001 | url = http://unisci.com/stories/20012/0606012.htm | title = Studying Earth Dust Devils For Possible Mars Mission | publisher = UniSci News | accessdate = December 1, 2006 }}</ref> On 7 November 2016, five such dust devils ranging in heights of 0.5 to 1.9 km were imaged in a single observation by Mars Orbiter Mission in martian southern hemisphere.<ref>{{Cite web |url=https://www.hou.usra.edu/meetings/lpsc2019/pdf/1760.pdf |title=Martian Dust Devils Observed by Mars Colour Camera Onboard Mars Orbiter Mission |last=Singh |first=Ramdayal |last2=Arya |first2=A.S. |date=29 January 2019 |website= |archive-url=https://web.archive.org/web/20190219212755/https://www.hou.usra.edu/meetings/lpsc2019/pdf/1760.pdf |archive-date=19 February 2019 |access-date=19 February 2019 }}</ref> Mission members monitoring the Spirit rover on Mars reported on March 12, 2005, that a lucky encounter with a dust devil had cleaned the solar panels of that robot. Power levels dramatically increased and daily science work was anticipated to be expanded.<ref>{{cite web | last = David | first = Leonard | date = 12 March 2005 | url = http://www.space.com/missionlaunches/spirit_dust_050312.html | title = Spirit Gets A Dust Devil Once-Over | publisher = Space.com | accessdate = December 1, 2006 }}</ref> A similar phenomenon (solar panels mysteriously cleaned of accumulated dust) had previously been observed with the Opportunity rover]], and dust devils had also been suspected as the cause.<ref>{{cite web | url = http://athena.corll.edu/kids/did_you_know.html | title = Did You Know? | work = Mars Exploration Rovers | publisher = Cornell University | accessdate = December 1, 2006 }}</ref> {{clear}} ==Jupiter== {{main|Jupiter}} [[Image:PIA02863 - Jupiter surface motion animation.gif|thumb|300px|center|Zones, belts and vortices on Jupiter are shown. Credit: NASA/JPL/University of Arizona.{{tlx|free media}}]] The wide equatorial zone is visible in the center surrounded by two dark equatorial belts (SEB and NEB). "The large grayish-blue [irregular] "hot spots" at the northern edge of the white Equatorial Zone change over the course of time as they march eastward across the planet."<ref name=Lavoie00>{{ cite book |author=Sue Lavoie |title=PIA02863: Planetwide Color Movie |publisher=NASA/JPL/University of Arizona |location=Tucson, Arizona USA |date=28 December 2000 |url=http://photojournal.jpl.nasa.gov/catalog/PIA02863 |accessdate=30 May 2013 }}</ref> "The Great Red Spot shows its counterclockwise rotation, and the uneven distribution of its high haze is obvious. To the east (right) of the Red Spot, oval storms, like ball bearings, roll over and pass each other. Horizontal bands adjacent to each other move at different rates. Strings of small storms rotate around northern-hemisphere ovals."<ref name=Lavoie00/> "Small, very bright features appear quickly and randomly in turbulent regions, candidates for lightning storms."<ref name=Lavoie00/> "The smallest visible features at the equator are about 600 kilometers (about 370 miles) across."<ref name=Lavoie00/> "The clip consists of 14 unevenly spaced timesteps, each a true color cylindrical projection of the complete circumference of Jupiter, from 60 degrees south to 60 degrees north. The maps are made by first assembling mosaics of six images taken by Cassini's narrow-angle camera in the same spectral filter over the course of one Jupiter rotation and, consequently, covering the whole planet. Three such global maps -- in red, green and blue filters -- are combined to make one color map showing Jupiter during one Jovian rotation. Fourteen such maps, spanning 24 Jovian rotations at uneven time intervals comprise the movie."<ref name=Lavoie00/> The passage of time is accelerated by a factor of 600,000. {{clear}} ==Saturn== {{main|Gases/Gaseous objects/Saturn}} [[Image:Saturn HST 2004-03-22.jpg|thumb|right|250px|The view of Saturn from Hubble, taken on March 22, 2004, is so sharp that many individual Saturnian ringlets can be seen. Credit: NASA, ESA and Erich Karkoschka (University of Arizona).{{tlx|free media}}]] "The view [at right] from Hubble [of Saturn], taken on March 22, 2004, is so sharp that many individual Saturnian ringlets can be seen."<ref name=Karkoschka>{{ cite book |author=Erich Karkoschka |title=Saturn Seen from Far and Near |publisher=Hubble Site |location=Baltimore, Maryland USA |date=May 26, 2004 |url=http://hubblesite.org/newscenter/archive/releases/2004/18/image/e/ |accessdate=2014-02-26 }}</ref> "Hubble's exquisite optics, coupled with the high resolution of its Advanced Camera for Surveys, allow it to take pictures of Saturn which are nearly as sharp as Cassini's, even though Hubble is nearly a billion miles farther from Saturn than Cassini."<ref name=Karkoschka/> "Camera exposures in four filters (blue, blue-green, green, and red) were combined to form the Hubble image, to render colors similar to what the eye would see through a telescope focused on Saturn. The subtle pastel colors of ammonia-methane clouds trace a variety of atmospheric dynamics. Saturn displays its familiar banded structure, and haze and clouds of various altitudes. Like Jupiter, all bands are parallel to Saturn's equator. Even the magnificent rings, at nearly their maximum tilt toward Earth, show subtle hues, which indicate the trace chemical differences in their icy composition."<ref name=Karkoschka/> {{clear}} ==Uranus== {{main|Gases/Gaseous objects/Uranus}} [[Image:Uranus2.jpg|thumb|right|250px|This is an image of the planet Uranus taken by the spacecraft [[w:Voyager 2|Voyager 2]] in 1986. Credit: NASA/JPL/Voyager mission.{{tlx|free media}}]] [[Image:Uranuscolour.png|thumb|right|250px|Uranus's southern hemisphere in approximate natural colour (left) and in shorter wavelengths (right), shows its faint cloud bands and atmospheric "hood" as seen by ''Voyager 2''. Credit: NASA.{{tlx|free media}}]] [[Image:Uranus Dark spot.jpg|thumb|right|250px|The first dark spot on Uranus ever observed is in an image obtained by ACS on HST in 2006. Credit: NASA, ESA, L. Sromovsky and P. Fry (University of Wisconsin), H. Hammel (Space Science Institute), and K. Rages (SETI Institute).{{tlx|free media}}]] [[Image:Uranus clouds.jpg|thumb|upright|250px|Uranus in 2005. Rings, southern collar and a bright cloud in the northern hemisphere are visible (HST ACS image).{{tlx|free media}}]] In larger amateur telescopes with an objective diameter of between 15 and 23&nbsp;cm, the planet appears as a pale cyan disk with distinct [[w:limb darkening|limb darkening]]. "Methane possesses prominent [[w:absorption band|absorption band]]s in the [[w:visible spectrum|visible]] and [[w:near-infrared|near-infrared]] (IR) making Uranus [[w:aquamarine (color)|aquamarine]] or [[w:cyan|cyan]] in color."<ref name=Lunine>{{cite journal |title=The Atmospheres of Uranus and Neptune |author=Jonathan I. Lunine |journal = Annual Review of Astronomy and Astrophysics |volume=31 |pages=217–63 |year=1993 |doi=10.1146/annurev.aa.31.090193.001245 |bibcode=1993ARA&A..31..217L }}</ref> In 1986 ''Voyager 2'' found that the visible southern hemisphere of Uranus can be subdivided into two regions: a bright polar cap and dark equatorial bands (see figure on the right).<ref name="Smith Soderblom et al. 1986">Smith, B. A.; Soderblom, L. A.; Beebe, A.; Bliss, D.; Boyce, J. M.; Brahic, A.; Briggs, G. A.; Brown, R. H. et al (4 July 1986). "Voyager 2 in the Uranian System: Imaging Science Results". Science 233 (4759): 43–64. Bibcode 1986Sci...233...43S. doi:10.1126/science.233.4759.43. {{PMID|17812889}}</ref> Their boundary is located at about -45 degrees of [[w:latitude|latitude]]. A narrow band straddling the latitudinal range from -45 to -50 degrees is the brightest large feature on the visible surface of the planet.<ref name="Smith Soderblom et al. 1986" /><ref name="Hammel de Pater et al. Uranus in 2003, 2005">Hammel, H. B.; de Pater, I.; Gibbard, S. G.; Lockwood, G. W.; Rages, K. (June 2005). "Uranus in 2003: Zonal winds, banded structure, and discrete features" (PDF). Icarus 175 (2): 534–545. Bibcode 2005Icar..175..534H. doi:10.1016/j.icarus.2004.11.012</ref> It is called a southern "collar". The cap and collar are thought to be a dense region of methane clouds located within the pressure range of 1.3 to 2&nbsp;bar (see above).<ref name="Rages Hammel et al. 2004">Rages, K. A.; Hammel, H. B.; Friedson, A. J. (11 September 2004). "Evidence for temporal change at Uranus' south pole". Icarus 172 (2): 548–554. Bibcode 2004Icar..172..548R. doi:10.1016/j.icarus.2004.07.009</ref> Besides the large-scale banded structure, Voyager 2 observed ten small bright clouds, most lying several degrees to the north from the collar.<ref name="Smith Soderblom et al. 1986" /> In all other respects Uranus looked like a dynamically dead planet in 1986. Unfortunately Voyager 2 arrived during the height of the planet's southern summer and could not observe the northern hemisphere. At the beginning of the 21st century, when the northern polar region came into view, the Hubble Space Telescope (HST) and [[w:Keck telescopes|Keck]] telescope initially observed neither a collar nor a polar cap in the northern hemisphere.<ref name="Hammel de Pater et al. Uranus in 2003, 2005" /> So Uranus appeared to be asymmetric: bright near the south pole and uniformly dark in the region north of the southern collar.<ref name="Hammel de Pater et al. Uranus in 2003, 2005" /> In 2007, when Uranus passed its equinox, the southern collar almost disappeared, while a faint northern collar emerged near 45 degrees of [[w:latitude|latitude]].<ref name="Sromovsky Fry et al. 2009">Sromovsky, L. A.; Fry, P. M.; Hammel, H. B.; Ahue, W. M.; de Pater, I.; Rages, K. A.; Showalter, M. R.; van Dam, M. A. (September 2009). "Uranus at equinox: Cloud morphology and dynamics". Icarus 203 (1): 265–286. Bibcode 2009Icar..203..265S. doi:10.1016/j.icarus.2009.04.015.</ref> On August 23, 2006, researchers at the Space Science Institute (Boulder, CO) and the University of Wisconsin observed a dark spot on Uranus's surface, giving astronomers more insight into the planet's atmospheric activity.<ref name=DarkSpot>{{ cite book |url=http://www.physorg.com/pdf78676690.pdf |title=Hubble Discovers a Dark Cloud in the Atmosphere of Uranus |author=L. Sromovsky |author2=Fry P. |author3=Hammel, H. |author4=Rages, K |publisher=physorg.com |accessdate=August 22, 2007 }}</ref> Why this sudden upsurge in activity should be occurring is not fully known, but it appears that Uranus's extreme axial tilt results in extreme seasonal variations in its weather.<ref name=weather>{{ cite book |url=http://www.sciencedaily.com/releases/2006/10/061001211630.htm |title=Hubble Discovers Dark Cloud In The Atmosphere Of Uranus |publisher=Science Daily |accessdate=April 16, 2007 }}</ref><ref name=Hammel2007/> Determining the nature of this seasonal variation is difficult because good data on Uranus's atmosphere have existed for less than 84 years, or one full Uranian year. A number of discoveries have been made. [[w:Photometry (astronomy)|Photometry]] over the course of half a Uranian year (beginning in the 1950s) has shown regular variation in the brightness in two [[w:spectral band|spectral band]]s, with maxima occurring at the solstices and minima occurring at the equinoxes.<ref name="Lockwood & Jerzykiewicz 2006">Lockwood, G. W.; Jerzykiewicz, Mikołaj A. (February 2006). "Photometric variability of Uranus and Neptune, 1950–2004". Icarus 180 (2): 442–452. Bibcode 2006Icar..180..442L. doi:10.1016/j.icarus.2005.09.009.</ref> A similar periodic variation, with maxima at the solstices, has been noted in [[w:microwave|microwave]] measurements of the deep troposphere begun in the 1960s.<ref name="Klein & Hofstadter 2006">Klein, M. J.; Hofstadter, M. D. (September 2006). "Long-term variations in the microwave brightness temperature of the Uranus atmosphere". Icarus 184 (1): 170–180. Bibcode 2006Icar..184..170K. doi:10.1016/j.icarus.2006.04.012.</ref> [[w:Stratosphere|Stratospheric]] temperature measurements beginning in the 1970s also showed maximum values near the 1986 solstice.<ref name=Young2001>{{ cite journal |author=Leslie A. Young |author2=Amanda S. Bosh |author3=Marc Buie |author4=et al. |title= Uranus after Solstice: Results from the 1998&nbsp;November&nbsp;6 Occultation |journal=Icarus |volume=153 |pages=236–247 |year=2001 |doi=10.1006/icar.2001.6698 | url=http://www.boulder.swri.edu/~layoung/eprint/ur149/Young2001Uranus.pdf |bibcode=2001Icar..153..236Y |issue=2 }}</ref> The majority of this variability is believed to occur owing to changes in the viewing geometry.<ref name="Karkoschka ('Uranus') 2001">Karkoschka, Erich (May 2001). "Uranus' Apparent Seasonal Variability in 25 HST Filters". Icarus 151 (1): 84–92. Bibcode 2001Icar..151...84K. doi:10.1006/icar.2001.6599.</ref> There are some reasons to believe that physical seasonal changes are happening in Uranus. While the planet is known to have a bright south polar region, the north pole is fairly dim, which is incompatible with the model of the seasonal change outlined above.<ref name=Hammel2007>{{ cite journal |author=H.B. Hammel, G.W. Lockwood |title=Long-term atmospheric variability on Uranus and Neptune |journal=Icarus |year=2007 |volume=186 |pages=291–301 |doi=10.1016/j.icarus.2006.08.027 | bibcode=2007Icar..186..291H }}</ref> During its previous northern solstice in 1944, Uranus displayed elevated levels of brightness, which suggests that the north pole was not always so dim.<ref name="Lockwood & Jerzykiewicz 2006" /> This information implies that the visible pole brightens some time before the solstice and darkens after the equinox.<ref name=Hammel2007/> Detailed analysis of the visible and microwave data revealed that the periodical changes of brightness are not completely symmetrical around the solstices, which also indicates a change in the [[w:meridional|meridional]] [[w:albedo|albedo]] patterns.<ref name=Hammel2007/> Finally in the 1990s, as Uranus moved away from its solstice, Hubble and ground based telescopes revealed that the south polar cap darkened noticeably (except the southern collar, which remained bright),<ref name="Rages Hammel et al. 2004" /> while the northern hemisphere demonstrated increasing activity,<ref name=planetary>{{ cite book |title=No Longer Boring: 'Fireworks' and Other Surprises at Uranus Spotted Through Adaptive Optics, In: ''The Planetary Society'' |author=Emily Lakdawalla |url=http://web.archive.org/web/20060525015410/http://www.planetary.org/news/2004/1111_No_Longer_Boring_Fireworks_and_Other.html |date=2004 |accessdate=June 13, 2007 }}</ref> such as cloud formations and stronger winds, bolstering expectations that it should brighten soon.<ref name="Hammel de Pater et al. Uranus in 2004, 2005" >Hammel, H. B.; de Pater, I.; Gibbard, S. G.; Lockwood, G. W.; Rages, K. (May 2005). "New cloud activity on Uranus in 2004: First detection of a southern feature at 2.2 µm" (PDF). Icarus 175 (1): 284–288. Bibcode 2005Icar..175..284H. doi:10.1016/j.icarus.2004.11.016.</ref> This indeed happened in 2007 when the planet passed an equinox: a faint northern polar collar arose, while the southern collar became nearly invisible, although the zonal wind profile remained slightly asymmetric, with northern winds being somewhat slower than southern.<ref name="Sromovsky Fry et al. 2009" /> {{clear}} ==Neptune== {{main|Gases/Gaseous objects/Neptune}} [[Image:The four sides of Neptune (captured by the Hubble Space Telescope).tif|thumb|right|250px|The snapshots of Neptune were taken at roughly 4-hour intervals, offering a full view of the blue-green planet. Credit: NASA/ESA/Hubble Heritage Team (STScI/AURA).{{tlx|free media}}]] On July 12, 2011, Neptune "has arrived at the same location in space where it was discovered nearly 165 years ago. To commemorate the event, NASA's Hubble Space Telescope has taken these "anniversary pictures" of the blue-green giant planet."<ref name=Weaver>{{ cite book |author=Donna Weaver |author2=Ray Villard |author3=Keith Noll |title=Neptune Completes Its First Circuit Around The Sun Since Its Discovery |publisher=Hubblesite Newscenter |location=Baltimore, Maryland USA |date=July 12, 2011 |url=http://hubblesite.org/newscenter/archive/releases/2011/19/image/a/ |accessdate=2014-02-23 }}</ref> "Neptune is the most distant major planet in our solar system. German astronomer Johann Galle discovered the planet on September 23, 1846. At the time, the discovery doubled the size of the known solar system. The planet is 2.8 billion miles (4.5 billion kilometers) from the Sun, 30 times farther than Earth. Under the Sun's weak pull at that distance, Neptune plods along in its huge orbit, slowly completing one revolution approximately every 165 years."<ref name=Weaver/> "These four Hubble images of Neptune were taken with the Wide Field Camera 3 on June 25-26, during the planet's 16-hour rotation. The snapshots were taken at roughly four-hour intervals, offering a full view of the planet. The images reveal high-altitude clouds in the northern and southern hemispheres. The clouds are composed of methane ice crystals."<ref name=Weaver/> "The giant planet experiences seasons just as Earth does, because it is tilted 29 degrees, similar to Earth's 23-degree-tilt. Instead of lasting a few months, each of Neptune's seasons continues for about 40 years."<ref name=Weaver/> "The snapshots show that Neptune has more clouds than a few years ago, when most of the clouds were in the southern hemisphere. These Hubble views reveal that the cloud activity is shifting to the northern hemisphere. It is early summer in the southern hemisphere and winter in the northern hemisphere."<ref name=Weaver/> "In the Hubble images, absorption of red light by methane in Neptune's atmosphere gives the planet its distinctive aqua color. The clouds are tinted pink because they are reflecting near-infrared light."<ref name=Weaver/> "A faint, dark band near the bottom of the southern hemisphere is probably caused by a decrease in the hazes in the atmosphere that scatter blue light. The band was imaged by NASA's Voyager 2 spacecraft in 1989, and may be tied to circumpolar circulation created by high-velocity winds in that region."<ref name=Weaver/> "The temperature difference between Neptune's strong internal heat source and its frigid cloud tops, about minus 260 degrees Fahrenheit, might trigger instabilities in the atmosphere that drive large-scale weather changes."<ref name=Weaver/> {{clear}} ==Meteorology== [[Image:Earth Global Circulation - en.svg|thumb|upright=1.35|right|300px|General circulation of the Earth's atmosphere: The westerlies and trade winds are part of the Earth's atmospheric circulation. Credit: [[c:user:Kaidor|Kaidor]].{{tlx|free media}}]] '''Def.''' "the study of the atmosphere and its phenomena, especially with weather and weather forecasting"<ref name=MeteorologyWikt>{{ cite web |author=[[wikt:User:CORNELIUSSEON|CORNELIUSSEON]] |title=meteorology |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=15 June 2006 |url=http://en.wiktionary.org/wiki/meteorology |accessdate=2013-02-15 }}</ref> or the "atmospheric phenomena in a specific region or period"<ref name=MeteorologyWikt1>{{ cite web |author=[[wikt:User:DCDuring|DCDuring]] |title=meteorology |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=26 March 2009 |url=http://en.wiktionary.org/wiki/meteorology |accessdate=2013-02-15 }}</ref> is called '''meteorology'''. There are four main scales, or sizes of systems, dealt with in meteorology: the macroscale, the synoptic scale, the mesoscale, and the microscale.<ref>{{ cite web |author=<nowiki>Mesoscale Dynamics and Modeling Laboratory</nowiki> |title=Part I: Introduction to Mesoscale Dynamics |accessdate=2006-12-04 |date=2006-09-08 |url = https://web.archive.org/web/20060908102254/http://mesolab.meas.ncsu.edu/~linyl/mea713/Ch1_Note.doc }}</ref> The macroscale deals with systems with global size, such as the Madden–Julian oscillation.<ref name=Arctic/> Synoptic scale systems cover a portion of a continent, such as extratropical cyclones, with dimensions of {{convert|1,000|-|2,500|km|mi|abbr=on}} across.<ref name=Arctic>{{ cite web |author=<nowiki>Arctic Climatology and Meteorology</nowiki> |date=2006 |title=Synoptic Scale |accessdate=2006-10-25 |url=https://web.archive.org/web/20060827170650/http://www.nsidc.org/arcticmet/glossary/synoptic_scale.html }}</ref> The mesoscale is the next smaller scale, and often is divided into two ranges: meso-alpha phenomena range from {{convert|200|-|2,000|km|mi|abbr=on}} across (the realm of the tropical cyclone), while meso-beta phenomena range from {{convert|20|–|200|km|mi|abbr=on}} across (the scale of the mesocyclone).<ref name=Corporation/> The microscale is the smallest of the meteorological scales, with a size under {{convert|2|km|mi|abbr=off}} (the scale of tornadoes and waterspouts).<ref name=Corporation>University Corporation for Atmospheric Research. [http://meted.ucar.edu/mesoprim/mesodefn/print.htm Definition of Mesoscale.] Retrieved on 2006-10-25.</ref> ==See also== {{div col|colwidth=20em}} * [[Gases/Gaseous objects/Mercury]] * [[Gases/Gaseous objects/Venus]] * [[Gases/Gaseous objects/Earth]] * [[Gases/Gaseous objects/Mars]] * [[Gases/Gaseous objects/Saturn]] * [[Gases/Gaseous objects/Uranus]] * [[Gases/Gaseous objects/Neptune]] {{Div col end}} ==References== {{reflist|2}} ==External links== <!-- footer templates --> {{Radiation astronomy resources}}{{Sisterlinks|Aerometeors}} <!-- footer categories --> [[Category:Atmospheric sciences/Lectures]] [[Category:Radiation astronomy/Lectures]] ji3ydu8u9my4jkj12j4aklb93ydstyg 0 234528 2414675 2368977 2022-08-15T08:40:40Z Marshallsumter 311529 wikitext text/x-wiki [[Image:Outersolarsystem objectpositions labels comp.png|thumb|350px|Known objects in the Kuiper belt, are derived from data from the [[w:Minor Planet Center|Minor Planet Center]]. Credit: [[w:User:WilyD|WilyD]].{{tlx|free media}} Legend: {| style="width: 100%; margin-bottom: 8px;" |- | valign=top width=45% | {{legend2|red|border=1px solid black|Sun}}<br /> {{legend2|aquamarine|border=1px solid black|Giant Planet}}&nbsp;{{small|(6,178)}}<br /> {{legend2|#0BDA51|border=1px solid black|Kuiper belt object}}&nbsp;{{small|(&gt;300)}} {{legend2|Orange|border=1px solid black|Scattered disc object&nbsp;{{small|(9)}}}} | valign=top | {{legend2|Magenta|border=1px solid black|Trojan of Jupiter: J{{·}}S{{·}}U{{·}}N}}<br /> {{legend2|Yellow|border=1px solid black|Neptune trojan}}&nbsp;{{small|(44,000)}}<br /> |}]] The '''Kuiper belt''' is a region of the solar system extending from the orbit of Neptune (at 30 AU to approximately 60 AU from the Sun.<ref name=Stern>{{ cite journal | author=Alan Stern | title=Collisional Erosion in the Primordial Edgeworth-Kuiper Belt and the Generation of the 30–50 AU Kuiper Gap | journal=The Astrophysical Journal | volume=490 | issue=2 | pages=879–882 | year=1997 | doi=10.1086/304912 | last2=Colwell | first2=Joshua E. | bibcode=1997ApJ...490..879S }}</ref> It consists mainly of [[w:small Solar System body|small bodies]]. "[B]roadband optical photometry of Centaurs and Kuiper Belt objects from the Keck 10 m, the University of Hawaii 2.2 m, and the Cerro Tololo InterAmerican (CTIO) 1.5 m telescopes [shows] a wide dispersion in the optical colors of the objects, indicating nonuniform surface properties. The color dispersion [may] be understood in the context of the expected steady reddening due to bombardment by the ubiquitous flux of cosmic rays."<ref name="Luu">{{cite journal |author=Jane Luu and David Jewitt |title=Color Diversity among the Centaurs and Kuiper Belt Objects |journal=The Astronomical Journal |month=November |year=1996 |volume=112 |issue=5 |pages=2310-8 |url=http://adsabs.harvard.edu/full/1996AJ....112.2310L |arxiv= |bibcode=1996AJ....112.2310L |doi= |pmid= |accessdate=2013-11-05 }}</ref> In the image at right, objects in the main part of the Kuiper belt are coloured green, while scattered objects are coloured orange. The four outer planets are blue. Neptune's few known [[w:Neptune trojan|trojans]] are yellow, while Jupiter's are pink. The scattered objects between Jupiter's orbit and the Kuiper belt are known as [[w:Centaur (minor planet)|centaurs]]. The scale is in [[w:astronomical unit|astronomical unit]]s. The pronounced gap at the bottom is due to difficulties in detection against the background of the plane of the [[w:Milky Way|Milky Way]]. Axes list distances in [[w:Astronomical unit|AU]], projected onto the [[w:ecliptic|ecliptic]], with [[w:ecliptic longitude|ecliptic longitude]] zero being to the right, along the "x" axis). Positions are accurate for January 1st, 2000 ([[w:eEpoch (astronomy)#J2000.0|J2000 epoch]]) with some caveats: For planets, positions should be exact. For minor bodies, positions are extrapolated from other epochs assuming purely [[w:eosculating orbit|Keplerian motion]]. As all data is from an epoch between 1993 and 2007, this should be a reasonable approximation. Data from the [[w:Minor Planet Center|Minor Planet Center]]<ref name=mpc>{{ cite book |url=http://www.cfa.harvard.edu/iau/MPCORB.html |title=The MPC Orbit (MPCORB) Database }}</ref> or Murray and Dermott<ref name=murraydermott>{{ cite book |author=Carl D. Murray and Stanley F. Dermott |title=Solar System Dynamics |publisher=Cambridge University Press |year=1999 |isbn=0 521 57295 9 }}</ref> as needed. Radial "spokes" of higher density in this image, or gaps in particular directions are due to observational bias (i.e. where objects were searched for), rather than any real physical structure. The pronounced gap at the bottom is due to obscuration by the band of the Milky Way. {{clear}} ==Colors== {{main|Radiation astronomy/Colors}} [[Image:Pluto Main-Chandra.jpg|right|thumb|250px|The first detection of Pluto in X-rays has been made using NASA's Chandra X-ray Observatory in conjunction with observations from NASA's New Horizons spacecraft. Credit: NASA/Johns Hopkins University Applied Physics Laboratory/Southwest Research Center/Chandra X-Ray Center.{{tlx|free media}}]] "These authors proposed that the whole-disk surface colors of KBOs could be the result of the competition between the effects of irradiation of surface organics by cosmic-rays and the global resurfacing due to impacts. [...] When these high-energy protons collide with an icy target, they penetrate very [deep] under the surface."<ref name=Hutton>{{ cite journal |author=R Gil-Hutton |title=Color diversity among Kuiper belt objects: The collisional resurfacing model revisited |journal=Planetary and Space Science |month=January |year=2002 |volume=50 |issue=1 |pages=57-62 |url=http://www.sciencedirect.com/science/article/pii/S0032063301000733 |arxiv= |bibcode= |doi= |pmid= |accessdate=2014-01-23 }}</ref> {{clear}} ==Materials== {{main|Chemicals/Materials}} [[Image:19308-1996to66 hst.jpg|thumb|right|250px|Hubble Space Telescope image of the trans-Neptunian object (19308) 1996 TO₆₆ was taken on 11 July 2005. Credit: Hubble Space Telescope/Michael E. Brown.{{tlx|free media}}]] [[Image:(19308) 1996 TO66 imaged by NTT cut out.jpg|thumb|left|250px|(19308) 1996 TO₆₆ is center top imaged by the New Technology Telescope (NTT) at La Silla Observatory in 1998. Other objects are elongated due to the 4-hour-exposure. The horizontal streak is from a geostationary satellite. Credit: ESO.{{tlx|free media}}]] The top panel of the left images shows a composite image of the Kuiper Belt Object (19308) 1996 TO₆₆ (round image at the center), totaling 4 hours of exposure with the EMMI multi-mode instrument at the 3.6-m New Technology Telescope (NTT) at La Silla. During the exposure, the object moved with respect to the background stars; this motion was compensated for and the KBO therefore appears as a point, while the images of background stars are trailed. The bright, nearly horizontal line that crosses the entire field is the light trail left by a geostationary satellite in orbit around the Earth, that crossed the field of view during one of the exposures. The lower panel is the composite "light-curve" of 1996 TO₆₆, showing its brightness ("red magnitude") variations with time (in hours). The dots and the corresponding "error bars" represent the actual measurements from several nights and their uncertainties, while the solid line is a mathematic fit through these points. It was used to determine the rotation period of 1996 TO₆₆ as about 6 hours and 15 minutes. "The depth of the absorption bands and the continuum reflectance of [Kuiper Belt Object] 1996 TO₆₆ suggest the presence of a black- to slightly blue-colored, spectrally featureless particulate material as a minority component mixed with the water ice."<ref name="Brown1999">{{cite journal |author=Robert H. Brown, Dale P. Cruikshank, and Yvonne Pendleton |title=Water Ice on Kuiper Belt Object 1996 TO₆₆ |journal=The Astrophysical Journal |month=July 1, |year=1999 |volume=519 |issue=1 |pages=L101-4 |url=http://iopscience.iop.org/1538-4357/519/1/L101/fulltext/ |arxiv= |bibcode=1999ApJ...519L.101B |doi=10.1086/312098 |pmid= |accessdate=2013-06-01 }}</ref> ==Centaurs== [[Image:Kuiper belt plot objects of outer solar system.png|right|330px|thumb|Positions of known outer Solar System objects.<br />The centaurs lie generally inwards of the Kuiper belt and outside the Jupiter trojans. {| style="width: 100%; margin-bottom: 8px;" |- | valign=top width=45% | {{legend2|#FFFF00|border=1px solid #B3B300|Sun}}<br /> {{legend2|#aaa|border=1px solid #777|Jupiter trojans}}&nbsp;{{small|(6,178)}}<br /> {{legend2|#FFC170|border=1px solid #D67900|Scattered disc}}&nbsp;{{small|(&gt;300)}} {{legend2|#A300A3|border=1px solid #3D003D|Neptune trojans&nbsp;{{small|(9)}}}} | valign=top | {{legend2|#FF4D4D|border=1px solid #FF0000|Giant planets: J{{·}}S{{·}}U{{·}}N}}<br /> {{legend2|#009900|border=1px solid #003300|'''Centaurs'''}}&nbsp;{{small|(44,000)}}<br /> {{legend2|#66CCFF|border=1px solid #00AAFF|Kuiper belt}}&nbsp;{{small|(&gt;100,000)}} |} Credit: [[w:user:WilyD|WilyD]].{{tlx|free media}}]] [[Image:TheKuiperBelt Albedo and Color.svg|left|thumb|250px|Colour distribution of centaurs is shown. Credit: [[c:user:Eurocommuter~commonswiki|Eurocommuter~commonswiki]].{{tlx|free media}}]] '''Def.''' an "icy planetoid that orbits the Sun between [[Jupiter]] and Neptune"<ref name=CentaurWikt>{{ cite web |author=[[wikt:User:SnoopY|SnoopY]] |title=Centaur |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=21 December 2005 |url=https://en.wiktionary.org/wiki/Centaur |accessdate=31 August 2015 }}</ref> is called a '''Centaur'''. "The recent investigation of the orbital distribution of Centaurs (Emel’yanenko et al., 2005) showed that there are two dynamically distinct classes of Centaurs, a dominant group with semimajor axes a > 60 AU and a minority group with a < 60 AU."<ref name=Emelyanenko>{{ cite journal |author=V. V. Emel’yanenko |title=Structure and dynamics of the Centaur population: constraints on the origin of short-period comets |journal=Earth, Moon, and Planets |month=December |year=2005 |volume=97 |issue=3-4 |pages=341-51 |url=http://dccm.susu.ac.ru/acm2005.pdf |bibcode= |doi=10.1007/s11038-006-9095-5 |pmid= |accessdate=2011-10-06 }}</ref> "[T]he intrinsic number of such objects is roughly an order of magnitude greater than that for a<60 AU".<ref name=Emelyanenko/> Centaurs are small Solar System bodies with a semi-major axis between those of the outer planets, generally have unstable orbits because they cross or have crossed the orbits of one or more of the giant planets; almost all their orbits have dynamic lifetimes of only a few million years.<ref name=Horner2004a/> There is one centaur, 514107 Kaʻepaokaʻawela, which may be in a stable (though retrograde) orbit.<ref name=Namouni>{{cite journal |last1=Fathi Namouni and Maria Helena Moreira Morais |title=An interstellar origin for Jupiter's retrograde co-orbital asteroid |journal=Monthly Notices of the Royal Astronomical Society |volume=477 |issue=1 |pages=L117–L121 |date=May 2, 2018 |doi=10.1093/mnrasl/sly057 |url=https://academic.oup.com/mnrasl/article/477/1/L117/4996014 |arxiv=1805.09013 |bibcode=2018MNRAS.477L.117N }}</ref> For criticism of this idea see <ref name=Billings>{{Cite web |last = Billings |first = Lee |date = 21 May 2018 |title = Astronomers Spot Potential "Interstellar" Asteroid Orbiting Backward around the Sun |publisher = Scientific American |url = https://www.scientificamerican.com/article/astronomers-spot-potential-interstellar-asteroid-orbiting-backward-around-the-sun/ |accessdate = 1 June 2018 }}</ref> Centaurs typically behave with characteristics of both asteroids and comets and are named after the mythological centaurs that were a mixture of horse and human. It has been estimated that there are around 44,000&nbsp;centaurs in the Solar System with diameters larger than 1 kilometer.<ref name=Horner2004a/> No centaur has been photographed up close, although there is evidence that Saturn's moon Phoebe, imaged by the Cassini–Huygens (''Cassini'') probe in 2004, may be a captured centaur that originated in the Kuiper belt.<ref name="Jewitt2007">{{cite journal |last=Jewitt |first=David |author2=Haghighipour, Nader |title=Irregular Satellites of the Planets: Products of Capture in the Early Solar System |journal=Annual Review of Astronomy and Astrophysics |date=2007 |volume=45 |issue=1 |pages=261–95 |url=https://www.webcitation.org/5nMMZRRKe?url=http://www.ifa.hawaii.edu/~jewitt/papers/2007/JH07.pdf |doi=10.1146/annurev.astro.44.051905.092459 |bibcode=2007ARA&A..45..261J |arxiv=astro-ph/0703059 }}</ref> Even centaurs such as 2000 GM₁₃₇ and 2001 XZ₂₅₅}, which do not currently cross the orbit of any planet, are in gradually changing orbits that will be perturbed until they start to cross the orbit of one or more of the giant planets.<ref name="Horner2004a">{{cite journal |last=Horner |first= J. |author2=Evans, N. W. |author3=Bailey, Mark E. |title=Simulations of the Population of Centaurs I: The Bulk Statistics |date=2004 |arxiv=astro-ph/0407400 |bibcode=2004MNRAS.354..798H |volume=354 |pages=798 |journal=Monthly Notices of the Royal Astronomical Society |doi=10.1111/j.1365-2966.2004.08240.x |issue=3 }}</ref> The Minor Planet Center (MPC) defines centaurs as having a perihelion beyond the orbit of Jupiter (''q''&nbsp;>&nbsp;5.2&nbsp;AU) and a semi-major axis less than that of Neptune (''a''&nbsp;<&nbsp;30.1&nbsp;AU).<ref name="MPC-centaur-def">{{cite web |url=http://www.minorplanetcenter.org/iau/lists/Unusual.html |title=Unusual Minor Planets |publisher=Minor Planet Center |accessdate=2010-10-25}}</ref> The Jet Propulsion Laboratory (JPL) similarly defines centaurs as having a semi-major axis, ''a'', between those of Jupiter (5.5&nbsp;AU&nbsp;<&nbsp;''a'') and Neptune (''a''&nbsp;<&nbsp;30.1&nbsp;AU).<ref name=jplcent>{{cite web |title=Orbit Classification (Centaur) |publisher=JPL Solar System Dynamics |url=http://ssd.jpl.nasa.gov/sbdb_help.cgi?class=CEN |accessdate=2008-10-13}}</ref> The Deep Ecliptic Survey (DES) defines centaurs using a dynamical classification scheme. These classifications are based on the simulated change in behavior of the present orbit when extended over 10&nbsp;million years. The DES defines centaurs as non-resonant objects whose instantaneous (osculating) perihelia are less than the osculating semi-major axis of Neptune at any time during the simulation. This definition is intended to be synonymous with planet-crossing orbits and to suggest comparatively short lifetimes in the current orbit.<ref name=Elliot2005>{{cite journal |last=Elliot |first= J.L. |author2=Kern, S. D. |author3=Clancy, K. B. |author4=Gulbis, A. A. S. |author5=Millis, R. L. |author6=Buie, M. W. |author7=Wasserman, L. H. |author8=Chiang, E. I. |author9=Jordan, A. B. |author10=Trilling, D. E. |author11=Meech, K. J. |title=The Deep Ecliptic Survey: A Search for Kuiper Belt Objects and Centaurs. II. Dynamical Classification, the Kuiper Belt Plane, and the Core Population |journal=The Astronomical Journal |volume=129 |issue=2 |pages=1117–1162 |year=2005 |doi=10.1086/427395 |url=http://www.iop.org/EJ/abstract/1538-3881/129/2/1117 |accessdate=2008-09-22 |bibcode=2005AJ....129.1117E}}</ref> The collection ''The Solar System Beyond Neptune'' (2008) defines objects with a semi-major axis between those of Jupiter and Neptune and a Jupiter &ndash; Tisserand's parameter above 3.05 &ndash; as centaurs, classifying the objects with a Jupiter Tisserand's parameter below this and, to exclude Kuiper belt objects, an arbitrary perihelion cut-off half-way to Saturn (''q''&nbsp;<&nbsp;7.35 AU) as Jupiter-family comets (This would make 60558 Echeclus (''q''&nbsp;=&nbsp;5.8&nbsp;AU, ''T''_J&nbsp;=&nbsp;3.03) and 52872 Okyrhoe (''q''&nbsp;=&nbsp;5.8&nbsp;AU; ''T''_J&nbsp;=&nbsp;2.95), which have traditionally been classified as centaurs, and 944 Hidalgo (''q''&nbsp;=&nbsp;1.95&nbsp;AU; ''T''_J&nbsp;=&nbsp;2.07), which has traditionally been considered an asteroid and is classified as a centaur by JPL, Jupiter-family comets, not centaurs.) and classifying those objects on unstable orbits with a semi-major axis larger than Neptune's as members of the scattered disc.<ref name="ArizonaBook_Gladman2007"> {{cite journal |title=Nomenclature in the Outer Solar System |journal=The Solar System Beyond Neptune|isbn= 978-0-8165-2755-7 |year=2008 |first1= B. |last1=Gladman|first2 = B. |last2= Marsden|first3=C. |last3=Van Laerhoven |url=http://www.lpi.usra.edu/books/ssbn2008/7002.pdf }}</ref> Centaurs are objects that are non-resonant with a perihelion inside the orbit of Neptune that can be shown to likely cross the Hill sphere of a gas giant within the next 10&nbsp;million years,<ref name="Chiang2007">{{cite journal |last=Chaing |first= Eugene |last2=Lithwick| first2=Y. |last3=Murray-Clay| first3=R. |last4=Buie| first4= M. |last5=Grundy| first5=W. |last6=Holman| first6= M. |title=A Brief History of Transneptunian Space |journal=Protostars and Planets V |editor-first1= B. |editor-last1=Reipurth |editor-first2=D. |editor-last2=Jewitt |editor-first3=K. |editor-last3=Keil |publisher=University of Arizona Press, Tucson |pages=895–911 |year=2007 |bibcode=2007prpl.conf..895C |arxiv = astro-ph/0601654 }}</ref> so that centaurs can be thought of as objects scattered inwards and that interact more strongly and scatter more quickly than typical scattered-disc objects. The JPL Small-Body Database lists 452&nbsp;centaurs.<ref name="jplcentaurlist">{{cite web |title=JPL Small-Body Database Search Engine: List of centaurs |publisher=JPL Solar System Dynamics |url=http://ssd.jpl.nasa.gov/sbdb_query.cgi?obj_group=all;obj_kind=all;obj_numbered=all;ast_orbit_class=CEN;OBJ_field=0;ORB_field=0;table_format=HTML;max_rows=100;format_option=comp;c_fields=AcBhBgBjBiBnBsCkCqAi;.cgifields=format_option;.cgifields=obj_kind;.cgifields=obj_group;.cgifields=obj_numbered;.cgifields=ast_orbit_class;.cgifields=table_format;.cgifields=com_orbit_class&query=1&c_sort=AiA |accessdate=2018-10-11}}</ref> There are an additional 116&nbsp;trans-Neptunian objects (objects with a semi-major axis further than Neptune's, i.e. ''a''&nbsp;>&nbsp;30.1&nbsp;AU) with a perihelion closer than the orbit of Uranus (''q''&nbsp;<&nbsp;19.2&nbsp;AU).<ref name="jplqUranusTNOlist">{{cite web |title=JPL Small-Body Database Search Engine: List of TNOs with perihelia closer than Uranus's orbit |publisher=JPL Solar System Dynamics |url=http://ssd.jpl.nasa.gov/sbdb_query.cgi?obj_group=all;obj_kind=ast;obj_numbered=all;OBJ_field=0;ORB_field=0;combine_mode=AND;c1_group=ORB;c1_item=Bi;c1_op=%3C;c1_value=19;c2_group=ORB;c2_item=Bh;c2_op=%3E;c2_value=30.1;table_format=HTML;max_rows=200;format_option=comp;c_fields=AcBhBgBjBkBlBiBnBsCjCpCmCnCoAi;.cgifields=format_option;.cgifields=ast_orbit_class;.cgifields=combine_mode;.cgifields=table_format;.cgifields=obj_kind;.cgifields=obj_group;.cgifields=obj_numbered;.cgifields=com_orbit_class&query=1&c_sort=AiA |accessdate=2018-10-11}}</ref> The Committee on Small Body Nomenclature of the International Astronomical Union has adopted the following naming convention for such objects: Befitting their centaur-like transitional orbits between TNOs and comets, "objects on unstable, non-resonant, giant-planet-crossing orbits with semimajor axes greater than Neptune's" are to be named for other hybrid and shape-shifting mythical creatures. Thus far, only the binary objects 65489 Ceto and Phorcys and 42355 Typhon and Echidna have been named according to the new policy.<ref name="Grundy2007">{{cite journal |last1=Grundy |first1= Will |first2=J.A.|last2=Stansberry |first3=K|last3=Noll |first4=D.C.|last4=Stephens |first5=D.E.|last5=Trilling|first6=S.D.|last6=Kern|first7=J.R.|last7=Spencer |first8=D.P.|last8=Cruikshank|first9=H.F.|last9=Levison |title=The orbit, mass, size, albedo, and density of (65489) Ceto/Phorcys: A tidally-evolved binary Centaur |journal=Icarus|volume=191|issue=1|pages=286–297 |year=2007 |arxiv=0704.1523 | doi=10.1016/j.icarus.2007.04.004 |bibcode=2007Icar..191..286G }}</ref> Centaurs with measured diameters listed as possible dwarf planets include 10199 Chariklo, (523727) 2014 NW₆₅, 2060 Chiron, and 54598 Bienor.<ref name="BrownGPS">{{cite web |title=How many dwarf planets are there in the outer solar system? (updates daily) |publisher=California Institute of Technology |last= Brown| first= Michael E. |url=http://web.gps.caltech.edu/~mbrown/dps.html |accessdate=18 November 2016}}</ref> The colours of centaurs are very diverse, which challenges any simple model of surface composition.<ref name="Barucci">{{cite web | first1= M. A. | last1= Barucci | first2= A. | last2= Doressoundiram | first3= D. P. | last3= Cruikshank | title= Physical Characteristics of TNOs and Centaurs | year= 2003 | publisher= Laboratory for Space Studies and Astrophysics Instrumentation, Paris Observatory | accessdate= 20 March 2008 |url= https://web.archive.org/web/20080529193555/http://www.lesia.obspm.fr/~alaind/TNO/Barucci2003_comet2.pdf }}</ref> In the side-diagram, the colour indices are measures of apparent magnitude of an object through blue&nbsp;(B), visible&nbsp;(V) (i.e. green-yellow) and red&nbsp;(R) filters. The diagram illustrates these differences (in exaggerated colours) for all centaurs with known colour indices. For reference, two moons: Triton and Phoebe, and planet Mars are plotted (yellow labels, size not to scale). Centaurs appear to be grouped into two classes: * very red &ndash; for example 5145 Pholus * blue (or blue-grey, according to some authors) &ndash; for example 2060 Chiron {| class="wikitable" ! Name !! Year !! Discoverer !! Half-life<ref name=Horner2004a/><br />(forward) !! Class |- | 55576 Amycus || 2002 || Near Earth Asteroid Tracking (NEAT) at Palomar Observatory || 11.1&nbsp;Ma || UK |- | 54598 Bienor || 2000 || Marc W. Buie et al. || ? || U |- | 10370 Hylonome || 1995 || Mauna Kea Observatory || 6.3&nbsp;Ma || UN |- | 10199 Chariklo || 1997 || Spacewatch || 10.3&nbsp;Ma || U |- | 8405 Asbolus || 1995 || Spacewatch (James V. Scotti) || 0.86&nbsp;Ma || SN |- | 7066 Nessus || 1993 || Spacewatch (David L. Rabinowitz) || 4.9&nbsp;Ma || SK |- | 5145 Pholus || 1992 || Spacewatch (David L. Rabinowitz) || 1.28&nbsp;Ma || SN |- | 2060 Chiron || 1977 || Charles T. Kowal || 1.03&nbsp;Ma || SU |} {{clear}} ==Haumea family== [[Image:TheKuiperBelt 60AU ELgroup.svg|right|thumb|300px|The collisional family of Haumea (in green), other cubewano, or classical KBO (blue), Plutinos and other resonant objects (red) and scattered disk object (SDO) (grey). Radius is semi-major axis, angle orbital inclination. Credit: [[c:user:Eurocommuter|Eurocommuter]].{{tlx|free media}}]] [[Image:Haumea family orbits.png|300px|thumb|left|Orbits of Haumea family members, sharing semimajor axes around 43 AU, and inclinations around 27°. Credit: [[c:user:Tomruen|Tomruen]].{{tlx|free media}}]] The first known collisional family in the classical Kuiper belt—a group of objects thought to be remnants from the breakup of a single body—is the Haumea family.<ref name="BrownBarkume2007">{{cite journal |last1= Brown|first1=Michael E. |last2= Barkume|first2=Kristina M. |last3= Ragozzine|first3=Darin |last4= Schaller|first4=Emily L. |year=2007 |title=A collisional family of icy objects in the Kuiper belt |journal=Nature |volume= 446|issue= 7133|pages=294–6 |bibcode=2007Natur.446..294B |doi=10.1038/nature05619 |pmid= 17361177 }}</ref> It includes Haumea, its moons, 2002 TX₃₀₀ and seven smaller bodies. The objects not only follow similar orbits but also share similar physical characteristics. Unlike many other KBO their surface contains large amounts of ice (H₂O) and no or very little tholins.<ref name="Pinilla-Alonso2009"/> The surface composition is inferred from their neutral (as opposed to red) colour and deep absorption at 1.5 and 2.0 μm in infrared spectrum.<ref name="Pinilla-Alonso2007">{{cite journal |last1= Pinilla-Alonso|first1=N. |last2= Licandro|first2=J. |last3= Gil-Hutton|first3=R. |last4= Brunetto|first4=R. |year=2007 |title=The water ice rich surface of (145453) 2005 RR₄₃: a case for a carbon-depleted population of TNOs? |journal=Astronomy and Astrophysics |volume= 468|issue= 1|pages=L25–L28 |arxiv=astro-ph/0703098 |bibcode=2007A&A...468L..25P |doi=10.1051/0004-6361:20077294 }}</ref> Several other collisional families might reside in the classical Kuiper belt.<ref name=chiang>{{cite journal |last1=Chiang |first1=E.~I. |title=A Collisional Family in the Classical Kuiper Belt |journal=The Astrophysical Journal |date=July 2002 |volume=573 |issue=1 |arxiv=astro-ph/0205275 |doi=10.1086/342089 |pages=L65–L68 |bibcode = 2002ApJ...573L..65C }}</ref><ref name=pairs>{{cite journal |last1=de la Fuente Marcos |first1=Carlos |last2=de la Fuente Marcos |first2=Raúl |title=Dynamically correlated minor bodies in the outer Solar system |journal=Monthly Notices of the Royal Astronomical Society |date=11 February 2018 |volume=474 |issue=1 |arxiv=1710.07610 |doi=10.1093/mnras/stx2765 |pages=838–846 |bibcode = 2018MNRAS.474..838D }}</ref> Calculations indicate that it is probably the only trans-Neptunian collisional family.<ref name=Levison>{{cite journal |title=On a Scattered Disc Origin for the 2003 EL₆₁ Collisional Family—an Example of the Importance of Collisions in the Dynamics of Small Bodies |author1=Harold F. Levison |author2=Alessandro Morbidelli |author3=David Vokrouhlický |author4=William F. Bottke |date=2008 |journal= The Astronomical Journal |volume= 136 |pages= 1079–1088 | doi= 10.1088/0004-6256/136/3/1079 |bibcode=2008AJ....136.1079L |issue=3 |arxiv = 0809.0553 }}</ref> <div style="float:right; margin:2px;"> {| class=wikitable style="text-align:center" |+ Brightest Haumea-family members: !Object!!Absolute magnitude of Solar System bodies (H)!!Diameter<br>Astronomical albedo=0.7!!Trans-Neptunian object Colors (V–R)<ref name="Snodgrass2009">{{Cite journal |author=Snodgrass, Carry, Dumas, Hainaut |title=Characterisation of candidate members of (136108) Haumea's family |journal=Astronomy and Astrophysics |date=16 December 2009 |arxiv=0912.3171 |doi = 10.1051/0004-6361/200913031 |volume=511 |pages=A72 |bibcode=2010A&A...511A..72S }}</ref> |- |Haumea||0.2||1,460&nbsp;km||0.33 |- |(55636) 2002 TX₃₀₀||3.4||332&nbsp;km||0.36 |- |(120178) 2003 OP₃₂||3.9||276&nbsp;km||0.39 |- |(145453) RR₄₃||4.1||252&nbsp;km||0.41 |- |(386723) 2009 YE₇||4.5||200&nbsp;km|| |- |(24835) 1995 SM₅₅||4.6||191&nbsp;km||0.39 |- |(308193) 2005 CB₇₉||4.7||182&nbsp;km||0.37 |- |(19308) 1996 TO₆₆||4.8||174&nbsp;km||0.39 |}</div> The dwarf planet Haumea is the largest member of the family, and the core of the differentiated progenitor; other identified members are the moons of Haumea and the Kuiper belt objects (55636) 2002 TX₃₀₀, (24835) 1995 SM₅₅, (19308) 1996 TO₆₆, (120178) 2003 OP₃₂, (145453) 2005 RR₄₃, (86047) 1999 OY₃, (416400) 2003 UZ₁₁₇, (308193) 2005 CB₇₉, 2003 SQ₃₁₇<ref name="Snodgrass2009"/> and (386723) 2009 YE₇,<ref name="Trujillo2011">{{Cite journal |author=Trujillo, Sheppard and Schaller |title=A Photometric System for Detection of Water and Methane Ices on Kuiper Belt Objects |journal=The Astrophysical Journal |date=14 February 2011 |arxiv=1102.1971 |bibcode = 2011ApJ...730..105T |doi = 10.1088/0004-637X/730/2/105 |volume=730 |issue=2 |pages=105 }}</ref> all with an ejection velocity from Haumea of less than 150&nbsp;m/s.<ref name="SchlichtingSari2009">{{ cite journal |last=Schlichting |first=Hilke E. |author2=Re'em Sari |date=2009 |title=The Creation of Haumea's Collisional Family |journal=The Astrophysical Journal |arxiv=0906.3893|bibcode = 2009ApJ...700.1242S |doi = 10.1088/0004-637X/700/2/1242 |volume=700 |issue=2 |pages=1242–1246 }}</ref> The brightest Haumeids have absolute magnitudes (H) bright enough to suggest a size between 400 and 700&nbsp;km in diameter, and so possible dwarf planets, if they had the albedos of typical TNOs; however, they are likely to be much smaller as it is thought they are water-icy bodies with high albedos. The dispersion of the proper orbital elements of the members is a few percent or less (5% for semi-major axis, 1.4° for the inclination and 0.08 for the eccentricity).<ref name=pairs/> The objects' common physical characteristics include neutral colours and deep infrared absorption features (at 1.5 and 2.0 μm) typical of water ice.<ref name="Pinilla-Alonso2007"/><ref name=Alonso>{{cite journal | title = Visible spectroscopy in the neighborhood of 2003EL{61} |author1=Pinilla-Alonso, N. |author2=Licandro, J. |author3=Lorenzi, V. | journal = Astronomy and Astrophysics | date = July 2008| volume =489 | issue = 1 | bibcode=2008A&A...489..455P |doi = 10.1051/0004-6361:200810226 |arxiv = 0807.2670 }}</ref> {{clear}} ==Haumea== [[Image:Haumea Hubble.png|right|thumb|300px|Hubble Space Telescope image of Haumea (center) and its two moons; Hiʻiaka is above Haumea and Namaka is below. Credit: [[c:user:Renerpho|Renerpho]].{{tlx|free media}}]] [[Image:Quaoar Haumea Makemake orbits 2018.png|left|320px|thumb|Haumea's orbit outside of Neptune is similar to Makemake's. The positions are as of 1 January 2018. Credit: [[c:user:Tomruen|Tomruen]].{{tlx|free media}}]] Haumea (minor-planet designation 136108 Haumea, initially, (136108) 2003&nbsp;EL₆₁) is a dwarf planet located beyond Neptune's orbit.<ref name="iau">{{cite news |url = http://www.iau.org/public_press/news/detail/iau0807/ |title = IAU names fifth dwarf planet Haumea |publisher = IAU Press Release |date = 2008-09-17 |accessdate = 2008-09-17 |archiveurl = https://web.archive.org/web/20110702012624/http://iau.org/public_press/news/detail/iau0807/ |archivedate = 2011-07-02 |df = }}</ref> It was discovered on December 28, 2004, just after Christmas,<ref name="Santa2005">{{cite web |title = Santa et al. |date = 2005-09-10 |publisher = NASA Astrobiology Magazine |url = http://www.astrobio.net/news/modules.php?op=modload&name=News&file=article&sid=1707&mode=thread&order=0&thold=0 |accessdate = 2008-10-16 |archiveurl = https://web.archive.org/web/20060426180434/http://www.astrobio.net/news/modules.php?op=modload&name=News&file=article&sid=1707&mode=thread&order=0&thold=0 |archivedate = 2006-04-26 |df = }}</ref> at the Palomar Observatory.<ref name="trail"> {{cite web |author = Michael E Brown |url = http://www.gps.caltech.edu/~mbrown/planetlila/ortiz/ |title = The electronic trail of the discovery of 2003&nbsp;EL₆₁ |work = CalTech |accessdate = 2006-08-16 |archiveurl = https://web.archive.org/web/20060901181611/http://www.gps.caltech.edu/~mbrown/planetlila/ortiz/ |archivedate = 2006-09-01 |df = }}</ref> Precovery images of Haumea have been identified back to March 22, 1955.<ref name="jpldata2014">{{cite web |type = 2014-11-28 last obs |title = Jet Propulsion Laboratory Small-Body Database Browser: 136108 Haumea (2003&nbsp;EL₆₁) |publisher = NASA's Jet Propulsion Laboratory |url = http://ssd.jpl.nasa.gov/sbdb.cgi?sstr=136108 |accessdate = 2015-01-08 |archiveurl = https://web.archive.org/web/20151227152421/http://ssd.jpl.nasa.gov/sbdb.cgi?sstr=136108 |archivedate = 2015-12-27 |df = }}</ref> Haumea is a plutoid, a dwarf planet located beyond Neptune's orbit.<ref name="usgs">{{cite news |publisher = US Geological Survey Gazetteer of Planetary Nomenclature |title = Dwarf Planets and their Systems |accessdate = 2008-09-17 |url = https://web.archive.org/web/20110629193230/http://planetarynames.wr.usgs.gov/Page/Planets#DwarfPlanets }}</ref> The nominal trajectory suggests that Haumea is in a weak 7:12 orbital resonance with Neptune, which would make it a resonant trans-Neptunian object instead.<ref name="candidate">{{cite journal | author1 = Ragozzine, D. | date = 2007 | title = Candidate Members and Age Estimate of the Family of Kuiper Belt Object 2003&nbsp;EL₆₁ | journal = Astronomical Journal | volume = 134 | issue = 6 | pages = 2160–2167 | doi = 10.1086/522334 | bibcode = 2007AJ....134.2160R | arxiv = 0709.0328 | author2 = Brown, M. E. }}</ref> There are precovery images of Haumea dating back to March 22, 1955 from the Palomar Mountain Digitized Sky Survey.<ref name="Buie">{{cite web |author = Marc W. Buie |date = 2008-06-25 |title = Orbit Fit and Astrometric record for 136108 |publisher = Southwest Research Institute (Space Science Department) |accessdate = 2008-10-02 |url = https://web.archive.org/web/20110518005546/http://www.boulder.swri.edu/~buie/kbo/astrom/136108.html }}</ref> Haumea has an orbital period of 284 Earth years, a perihelion of 35&nbsp;AU, and an orbital inclination of 28°.<ref name="jpldata2014" /> It passed aphelion in early 1992,<ref name="Horizons"> {{cite web |title = HORIZONS Web-Interface |publisher = NASA Jet Propulsion Laboratory Solar System Dynamics |accessdate = 2008-07-02 |url = https://web.archive.org/web/20080718195959/http://ssd.jpl.nasa.gov/horizons.cgi?find_body=1&body_group=sb&sstr=2003EL61 }}</ref> and is currently more than 50&nbsp;AU from the Sun.<ref name="AstDysHaumea">{{cite web |title = AstDys (136108) Haumea Ephemerides |publisher = Department of Mathematics, University of Pisa, Italy |accessdate = 2009-03-19 |url = https://web.archive.org/web/20110629202435/http://hamilton.dm.unipi.it/astdys/index.php?pc=1.1.3.0&n=Haumea }}</ref> Haumea's orbit has a slightly greater orbital eccentricity than that of the other members of the Haumea family, its collisional family. This is thought to be due to Haumea's weak 7:12 orbital resonance with Neptune gradually modifying its initial orbit over the course of a billion years,<ref name="BrownBarkume2007"/><ref name="largest">{{cite web |title = The largest Kuiper belt objects |author = Michael E. Brown |work = CalTech |accessdate = 2008-09-19 |url = https://web.archive.org/web/20081001170118/http://www.gps.caltech.edu/~mbrown/papers/ps/kbochap.p }}</ref> through the Kozai mechanism, or Kozai effect, which allows the exchange of an orbit's inclination for increased eccentricity.<ref name="BrownBarkume2007" /><ref name="Nesvorny2001">{{cite journal | last = Nesvorný | first = D | author2=Roig, F. | date = 2001 | title = Mean Motion Resonances in the Transneptunian Region Part II: The 1 : 2, 3 : 4, and Weaker Resonances | journal = Icarus | volume = 150 | issue = 1 | pages = 104–123 | bibcode = 2001Icar..150..104N | doi = 10.1006/icar.2000.6568 }}</ref><ref name="Kuchner2002"> {{cite journal | last = Kuchner | first = Marc J. | last3 = Holman | first3 = Matthew | date = 2002 | title = Long-Term Dynamics and the Orbital Inclinations of the Classical Kuiper Belt Objects | journal = The Astronomical Journal | volume = 124 | issue = 2 | pages = 1221–1230 | bibcode = 2002AJ....124.1221K | doi = 10.1086/341643 | arxiv = astro-ph/0206260 }}</ref> With a visual magnitude of 17.3,<ref name="AstDysHaumea" /> Haumea is the third-brightest object in the Kuiper belt after Pluto and Makemake, and easily observable with a large amateur telescope.<ref name="Rabinowitz2005" /> However, because the planets and most small Solar System bodies share a invariable plane, or common orbital alignment, from their formation in the protoplanetary, primordial disk, of the Solar System, most early surveys for distant objects focused on the projection on the sky of this common plane, called the ecliptic.<ref name="TrujilloBrown2003"> {{cite journal | author = C. A. Trujillo | author2 = M. E. Brown | last-author-amp = yes | title = The Caltech Wide Area Sky Survey | pages = 92–99 | issue = 1–4 | volume = 112 | date = June 2003 | doi = 10.1023/B:MOON.0000031929.19729.a1 | journal = Earth, Moon, and Planets | bibcode = 2003EM&P...92...99T }}</ref> As the region of sky close to the ecliptic became well explored, later sky surveys began looking for objects that had been dynamically excited into orbits with higher inclinations, as well as more distant objects, with slower mean motions across the sky.<ref name="Brown2004">{{ cite journal | author1 = Brown, M. E. | date = 2004 | title = Discovery of a candidate inner Oort cloud planetoid | journal = The Astrophysical Journal | volume = 617 | issue = 1 | pages = 645–649 | doi = 10.1086/422095 | bibcode = 2004ApJ...617..645B | arxiv = astro-ph/0404456 | author2 = Trujillo, C. | author3 = Rabinowitz, D. L. }}</ref><ref name="Schwamb2008">{{cite journal | author1 = Schwamb, M. E. | date = 2008 | title = Constraints on the distant population in the region of Sedna | volume = 40 | pages = 465 | journal = American Astronomical Society, DPS Meeting #40, #38.07 | bibcode = 2008DPS....40.3807S | author2 = Brown, M. E. | author3 = Rabinowitz, D. L. }}</ref> Haumea displays large fluctuations in brightness over a period of 3.9 hours, which can only be explained by a rotational period of this length.<ref name="AFP2009">{{cite web |publisher=News Limited |title=Astronomers get lock on diamond-shaped Haumea |work=European Planetary Science Congress in Potsdam |date=2009-09-16 |accessdate=2009-09-16 |author=Agence France-Presse |url=https://web.archive.org/web/20090923170519/http://www.news.com.au/story/0%2C27574%2C26081101-23109%2C00.html }}</ref> This is faster than any other known equilibrium body in the [[Solar System]], and indeed faster than any other known body larger than 100&nbsp;km in diameter.<ref name="Rabinowitz2005" /> While most rotating bodies in equilibrium are flattened into oblate spheroids, Haumea rotates so quickly that it is distorted into a triaxial ellipsoid. If Haumea were to rotate much more rapidly, it would distort itself into a dumbbell shape and split in two.<ref name="iau" /> This rapid rotation is thought to have been caused by the impact that created its satellites and collisional family.<ref name="BrownBarkume2007" /> Because Haumea has moons, the mass of the system can be calculated from their orbits using Kepler's third law. The result is {{nowrap|4.2{{e|21}} kg,}} 28% the mass of the Plutonian system and 6% that of the Moon. Nearly all of this mass is in Haumea.<ref name="RagozzineBrown2009"> {{cite journal | author1 = Ragozzine, D. | date = 2009 | title = Orbits and Masses of the Satellites of the Dwarf Planet Haumea = 2003 EL61 | journal = The Astronomical Journal | arxiv = 0903.4213 | bibcode = 2009AJ....137.4766R | doi = 10.1088/0004-6256/137/6/4766 | volume = 137 | issue = 6 | pages = 4766–4776 | author2 = Brown, M. E. }} </ref><ref name="Brown2005"> {{cite journal |author = Brown, M. E. |date = 2005 |title = Keck Observatory laser guide star adaptive optics discovery and characterization of a satellite to large Kuiper belt object 2003&nbsp;EL₆₁ |url = http://www.gps.caltech.edu/%7Embrown/papers/ps/EL61.pdf |journal = Astrophysical Journal Letters |volume = 632 |issue = 1 |pages = L45 |doi = 10.1086/497641 |bibcode = 2005ApJ...632L..45B |last2 = Bouchez |first2 = A. H. |last3 = Rabinowitz |first3 = D. |last4 = Sari |first4 = R. |last5 = Trujillo |first5 = C. A. |last6 = Van Dam |first6 = M. |last7 = Campbell |first7 = R. |last8 = Chin |first8 = J. |last9 = Hartman |first9 = S. |last10 = Johansson |first10 = E. |last11 = Lafon |first11 = R. |last12 = Le Mignant |first12 = D. |last13 = Stomski |first13 = P. |last14 = Summers |first14 = D. |last15 = Wizinowich |first15 = P. |url = https://web.archive.org/web/20100610233232/http://www.gps.caltech.edu/%7Embrown/papers/ps/EL61.pdf }}</ref> For most distant objects, the albedo is unknown, but Haumea is large and bright enough for its infrared, thermal emission to be measured, which has given an approximate value for its albedo and thus its size.<ref name="spitzer"> {{cite journal | author1 = Stansberry, J. | title = Physical Properties of Kuiper Belt and Centaur Objects: Constraints from Spitzer Space Telescope | journal = The Solar System Beyond Neptune | pages = 161 | publisher = University of Arizona Press | date = 2008 | arxiv = astro-ph/0702538 | bibcode = 2008ssbn.book..161S | author2 = Grundy, W. | author3 = Brown, M. | author4 = Cruikshank, D. | author5 = Spencer, J. | author6 = Trilling, D. | author7 = Margot, J-L. }}</ref> The rigid body dynamics, specifically, rotational physics of deformable bodies predicts that over as little as a hundred days,<ref name="Rabinowitz2005" /> a body rotating as rapidly as Haumea will have been distorted into the hydrostatic equilibrium form of a triaxial ellipsoid. It is thought that most of the fluctuation in Haumea's brightness is caused not by local differences in albedo but by the alternation of the side view and end view as seen from Earth.<ref name="Rabinowitz2005" /> If Haumea were in hydrostatic equilibrium and had a low density like Pluto, with a thick mantle of volatiles, such as ice, over a small silicate, rocky core, its rapid rotation would have elongated it to a greater extent than the fluctuations in its brightness allow. Such considerations constrained its density to a range of 2.6–3.3&nbsp;g/cm³.<ref name="Lockwood2014"> {{cite journal | author = Alexandra C. Lockwood | author2 = Michael E. Brown | author3 = John Stansberry | date = 2014 | title = The size and shape of the oblong dwarf planet Haumea | journal = Earth, Moon, and Planets | arxiv = 1402.4456v1 | doi = 10.1007/s11038-014-9430-1 | volume = 111 | issue = 3–4 | pages = 127–137 | bibcode = 2014EM&P..111..127L }}</ref><ref name="Rabinowitz2005" /> In 2005, the Gemini Observatory and Keck Observatory telescopes obtained spectra of Haumea which showed strong crystalline water ice features similar to the surface of Pluto's moon Charon.<ref name="Trujillo 2006"> {{cite journal | date = 2007 | title = The Surface of 2003&nbsp;EL₆₁ in the Near Infrared | journal = The Astrophysical Journal | volume = 655 | issue = 2 | pages = 1172–1178 | doi = 10.1086/509861 | arxiv = astro-ph/0601618 | bibcode = 2007ApJ...655.1172T | name-list-format = vanc | author1 = Chadwick A. Trujillo | author2 = Michael E. Brown | author3 = Kristina Barkume | author4 = Emily Shaller | author5 = David L. Rabinowitz }}</ref> This is peculiar, because crystalline ice forms at temperatures above 110&nbsp;K, whereas Haumea's surface temperature is below 50&nbsp;K, a temperature at which amorphous ice is formed.<ref name="Trujillo 2006" /> In addition, the structure of crystalline ice is unstable under the constant rain of cosmic rays and energetic particles from the Sun that strike trans-Neptunian objects.<ref name="Trujillo 2006" /> The timescale for the crystalline ice to revert to amorphous ice under this bombardment is on the order of ten million years,<ref name="Gemini-Charon ice machine">{{cite web |publisher = Gemini Observatory |date = 17 July 2007 |title = Charon: An ice machine in the ultimate deep freeze |url = http://www.spaceflightnow.com/news/n0707/17charon/ |accessdate = 2007-07-18 |archiveurl = https://web.archive.org/web/20110607020940/http://www.spaceflightnow.com/news/n0707/17charon/ |archivedate = 7 June 2011 |df = }}</ref> yet trans-Neptunian objects have been in their present cold-temperature locations for timescales of billions of years.<ref name="largest" /> Radiation damage should also redden and darken the surface of trans-Neptunian objects where the common surface materials of organic molecular ices and tholin-like compounds are present, as is the case with Pluto. Therefore, the spectra and colour suggest Haumea and its family members have undergone recent resurfacing that produced fresh ice. However, no plausible resurfacing mechanism has been suggested.<ref name="Rabinowitz2008">{{cite journal | author1 = Rabinowitz, D. L. | title = The Youthful Appearance of the 2003 EL₆₁ Collisional Family | date = 2008 | doi = 10.1088/0004-6256/136/4/1502 | journal = The Astronomical Journal | volume = 136 | issue = 4 | pages = 1502–1509 | arxiv = 0804.2864 | bibcode = 2008AJ....136.1502R | last2 = Schaefer | first2 = Bradley E. | last3 = Schaefer | first3 = Martha | last4 = Tourtellotte | first4 = Suzanne W.}}</ref> Haumea is as bright as snow, with an albedo in the range of 0.6–0.8, consistent with crystalline ice.<ref name="Rabinowitz2005">{{cite journal | author = Rabinowitz, D. L. | date = 2006 | title = Photometric Observations Constraining the Size, Shape, and Albedo of 2003&nbsp;EL₆₁, a Rapidly Rotating, Pluto-Sized Object in the Kuiper Belt | journal = Astrophysical Journal | volume = 639 | issue = 2 | pages = 1238–1251 | doi = 10.1086/499575 | bibcode = 2006ApJ...639.1238R | arxiv = astro-ph/0509401 | last2 = Barkume | first2 = Kristina | last3 = Brown | first3 = Michael E. | last4 = Roe | first4 = Henry | last5 = Schwartz | first5 = Michael | last6 = Tourtellotte | first6 = Suzanne | last7 = Trujillo | first7 = Chad}}</ref> Other large TNOs such as Eris appear to have albedos as high or higher.<ref name="Brown2006xsize">{{cite journal |author1 = Brown, M. E. |date = 2006 |title = Direct measurement of the size of 2003 UB313 from the Hubble Space Telescope |journal = The Astrophysical Journal Letters |volume = 643 |issue = 2 |pages = L61–L63 |doi = 10.1086/504843 |bibcode = 2006ApJ...643L..61B |arxiv = astro-ph/0604245 |last2 = Schaller |first2 = E. L. |last3 = Roe |first3 = H. G. |last4 = Rabinowitz |first4 = D. L. |last5 = Trujillo |first5 = C. A. |url = https://web.archive.org/web/20080910103928/http://www.gps.caltech.edu/~mbrown/papers/ps/xsize.pdf }}</ref> Best-fit modeling of the surface spectra suggested that 66% to 80% of the Haumean surface appears to be pure crystalline water ice, with one contributor to the high albedo possibly hydrogen cyanide or phyllosilicate clays.<ref name="Trujillo 2006" /> Inorganic cyanide salts such as copper potassium cyanide may also be present.<ref name="Trujillo 2006" /> Visible and near infrared spectra suggest a homogeneous surface covered by an intimate 1:1 mixture of amorphous and crystalline ice, together with no more than 8% organics. The absence of ammonia hydrate excludes cryovolcanism and the observations confirm that the collisional event must have happened more than 100 million years ago, in agreement with the dynamic studies.<ref name="Pinilla-Alonso2009"> {{cite journal | author1 = Pinilla-Alonso, N. | date = 2009 | title = Study of the Surface of 2003 EL61, the largest carbon-depleted object in the trans-neptunian belt | journal = Astronomy and Astrophysics | volume = 496 | issue = 2 | pages =547–556 | arxiv = 0803.1080 | doi = 10.1051/0004-6361/200809733 | bibcode = 2009A&A...496..547P | last2 = Brunetto | first2 = R. | last3 = Licandro | first3 = J. | last4 = Gil-Hutton | first4 = R. | last5 = Roush | first5 = T. L. | last6 = Strazzulla | first6 = G. }}</ref> The absence of measurable methane in the spectra of Haumea is consistent with a warm collisional history that would have removed such volatiles,<ref name="Trujillo 2006" /> in contrast to Makemake.<ref name="Tegler07">{{cite journal | author1 = Tegler, S. C. | date = 2007 | title = Optical Spectroscopy of the Large Kuiper Belt Objects 136472 (2005 FY₉) and 136108 (2003 EL₆₁) | doi = 10.1086/510134 | journal = The Astronomical Journal | volume = 133 | issue = 2 | pages = 526–530 | arxiv = astro-ph/0611135 |bibcode = 2007AJ....133..526T | last2 = Grundy | first2 = W. M. | last3 = Romanishin | first3 = W. | last4 = Consolmagno | first4 = G. J. | last5 = Mogren | first5 = K. | last6 = Vilas | first6 = F. }}</ref> {{clear}} ==Classical Kuiper belt objects== [[Image:Cubewanos.png|thumb|right|250px|The orbits of various cubewanos are compared to the orbit of Neptune (blue) and Pluto (pink). Credit: [[c:user:kheider|kheider]].{{tlx|free media}}]] A classical Kuiper belt object, also called a cubewano, a term still used by the Minor Planet Center for their list of [http://www.minorplanetcenter.org/mpec/K10/K10S44.html Distant Minor Planets] is a low-eccentricity Kuiper belt object (KBO) that orbits beyond [[Neptune]] and is not controlled by an orbital resonance with Neptune. Cubewanos have orbits with semi-major axes in the 40–50&nbsp;AU range and, unlike Pluto, do not cross Neptune's orbit. That is, they have low-eccentricity and sometimes low-inclination orbits like the classical planets. The name "cubewano" derives from the first trans-Neptunian object (TNO) found after Pluto and Charon, 15760 Albion, which until January 2018 had only had the provisional designation (15760) 1992 QB₁.<ref name=Jewitt>{{cite web |url=http://www2.ess.ucla.edu/~jewitt/kb/def_classical.html |title=Classical Kuiper Belt Objects |author= David Jewitt |publisher=David Jewitt/UCLA |accessdate=July 1, 2013 }}</ref> Similar objects found later were often called "QB1-o's", or "cubewanos", after this object, though the term "classical" is much more frequently used in the scientific literature. Objects identified as cubewanos include: * 15760 Albion<ref name=K10B62 /> (aka 1992 QB1 and gave rise to term 'Cubewano') * Makemake, the largest known cubewano and a dwarf planet<ref name=K10B62 /> * 50000 Quaoar and 20000 Varuna, each considered the largest TNO at the time of discovery<ref name=K10B62 /> * 19521 Chaos, 58534 Logos, 53311 Deucalion, 66652 Borasisi, 88611 Teharonhiawako * (33001) 1997 CU₂₉, (55636) 2002 TX₃₀₀, (55565) 2002 AW₁₉₇, (55637) 2002 UX₂₅ * (486958) 2014 MU₆₉ (nicknamed Ultima Thule) There is evidence that the Kuiper belt has an 'edge', in that an apparent lack of low-inclination objects beyond 47–49&nbsp;AU was suspected as early as 1998 and shown with more data in 2001.<ref name="Trujillo 2001">{{cite journal |last1 = Trujillo |first1 = Chadwick A. |last2 = Brown |first2 = Michael E. |year = 2001 |title = The Radial Distribution of the Kuiper Belt |url = http://www.gps.caltech.edu/~chad/publications/2001-trujillo-brown.pdf |journal = The Astrophysical Journal |volume = 554 |issue = 1 |pages = L95–L98 |bibcode = 2001ApJ...554L..95T |doi = 10.1086/320917 |archiveurl = https://web.archive.org/web/20060919003142/http://www.gps.caltech.edu/~chad/publications/2001-trujillo-brown.pdf |archivedate = 2006-09-19 |df = }}</ref> Consequently, the traditional usage of the terms is based on the orbit's semi-major axis, and includes objects situated between the 2:3 and 1:2 resonances, that is between 39.4 and 47.8 AU (with exclusion of these resonances and the minor ones in-between).<ref name="JewittDelsanti2006">{{cite book |last=Jewitt |first=D. |last2=Delsanti |first2=A. |year=2006 |chapter=The Solar System Beyond The Planets |title=Solar System Update : Topical and Timely Reviews in Solar System Sciences |publisher=Springer-Praxis |url=https://web.archive.org/web/20070129151907/http://www.ifa.hawaii.edu/faculty/jewitt/papers/2006/DJ06.pdf |isbn=978-3-540-26056-1 }}</ref> The boundary between the classical objects and the scattered disk remains blurred. As of 2010, there are 377 objects with perihelion (q) > 40 AU and aphelion (Q) < 47 AU.<ref name="JPL-SSD">{{cite web |title=JPL Small-Body Database Search Engine |publisher=JPL Solar System Dynamics |url=http://ssd.jpl.nasa.gov/sbdb_query.cgi |accessdate=2010-07-26 }}</ref> Haumea was provisionally listed as a cubewano by the Minor Planet Center in 2006,<ref name=K06X45>{{cite web |date=2006-12-12 |title=MPEC 2006-X45 : Distant Minor Planets |publisher=IAU Minor Planet Center & Tamkin Foundation Computer Network |url=http://cfa-www.harvard.edu/iau/mpec/K06/K06X45.html |accessdate=2008-10-03 }}</ref> but turned out to be resonant.<ref name=K10B62>{{cite web |date=2010-01-30 |title=MPEC 2010-B62 : Distant Minor Planets (2010 FEB. 13.0 TT) |author=Brian G. Marsden |work=IAU Minor Planet Center |publisher=Harvard-Smithsonian Center for Astrophysics |url=http://www.minorplanetcenter.org/mpec/K10/K10B62.html |archive-url=https://archive.is/20120904012403/http://www.minorplanetcenter.org/mpec/K10/K10B62.html |archive-date=2012-09-04 |accessdate=2010-07-26 }}</ref> {{clear}} ==Ultima Thule== [[Image:Ultimathule 124.png|right|thumb|300px|Ultima Thule is a contact binary object, composed of two individual objects fused together. Credit: Alan Stern, New Horizons, NASA.{{tlx|fairuse}}]] [[Image:First color image of Ultima Thule (composite crop).png|thumb|left|Polar view is of 2014 MU69. Credit: Johns Hopkins University Applied Physics Laboratory.{{tlx|free media}}]] Greyscale view of 2014 MU69 on the right was taken by the Ralph, or Multispectral Visible Imaging Camera (MVIC) aboard ''New Horizons'' on 1 January 2019, from a distance of {{Convert|6,700|km|mi}}.<ref name="MVIC">{{Cite web|author=Johns Hopkins University Applied Physics Laboratory |title=New Horizons' Newest and Best-Yet View of Ultima Thule |accessdate=24 January 2019 |url=https://web.archive.org/web/20190124234904/http://pluto.jhuapl.edu/News-Center/News-Article.php?page=20190124 |date=24 January 2019 }}</ref> "Obtained with the wide-angle Multicolor Visible Imaging Camera (MVIC) component of New Horizons' Ralph instrument, this image was taken when the KBO was 4,200 miles (6,700 kilometers) from the spacecraft, at 05:26 UT (12:26 a.m. EST) on Jan. 1."<ref name="MVIC"/> The contact binary object is made up of two lobes named "Ultima" (right) and "Thule" (left).<ref name="MVIC"/> Its axis of rotation is located near the bright "neck" of the object and spins clockwise from this viewpoint.<ref name="rotationapl">{{Cite web |author=Johns Hopkins University Applied Physics Laboratory |title=New Movie Shows Ultima Thule from an Approaching New Horizons |accessdate=16 January 2019 |url=https://web.archive.org/web/20190116174119/http://pluto.jhuapl.edu/News-Center/News-Article.php?page=20190115 |date=15 January 2019 }}</ref> "This movie shows the propeller-like rotation of Ultima Thule in the seven hours between 20:00 UT (3 p.m. ET) on Dec. 31, 2018, and 05:01 UT (12:01 a.m.) on Jan. 1, 2019."<ref name="rotationapl"/> The image on the left is a composite of two photographs taken respectively by the Long Range Reconnaissance Imager (LORRI) and the Ralph (MVIC) instruments aboard ''New Horizons'' on 1 January 2019. The spacecraft was {{Convert|137,000|km|mi}} away from 2014 MU69 when this image was taken.<ref name="first-colour-image">{{Cite web |author=Johns Hopkins University Applied Physics Laboratory |title=First color image of Ultima Thule |accessdate=2 January 2019 |url=https://web.archive.org/web/20190102213823/http://pluto.jhuapl.edu/Galleries/Featured-Images/image.php?page=1&gallery_id=2&image_id=578 |date=1 January 2019 }}</ref> This image was "taken at a distance of 85,000 miles (137,000 kilometers) at 4:08 Universal Time on January 1, 2019, [...] is an enhanced color image taken by the Multispectral Visible Imaging Camera (MVIC)) [...]."<ref name="first-colour-image"/> {{clear}} ==Kilometre-sized Kuiper belt objects== [[Image:Light curves of the occultation event candidate.png|right|thumb|300px|Enlargement (b) of the light curves (a) with error bars representing the detector readout noise and target shot noise overlaid with the best-fit theoretical light curve (black line). Credit: Ko Arimatsu, K. Tsumura, F. Usui, Y. Shinnaka, K. Ichikawa, T. Ootsubo, T. Kotani, T. Wada, K. Nagase and J. Watanabe.{{tlx|fairuse}}]] "Kuiper belt objects (KBOs) [have a] size distribution of kilometre-sized (radius = 1–10 km). [...] These kilometre-sized KBOs are extremely faint, and it is impossible to detect them directly. Instead, the monitoring of stellar occultation events is one possible way to discover these small KBOs6,7,8,9. [This is] the first detection of a single occultation event candidate by a KBO with a radius of ~1.3 km, which was simultaneously provided by two low-cost small telescopes coupled with commercial complementary metal–oxide–semiconductor cameras. [The] surface number density of KBOs with radii exceeding ~1.2 km is ~6 × 10⁵ deg⁻². This surface number density favours a theoretical size distribution model with an excess signature at a radius of 1–2 km (ref. 5). If this is a true KBO detection, this implies that planetesimals before their runaway growth phase grew into kilometre-sized objects in the primordial outer Solar System and remain as a major population in the present-day Kuiper belt."<ref name=Arimatsu>{{ cite journal |author=Ko Arimatsu, K. Tsumura, F. Usui, Y. Shinnaka, K. Ichikawa, T. Ootsubo, T. Kotani, T. Wada, K. Nagase and J. Watanabe |title=A kilometre-sized Kuiper belt object discovered by stellar occultation using amateur telescopes |journal=Nature Astronomy |date=28 January 2019 |volume= |issue= |pages= |url=https://www.nature.com/articles/s41550-018-0685-8 |arxiv= |bibcode= |doi=10.1038/s41550-018-0685-8 |pmid= |accessdate=30 January 2019 }}</ref> Regarding the two graphs in the right image: "Light curves of the occultation event candidate obtained with the two OASES observation systems. a, Light curves of an occulted star as a function of the time offset t from the central time of the occultation event candidate obtained with OASES-01 (blue line) and OASES-02 (red line), respectively, normalized to average fluxes. The equatorial coordinates of the occulted star are right ascension = 18 h 29 m 02.7 s and declination = −23° 02′ 34.6′′, while the ecliptic coordinates are λ = 276.7° and β = +0.2°. The Gaia G band magnitude³¹ of the star is 12.1. The central time of the occultation candidate is estimated to be 12 h 56 m 05.283 s ut on 28 June 2016. The signal-to-noise ratios derived from the light curves of OASES-01 and OASES-02 are 4.9 and 5.4, respectively. [...] b, Enlargement of the light curves with error bars representing the detector readout noise and target shot noise overlaid with the best-fit theoretical light curve (black line). The main noise source is the detector readout noise, and typical error bar sizes are ~0.21 and ~0.17 for OASES-01 and OASES-02, respectively. [These] error sizes are comparable to actual standard deviations of the light curves (0.20 and 0.18 for OASES-01 and OASES-02, respectively). Open blue and red circles correspond to the theoretical light curve integrated over each bin (15.4 Hz interval). Note that the timings of the OASES-01 and OASES-02 exposures are not synchronized. Assuming that the spherical occulting object lies on a circular KBO orbit with an inclination of 0.2°, the best-fit KBO radius, impact parameter and distance yield 1.3-0.10.8 km, 0.6-0.31.4 km and 33-3+17 au, respectively. The best-fit χ2 value from the fit is 7.0, with 12 d.f."<ref name=Arimatsu/> {{clear}} ==Large Kuiper belt objects== [[Image:TheKuiperBelt 55AU Classical.svg|center|thumb|400px|The size of the circle illustrates the object’s size relative to others. Credit: [[c:User:Eurocommuter~commonswiki|Eurocommuter~commonswiki]].{{tlx|free media}}]] {{legend|#0000ff|'''classical KBOs'''}} {{legend|#ff0000|'''Plutinos, Neptune trojans and other resonant trans-Neptunian objects'''}} The position of an object represents * its orbit's semi-major axis '''a''' in AU and the orbital period in years (horizontal axis) * its orbit's inclination '''i''' in degrees (vertical axis). The size of the circle illustrates the object’s size relative to others. For a few large objects, the diameter drawn represents the best current estimates. For all others, the circles represent the absolute magnitude of the object. The eccentricity of the orbit is shown indirectly by a segment extending from the left (perihelion) to the aphelion to the right. In other words, the segment illustrates the variations of the object's distance from the Sun. Objects with nearly circular orbits will show short segments while highly elliptical orbits will be represented by long segments.<br /><br />Main resonances with Neptune are marked with vertical bars; 1:1 marks the position of Neptune’s orbit (and its Trojan asteroids), 2:3 marks the orbit of Pluto and plutinos etc. The absolute magnitude values (''H'') marked at the bottom of the plot are defined as the optical visual magnitude that an object would have if it were located at a distance of 1 astronomical unit from the Sun and viewed from a distance of 1 astronomical unit at a phase of 0 degrees. It should not be confused with the definition of absolute magnitudes used for stars or the infrared photometry H-band. {{clear}} ==Scattered disks== {{main|Radiation astronomy/Scattered disks}} [[Image:TheKuiperBelt 100AU SDO.svg|thumb|center|400px|The diagram shows scattered disc objects out to 100 AU. Credit: [[c:User:Eurocommuter|Eurocommuter]].{{tlx|free media}}]] Scattered Disk Objects (up to 100 AU): Kuiper Belt objects are shown in grey, resonant objects within the Scattered Disk are shown in green. The position of an object represents * its orbit’s semi-major axis '''a''' in AU and the orbital period in years (horizontal axis) * its orbit’s inclination '''i''' in degrees (vertical axis). The size of the circle illustrates the object’s size relative to others. For a few large objects, the diameter drawn represents the best current estimates. For all others, the circles represent the absolute magnitude of the object. The eccentricity of the orbit is shown indirectly by a segment extending from the left (perihelion) to the aphelion to the right. In other words, the segment illustrates the variations of the object's distance from the Sun. Objects with nearly circular orbits will show short segments while highly elliptical orbits will be represented by long segments. Main resonances with [[Neptune]] are marked with vertical bars; 1:1 marks the position of Neptune’s orbit (and its Trojan asteroids), 2:3 marks the orbit of Pluto (and plutinos) etc. {{clear}} ==Oort clouds== {{main|Radiation astronomy/Oort clouds}} [[Image:Kuiper oort-en.svg|right|thumb|300px|An artist's rendering is of the Oort cloud and the Kuiper belt (inset). Credit: NASA.{{tlx|free media}}]] The '''Oort cloud''' or the '''Öpik–Oort cloud'''<ref name = "Whipple">{{ cite journal | author = Fred Lawrence Whipple, G. Turner, J. A. M. McDonnell, M. K. Wallis | title = A Review of Cometary Sciences | url = http://rsta.royalsocietypublishing.org/content/323/1572/339.short | journal = Philosophical Transactions of the Royal Society A | volume = 323 | issue = 1572 | pages = 339–347 [341] | publisher = Royal Society Publishing | date = 1987-09-30 | bibcode = 1987RSPTA.323..339W | doi = 10.1098/rsta.1987.0090 }}</ref> is a hypothesized spherical cloud of comets which may lie roughly 50,000 [[w:astronomical unit|AU]], or nearly a [[w:light-year|light-year]], from the [[Stars/Sun|Sun]].<ref name="Morbidelli2006">{{ cite book |author=Alessandro Morbidelli |year=2006 |title=Origin and dynamical evolution of comets and their reservoirs of water ammonia and methane. |url=https://arxiv.org/abs/astro-ph/0512256 |arxiv=astro-ph/0512256 }}</ref> This places the cloud at nearly a quarter of the distance to [[w:Proxima Centauri|Proxima Centauri]], the nearest [[w:star|star]] to the Sun. The outer limit of the Oort cloud defines the [[w:Cosmography|cosmographical]] boundary of the [[Solar System]] and the region of the Sun's gravitational dominance.<ref name="NASA_SSE_oort">{{ cite book |title=Kuiper Belt & Oort Cloud |url=http://solarsystem.nasa.gov/planets/profile.cfm?Object=KBOs&Display=OverviewLong |publisher=NASA |accessdate=2011-08-08 }}</ref> {{clear}} ==Neptune trojans== [[Image:NTrojans Plutinos 55AU.svg|thumb|right|265px|Neptune's L4 trojans with plutinos for reference. Credit: [[c:user:Eurocommuter|Eurocommuter]].{{tlx|free media}} {| style="width: 90%; margin-left: 8px;" |- | valign=top | {{legend2|#6ad768|border=1px solid #2B9929|Neptune trojans&nbsp;{{small|(selection)}}}}<br> &nbsp;{{·}} {{small|2001 QR₃₂₂}}<br> &nbsp;{{·}} {{small|2005 TN₅₃}}<br> &nbsp;{{·}} {{small|2007 VL₃₀5}} | valign=top | {{legend2|red|border=1px solid #B80000|Plutinos}}<br> &nbsp;{{·}} {{small|Pluto}}<br> &nbsp;{{·}} {{small|Orcus}}<br> &nbsp;{{·}} {{small|Ixion}} |} ]] Neptune trojans are bodies that orbit the Sun near one of the stable Lagrangian points of Neptune, have approximately the same orbital period as Neptune and follow roughly the same orbital path. 22 Neptune trojans are currently known, of which 19 orbit near the Sun–Neptune L4 Lagrangian point 60° ahead of Neptune<ref name=mpctrojans/> and three orbit near Neptune's L5 region 60° behind Neptune.<ref name=mpctrojans/> The discovery of 2005 TN₅₃ in a high-inclination (>25°) orbit was significant, because it suggested a "thick" cloud of trojans<ref name=sheppard2006>{{cite journal |last = Sheppard |first = Scott S. |author2 = Trujillo, Chadwick A. |title = A Thick Cloud of Neptune Trojans and Their Colors |doi = 10.1126/science.1127173 |journal = Science |volume = 313 |issue = 5786 |pages = 511–514 |date = June 2006 |url = http://www.dtm.ciw.edu/users/sheppard/pub/Sheppard06NepTroj.pdf |accessdate = 2008-02-26 |pmid = 16778021 |bibcode = 2006Sci...313..511S |archiveurl = https://web.archive.org/web/20100716005454/http://www.dtm.ciw.edu/users/sheppard/pub/Sheppard06NepTroj.pdf |archivedate = 2010-07-16 |df = }}</ref> (Jupiter trojans have inclinations up to 40°<ref name=Jewitt2000>{{cite journal | last=Jewitt | first=David C. |author2=Trujillo, Chadwick A. |author3=Luu, Jane X. | title=Population and size distribution of small Jovian Trojan asteroids|date=2000|journal=The Astronomical Journal | volume=120 | issue=2 | pages=1140–7 | doi=10.1086/301453 | bibcode=2000AJ....120.1140J|arxiv = astro-ph/0004117 }}</ref>), which is indicative of freeze-in capture instead of ''in situ'' or collisional formation.<ref name=sheppard2006/> It is suspected that large (radius ≈ 100&nbsp;km) Neptune trojans could outnumber Jupiter trojans by an order of magnitude.<ref name=Chiang2005> E. I. Chiang and Y. Lithwick ''Neptune Trojans as a Testbed for Planet Formation'', The Astrophysical Journal, '''628''', pp. 520–532 [http://www.arxiv.org/abs/astro-ph/0502276 Preprint]</ref><ref name=Sheppard>{{cite web |date = 30 January 2007 |title = Neptune May Have Thousands of Escorts |author = David Powell |publisher = Space.com |url = http://www.space.com/scienceastronomy/070130_st_neptune_trojans.html |accessdate = 2007-03-08 |archiveurl = https://web.archive.org/web/20080815161200/http://www.space.com/scienceastronomy/070130_st_neptune_trojans.html |archivedate = 15 August 2008 |df = }}</ref> In 2010, the discovery of the first known L5 Neptune trojan, 2008 LC₃₂₂18}}, was announced.<ref name=LC18>{{cite web |date = 2010-08-12 |title = Trojan Asteroid Found in Neptune's Trailing Gravitational Stability Zone |publisher = Carnegie Institution of Washington |author = Scott S. Sheppard |url = http://www.dtm.ciw.edu/users/sheppard/L5trojan/ |accessdate = 2007-12-28 |archiveurl = https://web.archive.org/web/20100815095616/http://www.dtm.ciw.edu/users/sheppard/L5trojan/ |archivedate = 2010-08-15 |df = }}</ref> Neptune's trailing L5 region is currently very difficult to observe because it is along the line-of-sight to the center of the Milky Way, an area of the sky crowded with stars. It would have been possible for the ''New Horizons'' spacecraft to investigate 2011 HM₁₀₂, the only L5 Neptune trojan discovered by 2014 detectable by ''New Horizons'', when it passed through this region of space en route to Pluto.<ref name=Sheppard/> However, ''New Horizons'' may not have had sufficient downlink bandwidth, so it was decided to give precedence to the preparations for the Pluto flyby.<ref name="Stern, Alan">{{cite web |author=Stern, Alan |date=May 1, 2006 |title=Where Is the Centaur Rocket? |work=The PI's Perspective |url=http://pluto.jhuapl.edu/overview/piPerspectives/piPerspective_5_1_2006_2.php |publisher=Johns Hopkins APL |accessdate=June 11, 2006 |archiveurl=https://www.webcitation.org/5x3s46mhN?url=http://pluto.jhuapl.edu/overview/piPerspectives/piPerspective_5_1_2006_2.php |archivedate=March 9, 2011 |df= }}</ref><ref name="Parker">{{cite news |last=Parker |first=Alex |url=http://www.planetary.org/blogs/guest-blogs/2013/0430-2011hm102-new-neptune-companion.html |title=2011 HM102: A new companion for Neptune |work=The Planetary Society |date=April 30, 2013 |accessdate=October 7, 2014 |archiveurl=https://web.archive.org/web/20141009183627/http://www.planetary.org/blogs/guest-blogs/2013/0430-2011hm102-new-neptune-companion.html |archivedate=October 9, 2014 |df= }}</ref> In 2001, the first Neptune trojan was discovered, 2001 QR₃₂₂, near Neptune's L4 region, and with it the fifth (After the asteroid belt, the Jupiter trojans, the trans-Neptunian objects and the Mars trojans.) known populated stable reservoir of small bodies in the Solar System. In 2005, the discovery of the high-inclination trojan 2005 TN₅₃ has indicated that the Neptune trojans populate thick clouds, which has constrained their possible origins. On August 12, 2010, the first L5 trojan, 2008 LC₁₈, was announced.<ref name=LC18/> It was discovered by a dedicated survey that scanned regions where the light from the stars near the Galactic Center is obscured by dust clouds.<ref name=2008LC18/> This suggests that large {{L5 trojans are as common as large L4 trojans, to within uncertainty,<ref name=2008LC18/> further constraining models about their origins. It would have been possible for the ''New Horizons'' spacecraft to investigate L5 Neptune trojans discovered by 2014, when it passed through this region of space en route to Pluto.<ref name=Sheppard/> Some of the patches where the light from the Galactic Center is obscured by dust clouds are along ''New Horizons'''s flight path, allowing detection of objects that the spacecraft could image.<ref name=2008LC18/> 2011 HM₁₀₂, the highest-inclination Neptune trojan known, was just bright enough for ''New Horizons'' to observe it in end-2013 at a distance of 1.2 AU.<ref name=2011HM102-IH/> However, ''New Horizons'' may not have had sufficient downlink bandwidth, so it was eventually decided to give precedence to the preparations for the Pluto flyby.<ref name="Stern, Alan"/><ref name="Parker"/> [[Image:Neptunian Trojans.gif|right|thumb|330px|An animation showing the path of six of Neptune's L4 trojans in a rotating frame with a period equal to Neptune's orbital period. Neptune is held stationary. (Click to view.) Credit: frankuitaalst from the Gravity Simulator.{{tlx|free media}}]] The orbits of Neptune trojans are highly stable; Neptune may have retained up to 50% of the original post-migration trojan population over the age of the Solar System.<ref name=sheppard2006/> Neptune's L5 can host stable trojans equally well as its L4.<ref name=2008LC18potunstable/> Neptune trojans can librate up to 30° from their associated Lagrangian points with a 10,000-year period.<ref name=2008LC18/> Neptune trojans that escape enter orbits similar to centaurs.<ref name=2008LC18potunstable/> Although Neptune cannot currently capture stable trojans,<ref name=sheppard2006/> roughly 2.8% of the centaurs within 34 AU are predicted to be Neptune co-orbitals. Of these, 54% would be in horseshoe orbits, 10% would be quasi-satellites, and 36% would be trojans (evenly split between the L4 and L5 groups).<ref name="AlexandersenGladman2013">{{Cite journal | last1 = Alexandersen | first1 = M. | last2 = Gladman | first2 = B. | last3 = Greenstreet | first3 = S. | last4 = Kavelaars | first4 = J. J. | last5 = Petit | first5 = J. -M. | last6 = Gwyn | first6 = S. | doi = 10.1126/science.1238072 | title = A Uranian Trojan and the Frequency of Temporary Giant-Planet Co-Orbitals | journal = Science | volume = 341 | issue = 6149 | pages = 994–997 | year = 2013 | pmid = 23990557 | pmc = | arxiv = 1303.5774 |bibcode = 2013Sci...341..994A }}</ref> The unexpected high-inclination trojans are the key to understanding the origin and evolution of the population as a whole.<ref name=2008LC18potunstable>Horner, J., Lykawka, P. S., Bannister, M. T., & Francis, P. [https://arxiv.org/ftp/arxiv/papers/1202/1202.3279.pdf 2008 LC18: a potentially unstable Neptune Trojan] Accepted to appear in Monthly Notices of the Royal Astronomical Society</ref> The existence of high-inclination Neptune trojans points to a capture during planetary migration instead of in situ or collisional formation.<ref name=sheppard2006/><ref name=2008LC18/> The estimated equal number of large L5 and L4 trojans indicates that there was no gas drag during capture and points to a common capture mechanism for both L4 and L5 trojans.<ref name=2008LC18/> The capture of Neptune trojans during a migration of the planets occurs via process similar to the chaotic capture of Jupiter trojans in the Nice model. When Uranus and Neptune are near but not in a mean-motion resonance the locations where Uranus passes Neptune can circulate with a period that is in resonance with the libration periods of Neptune trojans. This results in repeated perturbations that increase the libration of existing trojans causing their orbits to become unstable.<ref name="Kortenkamp_etal_2004">{{cite journal |last1=Kortenkamp |first1=Stephen J. |last2=Malhotra |first2=Renu |last3=Michtchenko |first3=Tatiana |title=Survival of Trojan-type companions of Neptune during primordial planet migration |journal=Icarus |date=2004 |volume=167 |issue=2 |pages=347–359 |doi=10.1016/j.icarus.2003.09.021 |arxiv=astro-ph/0305572 |bibcode = 2004Icar..167..347K }}</ref> This process is reversible allowing new trojans to be captured when the planetary migration continues.<ref name="Nesvorny_Vokroulicky_2009">{{cite journal |last1=Nesvorný |first1=David |last2=Vokrouhlický |first2=David |title=Chaotic Capture of Neptune Trojans |journal=The Astronomical Journal |date=2009 |volume=137 |issue=6 |pages=5003–5011 |doi=10.1088/0004-6256/137/6/5003 |bibcode = 2009AJ....137.5003N |citeseerx=10.1.1.693.4387 }}</ref> For high-inclination trojans to be captured the migration must have been slow,<ref name="Gomes_Nesvorny_2016">{{cite journal |last1=Gomes |first1=R. |last2=Nesvorny |first2=D. |title=Neptune trojan formation during planetary instability and migration |journal=Astronomy & Astrophysics |date=2016 |volume=592 |page=A146 |doi=10.1051/0004-6361/201527757 |bibcode=2016A&A...592A.146G |df= }}</ref> or their inclinations must have been acquired previously.<ref name="Parker_2015">{{cite journal |last1=Parker |first1=Alex |title=The intrinsic Neptune Trojan orbit distribution: Implications for the primordial disk and planet migration |journal=Icarus |date=2015 |volume=247 |pages=112–125 |doi=10.1016/j.icarus.2014.09.043 |arxiv=1409.6735 |bibcode = 2015Icar..247..112P }}</ref> The first four discovered Neptune trojans have similar colors.<ref name=sheppard2006/> They are modestly red, slightly redder than the gray Kuiper belt objects, but not as extremely red as the high-perihelion cold classical Kuiper belt objects.<ref name=sheppard2006/> This is similar to the colors of the blue lobe of the centaur color distribution, the Jupiter trojans, the irregular satellites of the gas giants, and possibly the comets, which is consistent with a similar origin of these populations of small Solar System bodies.<ref name=sheppard2006/> The Neptune trojans are too faint to efficiently observe spectroscopically with current technology, which means that a large variety of surface compositions are compatible with the observed colors.<ref name=sheppard2006/> In 2015, the International Astronomical Union (IAU) adopted a new naming scheme for Neptune trojans, which are to be named after Amazons, with no differentiation between objects in L4 and L5.<ref name="Amazons">{{cite web |url=https://www.iau.org/static/science/scientific_bodies/working_groups/97/wg-sbn-triennial-report-2015-2018.pdf |title=DIVISION F / Working Group for Small Body Nomenclature Working Group for Small Body Nomenclature. THE TRIENNIAL REPORT (2015 Sept 1 - 2018 Feb 15) |date=10 April 2018 |access-date=25 August 2018 |publisher=IAU |author1=Ticha, J. |display-authors=etal }}</ref> The Amazons were an all-female warrior tribe that fought in the Trojan War on the side of the Trojans against the Greeks. As of 2019, the named Neptune trojans are 385571 Otrera (after Otrera, the first Amazonian queen in Greek mythology) and Clete (an Amazon and the attendant to the Amazons queen Penthesilea, who led the Amazons in the Trojan war).<ref name="MPC-Otrera">{{cite web |title=385571 Otrera (2004 UP10) |work=Minor Planet Center |url=http://www.minorplanetcenter.net/db_search/show_object?object_id=385571 |date=30 November 2015 |accessdate = 4 August 2017 }}</ref><ref name="MPC-Clete">{{cite web |title=385695 Clete (2005 TO74) |work=Minor Planet Center |url=http://www.minorplanetcenter.net/db_search/show_object?object_id=385695 |date=18 May 2019 |accessdate = 10 June 2019 }}</ref> The amount of high-inclination objects in such a small sample, in which relatively fewer high-inclination Neptune trojans are known due to observational biases,<ref name=sheppard2006/> implies that high-inclination trojans may significantly outnumber low-inclination trojans.<ref name=2008LC18potunstable/> The ratio of high- to low-inclination Neptune trojans is estimated to be about 4:1.<ref name=sheppard2006/> Assuming albedos of 0.05, there are an expected {{val|400|+250|-200}} Neptune trojans with radii above 40&nbsp;km in Neptune's L4.<ref name=sheppard2006/> This would indicate that large Neptune trojans are 5 to 20 times more abundant than Jupiter trojans, depending on their albedos.<ref name=sheppard2006/> There may be relatively fewer smaller Neptune trojans, which could be because these fragment more readily.<ref name=sheppard2006/> Large L5 trojans are estimated to be as common as large L4 trojans.<ref name=2008LC18/> 2001 QR₃₂₂ and 2008 LC₁₈ display significant dynamical instability.<ref name=2008LC18potunstable/> This means they could have been captured after planetary migration, but may as well be a long-term member that happens not to be perfectly dynamically stable.<ref name=2008LC18potunstable/> As of October 2018, 22 Neptune trojans are known, of which 19 orbit near the Sun–[[Neptune]] L4 Lagrangian point 60° ahead of Neptune,<ref name=mpctrojans/> three orbit near Neptune's L5 region 60° behind Neptune, and one orbits on the opposite side of Neptune (L3) but frequently changes location relative to Neptune to L4 and L5.<ref name=mpctrojans/> These are listed in the following table. It is constructed from the list of Neptune trojans maintained by the International Astronomical Union (IAU) Minor Planet Center<ref name=mpctrojans>{{cite web |title = List Of Neptune Trojans |publisher = Minor Planet Center |url = http://www.minorplanetcenter.org/iau/lists/NeptuneTrojans.html |accessdate = 2012-08-09 |archiveurl = https://archive.is/20120525133119/http://www.minorplanetcenter.org/iau/lists/NeptuneTrojans.html |archivedate = 2012-05-25 |df = }}</ref> and with diameters from Sheppard and Trujillo's paper on 2008 LC₁₈,<ref name=2008LC18>{{cite journal |last = Sheppard |first = Scott S. |author2 = Trujillo, Chadwick A. |title = Detection of a Trailing (L5) Neptune Trojan |journal = Science |volume = 329 |issue = 5997 |pages = 1304 |publisher = American Association for the Advancement of Science (AAAS) |location = |date = 2010-08-12 |issn = |doi = 10.1126/science.1189666 |id = |pmid = 20705814 |bibcode = 2010Sci...329.1304S |df = }}</ref> unless otherwise noted. {| class="wikitable sortable plainrowheaders" style="text-align: center; margin-right: 0;" |- ! scope="col" | Astronomical naming conventions (Name) ! scope="col" | Provisional designation in astronomy (Prov.)<br />designation ! scope="col" | Lagrangian point (Lagrangian)<br />point ! scope="col" | Perihelion (q) ({{small|AU}}) ! scope="col" | Aphelion (Q) ({{small|AU}}) ! scope="col" | Inclination (i) (°) ! scope="col" | Absolute magnitude (Abs. mag) ! scope="col" | Diameter <br /> km) ! scope="col" | {{small|Year of<br />identification}} ! scope="col" class="unsortable" | Notes ! scope="col" class="unsortable" | Minor Planet Center (MPC) |- ! scope=row style=text-align:center colspan=2 | 2001 QR₃₂₂ | L4 || 29.404 || 31.011 || 1.3 || 8.2 || {{sort|140|~140}} || 2001 || First Neptune trojan discovered || 2001+QR₃₂₂ |- ! scope=row style=text-align:center colspan=2 | 2004 KV₁₈ | L5 || 24.553 || 35.851 || 13.6 || 8.9 || {{sort|056|56}}<ref name=TTN>{{cite web |url=http://www.hohmanntransfer.com/mn/11/11209_0728.htm#K11O47 |title=2011-07-28 Tracking News |date= |website=www.hohmanntransfer.com |accessdate=29 April 2018 |archiveurl=https://web.archive.org/web/20160331121244/http://www.hohmanntransfer.com/mn/11/11209_0728.htm#K11O47 |archivedate=31 March 2016 |df= }}</ref> || 2011 || Temporary Neptune trojan || 2004+KV18 |- ! scope=row style=text-align:center | 385571 Otrera ||scope=row| 2004 UP₁₀ | L4 || 29.318 || 30.942 || 1.4 || 8.8 || {{sort|100|~100}} || 2004 || First Neptune trojan numbered and named || 385571 |- ! scope=row style=text-align:center colspan=2 | 2005 TN₅₃ | L4 || 28.092 || 32.162 || 25.0 || 9.0 || {{sort|080|~80}} || 2005 || First high-inclination trojan discovered<ref name=sheppard2006/> || 2005+TN53 |- ! scope=row style=text-align:center | 385695 Clete ||scope=row| 2005 TO₇₄ | L4 || 28.469 || 31.771 || 5.3 || 8.5 || {{sort|100|~100}} || 2005 || – || 385695 |- ! scope=row style=text-align:center colspan=2 | 2006 RJ₁₀₃ | L4 || 29.077 || 31.014 || 8.2 || 7.5 || {{sort|180|~180}} || 2006 || – || 2006+RJ103 |- ! scope=row style=text-align:center colspan=2 | (527604) 2007 VL₃₀₅ | L4 || 28.130 || 32.028 || 28.1 || 8.0 || {{sort|160|~160}} || 2007 || – || 2007+VL305 |- ! scope=row style=text-align:center colspan=2 | 2008 LC₁₈ | L5 || 27.365 || 32.479 || 27.6 || 8.4 || {{sort|100|~100}} || 2008 || First L5 trojan discovered<ref name=2008LC18/> || 2008+LC18 |- ! scope=row style=text-align:center colspan=2 | 316179 2010 EN₆₅ | L3 || 21.109 || 40.613 || 19.2 || 6.9 || {{sort|200|~200}} || – || Jumping trojan || 316179 |- ! scope=row style=text-align:center colspan=2 | 2010 TS₁₉₁ | L4 || 28.608 || 31.253 || 6.6 || 8.1 || {{sort|120|~120}} || 2016 || Announced on 2016/05/31 || 2010+TS191 |- ! scope=row style=text-align:center colspan=2 | 2010 TT₁₉₁ | L4 || 27.913 || 32.189 || 4.3 || 8.0 || {{sort|130|~130}} || 2016 || Announced on 2016/05/31 || 2010+TT191 |- ! scope=row style=text-align:center colspan=2 | 2011 HM₁₀₂ | L5 || 27.662 || 32.455 || 29.4 || 8.1 || {{sort|140|90–180}}<ref name=2011HM102-IH>{{cite web |last = Parker |first = Alex |title = Citizen "Ice Hunters" help find a Neptune Trojan target for New Horizons |work = www.planetary.org/blogs |publisher = The Planetary Society |date = 2012-10-09 |url = http://www.planetary.org/blogs/guest-blogs/20121009-parker-neptune-trojan-ice-hunters.html |accessdate = 2012-10-09 |archiveurl = https://web.archive.org/web/20121101020405/http://www.planetary.org/blogs/guest-blogs/20121009-parker-neptune-trojan-ice-hunters.html |archivedate = 2012-11-01 |df = }}</ref> || 2012 || – || 2011+HM102 |- ! scope=row style=text-align:center colspan=2 | (530664) 2011 SO₂₇₇ | L4 || 29.622 || 30.503 || 9.6 || 7.7 || {{sort|140|~140}} || 2016 || Announced on 2016/05/31 || 2011+SO277 |- ! scope=row style=text-align:center colspan=2 | (530930) 2011 WG₁₅₇ | L4 || 29.064 || 30.878 || 22.3 || 7.1 || {{sort|170|~170}} || 2016 || Announced on 2016/05/31 || 2011+WG157 |- ! scope=row style=text-align:center colspan=2 | 2012 UV₁₇₇ | L4 || 27.806 || 32.259 || 20.8 || 9.2 || {{sort|080|~80}}<ref name=AbsMagCon>{{cite web |url=http://www.physics.sfasu.edu/astro/asteroids/sizemagnitude.html |title=Conversion of Absolute Magnitude to Diameter |date= |website=www.physics.sfasu.edu |accessdate=29 April 2018 |archiveurl=https://web.archive.org/web/20100323180835/http://www.physics.sfasu.edu/astro/asteroids/sizemagnitude.html |archivedate=23 March 2010 |df= }}</ref> || – || – || 2012+UV177 |- ! scope=row style=text-align:center colspan=2 | 2013 KY₁₈ | L5 || 26.598 || 33.873 || 6.7 || 6.8 || {{sort|200|~200}} || 2016 || Announced on 2016/05/31, stability uncertain || 2013+KY18 |- ! scope=row style=text-align:center colspan=2 | 2014 QO₄₄₁ | L4 || 26.961 || 33.215 || 18.8 || 8.2 || {{sort|130|~130}}<ref name=AbsMagCon/> || – || Most eccentric stable Neptune trojan<ref name=Gerdes>{{cite journal |title=Observation of Two New L4 Neptune Trojans in the Dark Energy Survey Supernova Fields |first1=D. W. |last1=Gerdes |first2=R. J. |last2=Jennings |first3=G. M. |last3=Bernstein |first4=M. |last4=Sako |first5=F. |last5=Adams |first6=D. |last6=Goldstein |first7=R. |last7=Kessler |first8=T. |last8=Abbott |first9=F. B. |last9=Abdalla |first10=S. |last10=Allam |first11=A. |last11=Benoit-Lévy |first12=E. |last12=Bertin |first13=D. |last13=Brooks |first14=E. |last14=Buckley-Geer |first15=D. L. |last15=Burke |first16=D. |last16=Capozzi |first17=A. Carnero |last17=Rosell |first18=M. Carrasco |last18=Kind |first19=J. |last19=Carretero |first20=C. E. |last20=Cunha |first21=C. B. |last21=D'Andrea |first22=L. N. |last22=da Costa |first23=D. L. |last23=DePoy |first24=S. |last24=Desai |first25=J. P. |last25=Dietrich |first26=P. |last26=Doel |first27=T. F. |last27=Eifler |first28=A. Fausti |last28=Neto |first29=B. |last29=Flaugher |first30=J. |last30=Frieman |first31=E. |last31=Gaztanaga |first32=D. |last32=Gruen |first33=R. A. |last33=Gruendl |first34=G. |last34=Gutierrez |first35=K. |last35=Honscheid |first36=D. J. |last36=James |first37=K. |last37=Kuehn |first38=N. |last38=Kuropatkin |first39=O. |last39=Lahav |first40=T. S. |last40=Li |first41=M. A. G. |last41=Maia |first42=M. |last42=March |first43=P. |last43=Martini |first44=C. J. |last44=Miller |first45=R. |last45=Miquel |first46=R. C. |last46=Nichol |first47=B. |last47=Nord |first48=R. |last48=Ogando |first49=A. A. |last49=Plazas |first50=A. K. |last50=Romer |first51=A. |last51=Roodman |first52=E. |last52=Sanchez |first53=B. |last53=Santiago |first54=M. |last54=Schubnell |first55=I. |last55=Sevilla-Noarbe |first56=R. C. |last56=Smith |first57=M. |last57=Soares-Santos |first58=F. |last58=Sobreira |first59=E. |last59=Suchyta |first60=M. E. C. |last60=Swanson |first61=G. |last61=Tarlé |first62=J. |last62=Thaler |first63=A. R. |last63=Walker |first64=W. |last64=Wester |first65=Y. |last65=Zhang |date=28 January 2016 |publisher= |journal=The Astronomical Journal |volume=151 |issue=2 |pages=39 |doi=10.3847/0004-6256/151/2/39 |arxiv=1507.05177 |bibcode=2016AJ....151...39G }}</ref> || 2014+QO441 |- ! scope=row style=text-align:center colspan=2 | 2014 QP₄₄₁ | L4 || 28.022 || 32.110 || 19.4 || 9.1 || {{sort|090|~90}}<ref name=AbsMagCon/> || – || – || 2014+QP441 |- ! scope=row style=text-align:center colspan=2 | 2015 RW₂₇₇ | L4 || 27.742 || 32.236 || 30.8 || 10.2 || {{sort|050|~50}} || 2018 || Announced on 2018/10/01 || 2015+RW277 |- ! scope=row style=text-align:center colspan=2 | 2015 VV₁₆₅ | L4 || 27.513 || 32.497 || 16.9 || 8.8 || {{sort|090|~90}} || 2018 || Announced on 2018/10/01 || 2015+VV165 |- ! scope=row style=text-align:center colspan=2 | 2015 VW₁₆₅ | L4 || 28.488 || 31.488 || 5.0 || 8.1 || {{sort|130|~130}} || 2018 || Announced on 2018/10/01 || 2015+VW165 |- ! scope=row style=text-align:center colspan=2 | 2015 VX₁₆₅ | L4 || 27.612 || 32.327 || 17.2 || 8.9 || {{sort|090|~90}} || 2018 || Announced on 2018/10/01 || 2015+VX165 |} 2005 TN₇₄<ref name=MPC05T74N>[http://www.minorplanetcenter.net/iau/mpec/K05/K05U97.html MPEC 2005-U97 : 2005 TN74, 2005 TO74] Minor Planet Center</ref> and (309239) 2007 RW₁₀<ref name="EKOS55">{{cite web | title=Distant EKOs, 55 | url=http://www.boulder.swri.edu/ekonews/issues/past/n055/html/index.html | accessdate=2012-07-24 | archiveurl=https://web.archive.org/web/20130525030402/http://www.boulder.swri.edu/ekonews/issues/past/n055/html/index.html | archivedate=2013-05-25 | df= }}</ref> were thought to be Neptune trojans at the time of their discovery, but further observations have disconfirmed their membership. 2005 TN₇₄ is currently thought to be in a 3:5 trans-Neptunian resonance with Neptune.<ref name=Buie05TN74>{{cite web |url=http://www.boulder.swri.edu/~buie/kbo/astrom/05TN74.html |title=Orbit and Astrometry for 05TN74 |date= |website=www.boulder.swri.edu |accessdate=29 April 2018 |archiveurl=https://web.archive.org/web/20180429165723/http://www.boulder.swri.edu/~buie/kbo/astrom/05TN74.html |archivedate=29 April 2018 |df= }}</ref> (309239) 2007 RW₁₀ is currently following a quasi-satellite loop around Neptune.<ref name="quasi">{{cite journal |author=de la Fuente Marcos |author2=de la Fuente Marcos |title=(309239) 2007 RW10: a large temporary quasi-satellite of Neptune |journal=Astronomy and Astrophysics Letters |volume=545 |issue= |pages=L9 |date=2012 |doi=10.1051/0004-6361/201219931 |arxiv=1209.1577 |bibcode=2012A&A...545L...9D }}</ref> {{clear}} ==50000 Quaoar== [[Image:Quaoar PRC2002-17e.jpg|right|thumb|250px|Quaoar is imaged by the Hubble Space Telescope in 2002. Credit: NASA and M. Brown (Caltech).{{tlx|free media}}]] [[Image:Quaoar hubble.jpg|thumb|upright|right|250px|Hubble photo is used to measure size of Quaoar. Credit: NASA.{{tlx|free media}}]] {{Multiple image | align = right | direction = | width = | image1 = Cubewanos.png | width1 = 200 | caption1 = | credit1 = [[w:user:kheider|kheider]]{{tlx|free media}} | image2 = TheKuiperBelt Orbits Quaoar.svg | width2 = 354 | caption2 = | credit2 = [[c:user:Eurocommuter|Eurocommuter]]{{tlx|free media}} | footer = Polar and ecliptic view of Quaoar's orbit compared to Pluto and various other cubewanos. Quaoar's orbit is colored yellow in the left image Credit: [[c:user:Eurocommuter|Eurocommuter]] and blue in the right image Credit: [[w:user:kheider|kheider]].{{tlx|free media}} }} 50000 Quaoar, provisional designation 2002 LM₆₀, is a non-resonant trans-Neptunian object (classical Kuiper belt object, or cubewano) and a possible dwarf planet in the Kuiper belt, a region of icy planetesimals beyond [[Neptune]] measuring approximately {{convert|1100|km|mi|abbr=on}} in diameter, about half the diameter of Pluto, discovered at the Palomar Observatory on 6 June 2002.<ref name="MPC-object">{{cite web |title = 50000 Quaoar (2002 LM60) |work = Minor Planet Center |url = http://www.minorplanetcenter.net/db_search/show_object?object_id=50000 |accessdate = 30 November 2017}}</ref> Signs of water ice on the surface of Quaoar have been found, which suggests that cryovolcanism may be occurring on Quaoar.<ref name="JewittPage">[http://www2.ess.ucla.edu/~jewitt/quaoar.html Crystalline Ice on Kuiper Belt Object (50000) Quaoar] – article about crystalline ice on Quaoar</ref> A small amount of methane is present on its surface, which can only be retained by the largest Kuiper belt objects.<ref name="Schaller-2007">{{Cite journal |first1 = E. L. |last1 = Schaller |first2 = M. E. |last2 = Brown |date = November 2007 |title = Detection of Methane on Kuiper Belt Object (50000) Quaoar |journal = The Astrophysical Journal |volume = 670 |issue = 1 |pages = L49–L51 |bibcode = 2007ApJ...670L..49S |doi = 10.1086/524140 |arxiv = 0710.3591 }}</ref> In February 2007, Weywot, a synchronous minor-planet moon in orbit around Quaoar, was discovered by Brown.<ref name="IAUC">{{cite web |date=2007-02-22 |title=IAUC 8812: Sats of 2003 AZ₈₄, (50000), (55637), (90482) |publisher=International Astronomical Union Circular |author=Daniel W. E. Green |url=http://www.cbat.eps.harvard.edu/iauc/08800/08812.html |accessdate=2011-07-05}}</ref> Weywot is measured to be {{convert|80|km|mi|abbr=on}} across. Both objects were named after mythological figures from the Native American Tongva people in Southern California. ''Quaoar'' is the Tongva creator deity and ''Weywot'' is his son.<ref name="springer">{{cite book |title = Dictionary of Minor Planet Names – (50000) Quaoar |last = Schmadel | first = Lutz D. |publisher = Springer Berlin Heidelberg |page = 895 |date = 2007 |isbn = 978-3-540-00238-3 |doi = 10.1007/978-3-540-29925-7_10041 |chapter = (50000) Quaoar }}</ref> The earliest precovery, or prediscovery image, of Quaoar was found on a photographic plate imaged on 25 May 1954 from the Palomar Observatory Sky Survey.<ref name="jpldata">{{cite web |type = 2018-05-25 last obs. |title = JPL Small-Body Database Browser: 50000 Quaoar (2002 LM60) |url = https://ssd.jpl.nasa.gov/sbdb.cgi?sstr=2050000 |publisher = Jet Propulsion Laboratory |accessdate = 27 February 2018}}</ref> Quaoar's albedo or reflectivity could be as low as 0.1, which would still be much higher than the lower estimate of 0.04 for 20000 Varuna. This may indicate that fresh ice has disappeared from Quaoar's surface.<ref name="Fraser2010">{{Cite journal |first1 = Wesley C. |last1 = Fraser |first2 = Michael E. |last2 = Brown |date = May 2010 |title = Quaoar: A Rock in the Kuiper Belt |journal = The Astrophysical Journal |volume = 714 |issue = 2 |pages = 1547–1550 |bibcode = 2010ApJ...714.1547F |doi = 10.1088/0004-637X/714/2/1547 |arxiv = 1003.5911 }}</ref> The surface is moderately red, meaning that Quaoar is relatively more reflective in the red and near-infrared spectrum than in the blue.<ref name="Jewitt2004">{{cite journal | author=Jewitt, D.C. |author2=J. Luu | title=Crystalline water ice on the Kuiper belt object (50000) Quaoar | journal=Nature | volume=432 | issue=7018 | date=2004 | pages=731–3 | doi=10.1038/nature03111 | pmid = 15592406 |bibcode = 2004Natur.432..731J }}</ref><ref>[http://www2.ess.ucla.edu/~jewitt/papers/2004/JL2004.pdf Reprint] on Jewitt's site (pdf)</ref> The Kuiper belt objects Varuna and Ixion are also moderately red in the spectral class. Larger Kuiper belt objects are often much brighter because they are covered in more fresh ice and have a higher albedo, and thus they present a neutral color.<ref name=BrownKB>{{cite web |title=The Largest Kuiper Belt Objects |url=http://web.gps.caltech.edu/~mbrown/out/kbbook/Chapters/Brown_Planetoids.pdf |last=Brown |first=Michael E. |accessdate=14 March 2019 }}</ref> A 2006 model of internal heating via radioactive decay suggested that, unlike 90482 Orcus, Quaoar may not be capable of sustaining an internal ocean of liquid water at the mantle–core boundary.<ref name="Hussman2006">{{cite journal | doi = 10.1016/j.icarus.2006.06.005 | last1 = Hussmann | first1 = Hauke | last2 = Sohl | first2 = Frank | last3 = Spohn | first3 = Tilman | date = November 2006 | title = Subsurface oceans and deep interiors of medium-sized outer planet satellites and large trans-neptunian objects | journal = Icarus | volume = 185 | issue = 1 | pages = 258–273 | url = https://www.researchgate.net/publication/225019299 | bibcode = 2006Icar..185..258H }}</ref> The presence of methane and other volatiles on Quaoar's surface suggest that it may support a tenuous atmosphere produced from the sublimation of volatiles.<ref name="atmosphere"/> With a measured mean temperature of ~&thinsp;{{convert|44|K|C}}, the upper limit of Quaoar's atmospheric pressure is expected to be in the range of a few microbars.<ref name="atmosphere"/> Due to Quaoar's small size and mass, the possibility of Quaoar having an atmosphere of nitrogen and carbon monoxide has been ruled out, since the gases would escape from Quaoar.<ref name="atmosphere"/> The possibility of a methane atmosphere still remains, with the upper limit being less than 1 microbar.<ref name="Braga-Ribas-2013">{{Cite journal |first1 = F. |last1 = Braga-Ribas |first2 = B. |last2 = Sicardy |first3 = J. L. |last3 = Ortiz |first4 = E. |last4 = Lellouch |first5 = G. |last5 = Tancredi |first6 = J. |last6 = Lecacheux |first7 = R. |last7 = Vieira-Martins |first8 = J. I. B. |last8 = Camargo |first9 = M. |last9 = Assafin |first10 = R. |last10 = Behrend |first11 = F. |last11 = Vachier |first12 = F. |last12 = Colas |first13 = N. |last13 = Morales |first14 = A. |last14 = Maury |first15 = M. |last15 = Emilio |first16 = A. |last16 = Amorim |first17 = E. |last17 = Unda-Sanzana |first18 = S. |last18 = Roland |first19 = S. |last19 = Bruzzone |first20 = L. A. |last20 = Almeida |first21 = C. V. |last21 = Rodrigues |first22 = C. |last22 = Jacques |first23 = R. |last23 = Gil-Hutton |first24 = L. |last24 = Vanzi |first25 = A. C. |last25 = Milone |first26 = W. |last26 = Schoenell |first27 = R. |last27 = Salvo |first28 = L. |last28 = Almenares |first29 = E. |last29 = Jehin |first30 = J. |last30 = Manfroid |first31 = S. |last31 = Sposetti |first32 = P. |last32 = Tanga |first33 = A. |last33 = Klotz |first34 = E. |last34 = Frappa |first35 = P. |last35 = Cacella |first36 = J. P. |last36 = Colque |first37 = C. |last37 = Neves |first38 = E. M. |last38 = Alvarez |first39 = M. |last39 = Gillon |first40 = E. |last40 = Pimentel |first41 = B. |last41 = Giacchini |first42 = F. |last42 = Roques |first43 = T. |last43 = Widemann |last44 = Magalhã |first45 = V. S. |last45 = es |first46 = A. |last46 = Thirouin |first47 = R. |last47 = Duffard |first48 = R. |last48 = Leiva |first49 = I. |last49 = Toledo |first50 = J. |last50 = Capeche |first51 = W. |last51 = Beisker |first52 = J. |last52 = Pollock |last53 = Cedeñ |last54 = o Montañ |first55 = C. E. |last55 = a |first56 = K. |last56 = Ivarsen |first57 = D. |last57 = Reichart |first58 = J. |last58 = Haislip |first59 = A. |last59 = Lacluyze |date = August 2013 |title = The Size, Shape, Albedo, Density, and Atmospheric Limit of Transneptunian Object (50000) Quaoar from Multi-chord Stellar Occultations |url = http://adsabs.harvard.edu/cgi-bin/bib_query?bibcode=2013ApJ...773...26B |journal = The Astrophysical Journal |volume = 773 |issue = 1 |page = 13 |bibcode = 2013ApJ...773...26B |doi = 10.1088/0004-637X/773/1/26 |accessdate= 27 February 2018}}</ref><ref name="atmosphere"/> In 2013, Quaoar occulted a 15.8 magnitude star and revealed no sign of a substantial atmosphere, placing an upper limit to at least 20 nanobars, under the assumption that Quaoar's mean temperature is {{convert|42|K|C}} and that its atmosphere consists of mostly methane.<ref name="Braga-Ribas-2013"/><ref name="atmosphere">{{Cite journal |first1 = Wesley C. |last1 = Fraser |first2 = Chad |last2 = Trujillo |first3 = Andrew W. |last3 = Stephens |first4 = German |last4 = Gimeno |first5 = Michael E. |last5=Brown |first6 = Stephen |last6 = Gwyn |first7 = J. J. |last7 = Kavelaars |date = August 2013 |title = Limits on Quaoar's Atmosphere |url = https://iopscience.iop.org/article/10.1088/2041-8205/774/2/L18/pdf |journal = The Astrophysical Journal Letters |volume = 774 |issue = 2 |doi = 10.1088/2041-8205/774/2/L18 |accessdate= 26 March 2019|arxiv= 1308.2230 }}</ref> Quaoar is thought to be an oblate spheroid around {{convert|1100|km|mi|abbr=on}} in diameter, being slightly flattened in shape.<ref name="Braga-Ribas-2013"/> The estimates come from observations of Quaoar as it occulted a 15.8 magnitude star in 2013.<ref name="Braga-Ribas-2013"/> Given that Quaoar has an estimated oblateness value of {{val|0.0897|0.006}} and a measured equatorial diameter of {{val|1138|+48|-34|u=km}}, Quaoar is believed to be in hydrostatic equilibrium, being described as a Maclaurin spheroid.<ref name="Braga-Ribas-2013"/> Quaoar is about as large and massive as (if somewhat smaller than) Pluto's moon Charon.{{efn|name=mass|Charon's mass is {{val|1.586|0.015|e=21|u=kg}}<ref name="Stern_2017">{{Cite arxiv |first1=S. A. |last1=Stern |first2=W. |last2=Grundy |first3=W. B. |last3=McKinnon |first4=H. A. |last4=Weaver |first5=L. A. |last5=Young |date=15 December 2017 |title=The Pluto System After New Horizons |arxiv=1712.05669 |class=astro-ph.EP }}</ref> while Quaoar's mass is {{val|1.4|0.1|e=21|u=kg}}.<ref name="Fornasier-2013">{{Cite journal |first1 = S. |last1 = Fornasier |first2 = E. |last2 = Lellouch |first3 = T. |last3 = Müller |first4 = P. |last4 = Santos-Sanz |first5 = P. |last5 = Panuzzo |first6 = C. |last6 = Kiss |first7 = T. |last7 = Lim |first8 = M. |last8 = Mommert |first9 = D. |last9 = Bockelée-Morvan |first10 = E. |last10 = Vilenius |first11 = J. |last11 = Stansberry |first12 = G. P. |last12 = Tozzi |first13 = S. |last13 = Mottola |first14 = A. |last14 = Delsanti |first15 = J. |last15 = Crovisier |first16 = R. |last16 = Duffard |first17 = F. |last17 = Henry |first18 = P. |last18 = Lacerda |first19 = A. |last19 = Barucci |first20 = A. |last20 = Gicquel |date = July 2013 |title = TNOs are Cool: A survey of the trans-Neptunian region. VIII. Combined Herschel PACS and SPIRE observations of nine bright targets at 70-500 ''µ''m |url = http://adsabs.harvard.edu/cgi-bin/bib_query?bibcode=2013A&A...555A..15F |journal = Astronomy and Astrophysics |volume = 555 |page = 22 |bibcode = 2013A&A...555A..15F |doi = 10.1051/0004-6361/201321329 |arxiv = 1305.0449v2 |accessdate= 27 February 2018}}</ref> Both values are approximately similar, though Charon is slightly more massive. In a similar case, Charon's diameter is {{val|1212|1|u=km}} while Quaoar's diameter is {{val|1110|5|u=km}}, being slightly smaller than Charon. Quaoar is roughly half the size of Pluto.<ref name="plutokiller">{{Cite book |first = Michael E. |last = Brown |date = 7 December 2010 |title = How I Killed Pluto and Why It Had It Coming |chapter = Chapter Five: An Icy Nail |pages = 63-85 |publisher = Spiegel & Grau |isbn = 0-385-53108-7}}</ref> {{clear}} ==See also== {{div col|colwidth=20em}} * [[Radiation astronomy/Asteroids|Asteroid astronomy]] * [[Radiation astronomy/Clouds|Cloud astronomy]] * [[Radiation astronomy/Comets|Cometary astronomy]] * [[Radiation astronomy/Kuiper belts|Kuiper belt astronomy]] * [[Radiation astronomy/Lithometeors|Lithometeor astronomy]] * [[Radiation astronomy/Nebulas|Nebula astronomy]] * [[Radiation astronomy/Planets|Planetary astronomy]] * [[Radiation astronomy/Plasmas|Plasma-meteor astronomy]] * [[Radiation astronomy/Scattered disks|Scattered disk radiation astronomy]] * [[Radiation astronomy/Oort clouds|Oort cloud radiation astronomy]] {{Div col end}} ==References== {{reflist|2}} ==External links== * [http://simbad.u-strasbg.fr/simbad/ Simbad at Strasbourg] <!-- footer templates --> {{Radiation astronomy resources}}{{Sisterlinks|Kuiper belts}} <!-- footer categories --> [[Category:Radiation astronomy/Lectures]] h0zo6qci6llgvr9a5dktm6k42k2sa7a 0 250583 2414591 2025815 2022-08-15T02:53:37Z Marshallsumter 311529 wikitext text/x-wiki [[Image:PIA18003-NASA-WISE-StarsNearSun-20140425-2.png|thumb|right|upright=1.2|300px|Stars closest to the Sun include Barnard's Star (25 April 2014). Credit: NASA/Penn State University.{{tlx|free media}}]] '''[[Radiation astronomy/Oort clouds|Oort cloud radiation astronomy]]''' is a lecture for the course on the [[principles of radiation astronomy]]. This is a quiz based on the lecture that you are free to take at any time or knowledge level. Once you’ve read and studied the lecture itself, the links contained within the lecture, listed under [[Radiation astronomy/Oort clouds/Quiz#See also|'''See also''']], [[Radiation astronomy/Oort clouds/Quiz#External links|'''External links''']] and in the {{tlx|principles of radiation astronomy}} template, you should have adequate background to take the quiz and score highly. 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. This quiz may need up to an hour to take and is equivalent to an ''hourly''. '''Suggestion:''' Have the lecture available in a separate window. Enjoy learning by doing! {{clear}} ==Quiz== <quiz> {Complete the text: |type="{}"} By comparing astronomical observations with laboratory measurements, astrochemists can infer the { elemental|element (i) } abundances, { chemical composition (i) }, and { temperatures|temperature (i) } of stars and interstellar clouds. {True or False, An hypothesized Oort cloud or protoplanetary disc has been observed around other stars. |type="()"} + TRUE - FALSE {Which of the following may be characteristic of hydrogen deficiency in stars? |type="[]"} + may have been consumed by nucleosynthesis + star formation in a cloud deficient in hydrogen - may point away from a stellar association + may have been formed by white dwarf mergers + may have had transfer of helium from the secondary to the primary + a possible massive convective event {Which of the following is not a characteristic of terrestrial X-ray flashes? |type="()"} + antimatter signatures - atmospheric origin - X-ray flashes occur at least 50 times per day globally - X-radiation fountains upward from low cloud-top sources - as high or higher energy X-rays as come from the Sun {Which of the following is not a characteristic of terrestrial gamma-ray flashes? |type="()"} - antimatter signatures - atmospheric origin - TGFs occur about 50 times per day globally + gamma radiation fountains downward from high cloud-top sources - higher energy gamma rays than come from the Sun {Which of the following is not a characteristic of the heliosphere? |type="()"} - outward speed of the solar wind diminishes to zero - inward pressure from interstellar space is compacting the magnetic field - the solar wind even blows back at us - a 100-fold increase in the intensity of high-energy electrons from elsewhere in the galaxy diffuse into our solar system from outside + the source of heat that brings the coronal cloud near the Sun hot enough to emit X-rays may be the photosphere {Complete the text: |type="{}"} Some neutrinos originating from the Sun may be produced by the { particle accelerator-type (i) } reactions occurring in and above the { chromosphere (i) }. Differentiating these coronal cloud-induced neutrinos from the neutrino background and those theorized to be produced within the { core (i) } of the Sun may someday be possible with neutrino astronomy. {Which of the following is not a major source of protons within the solar system? |type="()"} - solar coronal clouds - solar wind - photosphere + polar coronal holes - coronal mass ejections {Complete the text: |type="{}"} The Oort cloud is a hypothesized { spherical (i) } cloud of { comets (i) } which may lie roughly { 50,000 AU (i) }, or nearly a light-year, from the Sun. {Which of the following are theoretical radiation astronomy phenomena associated with the Sun? |type="[]"} + a core which emits neutrinos - a solar wind which emanates out the polar coronal holes + gravity + the barycenter for the solar system - polar coronal holes - coronal clouds + its position {Complete the text: |type="{}"} Match up the type of cosmic-ray detector with each of the possibilities below: visible tracks - A diffusion cloud chamber - B bubbles - C a grid of uninsulated electric wires - D similar to the Haverah Park experiment - E fluorescence detectors - F spark chamber { D (i) }. continuously sensitized to radiation { B (i) }. Pierre Auger Observatory { F (i) }. bubble chamber { C (i) }. Cherenkov detector { E (i) } expansion cloud chamber { A (i) }. {Which of the following is likely to apply to a solar binary? |type="()"} - a high relative velocity between the solar system and the cometary medium of a passage through a molecular cloud - none of the captured bodies may localize in the Oort cloud - none of the captured bodies localize near the Sun + some captured bodies may localize near Jupiter - the Jupiter system may be a control group {True or False, Super soft X-ray sources have been detected in the Magellanic clouds. |type="()"} + TRUE - FALSE {True or False, The hot ionized medium (HIM) consists of a coronal cloud which emits X-rays. |type="()"} + TRUE - FALSE {Which of the following are X-radiation astronomy phenomena associated with the Sun? |type="[]"} - a core which emits neutrinos - a solar wind which emanates out the polar coronal holes - gravity - the barycenter for the solar system - polar coronal holes + coronal clouds - its position + temperatures at or above 1 MK {The first astronomical X-ray source in the constellation Dorado is likely to be which of the following? |type="()"} - the [[Sun (star)|Sun]] - the Small Magellanic Cloud - Scorpius X-1 + the Large Magellanic Cloud - the Crab Nebula {What may be the first astronomical source of the rocky objects in the solar system? |type="[]"} + Jupiter - the solar wind - the diffuse X-ray background + Saturn - Mount Redoubt in Alaska + the asteroid belt + the former protoplanetary disc around the Sun + the Oort cloud + the Kuiper belt {Which of the following are the differences between a star and an astronomical yellow source? |type="[]"} + a star may emit predominantly green rays - an astronomical yellow source is spherical - a yellow star is an astronomical yellow source + a star with nuclear fusion in its chromosphere emits neutrinos, but a yellow source with no nuclear fusion ongoing does not + a yellow source may be cloud like + an astronomical yellow source my be a rocky object {Which of the following are radiation astronomy phenomena associated with the gaseous-object Neptune? |type="[]"} - Voyager 2 + blue rays + clouds - neutron emission - polar coronal holes + meteor emission - rotation {Neutrinos detected from the solar octant may be from nucleosynthesis within the coronal cloud in the near vicinity of the Sun or perhaps from nucleosynthesis occurring within what theoretical interior structure of the Sun? |type="{}"} { the core|core (i) } {Complete the text: |type="{}"} Match up the observatory facility with the observatory: Ondrejov Observatory - A Okayama Astrophysical Observatory - B Orbiting Astronomical Observatory - C Metsähovi Radio Observatory - D Tortugas Mountain Planetary Observatory - E Pierre Auger Observatory - F [[Image:MetsahoviRadioObservatory 2009 12.jpg|thumb|left|100px|Observed quasar 3C 454.3 in the spring of 2005.]] { D (i) }. [[Image:Solar Telescope3, Ondřejov Astronomical.jpg|thumb|left|100px|A solar telescope.]] { A (i) }. [[Image:PierreAugerObservatory DetectorComponents.jpg|thumb|left|100px|Detector components.]] { F (i) }. [[Image:OAO.jpg|thumb|left|100px|Data on AG Peg were obtained with the ultraviolet broad-band photometers on the second one.]] { C (i) }. [[Image:Tortugas Planetary Observatory.jpg|thumb|left|100px|The 0.6 m monitors cloud decks and equatorial activity.]] { E (i) } [[Image:NOAO 188cm telescope.jpg|thumb|left|100px|A 188 cm telescope.]] { B (i) }. {{clear}} {Which of the following is not a characteristic of the X-ray continuum? |type="()"} + Bragg peaks - may arise from an X-ray jet - may arise from the coronal cloud of an accretion disc - a power-law spectrum - a thermal emission at the lowest energies {The Sun is a natural X-ray source because X-rays originate from what astronomical X-ray source? |type="()"} + a coronal cloud about the Sun - the diffuse X-ray background - sunspots - the photosphere - nucleosynthesis in the center of the Sun - lightning {Complete the text: |type="{}"} Match up the item letter with each of the cosmogonic possibilities below: interior models of the giant planets - A high interest for cosmogony, geophysics and nuclear physics - B hierarchical accumulation - C clouds and globular clusters - D cosmic helium abundance - E deuterium fusion - F a large deficiency of light elements - G after galactic sized systems had collapsed - H the motions of hydrogen { D (i) } fornation of luminous quasars { H (i) }. stars with an initial mass less than the solar mass { G (i) }. rotating liquid drops { B|F (i) }. primordial is less than 26 per cent { E (i) }. a solar mixture of elements dominated by hydrogen and helium gas { A (i) }. around 13 Jupiter masses { F (i) }. smaller rocky objects { C (i) }. {The use of the principle of line of sight allows what phenomenon to be determined? |type="()"} + the Moon is closer to the Earth than the Sun - the planet Mercury is nearer to the Earth than Venus - any cumulus cloud overhead follows the Sun across the sky - the plane of the Earth's orbit around the Sun is in the plane of the galaxy - the surface of the photosphere of the Sun is hotter than the surface of Mars - lightning always precedes rain {Which of the following may be true regarding the interacting galaxies of UGC 9618? |type="[]"} + the pair of galaxies appear to be interacting rather than a mere galaxy double + a lack of luminous sources at any wavelength in the interaction volume + asymmetry is approximately centered on the interaction volume + a common origin originally between them + the large X-ray output surrounding primarily the more central portion of the edge-on galaxy suggests a very high temperature galactic coronal cloud + the infrared portion of the composite image with ultraviolet strongly suggests that the edge-on galaxy is much cooler in general than the face-on galaxy + orange and yellow astronomy reveal that the edge-on galaxy may be composed of older or cooler stars - VV340A appears to be more than 33 % involved in the interaction {True or False, If the energy of the incoming electrons is 700 MeV and the flux is 8.48 x 10⁴ e^- cm^-2 s^-1, then the interstellar electron influx is sufficient to heat the photosphere to its effective temperature and heat the coronal clouds to at least a few MK. |type="()"} + TRUE - FALSE </quiz> ==Hypotheses== {{main|Hypotheses}} # Questions leaning more on theoretical development may be better. ==See also== {{div col|colwidth=20em}} * [[Radiation astronomy/Astronomy/Quiz|Astronomy quiz]] * [[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]] {{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 --> {{tlx|Radiation astronomy resources}}{{Principles of radiation astronomy}}{{Sisterlinks|Oort cloud radiation astronomy}} <!-- categories --> [[Category:Astrophysics quizzes]] [[Category:Radiation astronomy quizzes]] [[Category:Theory quizzes]] eihwiofkk93ybp6vqlv7xkjed8cyiqw 0 250593 2414595 2025816 2022-08-15T02:56:06Z Marshallsumter 311529 wikitext text/x-wiki [[Image:Cumulus clouds in fair weather.jpeg|thumb|right|250px|Cumulus clouds in fair weather are white. Credit: [http://legacy.openphoto.net/image_view.html?image_id=17977 Michael Jastremski].{{tlx|free media}}]] '''[[Radiation astronomy/Clouds|Cloud radiation astronomy]]''' is a lecture for the course on the [[principles of radiation astronomy]]. This is a quiz based on the lecture that you are free to take at any time or knowledge level. Once you’ve read and studied the lecture itself, the links contained within the lecture, listed under [[Radiation astronomy/Clouds/Quiz#See also|'''See also''']], [[Radiation astronomy/Clouds/Quiz#External links|'''External links''']] and in the {{tlx|principles of radiation astronomy}} template, you should have adequate background to take the quiz and score highly. 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. Enjoy learning by doing! {{clear}} ==Quiz== <quiz> {Complete the text: |type="{}"} By comparing astronomical observations with laboratory measurements, astrochemists can infer the { elemental|element (i) } abundances, { chemical composition (i) }, and { temperatures|temperature (i) } of stars and interstellar clouds. {Which of the following may be characteristic of hydrogen deficiency in stars? |type="[]"} + may have been consumed by nucleosynthesis + star formation in a cloud deficient in hydrogen - may point away from a stellar association + may have been formed by white dwarf mergers + may have had transfer of helium from the secondary to the primary + a possible massive convective event {Which of the following is not a characteristic of terrestrial X-ray flashes? |type="()"} + antimatter signatures - atmospheric origin - X-ray flashes occur at least 50 times per day globally - X-radiation fountains upward from low cloud-top sources - as high or higher energy X-rays as come from the Sun {Which of the following is not a characteristic of terrestrial gamma-ray flashes? |type="()"} - antimatter signatures - atmospheric origin - TGFs occur about 50 times per day globally + gamma radiation fountains downward from high cloud-top sources - higher energy gamma rays than come from the Sun {Which of the following is not a characteristic of the heliosphere? |type="()"} - outward speed of the solar wind diminishes to zero - inward pressure from interstellar space is compacting the magnetic field - the solar wind even blows back at us - a 100-fold increase in the intensity of high-energy electrons from elsewhere in the galaxy diffuse into our solar system from outside + the source of heat that brings the coronal cloud near the Sun hot enough to emit X-rays may be the photosphere {Complete the text: |type="{}"} Some neutrinos originating from the Sun may be produced by the { particle accelerator-type (i) } reactions occurring in and above the { chromosphere (i) }. Differentiating these coronal cloud-induced neutrinos from the neutrino background and those theorized to be produced within the { core (i) } of the Sun may someday be possible with neutrino astronomy. {Which of the following is not a major source of protons within the solar system? |type="()"} - solar coronal clouds - solar wind - photosphere + polar coronal holes - coronal mass ejections {Complete the text: |type="{}"} The Oort cloud is a hypothesized { spherical (i) } cloud of { comets (i) } which may lie roughly { 50,000 AU (i) }, or nearly a light-year, from the Sun. {Which of the following are theoretical radiation astronomy phenomena associated with the Sun? |type="[]"} + a core which emits neutrinos - a solar wind which emanates out the polar coronal holes + gravity + the barycenter for the solar system - polar coronal holes - coronal clouds + its position {Complete the text: |type="{}"} Match up the type of cosmic-ray detector with each of the possibilities below: visible tracks - A diffusion cloud chamber - B bubbles - C a grid of uninsulated electric wires - D similar to the Haverah Park experiment - E fluorescence detectors - F spark chamber { D (i) }. continuously sensitized to radiation { B (i) }. Pierre Auger Observatory { F (i) }. bubble chamber { C (i) }. Cherenkov detector { E (i) } expansion cloud chamber { A (i) }. {True or False, Super soft X-ray sources have been detected in the Magellanic clouds. |type="()"} + TRUE - FALSE {True or False, The hot ionized medium (HIM) consists of a coronal cloud which emits X-rays. |type="()"} + TRUE - FALSE {Which of the following are X-radiation astronomy phenomena associated with the Sun? |type="[]"} - a core which emits neutrinos - a solar wind which emanates out the polar coronal holes - gravity - the barycenter for the solar system - polar coronal holes + coronal clouds - its position + temperatures at or above 1 MK {The first astronomical X-ray source in the constellation Dorado is likely to be which of the following? |type="()"} - the [[Sun (star)|Sun]] - the Small Magellanic Cloud - Scorpius X-1 + the Large Magellanic Cloud - the Crab Nebula {What may be the first astronomical source of the rocky objects in the solar system? |type="[]"} + Jupiter - the solar wind - the diffuse X-ray background + Saturn - Mount Redoubt in Alaska + the asteroid belt + the former protoplanetary disc around the Sun + the Oort cloud + the Kuiper belt {Which of the following are the differences between a star and an astronomical yellow source? |type="[]"} + a star may emit predominantly green rays - an astronomical yellow source is spherical - a yellow star is an astronomical yellow source + a star with nuclear fusion in its chromosphere emits neutrinos, but a yellow source with no nuclear fusion ongoing does not + a yellow source may be cloud like + an astronomical yellow source my be a rocky object {Which of the following are radiation astronomy phenomena associated with the gaseous-object Neptune? |type="[]"} - Voyager 2 + blue rays + clouds - neutron emission - polar coronal holes + meteor emission - rotation {Neutrinos detected from the solar octant may be from nucleosynthesis within the coronal cloud in the near vicinity of the Sun or perhaps from nucleosynthesis occurring within what theoretical interior structure of the Sun? |type="{}"} { the core|core (i) } {Complete the text: |type="{}"} Match up the observatory facility with the observatory: Ondrejov Observatory - A Okayama Astrophysical Observatory - B Orbiting Astronomical Observatory - C Metsähovi Radio Observatory - D Tortugas Mountain Planetary Observatory - E Pierre Auger Observatory - F [[Image:MetsahoviRadioObservatory 2009 12.jpg|thumb|left|100px|Observed quasar 3C 454.3 in the spring of 2005.]] { D (i) }. [[Image:Solar Telescope3, Ondřejov Astronomical.jpg|thumb|left|100px|A solar telescope.]] { A (i) }. [[Image:PierreAugerObservatory DetectorComponents.jpg|thumb|left|100px|Detector components.]] { F (i) }. [[Image:OAO.jpg|thumb|left|100px|Data on AG Peg were obtained with the ultraviolet broad-band photometers on the second one.]] { C (i) }. [[Image:Tortugas Planetary Observatory.jpg|thumb|left|100px|The 0.6 m monitors cloud decks and equatorial activity.]] { E (i) } [[Image:NOAO 188cm telescope.jpg|thumb|left|100px|A 188 cm telescope.]] { B (i) }. {{clear}} {Which of the following is not a characteristic of the X-ray continuum? |type="()"} + Bragg peaks - may arise from an X-ray jet - may arise from the coronal cloud of an accretion disc - a power-law spectrum - a thermal emission at the lowest energies {The Sun is a natural X-ray source because X-rays originate from what astronomical X-ray source? |type="()"} + a coronal cloud about the Sun - the diffuse X-ray background - sunspots - the photosphere - nucleosynthesis in the center of the Sun - lightning {Complete the text: |type="{}"} Match up the item letter with each of the cosmogonic possibilities below: interior models of the giant planets - A high interest for cosmogony, geophysics and nuclear physics - B hierarchical accumulation - C clouds and globular clusters - D cosmic helium abundance - E deuterium fusion - F a large deficiency of light elements - G after galactic sized systems had collapsed - H the motions of hydrogen { D (i) } fornation of luminous quasars { H (i) }. stars with an initial mass less than the solar mass { G (i) }. rotating liquid drops { B|F (i) }. primordial is less than 26 per cent { E (i) }. a solar mixture of elements dominated by hydrogen and helium gas { A (i) }. around 13 Jupiter masses { F (i) }. smaller rocky objects { C (i) }. {The use of the principle of line of sight allows what phenomenon to be determined? |type="()"} + the Moon is closer to the Earth than the Sun - the planet Mercury is nearer to the Earth than Venus - any cumulus cloud overhead follows the Sun across the sky - the plane of the Earth's orbit around the Sun is in the plane of the galaxy - the surface of the photosphere of the Sun is hotter than the surface of Mars - lightning always precedes rain {Which of the following may be true regarding the interacting galaxies of UGC 9618? |type="[]"} + the pair of galaxies appear to be interacting rather than a mere galaxy double + a lack of luminous sources at any wavelength in the interaction volume + asymmetry is approximately centered on the interaction volume + a common origin originally between them + the large X-ray output surrounding primarily the more central portion of the edge-on galaxy suggests a very high temperature galactic coronal cloud + the infrared portion of the composite image with ultraviolet strongly suggests that the edge-on galaxy is much cooler in general than the face-on galaxy + orange and yellow astronomy reveal that the edge-on galaxy may be composed of older or cooler stars - VV340A appears to be more than 33 % involved in the interaction {True or False, If the energy of the incoming electrons is 700 MeV and the flux is 8.48 x 10⁴ e^- cm^-2 s^-1, then the interstellar electron influx is sufficient to heat the photosphere to its effective temperature and heat the coronal clouds to at least a few MK. |type="()"} + TRUE - FALSE </quiz> ==Hypotheses== {{main|Hypotheses}} # Questions leaning more on theoretical development may be better. ==See also== {{div col|colwidth=20em}} * [[Radiation astronomy/Astronomy/Quiz|Astronomy quiz]] * [[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]] {{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 --> {{tlx|Radiation astronomy resources}}{{Principles of radiation astronomy}}{{Sisterlinks|Cloud radiation astronomy}} <!-- categories --> [[Category:Astrophysics quizzes]] [[Category:Radiation astronomy quizzes]] [[Category:Theory quizzes]] ggei7ooy2eq33hapyg4hgucaoxb5cqq 10 255300 2414441 2398633 2022-08-14T19:28:10Z Lbeaumont 278565 Added Evolving Governments wikitext text/x-wiki {{Navbox | name = Possibilities | title = [[Unleashing_Creativity/possibilities_curriculum|Possibilities]] | listclass = hlist | list1 = * [[Creating Possibilities]] * [[Unleashing Creativity]] * [[Thinking Tools]] * [[Problem Finding]] * [[Solving Problems]] * [[Playing]] *[[Embracing Ambiguity]] * [[Transcending Conflict]] * [[Envisioning Our Future]] * [[Intentional Evolution]] * [[Evolving Governments]] }} d8sorfcqiyeq8exu5t1sdfb8v5ji2iz 10 256105 2414428 2091192 2022-08-14T17:25:15Z Mikael Häggström 12130 Accessible link wikitext text/x-wiki https://docs.google.com/document/d/0B4LQzkvkbO9YbEM5dktUUktTVlk/edit?usp=sharing dwcucst5crzaz09knp6qzhmn1hchsc7 0 263444 2414511 2414278 2022-08-14T23:03:18Z 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" />{{rp|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 '''Deborah, 11th Duchess of Devonshire when the Dowager Duchess at some point for some reason'''. 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), and no other images of the crown exist. 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}} This crown was recreated from the Lafayette photograph for the ''House Style: Five Centuries of Fashion at Chatsworth'', the exhibition mounted in 2017, and exhibited on the mannequin wearing the Duchess's costume. (A photograph of this recreation separate from the costume, but with the pearls and the white plumes, can be seen on this Sotheby's page about C. W Sellor's, the jewelry firm that did the recreation as well as a number of other recreations for the exhibit.<ref>Sotheby's. "How C. W. Sellors Transformed Five Centuries of Fashion Into Modern Jewellery." ''Sotheby's'' 9 May 2017. Retrieved 11 August 2022. https://www.sothebys.com/en/articles/how-c-w-sellors-transformed-five-centuries-of-fashion-into-modern-jewellery.</ref>) photographs of this recreation exist based on this single source. === 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}} rg3dcj8xcw5cm3411v327m9zp12pgwi 0 266140 2414634 2409774 2022-08-15T05:02:02Z Carovinc2 2845156 /* Chapter Executive Team Elections */ wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> = Chapter Executive Team Elections = Each year in the spring there is an election for the executive officer positions to fill the executive board. Elections are decided by a majority vote of the members of the club. These are typically conducted in March or April. == Election Guidelines == * Secretary, Social Media Chair, President, and Treasurer are up for election each voting cycle, but most positions can be held for multiple terms if re-elected (except for president) ** The President can only be removed by abdication or impeachment during term * Elections take place before the end of the spring semester (typically in March) * The new Executive Board assumes their roles at the start of the next academic year * Students that choose to study abroad or plan to graduate early but still want to serve on the Executive Board of HGAPS in the roles of Secretary, Treasurer, or Social Media Chair must have a running mate that will assume their role when they can no longer fulfill their duties * Specific executive team meetings should be designated as open to all HGAPS members during the spring semester, and candidates are encouraged to attend at least 2 open executive meetings In order to run for a position: * Candidates must have attended 70% of meetings since becoming a member to be eligible to run for an executive position * All candidates must fill out and submit election blurbs prior to election day ** [https://docs.google.com/document/d/1TZ66VHAwHBFZt-JqTc_VzEfpI9W2bmZ5H0LmykGB_HQ/edit?usp=sharing Election blurb template] == Election Day Procedures == * Candidates must give a speech * The vote is collected using a qualtrics survey managed by the president (soon to be past president) * 70% of the chapter must vote === Tie Breaking Procedures for Executive Board Elections === * If there is a tie between members running for executive positions -- with votes consisting of the entire member body as well as the executive board -- the first tie breaker will be cleared via a vote within the executive board. If an executive member is a part of the position election, they must recuse themselves from the vote. == Presidential Line of Succession == * If the President abdicates or is impeached, the past-president will take over * The presidency is a two year commitment. During the 1st year, one acts as President, during the 2nd year, past-president ** Should this person still be a part of the HGAPS chapter after their past-presidency, they are free to hold another executive position ** If there is a vacancy in the past-president position due to a president graduating or no longer wanting to be involved, the former past-president must hold that position, if available; if not, the executive board decides how to proceed with guidance from the advisor and the national board. The position would likely be filled by any previous executive board member. == Quorum   == For any meeting that requires a vote of the HGAPS club membership, quorum is defined as 70%. Quorum can also be met over Qualtrics or other electronic polling. If quorum is not met, then voting must be rescheduled or extended. == Impeachment and Abdication == Members of the Executive Board are eligible for impeachment if they abuse their power in any way deemed inappropriate, including: # Racist, sexist or otherwise inappropriate behavior, actions, or hazing # Inadequate attendance of less than 50% of executive meetings or less than 70% of general body meetings # Financial malfeasance # Otherwise neglecting stated duties Impeachment will result in a majority vote of the Executive Board to determine what disciplinary action will be taken, resulting in membership termination or probation. The Executive Board has the right to appoint any vacant position during the course of the academic year if a member of the Executive Board is impeached or resigns. 69g9k2aqvf4i5gh3dr2mhfa90hikxw3 2414635 2414634 2022-08-15T05:04:33Z Carovinc2 2845156 /* Chapter Executive Team Elections */ wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> = Chapter Executive Team Elections = Each year in the spring there is an election for the executive officer positions to fill the executive board. Elections are decided by a majority vote of the members of the club. These are typically conducted in March or April. The Executive roles that are included in elections are President, Treasurer, Secretary, and Social Media. == Election Guidelines == * Secretary, Social Media Chair, President, and Treasurer are up for election each voting cycle, but most positions can be held for multiple terms if re-elected (except for president) * Elections take place before the end of the spring semester (typically in March) * Students that choose to study abroad or plan to graduate early but still want to serve on the Executive Board of HGAPS in the roles of Secretary, Treasurer, or Social Media Chair must have a running mate that will assume their role when they can no longer fulfill their duties * Specific executive team meetings should be designated as open to all HGAPS members during the spring semester, and candidates are encouraged to attend at least 2 open executive meetings * The new Executive Board assumes their roles at the start of the next academic year but will begin to attend executive meetings as requested. In order to run for a position: * Candidates must have attended 70% of meetings since becoming a member to be eligible to run for an executive position * All candidates must fill out and submit election blurbs prior to election day ** [https://docs.google.com/document/d/1TZ66VHAwHBFZt-JqTc_VzEfpI9W2bmZ5H0LmykGB_HQ/edit?usp=sharing Election blurb template] == Election Day Procedures == * Candidates must give a speech * The vote is collected using a qualtrics survey managed by the president (soon to be past president) * 70% of the chapter must vote === Tie Breaking Procedures for Executive Board Elections === * If there is a tie between members running for executive positions -- with votes consisting of the entire member body as well as the executive board -- the first tie breaker will be cleared via a vote within the executive board. If an executive member is a part of the position election, they must recuse themselves from the vote. == Presidential Line of Succession == * If the President abdicates or is impeached, the past-president will take over * The presidency is a two year commitment. During the 1st year, one acts as President, during the 2nd year, past-president ** Should this person still be a part of the HGAPS chapter after their past-presidency, they are free to hold another executive position ** If there is a vacancy in the past-president position due to a president graduating or no longer wanting to be involved, the former past-president must hold that position, if available; if not, the executive board decides how to proceed with guidance from the advisor and the national board. The position would likely be filled by any previous executive board member. == Quorum   == For any meeting that requires a vote of the HGAPS club membership, quorum is defined as 70%. Quorum can also be met over Qualtrics or other electronic polling. If quorum is not met, then voting must be rescheduled or extended. == Impeachment and Abdication == Members of the Executive Board are eligible for impeachment if they abuse their power in any way deemed inappropriate, including: # Racist, sexist or otherwise inappropriate behavior, actions, or hazing # Inadequate attendance of less than 50% of executive meetings or less than 70% of general body meetings # Financial malfeasance # Otherwise neglecting stated duties Impeachment will result in a majority vote of the Executive Board to determine what disciplinary action will be taken, resulting in membership termination or probation. The Executive Board has the right to appoint any vacant position during the course of the academic year if a member of the Executive Board is impeached or resigns. k0om9eebmg70q4pwowlqm9a830p8q9c 0 266624 2414628 2414080 2022-08-15T04:04:48Z Carovinc2 2845156 /* Moving Through the Publication Process */ wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> = Submitting to the Wiki Journal of Medicine Tips = == Preparing a Manuscript == Note: How to write a scientific paper is beyond the scope of these instructions, but here are tips for picking subject areas and logistics for getting ready to submit. Please see this [https://docs.google.com/document/d/1G5QgJ1EYvSPRPldZZ3IBpMLRlv7cjbEteicozxItrGM/edit document] for steps to write an academic paper. # Decide what to write about: ## Use the link below to check if your topic fits one of the WikiJournals. As of now, HGAPS has mainly sent review articles rather than original research, but this could change. ### [[WikiJournal of Medicine/Publishing|WikiJournal of Medicine]] ### [[WikiJournal of Science/Submission|WikiJournal of Science]] ### [[WikiJournal of Humanities/Submission|WikiJournal of Humanities]] # Preparing the draft: ## We recommend using a Google document or some other sort of collaborative document if you intend to have more than one person editing at the same time. ### Caution- formatting from a document to a Wiki page will be a fair amount of work, so if you can start it on Wiki, you may want to do that (you can also do this in someone's sandbox). ## If not, or at the next step, you can either create a page in the HGAPS suite on Wikiversity or go ahead and create a preprint (which will have to be done eventually either way). ## To create a preprint, navigate to this [[WikiJournal of Medicine/Submission letter for multiple authors|link]] and type into the box what you would like your article name to be. ## Now you have a preprint! This document can be revised up to and even after you submit the authorship declaration forum (the submission document). ### Note- the default format only allows for 10 authors, but an editor can add space for more if needed. ##Make sure that the faculty advisor for this paper reads over the draft before submitting. == Submitting Your Article == # Now that your article is prepared, you’re ready to submit. Congrats! # Make your article into a preprint. ## If your article is not already a WikiJournal preprint, you will need to make it one. ## Use [[WikiJournal Preprints|this link]] to title and create the preprint page. # The main step to submitting the article is completing the authorship declaration form on the right side at the top of the preprint. ## You can see the form [https://docs.google.com/forms/d/e/1FAIpQLSf-Nu7hjiTeJ5uQ5ozMOIivWZjeyJCPLwAUOuNDP1MVKUbCSQ/viewform here] . ## Consider (with advice) if there are any individuals you would like to commend or exclude as reviewers. You will be able to put those people's names on the submission form. ## Also consider whether you want to request that your article be integrated into Wikipedia. If there is no page on your topic (or it is low quality) and your paper reads like a Wikipedia article, you can let them know that you would like it considered to replace all or part of an article. ## Once you fill out all sections of the submission form, you can submit. # Congrats! Your article is submitted! == Moving Through the Publication Process == # Publication steps are as follows: ## Manuscript is received and authorship declaration form has been submitted. ## Editorial board determines article suitability and determines if they will review your paper. ## A peer review coordinator is determined. ### This is who you can contact with questions and who will find your peer reviewers. # Peer reviewers write their reviews and they are posted on the talk page of your submission. # Once you receive peer review comments, you will respond to the comments and make revisions. ## You can use [[WikiJournal User Group/Editorial guidelines#Article%20amendments%20and%20publication%20decision|this template]] for responding to peer review. # After you submit your revision, peer reviewers will review the changes. # The editorial board makes a publication decision. # If accepted, the article will get a stable PDF and DOI. ## Any information meant for Wikipedia will be transferred there. = Disseminating Your Article = # Preprints ## PsyArXiv is a useful tool that will allow your preprint to be indexed in search engines. # Listservs ## You (or someone else on your behalf) can disseminate your article via listservs to the appropriate audience. # Social media ## HGAPS social media is also a great way to get your article out there! ## Academic twitter is a great way to share your publication. dlls2vid8hgulztdb1002l8jqc48q78 2414629 2414628 2022-08-15T04:06:28Z Carovinc2 2845156 /* Disseminating Your Article */ wikitext text/x-wiki <noinclude>{{Helping Give Away Psychological Science Banner}}</noinclude> = Submitting to the Wiki Journal of Medicine Tips = == Preparing a Manuscript == Note: How to write a scientific paper is beyond the scope of these instructions, but here are tips for picking subject areas and logistics for getting ready to submit. Please see this [https://docs.google.com/document/d/1G5QgJ1EYvSPRPldZZ3IBpMLRlv7cjbEteicozxItrGM/edit document] for steps to write an academic paper. # Decide what to write about: ## Use the link below to check if your topic fits one of the WikiJournals. As of now, HGAPS has mainly sent review articles rather than original research, but this could change. ### [[WikiJournal of Medicine/Publishing|WikiJournal of Medicine]] ### [[WikiJournal of Science/Submission|WikiJournal of Science]] ### [[WikiJournal of Humanities/Submission|WikiJournal of Humanities]] # Preparing the draft: ## We recommend using a Google document or some other sort of collaborative document if you intend to have more than one person editing at the same time. ### Caution- formatting from a document to a Wiki page will be a fair amount of work, so if you can start it on Wiki, you may want to do that (you can also do this in someone's sandbox). ## If not, or at the next step, you can either create a page in the HGAPS suite on Wikiversity or go ahead and create a preprint (which will have to be done eventually either way). ## To create a preprint, navigate to this [[WikiJournal of Medicine/Submission letter for multiple authors|link]] and type into the box what you would like your article name to be. ## Now you have a preprint! This document can be revised up to and even after you submit the authorship declaration forum (the submission document). ### Note- the default format only allows for 10 authors, but an editor can add space for more if needed. ##Make sure that the faculty advisor for this paper reads over the draft before submitting. == Submitting Your Article == # Now that your article is prepared, you’re ready to submit. Congrats! # Make your article into a preprint. ## If your article is not already a WikiJournal preprint, you will need to make it one. ## Use [[WikiJournal Preprints|this link]] to title and create the preprint page. # The main step to submitting the article is completing the authorship declaration form on the right side at the top of the preprint. ## You can see the form [https://docs.google.com/forms/d/e/1FAIpQLSf-Nu7hjiTeJ5uQ5ozMOIivWZjeyJCPLwAUOuNDP1MVKUbCSQ/viewform here] . ## Consider (with advice) if there are any individuals you would like to commend or exclude as reviewers. You will be able to put those people's names on the submission form. ## Also consider whether you want to request that your article be integrated into Wikipedia. If there is no page on your topic (or it is low quality) and your paper reads like a Wikipedia article, you can let them know that you would like it considered to replace all or part of an article. ## Once you fill out all sections of the submission form, you can submit. # Congrats! Your article is submitted! == Moving Through the Publication Process == # Publication steps are as follows: ## Manuscript is received and authorship declaration form has been submitted. ## Editorial board determines article suitability and determines if they will review your paper. ## A peer review coordinator is determined. ### This is who you can contact with questions and who will find your peer reviewers. # Peer reviewers write their reviews and they are posted on the talk page of your submission. # Once you receive peer review comments, you will respond to the comments and make revisions. ## You can use [[WikiJournal User Group/Editorial guidelines#Article%20amendments%20and%20publication%20decision|this template]] for responding to peer review. # After you submit your revision, peer reviewers will review the changes. # The editorial board makes a publication decision. # If accepted, the article will get a stable PDF and DOI. ## Any information meant for Wikipedia will be transferred there. = Disseminating Your Article = # Preprints ## PsyArXiv is a useful tool that will allow your preprint to be indexed in search engines. # Listservs ## You (or someone else on your behalf) can disseminate your article via listservs to the appropriate audience. # Social media ## HGAPS social media is also a great way to get your article out there! ## Academic twitter is a great way to share your publication. ## Add the preprint and then article to your google scholar, researchgate, and linkedin. 8nybaovogja0s5f7epgo44rnfeew112 0 267737 2414409 2413798 2022-08-14T16:30:29Z Saltrabook 1417466 /* Introduction */ wikitext text/x-wiki [[File:LOGO for Maritime Health Research and Education Network.png|thumb|]] [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] [[File:Bernardino Ramazzini.jpg|thumb|300px|right|Bernardino Ramazzini]] == Introduction == The Ramazzini Center is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of workers at the national and international level inspired by the work of the Italian physician [https://en.wikipedia.org/wiki/Bernardino_Ramazzini ''Bernardino Ramazzini''] It is a brick-free center that unites interested individuals and institutions with activities in occupational- and public health research. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety in the workplaces * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well * Publish ''Preventive Health Science - Journal '' == Purpose == The objectives are to educate in research methods and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. Cross-sectional studies of working conditions are scares and such studies will provide a rational basis for the prevention of illness and injury. Methods for getting started are described in the Health Hazard Surveillance Program in [https://en.wikiversity.org/wiki/Occupational_Health_Risk_Surveillance "''The Occupational Health Hazard Surveillance Program''"] of relevance for all types of workplaces == Ethical requirements == The ethical rules for database research in the respective Universities [http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://omeganetcohorts.eu/download/statement-on-research-integrity-and-responsible-research-practice/ Omega net cohorts statement on research integrity and responsible research practice] [https://omeganetcohorts.eu/about-the-project/ Omega net cohorts about the project/] [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The center's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Center Coordinator, the Board establishes objectives for which research areas should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Center Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Center's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the RC are listed below: Own institution, Ramazzinni Center in ... == Annual status report == The Center Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], [https://omeganetcohorts.eu/ The OMEGA-NET Cohorts] [https://omeganetcohorts.eu/ OMEGA-NET] aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == [https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links Methodological education ] == == Literature == ====== [http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0036-36342002000400010 Araujo-Alvarez JM, Trujillo-Ferrara JG.De Morbis Artificum Diatriba 1700-2000] ====== ====== [https://academic.oup.com/annweh/article/64/6/565/5859013?guestAccessKey=af8fe06c-3823-4dbb-b2f3-25ba44d0dc09 Kogevinas M et al. The OMEGA-NET Inventory of Occupational Cohorts ] ====== ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== ==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== 593knw2h5h7smwlkxknim259yoqmi7q 2414410 2414409 2022-08-14T16:35:19Z Saltrabook 1417466 wikitext text/x-wiki == Links to Relevant Organisations and Funds == The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], [https://omeganetcohorts.eu/ The OMEGA-NET Cohorts] [https://omeganetcohorts.eu/ OMEGA-NET] aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == [https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links Methodological education ] == == Literature == ====== [http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0036-36342002000400010 Araujo-Alvarez JM, Trujillo-Ferrara JG.De Morbis Artificum Diatriba 1700-2000] ====== ====== [https://academic.oup.com/annweh/article/64/6/565/5859013?guestAccessKey=af8fe06c-3823-4dbb-b2f3-25ba44d0dc09 Kogevinas M et al. The OMEGA-NET Inventory of Occupational Cohorts ] ====== ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== ==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 / ]] == ==[[/EU Consortium/]] == ==[[/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== ngp2mvh80geockcl79evqa4fbsv14dx 2414412 2414410 2022-08-14T16:42:08Z Saltrabook 1417466 wikitext text/x-wiki ==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 / ]] == ==[[/EU Consortium/]] == ==[[/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== on9yaprurlbbi8db86tq27oqnrplb9q 2414429 2414412 2022-08-14T17:25:21Z Saltrabook 1417466 /* Introduction */ wikitext text/x-wiki ==Introduction == The Maritime Health Research and Education-NET 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 / ]] == ==[[/EU Consortium/]] == ==[[/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== hvcq9lsqp1rq1wqamb4zzw8008wgiax 0 271287 2414418 2413815 2022-08-14T16:57:07Z Ecsussman 2943804 signed up for 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 |Andrew Neil | | | |- |[[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 |Ellen Sussman | | | |- |[[WikiJournal Preprints/Parenting_stress|Parenting stress]] |format PDF and upload |Natalie Charamut | | | |- |[[WikiJournal Preprints/Leptospirosis|Leptospirosis]] |format PDF and upload |Andrew Neil | | | |- |[[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 |} 8prpk8yimyephif3v7hdcrhw2kudpz2 2414421 2414418 2022-08-14T17:01:12Z Mikael Häggström 12130 Melioidosis Ready 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 |Andrew Neil | | | |- |[[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 |Ellen Sussman | | | |- |[[WikiJournal Preprints/Parenting_stress|Parenting stress]] |format PDF and upload |Natalie Charamut | | | |- |[[WikiJournal Preprints/Leptospirosis|Leptospirosis]] |format PDF and upload |Andrew Neil | | | |- |[[WikiJournal Preprints/Melioidosis|Melioidosis]] | Accepted, generate PDF 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 |} aklvb1ms2pv8bppkogev592wytgub2a 0 271468 2414506 2400473 2022-08-14T22:51:07Z Lbeaumont 278565 /* Capability Infrastructure */ wikitext text/x-wiki —The Next Big Thing [[File:The Next Big Thing.jpg|thumb|300px|What will be the next big thing?]] {{TOC right | limit|limit=2}} Welcome to the ''Level 5 Research Center'', where researchers are exploring the question: <blockquote> '''How can we best shape the emergence of Level 5?''' </blockquote> We welcome your participation as spectators, enthusiasts, learners, researchers, or advocates. If you have comments, questions, suggestions, or issues and wish to contact the secretary, please [[Special:EmailUser/Lbeaumont|click here to send me an email]] or leave a comment or question on the [[Talk:Level_5_Research_Center|discussion page]]. Research is conducted according to the [[Wikiversity:Research ethics|Wikiversity research guidelines]]. The following sections suggest the evolving research agenda. == Complexity Levels == The [[w:Big_History|big history]] of the universe can be characterized as [[w:Emergence|emerging]] in several levels<ref>Within the [https://medium.com/unified-theory-of-knowledge/the-12-floors-of-science-9c2c485df315 ToK System/PTB language system], Matter, Life, Mind, and Culture are “dimensions” or ''planes of existence'' and ''levels'' are the levels of analysis that occur at the part, whole, group “level”. However more generally in [[w:physics|physics]] and [[w:mathematics|mathematics]], the [[w:Dimension|dimension]] of a mathematical space (or object) is informally defined as the minimum number of coordinates needed to specify any point within it. Instead of using ''dimension'' as it is used within ToK, the word ''level'' is used here as it is often used with systems of [[w:Biological_organisation|biological organization]] and other complex systems. It is intended to refer to the complexity present at each of the distinct planes of existence.</ref> of complexity. The [[w:Tree_of_knowledge_system|tree of knowledge system]] identifies four levels as: #[[w:Tree_of_knowledge_system#The_Matter/Object_plane_of_existence_is_mapped_by_the_Physical_Sciences|Matter]]—The set of material objects and their behaviors through time. #[[w:Tree_of_knowledge_system#The_Life/Organism_plane_of_existence_is_mapped_by_the_Biological_Sciences|Life]]—Organisms and their behaviors through time #[[w:Tree_of_knowledge_system#The_Mind/Animal_plane_of_existence_is_mapped_by_the_(basic)_Psychological_Sciences|Mind]]—The set of mental behaviors of animals mediated by the nervous system that produce a functional effect on the animal-environment relationship. #[[w:Tree_of_knowledge_system#The_Culture/Person_plane_of_existence_is_mapped_by_the_Human_Social_Sciences|Culture]]—The set of [[w:Sociolinguistics|sociolinguistic]] behaviors, which range from large scale nation states to individual human justifications for particular actions. These levels represent [[w:Metasystem_transition|metasystem transitions]]—the [[w:Emergence|emergence]], through [[w:Evolution|evolution]], of a higher level of [[w:Organization|organization]] or [[w:Control_theory|control]]. Many [[w:Futures_studies|future studies]] theorists are predicting the emergence of a next level, related to what we are calling ''level 5'', that can bring us into the next plane of existence.<ref>{{cite book |last=Henriques |first=Gregg |date=September 19, 2014 |title=A New Unified Theory Of Psychology |url=https://www.gregghenriques.com/unified-theory-book.html |publisher=Springer |pages=307 |isbn=978-1489996619}} Chapter 9, [https://www.gregghenriques.com/uploads/2/4/3/6/24368778/fifthjp.pdf The Fifth Joint Point].</ref> These conjectures, prototypes, life styles, and [[w:List_of_social_movements|social movements]] include [[w:Technological_singularity|the technological singularity]], [[Wisdom Research|wisdom research]], [[w:Skeptical_movement|skeptical movement]], [[w:Occupy_Wall_Street|occupy wall street]], [[w:Effective_altruism|effective altruism]], [[w:Simple_living|simple living]], [[w:Meditation|meditation]], [[w:Post-scarcity_economy|post-scarcity economy]], [[w:Modern_Monetary_Theory|Modern Monetary Theory]], [[w:Circular_economy|circular economy]], Plan B, [[A Journey to GameB|GameB]], Rebel Wisdom, [[w:Intellectual_dark_web|intellectual dark web]], the [[w:Long_Now_Foundation|long now foundation]], [[The Idea Incubator/Virtual Nations|virtual nations]], and others. == Capability Infrastructure == Several developing trends are creating the ''capability infrastructure'' that is increasing the [[w:Collective_intelligence|collective intelligence]] for global problem solving and preparing us to emerge<ref>A useful analogy can be made with the excellent [https://web.archive.org/web/20160806120245/https://www.visualinsight.net/_engelbart/engelbart_mural.jpg mural illustrating] the “capability infrastructure” that enabled the [[w:The_Mother_of_All_Demos|mother of all demos]].</ref> into the next level of existence. Some of these trends are briefly described here: *'''Interconnections'''—People can connect in person, via phone, email, text, video, or other communications technologies. *[[w:Digitization|'''Digitalization''']]—As more information become available digitally, it can be transmitted, stored, searched, retrieved, and shared quickly and economically. Digitalization enables [[w:Virtual_reality|virtual reality]] and [[w:Augmented_reality|augmented reality]]. *'''Collaboration'''—Interconnections allow collaborations in a variety of forms including project teams, discussion groups, user groups, shared documents, and [[w:Collaborative_editing|collaborative editing]] such as [[w:Wiki|Wikis]], and email threads. [[w:Open_platform|Open platforms]], [[w:Open_source|open source]] models, [[w:Creative_Commons_license|Creative Commons licensing]], and [[w:Crowdsourcing|crowdsourcing]] intensify collaborations. *'''Information sharing'''—Information is shared via our various interconnections, through collaboration, and by accessing knowledge sources and repositories such as books, news outlets, publications, [[w:List_of_open-access_journals|open-access journals]], public libraries, [[w:Wikipedia|Wikipedia]], blogs, podcasts, and web pages. *'''Open Access Learning'''—including [[w:Massive_open_online_course|massive open online courses]] such as the [[w:Khan_Academy|Khan academy]], [[w:Wikiversity|Wikiversity]], [[w:EdX|edX]], [[w:Coursera|coursera]], accessible materials such as [[w:The_Great_Courses|The Great Courses]] and instructional videos on platforms such as [[w:YouTube|YouTube]]. *'''Global Reach'''—Global communications platforms allow interconnections, collaborations, information sharing and open access learning regardless of geographic location. Social gatherings, discussion, collaboration, and project teams including many geographically distant participants are commonplace. Modern transportation systems allow rapid and economical world-wide travel, transport, and commerce. We experience a variety of world cultures. Our [[Virtues/Compassion|compassion]] extends to include many geographically distant people. *[[Global Perspective|'''Global Perspective''']]—Our global reach encourages us to adopt a global perspective for understanding, defining, and solving problems. *[[Intellectual_Honesty|'''Intellectual Honesty''']]—We consistently combine [[Virtues/Good Faith|good faith]]—fully honest communications—with a primary motivation toward [[Seeking True Beliefs|seeking true beliefs]]. *[[w:Systems_theory|'''Systems thinking''']]—We recognize how changing one part of a system may affect other parts or the whole [[w:System|system]]. *'''Accelerating Technological Innovation'''—Advances in [[w:Artificial_intelligence|artificial intelligence]], [[w:Robotics|robotics]], [[w:Genetic_engineering|genetic engineering]], [[w:Synthetic_biology|synthetic biology]], and [[w:Brain–computer interface|brain-computer interfaces]] are [[w:Accelerating_change|accelerating]]. Other technology [[w:List_of_emerging_technologies|innovations are emerging]] rapidly. *'''Advancing''' [[w:Human_rights|'''Human Rights''']]—We uphold the inalienable, fundamental rights "to which a person is inherently entitled simply because she or he is a human being” and which are "inherent in all human beings", regardless of their age, ethnic origin, location, language, religion, ethnicity, or any other status. *'''Embracing reality'''—Recognizing that [[Facing Facts|reality exists]], we are developing increasingly [[Thinking Scientifically|reliable methods for examining reality]], and we use reality as the [[Seeking True Beliefs|arbiter in disputes]] over matters of fact. We recognize that [[Facing Facts/Reality is our common ground|reality as our common ground]], and we have a responsibility to [[Exploring_Worldviews#Assignment_3|align our worldviews with reality]]. *'''Improving epistemologies'''—We take care to [[Knowing How You Know|know how we know]] and to carefully and deliberately choose our beliefs using a reliable [[w:Epistemology|epistemology]]. We [[w:Continual_improvement_process|continuously improve]] our epistemology to make it more reliable. *'''Increasing productivity'''—[[w:Productivity-improving_technologies|Productivity-improving technologies]] have vastly increased [[w:Workforce_productivity|workforce productivity]] and enable fewer people to create more useful outputs in less time often requiring fewer raw materials. This allows people to enjoy more time to devote to creative pursuits, public service, or leisure activities. *'''Abundance'''—Because increasing productivity creates more goods and services with less human effort, we can [[Limits To Growth/Coping with Abundance|enjoy abundance]] in many areas rather than coping with scarcity. Abundance creates opportunities for philanthropy, volunteer work, and programs such as [[w:Universal_basic_income|Universal Basic Income]]. *[[w:Dematerialization_(economics)|'''Dematerialization''']]—Reduction in the quantity of materials required to serve economic functions in society continues. *'''Concern for the future'''—systems thinking and increasing productivity allow us to consider the implications of our decisions on timeframes extending far into the future, including the impacts on future generations. *[[w:Environmental_protection|'''Environmental protection''']]—concern for the future, and our desire to enjoy the abundance of our natural environment increases our concern for protecting the environment. *'''Continuously improving economic theory'''—by continually comparing the effects predicted by various economic theories to the resulting well-being, correcting [[Living Wisely/Economic Faults|economic faults]], and by prioritizing well-being ahead of a narrow focus on [[w:Gross_domestic_product|GDP]] growth, we [[w:Continual_improvement_process|continuously improve]] our [[w:Economic_model|economic models]]. Various [[w:Category:Economists_by_school_of_thought|schools of economic thought]], such as [[w:Behavioral_economics|behavioral economics]], [[w:Steady-state_economy|steady-state economics]], [[w:Modern_Monetary_Theory|modern monetary theory]], and [[w:Post-scarcity_economy|post-scarcity economics]] are providing many new ideas and policies for increasing well-being. *'''Continuously improving''' [[Moral Reasoning|'''moral reasoning''']]—we developed our own moral tool kits based on fundamental human values including [[dignity]], [[w:Well-being|well-being]], [[w:Flourishing|flourishing]], [[Understanding Fairness|fairness]], [[Virtues/Compassion|compassion]], [[w:Human_rights|human rights]], [[w:Empathy|empathy]], [[w:Symmetry|symmetry]], the [[Living the Golden Rule|golden rule]], and solving [[Grand challenges|grand challenges]]. Although no fundamental [[w:Moral_realism|objective foundation for morality]] has yet been discovered in the universe, our empirical experiences of being human converged on these simple and nearly universal moral principles. *'''Continuously improving [[w:Criminal_justice|criminal justice]] systems'''—concepts of [[w:justice|justice]]; procedures for obtaining and [[Evaluating Evidence|evaluating evidence]], resolving questions of law, resolving [[w:Question_of_law|questions of fact]], our understanding of the purposes of [[w:Judiciary|judiciary]]; procedures for identifying, apprehending, interviewing, and trying [[w:Suspect|suspects]]; investigating [[w:Crime_scene|crime scenes]], and the purpose and procedures of [[w:Law_enforcement|law enforcement]] [[w:Continual_improvement_process|continue to improve]]. *'''Continually improving [[Evolving Governments|governance]] systems'''—State governments now recognize they exist only to promote well-being. National governments use a [https://lelandbeaumont.medium.com/how-are-we-doing-b89940268fec variety of well-being indicators] to establish, evaluate, and improve public policy. Global measures of well-being are used to direct increasingly effective world governance agreements. In addition, governance of corporations, organizations, project teams, communities, and social units are increasingly inclusive, collaborative, distributed, effective, and efficient.<ref>[https://longnow.org/seminars/02015/jan/27/pace-layers-thinking/ Stewart Brand’s Pace Layer Thinking] influenced this concept.</ref> *'''Concern for the [[Grand Challenges]]'''—Global reach makes us aware of the [[grand challenges]]—the greatest, most pervasive and persistent problems facing humanity—so many people face. The uneven distribution of abundance and scarcity, combined with a concern for [[w:Human_rights|human rights]] and our improving [[Moral Reasoning|moral reasoning]], makes it imperative that we address the grand challenges. Programs like the [[w:Sustainable_Development_Goals|sustainable development goals]], organizations like the [[w:Bill & Melinda Gates Foundation|Bill & Melinda Gates Foundation]], and effective altruism organizations like [[w:GiveWell|GiveWell]] are beginning to address the grand challenges. We have opportunities to use the grand challenges as a basis for establishing policy priorities. *'''The Search for Meaning'''—As curiosity motivates us to explore question such as “Why are we here?”, “Is that all there is?”, and “What is the [[w:Meaning_of_life|meaning of life]]?” our imaginations are set free and we are [[w:Hero's journey|called to adventure]]. [[w:List_of_new_religious_movements|New age religious movements]], [[w:onspiracy_theory|conspiracy theories]], [[w:Quackery|quackery]], [[w:Pseudoscience|pseudoscience]], [[w:Psychedelic_drug|psychedelic drugs]], [[w:Retreat_(spiritual)|spiritual retreats]], and the search for ultimate wisdom continue. Events such as [[w:Burning_Man|Burning Man]] and projects such as [[w:Search_for_extraterrestrial_intelligence|SETI]] invite our participation, stimulate our imagination, and indulge our hopes. Although encounters with reality will ultimately bring the end to many of these explorations, it is possible that encounters with ultimate reality will provide profound new insights. Discovery is fueled by exploration. With unrestrained exploration, anything can happen. [[w:Caveat_emptor|''Caveat emptor'']]. == Values == As we envision the next level we have come to value: *[[Intellectual honesty|'''Intellectual honesty''']] over dissembling, ideology, and mythology, *'''Reason''' over power, *'''Reality''' over delusion, *'''Expertise''' over authority, *'''Curiosity''' over fear, *[[w:Flourishing|'''Flourishing''']] over malaise, stagnation, lethargy, or opulence, *[[Virtues|'''Moral virtue''']] over amoral behavior, *[[Seeking_True_Beliefs#The_Intellectual_Virtues|'''Intellectual virtue''']] over ignorance, *[[Wisdom|'''Wisdom''']] over knowledge<ref>We are grateful for the life-long work of [[w:Nicholas_Maxwell|Nicholas Maxwell]] in advocating for a transition from [[w:Nicholas_Maxwell#Philosophical_contribution|knowledge-inquiry]] to wisdom-inquiry. </ref>, *[[w:Free_content|'''Open platforms''']] over proprietary interests, *[[w:Consilience|'''Consilience''']] over anecdotes, or inconsistency, *[[Earning Trust|'''Earned trust''']] over cheats, charlatans, frauds, [[w:Confidence_trick|confidence tricks]], or exploitation, *[[Living_Wisely#Personal_Responsibility|'''Personal responsibility''']] over irresponsibility, and selfishness, *[[Emotional Competency|'''Emotional competency''']] over emotional reactivity, *[[Transcending Conflict|'''Transcending conflict''']] over fomenting, suppressing, or ignoring conflict, * [[w:Cooperation|'''Cooperation''']]<ref>The importance of expanding cooperation is emphasized in [http://www.evolutionarymanifesto.com/man.pdf ''The Evolutionary Manifesto''], by John Stewart </ref> over [[w:Selfishness|selfishness]], [[w:Mischief|mischief]], or [[w:Sabotage|sabotage]], *[[w:Autonomy|'''Autonomy''']] over dependency, *[[w:Psychological_resilience|'''Resilience''']] over reliance, *[[w:Transparency_(behavior)|'''Transparency''']] over secrecy or censorship,<ref>Genuine privacy concerns need to be accommodated. The book [[w:The_Circle_(Eggers_novel)|''The Circle'']] explores the limits of transparency and its relationships with privacy.</ref> *[[Global Perspective|'''Global perspective''']] over parochial perspective or local interests, * [[w:Systems_thinking |'''Systems thinking''']]<ref>The importance of systems thinking is emphasized in [http://www.evolutionarymanifesto.com/strategies.pdf ''Strategies for Advancing Evolution''], by John Stewart </ref> over linear thinking or [[w:Local_optimum |local optimizations]]. *[[Dignity|'''Dignity''']] over disgrace, *[[w:Human_rights|'''Human rights''']] over tradition, honor, or tyranny, *[[w:Well-being|'''Well-being''']] over toil, suffering, retribution, or loyalty, *[[Practicing Dialogue|'''Dialogue''']] over dogma, diatribe, dismissal, or debate, *[[What Matters|'''What matters''']] over trivialities, *[[w:Beauty|'''Beauty''']] over ordinary, plain, dull, or ugly, *[[w:Fun|'''Fun''']] over toil, suffering, tedium, or boredom, *[[Knowing How You Know|'''Reliable epistemologies''']] over whimsey or gullibility, *[[w:Observation|'''Observation''']] over interpretation, *[[Evaluating Evidence|'''Evidence''']] over ideologies, *[[Living Wisely/Seeking Real Good|'''Real good''']] over fake good or real bad. == Possibilities == (Contributors are encouraged to provide content describing possible manifestations of the 5th joint point and level 5 experience.) *Living the [[Level_5_Research_Center#Values|level 5 values]] prepares us for the transition to level 5. **We can [[Level 5 Research Center/Choosing Level 5 Living|choose level 5 living]]. ***These [[Level_5_Research_Center/Level_5_Phrases|level 5 phrases]] can be helpful during level 4 encounters. *[[Exploring_Worldviews/Aligning_worldviews|Aligning worldviews]] prepares us for the transition to level 5. *Annealing and healing can allow [[/Culture crystals/]] to emerge at level 5. *[[Intentional Evolution]] is the recognition that our role in the next evolutionary transformation has the potential to transform the nature of human existence. *Several visionaries are working to [[/Escaping Discontent/|escape discontent]]. == Aligned Work == Many [[w:Futurist|futurists]] are working to envision, describe, prototype, and build elements of our future. Below is a growing list of concepts, organization, and projects that appear to be aligned with Level 5 concepts. This list includes several external links that may migrate to the [[w:Wikimedia_Foundation#Wikimedia_projects|Wikimedia]] address space as they evolve. '''[[w:Production_(economics)|Production Systems]]—obtaining tangible goods''' *A [[w:Circular_economy|circular economy]] is "a model of production and consumption, which involves sharing, leasing, reusing, repairing, refurbishing and recycling existing materials and products as long as possible" that aims at tackling global challenges like climate change, biodiversity loss, waste, and pollution. *A [[w:Steady-state_economy|steady-state economy]] is an economy made up of a constant stock of physical wealth (capital) and a constant population size. In effect, such an economy does not grow in the course of time. *[[w:Post-scarcity_economy|Post-scarcity]] is a theoretical economic situation in which most goods can be produced in great abundance with minimal human labor needed, so that they become available to all very cheaply or even freely. *[[w:Universal_basic_income|Universal basic income]] is a sociopolitical financial transfer concept in which all citizens of a given population regularly receive a legally stipulated and equal financial grant paid by the government without a means test. '''[[w:Knowledge|Information Systems]]—learning what ''is''''' *[[Seeking True Beliefs]] — Excellence in the quest for Knowledge. **[[Finding Common Ground|Finding common ground]] — Aligning concepts with reality. **[[Exploring_Worldviews/Aligning_worldviews|Aligning worldviews]] — Aligning our worldviews with the real world. *[http://www.stopresetgo.org/ StopResetGo] is a growing collective of change agents who seek your support to co-create an open, digital framework for the commons, enabling citizens, entrepreneurs, activists, communities, and distributed initiatives around the world to come out of their silos, converge and effectively share resources to build the future of humanity. '''[[Wisdom]]—deciding what ''ought'' to be''' *[[Living Wisely|Living wisely]], a path of study through the [[Wisdom/Curriculum|applied wisdom]] curriculum. *The [[Wisdom Research|Wisdom and the Future Research Center]]—Where researchers are exploring the question: How can we wisely create our future? *[[Moral Reasoning]] Carefully deciding what we ought to do. *[https://relevant.education The Relevant Education Project] — What you need to know to consciously participate in the most consequential 25 years in Humanity’s history *[[w:Bildung|Bildung]] describes a culture where philosophy and education are linked to encourage both personal and cultural maturation. *The [https://www.enlightenedworldview.com Enlightened Worldview Project] is a quest to promote peace through societal understanding and inner awareness. '''[[w:Governance|Governance]]—ensuring community safety''' *[[w:Good_governance|Good governance]] is a way of measuring how public institutions conduct public affairs and manage public resources in a preferred way. *[[Assessing Human Rights/Beyond Olympic Gold|Advancing human rights]], worldwide. *How can we [[Living_Wisely/Improving_our_Social_Operating_Systems|improve our social operating systems]]? *[https://systems-souls-society.com/ Perspectiva] is a community of expert generalists working on an urgent one-hundred-year project to improve the relationships between systems, souls, and society in theory and practice. *The city of [[w:Telosa|Telosa]] is a proposed utopian planned US city. *The concept of a [[The_Idea_Incubator/Virtual_Nations|virtual nation]] uncouples the traditional binding of geographic location to the associated government and its policies. People born anywhere would be free to choose the virtual nation they want to become citizens of. '''[[w:Collaboration|Collaboration]]—acting together''' *[[Moral Reasoning|Moral reasoning]] — Knowing what to do. *[[Transcending Conflict|Transcending conflict]] — Resolving contradictory goals. *[[Intentional Evolution]] is the recognition that our role in the next evolutionary transformation has the potential to transform the nature of human existence. <ref>Intentional evolution is described in [http://www.evolutionarymanifesto.com/man.pdf ''The Evolutionary Manifesto''], by John Stewart </ref> *[https://wiki.p2pfoundation.net/index.php?title=Category:Commons_Policy Commons Policy] is a collection of policy proposals that are specifically oriented around commons. *The [https://canonizer.com/ canonizer] is an innovative consensus building tool. *[[A Journey to GameB|Game B]] is a community trying to figure out what a viable, better civilization could look like and how to reach it. *The [[w:metaverse|metaverse]] is a hypothesized iteration of the internet, supporting persistent online 3-D virtual environments through conventional personal computing, as well as virtual and augmented reality headsets. *[[w:Metamodernism|Metamodernism]] refers to a broad range of developments in culture and society that appear after and gesture beyond postmodernism, and at the same time attempts to characterize post-postmodernism. *This essay [https://www.mille-plateaux.com/sensemaking-philosophy ''A movement with no name''] collects several resources that seem aligned with this work. '''Research Organizations''' *The [[w:Long_Now_Foundation|Long Now Foundation]] is working to creatively foster responsibility in the framework of the next 10,000 years. *The [[w:Santa_Fe_Institute|Santa Fe Institute]] is dedicated to the multidisciplinary study of the fundamental principles of complex adaptive systems. == Recommended Reading == Researchers wanting to learn more about emergence of the next big thing may be interested in reading the following books: *{{cite book |last=Strogatz |first=Steven H. |author-link=w:Steven_Strogatz |date=Feb 14, 2012 |title=Sync: How Order Emerges from Chaos In the Universe, Nature, and Daily Life |publisher=Hachette Books |pages=353 |isbn=978-0141007632}} *{{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=May 18, 2021 |title=How Innovation Works: And Why It Flourishes in Freedom |publisher=Harper Perennial |pages=432 |isbn=978-0062916600}} *{{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} *{{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} *{{cite book |last=Carroll |first=Sean M |author-link=w:Sean_M._Carroll |date=May 4, 2017 |title=The Big Picture: On the Origins of Life, Meaning, and the Universe Itself |publisher=Oneworld Publications |pages=480 |isbn=978-1786071033}} *{{cite book |last=Pinker |first=Steven |author-link=w:Steven_Pinker |date=February 13, 2018 |title=Enlightenment Now: The Case for Reason, Science, Humanism, and Progress |publisher=Viking |pages=576 |isbn=978-0525427575}} *{{cite book |last=Henriques |first=Gregg |date=September 19, 2014 |title=A New Unified Theory Of Psychology |url=https://www.gregghenriques.com/unified-theory-book.html |publisher=Springer |pages=307 |isbn=978-1489996619}} *{{cite book |last=Wilczek |first=Frank |author-link=w:Frank_Wilczek |date=January 12, 2021 |title=Fundamentals: Ten Keys to Reality |publisher=Penguin Press |pages=272 |isbn=978-0735223790}} I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. * ''Evolution's Arrow: the direction of evolution and the future of humanity'', by John Stewart == References == <references/> {{research}} [[Category:Applied Wisdom]] [[Category:Futurology]] 2z8u2ukchmu9rd3cwcr3r5oiaq28si7 2414508 2414506 2022-08-14T22:54:53Z Lbeaumont 278565 /* Possibilities */ wikitext text/x-wiki —The Next Big Thing [[File:The Next Big Thing.jpg|thumb|300px|What will be the next big thing?]] {{TOC right | limit|limit=2}} Welcome to the ''Level 5 Research Center'', where researchers are exploring the question: <blockquote> '''How can we best shape the emergence of Level 5?''' </blockquote> We welcome your participation as spectators, enthusiasts, learners, researchers, or advocates. If you have comments, questions, suggestions, or issues and wish to contact the secretary, please [[Special:EmailUser/Lbeaumont|click here to send me an email]] or leave a comment or question on the [[Talk:Level_5_Research_Center|discussion page]]. Research is conducted according to the [[Wikiversity:Research ethics|Wikiversity research guidelines]]. The following sections suggest the evolving research agenda. == Complexity Levels == The [[w:Big_History|big history]] of the universe can be characterized as [[w:Emergence|emerging]] in several levels<ref>Within the [https://medium.com/unified-theory-of-knowledge/the-12-floors-of-science-9c2c485df315 ToK System/PTB language system], Matter, Life, Mind, and Culture are “dimensions” or ''planes of existence'' and ''levels'' are the levels of analysis that occur at the part, whole, group “level”. However more generally in [[w:physics|physics]] and [[w:mathematics|mathematics]], the [[w:Dimension|dimension]] of a mathematical space (or object) is informally defined as the minimum number of coordinates needed to specify any point within it. Instead of using ''dimension'' as it is used within ToK, the word ''level'' is used here as it is often used with systems of [[w:Biological_organisation|biological organization]] and other complex systems. It is intended to refer to the complexity present at each of the distinct planes of existence.</ref> of complexity. The [[w:Tree_of_knowledge_system|tree of knowledge system]] identifies four levels as: #[[w:Tree_of_knowledge_system#The_Matter/Object_plane_of_existence_is_mapped_by_the_Physical_Sciences|Matter]]—The set of material objects and their behaviors through time. #[[w:Tree_of_knowledge_system#The_Life/Organism_plane_of_existence_is_mapped_by_the_Biological_Sciences|Life]]—Organisms and their behaviors through time #[[w:Tree_of_knowledge_system#The_Mind/Animal_plane_of_existence_is_mapped_by_the_(basic)_Psychological_Sciences|Mind]]—The set of mental behaviors of animals mediated by the nervous system that produce a functional effect on the animal-environment relationship. #[[w:Tree_of_knowledge_system#The_Culture/Person_plane_of_existence_is_mapped_by_the_Human_Social_Sciences|Culture]]—The set of [[w:Sociolinguistics|sociolinguistic]] behaviors, which range from large scale nation states to individual human justifications for particular actions. These levels represent [[w:Metasystem_transition|metasystem transitions]]—the [[w:Emergence|emergence]], through [[w:Evolution|evolution]], of a higher level of [[w:Organization|organization]] or [[w:Control_theory|control]]. Many [[w:Futures_studies|future studies]] theorists are predicting the emergence of a next level, related to what we are calling ''level 5'', that can bring us into the next plane of existence.<ref>{{cite book |last=Henriques |first=Gregg |date=September 19, 2014 |title=A New Unified Theory Of Psychology |url=https://www.gregghenriques.com/unified-theory-book.html |publisher=Springer |pages=307 |isbn=978-1489996619}} Chapter 9, [https://www.gregghenriques.com/uploads/2/4/3/6/24368778/fifthjp.pdf The Fifth Joint Point].</ref> These conjectures, prototypes, life styles, and [[w:List_of_social_movements|social movements]] include [[w:Technological_singularity|the technological singularity]], [[Wisdom Research|wisdom research]], [[w:Skeptical_movement|skeptical movement]], [[w:Occupy_Wall_Street|occupy wall street]], [[w:Effective_altruism|effective altruism]], [[w:Simple_living|simple living]], [[w:Meditation|meditation]], [[w:Post-scarcity_economy|post-scarcity economy]], [[w:Modern_Monetary_Theory|Modern Monetary Theory]], [[w:Circular_economy|circular economy]], Plan B, [[A Journey to GameB|GameB]], Rebel Wisdom, [[w:Intellectual_dark_web|intellectual dark web]], the [[w:Long_Now_Foundation|long now foundation]], [[The Idea Incubator/Virtual Nations|virtual nations]], and others. == Capability Infrastructure == Several developing trends are creating the ''capability infrastructure'' that is increasing the [[w:Collective_intelligence|collective intelligence]] for global problem solving and preparing us to emerge<ref>A useful analogy can be made with the excellent [https://web.archive.org/web/20160806120245/https://www.visualinsight.net/_engelbart/engelbart_mural.jpg mural illustrating] the “capability infrastructure” that enabled the [[w:The_Mother_of_All_Demos|mother of all demos]].</ref> into the next level of existence. Some of these trends are briefly described here: *'''Interconnections'''—People can connect in person, via phone, email, text, video, or other communications technologies. *[[w:Digitization|'''Digitalization''']]—As more information become available digitally, it can be transmitted, stored, searched, retrieved, and shared quickly and economically. Digitalization enables [[w:Virtual_reality|virtual reality]] and [[w:Augmented_reality|augmented reality]]. *'''Collaboration'''—Interconnections allow collaborations in a variety of forms including project teams, discussion groups, user groups, shared documents, and [[w:Collaborative_editing|collaborative editing]] such as [[w:Wiki|Wikis]], and email threads. [[w:Open_platform|Open platforms]], [[w:Open_source|open source]] models, [[w:Creative_Commons_license|Creative Commons licensing]], and [[w:Crowdsourcing|crowdsourcing]] intensify collaborations. *'''Information sharing'''—Information is shared via our various interconnections, through collaboration, and by accessing knowledge sources and repositories such as books, news outlets, publications, [[w:List_of_open-access_journals|open-access journals]], public libraries, [[w:Wikipedia|Wikipedia]], blogs, podcasts, and web pages. *'''Open Access Learning'''—including [[w:Massive_open_online_course|massive open online courses]] such as the [[w:Khan_Academy|Khan academy]], [[w:Wikiversity|Wikiversity]], [[w:EdX|edX]], [[w:Coursera|coursera]], accessible materials such as [[w:The_Great_Courses|The Great Courses]] and instructional videos on platforms such as [[w:YouTube|YouTube]]. *'''Global Reach'''—Global communications platforms allow interconnections, collaborations, information sharing and open access learning regardless of geographic location. Social gatherings, discussion, collaboration, and project teams including many geographically distant participants are commonplace. Modern transportation systems allow rapid and economical world-wide travel, transport, and commerce. We experience a variety of world cultures. Our [[Virtues/Compassion|compassion]] extends to include many geographically distant people. *[[Global Perspective|'''Global Perspective''']]—Our global reach encourages us to adopt a global perspective for understanding, defining, and solving problems. *[[Intellectual_Honesty|'''Intellectual Honesty''']]—We consistently combine [[Virtues/Good Faith|good faith]]—fully honest communications—with a primary motivation toward [[Seeking True Beliefs|seeking true beliefs]]. *[[w:Systems_theory|'''Systems thinking''']]—We recognize how changing one part of a system may affect other parts or the whole [[w:System|system]]. *'''Accelerating Technological Innovation'''—Advances in [[w:Artificial_intelligence|artificial intelligence]], [[w:Robotics|robotics]], [[w:Genetic_engineering|genetic engineering]], [[w:Synthetic_biology|synthetic biology]], and [[w:Brain–computer interface|brain-computer interfaces]] are [[w:Accelerating_change|accelerating]]. Other technology [[w:List_of_emerging_technologies|innovations are emerging]] rapidly. *'''Advancing''' [[w:Human_rights|'''Human Rights''']]—We uphold the inalienable, fundamental rights "to which a person is inherently entitled simply because she or he is a human being” and which are "inherent in all human beings", regardless of their age, ethnic origin, location, language, religion, ethnicity, or any other status. *'''Embracing reality'''—Recognizing that [[Facing Facts|reality exists]], we are developing increasingly [[Thinking Scientifically|reliable methods for examining reality]], and we use reality as the [[Seeking True Beliefs|arbiter in disputes]] over matters of fact. We recognize that [[Facing Facts/Reality is our common ground|reality as our common ground]], and we have a responsibility to [[Exploring_Worldviews#Assignment_3|align our worldviews with reality]]. *'''Improving epistemologies'''—We take care to [[Knowing How You Know|know how we know]] and to carefully and deliberately choose our beliefs using a reliable [[w:Epistemology|epistemology]]. We [[w:Continual_improvement_process|continuously improve]] our epistemology to make it more reliable. *'''Increasing productivity'''—[[w:Productivity-improving_technologies|Productivity-improving technologies]] have vastly increased [[w:Workforce_productivity|workforce productivity]] and enable fewer people to create more useful outputs in less time often requiring fewer raw materials. This allows people to enjoy more time to devote to creative pursuits, public service, or leisure activities. *'''Abundance'''—Because increasing productivity creates more goods and services with less human effort, we can [[Limits To Growth/Coping with Abundance|enjoy abundance]] in many areas rather than coping with scarcity. Abundance creates opportunities for philanthropy, volunteer work, and programs such as [[w:Universal_basic_income|Universal Basic Income]]. *[[w:Dematerialization_(economics)|'''Dematerialization''']]—Reduction in the quantity of materials required to serve economic functions in society continues. *'''Concern for the future'''—systems thinking and increasing productivity allow us to consider the implications of our decisions on timeframes extending far into the future, including the impacts on future generations. *[[w:Environmental_protection|'''Environmental protection''']]—concern for the future, and our desire to enjoy the abundance of our natural environment increases our concern for protecting the environment. *'''Continuously improving economic theory'''—by continually comparing the effects predicted by various economic theories to the resulting well-being, correcting [[Living Wisely/Economic Faults|economic faults]], and by prioritizing well-being ahead of a narrow focus on [[w:Gross_domestic_product|GDP]] growth, we [[w:Continual_improvement_process|continuously improve]] our [[w:Economic_model|economic models]]. Various [[w:Category:Economists_by_school_of_thought|schools of economic thought]], such as [[w:Behavioral_economics|behavioral economics]], [[w:Steady-state_economy|steady-state economics]], [[w:Modern_Monetary_Theory|modern monetary theory]], and [[w:Post-scarcity_economy|post-scarcity economics]] are providing many new ideas and policies for increasing well-being. *'''Continuously improving''' [[Moral Reasoning|'''moral reasoning''']]—we developed our own moral tool kits based on fundamental human values including [[dignity]], [[w:Well-being|well-being]], [[w:Flourishing|flourishing]], [[Understanding Fairness|fairness]], [[Virtues/Compassion|compassion]], [[w:Human_rights|human rights]], [[w:Empathy|empathy]], [[w:Symmetry|symmetry]], the [[Living the Golden Rule|golden rule]], and solving [[Grand challenges|grand challenges]]. Although no fundamental [[w:Moral_realism|objective foundation for morality]] has yet been discovered in the universe, our empirical experiences of being human converged on these simple and nearly universal moral principles. *'''Continuously improving [[w:Criminal_justice|criminal justice]] systems'''—concepts of [[w:justice|justice]]; procedures for obtaining and [[Evaluating Evidence|evaluating evidence]], resolving questions of law, resolving [[w:Question_of_law|questions of fact]], our understanding of the purposes of [[w:Judiciary|judiciary]]; procedures for identifying, apprehending, interviewing, and trying [[w:Suspect|suspects]]; investigating [[w:Crime_scene|crime scenes]], and the purpose and procedures of [[w:Law_enforcement|law enforcement]] [[w:Continual_improvement_process|continue to improve]]. *'''Continually improving [[Evolving Governments|governance]] systems'''—State governments now recognize they exist only to promote well-being. National governments use a [https://lelandbeaumont.medium.com/how-are-we-doing-b89940268fec variety of well-being indicators] to establish, evaluate, and improve public policy. Global measures of well-being are used to direct increasingly effective world governance agreements. In addition, governance of corporations, organizations, project teams, communities, and social units are increasingly inclusive, collaborative, distributed, effective, and efficient.<ref>[https://longnow.org/seminars/02015/jan/27/pace-layers-thinking/ Stewart Brand’s Pace Layer Thinking] influenced this concept.</ref> *'''Concern for the [[Grand Challenges]]'''—Global reach makes us aware of the [[grand challenges]]—the greatest, most pervasive and persistent problems facing humanity—so many people face. The uneven distribution of abundance and scarcity, combined with a concern for [[w:Human_rights|human rights]] and our improving [[Moral Reasoning|moral reasoning]], makes it imperative that we address the grand challenges. Programs like the [[w:Sustainable_Development_Goals|sustainable development goals]], organizations like the [[w:Bill & Melinda Gates Foundation|Bill & Melinda Gates Foundation]], and effective altruism organizations like [[w:GiveWell|GiveWell]] are beginning to address the grand challenges. We have opportunities to use the grand challenges as a basis for establishing policy priorities. *'''The Search for Meaning'''—As curiosity motivates us to explore question such as “Why are we here?”, “Is that all there is?”, and “What is the [[w:Meaning_of_life|meaning of life]]?” our imaginations are set free and we are [[w:Hero's journey|called to adventure]]. [[w:List_of_new_religious_movements|New age religious movements]], [[w:onspiracy_theory|conspiracy theories]], [[w:Quackery|quackery]], [[w:Pseudoscience|pseudoscience]], [[w:Psychedelic_drug|psychedelic drugs]], [[w:Retreat_(spiritual)|spiritual retreats]], and the search for ultimate wisdom continue. Events such as [[w:Burning_Man|Burning Man]] and projects such as [[w:Search_for_extraterrestrial_intelligence|SETI]] invite our participation, stimulate our imagination, and indulge our hopes. Although encounters with reality will ultimately bring the end to many of these explorations, it is possible that encounters with ultimate reality will provide profound new insights. Discovery is fueled by exploration. With unrestrained exploration, anything can happen. [[w:Caveat_emptor|''Caveat emptor'']]. == Values == As we envision the next level we have come to value: *[[Intellectual honesty|'''Intellectual honesty''']] over dissembling, ideology, and mythology, *'''Reason''' over power, *'''Reality''' over delusion, *'''Expertise''' over authority, *'''Curiosity''' over fear, *[[w:Flourishing|'''Flourishing''']] over malaise, stagnation, lethargy, or opulence, *[[Virtues|'''Moral virtue''']] over amoral behavior, *[[Seeking_True_Beliefs#The_Intellectual_Virtues|'''Intellectual virtue''']] over ignorance, *[[Wisdom|'''Wisdom''']] over knowledge<ref>We are grateful for the life-long work of [[w:Nicholas_Maxwell|Nicholas Maxwell]] in advocating for a transition from [[w:Nicholas_Maxwell#Philosophical_contribution|knowledge-inquiry]] to wisdom-inquiry. </ref>, *[[w:Free_content|'''Open platforms''']] over proprietary interests, *[[w:Consilience|'''Consilience''']] over anecdotes, or inconsistency, *[[Earning Trust|'''Earned trust''']] over cheats, charlatans, frauds, [[w:Confidence_trick|confidence tricks]], or exploitation, *[[Living_Wisely#Personal_Responsibility|'''Personal responsibility''']] over irresponsibility, and selfishness, *[[Emotional Competency|'''Emotional competency''']] over emotional reactivity, *[[Transcending Conflict|'''Transcending conflict''']] over fomenting, suppressing, or ignoring conflict, * [[w:Cooperation|'''Cooperation''']]<ref>The importance of expanding cooperation is emphasized in [http://www.evolutionarymanifesto.com/man.pdf ''The Evolutionary Manifesto''], by John Stewart </ref> over [[w:Selfishness|selfishness]], [[w:Mischief|mischief]], or [[w:Sabotage|sabotage]], *[[w:Autonomy|'''Autonomy''']] over dependency, *[[w:Psychological_resilience|'''Resilience''']] over reliance, *[[w:Transparency_(behavior)|'''Transparency''']] over secrecy or censorship,<ref>Genuine privacy concerns need to be accommodated. The book [[w:The_Circle_(Eggers_novel)|''The Circle'']] explores the limits of transparency and its relationships with privacy.</ref> *[[Global Perspective|'''Global perspective''']] over parochial perspective or local interests, * [[w:Systems_thinking |'''Systems thinking''']]<ref>The importance of systems thinking is emphasized in [http://www.evolutionarymanifesto.com/strategies.pdf ''Strategies for Advancing Evolution''], by John Stewart </ref> over linear thinking or [[w:Local_optimum |local optimizations]]. *[[Dignity|'''Dignity''']] over disgrace, *[[w:Human_rights|'''Human rights''']] over tradition, honor, or tyranny, *[[w:Well-being|'''Well-being''']] over toil, suffering, retribution, or loyalty, *[[Practicing Dialogue|'''Dialogue''']] over dogma, diatribe, dismissal, or debate, *[[What Matters|'''What matters''']] over trivialities, *[[w:Beauty|'''Beauty''']] over ordinary, plain, dull, or ugly, *[[w:Fun|'''Fun''']] over toil, suffering, tedium, or boredom, *[[Knowing How You Know|'''Reliable epistemologies''']] over whimsey or gullibility, *[[w:Observation|'''Observation''']] over interpretation, *[[Evaluating Evidence|'''Evidence''']] over ideologies, *[[Living Wisely/Seeking Real Good|'''Real good''']] over fake good or real bad. == Possibilities == (Contributors are encouraged to provide content describing possible manifestations of the 5th joint point and level 5 experience.) *Living the [[Level_5_Research_Center#Values|level 5 values]] prepares us for the transition to level 5. **We can [[Level 5 Research Center/Choosing Level 5 Living|choose level 5 living]]. ***These [[Level_5_Research_Center/Level_5_Phrases|level 5 phrases]] can be helpful during level 4 encounters. *[[Exploring_Worldviews/Aligning_worldviews|Aligning worldviews]] prepares us for the transition to level 5. *Annealing and healing can allow [[/Culture crystals/]] to emerge at level 5. *[[Intentional Evolution]] is the recognition that our role in the next evolutionary transformation has the potential to transform the nature of human existence. * [[Evolving Governments]] are working to unleash collaboration. *Several visionaries are working to [[/Escaping Discontent/|escape discontent]]. == Aligned Work == Many [[w:Futurist|futurists]] are working to envision, describe, prototype, and build elements of our future. Below is a growing list of concepts, organization, and projects that appear to be aligned with Level 5 concepts. This list includes several external links that may migrate to the [[w:Wikimedia_Foundation#Wikimedia_projects|Wikimedia]] address space as they evolve. '''[[w:Production_(economics)|Production Systems]]—obtaining tangible goods''' *A [[w:Circular_economy|circular economy]] is "a model of production and consumption, which involves sharing, leasing, reusing, repairing, refurbishing and recycling existing materials and products as long as possible" that aims at tackling global challenges like climate change, biodiversity loss, waste, and pollution. *A [[w:Steady-state_economy|steady-state economy]] is an economy made up of a constant stock of physical wealth (capital) and a constant population size. In effect, such an economy does not grow in the course of time. *[[w:Post-scarcity_economy|Post-scarcity]] is a theoretical economic situation in which most goods can be produced in great abundance with minimal human labor needed, so that they become available to all very cheaply or even freely. *[[w:Universal_basic_income|Universal basic income]] is a sociopolitical financial transfer concept in which all citizens of a given population regularly receive a legally stipulated and equal financial grant paid by the government without a means test. '''[[w:Knowledge|Information Systems]]—learning what ''is''''' *[[Seeking True Beliefs]] — Excellence in the quest for Knowledge. **[[Finding Common Ground|Finding common ground]] — Aligning concepts with reality. **[[Exploring_Worldviews/Aligning_worldviews|Aligning worldviews]] — Aligning our worldviews with the real world. *[http://www.stopresetgo.org/ StopResetGo] is a growing collective of change agents who seek your support to co-create an open, digital framework for the commons, enabling citizens, entrepreneurs, activists, communities, and distributed initiatives around the world to come out of their silos, converge and effectively share resources to build the future of humanity. '''[[Wisdom]]—deciding what ''ought'' to be''' *[[Living Wisely|Living wisely]], a path of study through the [[Wisdom/Curriculum|applied wisdom]] curriculum. *The [[Wisdom Research|Wisdom and the Future Research Center]]—Where researchers are exploring the question: How can we wisely create our future? *[[Moral Reasoning]] Carefully deciding what we ought to do. *[https://relevant.education The Relevant Education Project] — What you need to know to consciously participate in the most consequential 25 years in Humanity’s history *[[w:Bildung|Bildung]] describes a culture where philosophy and education are linked to encourage both personal and cultural maturation. *The [https://www.enlightenedworldview.com Enlightened Worldview Project] is a quest to promote peace through societal understanding and inner awareness. '''[[w:Governance|Governance]]—ensuring community safety''' *[[w:Good_governance|Good governance]] is a way of measuring how public institutions conduct public affairs and manage public resources in a preferred way. *[[Assessing Human Rights/Beyond Olympic Gold|Advancing human rights]], worldwide. *How can we [[Living_Wisely/Improving_our_Social_Operating_Systems|improve our social operating systems]]? *[https://systems-souls-society.com/ Perspectiva] is a community of expert generalists working on an urgent one-hundred-year project to improve the relationships between systems, souls, and society in theory and practice. *The city of [[w:Telosa|Telosa]] is a proposed utopian planned US city. *The concept of a [[The_Idea_Incubator/Virtual_Nations|virtual nation]] uncouples the traditional binding of geographic location to the associated government and its policies. People born anywhere would be free to choose the virtual nation they want to become citizens of. '''[[w:Collaboration|Collaboration]]—acting together''' *[[Moral Reasoning|Moral reasoning]] — Knowing what to do. *[[Transcending Conflict|Transcending conflict]] — Resolving contradictory goals. *[[Intentional Evolution]] is the recognition that our role in the next evolutionary transformation has the potential to transform the nature of human existence. <ref>Intentional evolution is described in [http://www.evolutionarymanifesto.com/man.pdf ''The Evolutionary Manifesto''], by John Stewart </ref> *[https://wiki.p2pfoundation.net/index.php?title=Category:Commons_Policy Commons Policy] is a collection of policy proposals that are specifically oriented around commons. *The [https://canonizer.com/ canonizer] is an innovative consensus building tool. *[[A Journey to GameB|Game B]] is a community trying to figure out what a viable, better civilization could look like and how to reach it. *The [[w:metaverse|metaverse]] is a hypothesized iteration of the internet, supporting persistent online 3-D virtual environments through conventional personal computing, as well as virtual and augmented reality headsets. *[[w:Metamodernism|Metamodernism]] refers to a broad range of developments in culture and society that appear after and gesture beyond postmodernism, and at the same time attempts to characterize post-postmodernism. *This essay [https://www.mille-plateaux.com/sensemaking-philosophy ''A movement with no name''] collects several resources that seem aligned with this work. '''Research Organizations''' *The [[w:Long_Now_Foundation|Long Now Foundation]] is working to creatively foster responsibility in the framework of the next 10,000 years. *The [[w:Santa_Fe_Institute|Santa Fe Institute]] is dedicated to the multidisciplinary study of the fundamental principles of complex adaptive systems. == Recommended Reading == Researchers wanting to learn more about emergence of the next big thing may be interested in reading the following books: *{{cite book |last=Strogatz |first=Steven H. |author-link=w:Steven_Strogatz |date=Feb 14, 2012 |title=Sync: How Order Emerges from Chaos In the Universe, Nature, and Daily Life |publisher=Hachette Books |pages=353 |isbn=978-0141007632}} *{{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=May 18, 2021 |title=How Innovation Works: And Why It Flourishes in Freedom |publisher=Harper Perennial |pages=432 |isbn=978-0062916600}} *{{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} *{{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} *{{cite book |last=Carroll |first=Sean M |author-link=w:Sean_M._Carroll |date=May 4, 2017 |title=The Big Picture: On the Origins of Life, Meaning, and the Universe Itself |publisher=Oneworld Publications |pages=480 |isbn=978-1786071033}} *{{cite book |last=Pinker |first=Steven |author-link=w:Steven_Pinker |date=February 13, 2018 |title=Enlightenment Now: The Case for Reason, Science, Humanism, and Progress |publisher=Viking |pages=576 |isbn=978-0525427575}} *{{cite book |last=Henriques |first=Gregg |date=September 19, 2014 |title=A New Unified Theory Of Psychology |url=https://www.gregghenriques.com/unified-theory-book.html |publisher=Springer |pages=307 |isbn=978-1489996619}} *{{cite book |last=Wilczek |first=Frank |author-link=w:Frank_Wilczek |date=January 12, 2021 |title=Fundamentals: Ten Keys to Reality |publisher=Penguin Press |pages=272 |isbn=978-0735223790}} I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. * ''Evolution's Arrow: the direction of evolution and the future of humanity'', by John Stewart == References == <references/> {{research}} [[Category:Applied Wisdom]] [[Category:Futurology]] e3djlcjjl4zc80r7r3q0yqbo7p05ejz 2414510 2414508 2022-08-14T22:56:26Z Lbeaumont 278565 /* Aligned Work */ wikitext text/x-wiki —The Next Big Thing [[File:The Next Big Thing.jpg|thumb|300px|What will be the next big thing?]] {{TOC right | limit|limit=2}} Welcome to the ''Level 5 Research Center'', where researchers are exploring the question: <blockquote> '''How can we best shape the emergence of Level 5?''' </blockquote> We welcome your participation as spectators, enthusiasts, learners, researchers, or advocates. If you have comments, questions, suggestions, or issues and wish to contact the secretary, please [[Special:EmailUser/Lbeaumont|click here to send me an email]] or leave a comment or question on the [[Talk:Level_5_Research_Center|discussion page]]. Research is conducted according to the [[Wikiversity:Research ethics|Wikiversity research guidelines]]. The following sections suggest the evolving research agenda. == Complexity Levels == The [[w:Big_History|big history]] of the universe can be characterized as [[w:Emergence|emerging]] in several levels<ref>Within the [https://medium.com/unified-theory-of-knowledge/the-12-floors-of-science-9c2c485df315 ToK System/PTB language system], Matter, Life, Mind, and Culture are “dimensions” or ''planes of existence'' and ''levels'' are the levels of analysis that occur at the part, whole, group “level”. However more generally in [[w:physics|physics]] and [[w:mathematics|mathematics]], the [[w:Dimension|dimension]] of a mathematical space (or object) is informally defined as the minimum number of coordinates needed to specify any point within it. Instead of using ''dimension'' as it is used within ToK, the word ''level'' is used here as it is often used with systems of [[w:Biological_organisation|biological organization]] and other complex systems. It is intended to refer to the complexity present at each of the distinct planes of existence.</ref> of complexity. The [[w:Tree_of_knowledge_system|tree of knowledge system]] identifies four levels as: #[[w:Tree_of_knowledge_system#The_Matter/Object_plane_of_existence_is_mapped_by_the_Physical_Sciences|Matter]]—The set of material objects and their behaviors through time. #[[w:Tree_of_knowledge_system#The_Life/Organism_plane_of_existence_is_mapped_by_the_Biological_Sciences|Life]]—Organisms and their behaviors through time #[[w:Tree_of_knowledge_system#The_Mind/Animal_plane_of_existence_is_mapped_by_the_(basic)_Psychological_Sciences|Mind]]—The set of mental behaviors of animals mediated by the nervous system that produce a functional effect on the animal-environment relationship. #[[w:Tree_of_knowledge_system#The_Culture/Person_plane_of_existence_is_mapped_by_the_Human_Social_Sciences|Culture]]—The set of [[w:Sociolinguistics|sociolinguistic]] behaviors, which range from large scale nation states to individual human justifications for particular actions. These levels represent [[w:Metasystem_transition|metasystem transitions]]—the [[w:Emergence|emergence]], through [[w:Evolution|evolution]], of a higher level of [[w:Organization|organization]] or [[w:Control_theory|control]]. Many [[w:Futures_studies|future studies]] theorists are predicting the emergence of a next level, related to what we are calling ''level 5'', that can bring us into the next plane of existence.<ref>{{cite book |last=Henriques |first=Gregg |date=September 19, 2014 |title=A New Unified Theory Of Psychology |url=https://www.gregghenriques.com/unified-theory-book.html |publisher=Springer |pages=307 |isbn=978-1489996619}} Chapter 9, [https://www.gregghenriques.com/uploads/2/4/3/6/24368778/fifthjp.pdf The Fifth Joint Point].</ref> These conjectures, prototypes, life styles, and [[w:List_of_social_movements|social movements]] include [[w:Technological_singularity|the technological singularity]], [[Wisdom Research|wisdom research]], [[w:Skeptical_movement|skeptical movement]], [[w:Occupy_Wall_Street|occupy wall street]], [[w:Effective_altruism|effective altruism]], [[w:Simple_living|simple living]], [[w:Meditation|meditation]], [[w:Post-scarcity_economy|post-scarcity economy]], [[w:Modern_Monetary_Theory|Modern Monetary Theory]], [[w:Circular_economy|circular economy]], Plan B, [[A Journey to GameB|GameB]], Rebel Wisdom, [[w:Intellectual_dark_web|intellectual dark web]], the [[w:Long_Now_Foundation|long now foundation]], [[The Idea Incubator/Virtual Nations|virtual nations]], and others. == Capability Infrastructure == Several developing trends are creating the ''capability infrastructure'' that is increasing the [[w:Collective_intelligence|collective intelligence]] for global problem solving and preparing us to emerge<ref>A useful analogy can be made with the excellent [https://web.archive.org/web/20160806120245/https://www.visualinsight.net/_engelbart/engelbart_mural.jpg mural illustrating] the “capability infrastructure” that enabled the [[w:The_Mother_of_All_Demos|mother of all demos]].</ref> into the next level of existence. Some of these trends are briefly described here: *'''Interconnections'''—People can connect in person, via phone, email, text, video, or other communications technologies. *[[w:Digitization|'''Digitalization''']]—As more information become available digitally, it can be transmitted, stored, searched, retrieved, and shared quickly and economically. Digitalization enables [[w:Virtual_reality|virtual reality]] and [[w:Augmented_reality|augmented reality]]. *'''Collaboration'''—Interconnections allow collaborations in a variety of forms including project teams, discussion groups, user groups, shared documents, and [[w:Collaborative_editing|collaborative editing]] such as [[w:Wiki|Wikis]], and email threads. [[w:Open_platform|Open platforms]], [[w:Open_source|open source]] models, [[w:Creative_Commons_license|Creative Commons licensing]], and [[w:Crowdsourcing|crowdsourcing]] intensify collaborations. *'''Information sharing'''—Information is shared via our various interconnections, through collaboration, and by accessing knowledge sources and repositories such as books, news outlets, publications, [[w:List_of_open-access_journals|open-access journals]], public libraries, [[w:Wikipedia|Wikipedia]], blogs, podcasts, and web pages. *'''Open Access Learning'''—including [[w:Massive_open_online_course|massive open online courses]] such as the [[w:Khan_Academy|Khan academy]], [[w:Wikiversity|Wikiversity]], [[w:EdX|edX]], [[w:Coursera|coursera]], accessible materials such as [[w:The_Great_Courses|The Great Courses]] and instructional videos on platforms such as [[w:YouTube|YouTube]]. *'''Global Reach'''—Global communications platforms allow interconnections, collaborations, information sharing and open access learning regardless of geographic location. Social gatherings, discussion, collaboration, and project teams including many geographically distant participants are commonplace. Modern transportation systems allow rapid and economical world-wide travel, transport, and commerce. We experience a variety of world cultures. Our [[Virtues/Compassion|compassion]] extends to include many geographically distant people. *[[Global Perspective|'''Global Perspective''']]—Our global reach encourages us to adopt a global perspective for understanding, defining, and solving problems. *[[Intellectual_Honesty|'''Intellectual Honesty''']]—We consistently combine [[Virtues/Good Faith|good faith]]—fully honest communications—with a primary motivation toward [[Seeking True Beliefs|seeking true beliefs]]. *[[w:Systems_theory|'''Systems thinking''']]—We recognize how changing one part of a system may affect other parts or the whole [[w:System|system]]. *'''Accelerating Technological Innovation'''—Advances in [[w:Artificial_intelligence|artificial intelligence]], [[w:Robotics|robotics]], [[w:Genetic_engineering|genetic engineering]], [[w:Synthetic_biology|synthetic biology]], and [[w:Brain–computer interface|brain-computer interfaces]] are [[w:Accelerating_change|accelerating]]. Other technology [[w:List_of_emerging_technologies|innovations are emerging]] rapidly. *'''Advancing''' [[w:Human_rights|'''Human Rights''']]—We uphold the inalienable, fundamental rights "to which a person is inherently entitled simply because she or he is a human being” and which are "inherent in all human beings", regardless of their age, ethnic origin, location, language, religion, ethnicity, or any other status. *'''Embracing reality'''—Recognizing that [[Facing Facts|reality exists]], we are developing increasingly [[Thinking Scientifically|reliable methods for examining reality]], and we use reality as the [[Seeking True Beliefs|arbiter in disputes]] over matters of fact. We recognize that [[Facing Facts/Reality is our common ground|reality as our common ground]], and we have a responsibility to [[Exploring_Worldviews#Assignment_3|align our worldviews with reality]]. *'''Improving epistemologies'''—We take care to [[Knowing How You Know|know how we know]] and to carefully and deliberately choose our beliefs using a reliable [[w:Epistemology|epistemology]]. We [[w:Continual_improvement_process|continuously improve]] our epistemology to make it more reliable. *'''Increasing productivity'''—[[w:Productivity-improving_technologies|Productivity-improving technologies]] have vastly increased [[w:Workforce_productivity|workforce productivity]] and enable fewer people to create more useful outputs in less time often requiring fewer raw materials. This allows people to enjoy more time to devote to creative pursuits, public service, or leisure activities. *'''Abundance'''—Because increasing productivity creates more goods and services with less human effort, we can [[Limits To Growth/Coping with Abundance|enjoy abundance]] in many areas rather than coping with scarcity. Abundance creates opportunities for philanthropy, volunteer work, and programs such as [[w:Universal_basic_income|Universal Basic Income]]. *[[w:Dematerialization_(economics)|'''Dematerialization''']]—Reduction in the quantity of materials required to serve economic functions in society continues. *'''Concern for the future'''—systems thinking and increasing productivity allow us to consider the implications of our decisions on timeframes extending far into the future, including the impacts on future generations. *[[w:Environmental_protection|'''Environmental protection''']]—concern for the future, and our desire to enjoy the abundance of our natural environment increases our concern for protecting the environment. *'''Continuously improving economic theory'''—by continually comparing the effects predicted by various economic theories to the resulting well-being, correcting [[Living Wisely/Economic Faults|economic faults]], and by prioritizing well-being ahead of a narrow focus on [[w:Gross_domestic_product|GDP]] growth, we [[w:Continual_improvement_process|continuously improve]] our [[w:Economic_model|economic models]]. Various [[w:Category:Economists_by_school_of_thought|schools of economic thought]], such as [[w:Behavioral_economics|behavioral economics]], [[w:Steady-state_economy|steady-state economics]], [[w:Modern_Monetary_Theory|modern monetary theory]], and [[w:Post-scarcity_economy|post-scarcity economics]] are providing many new ideas and policies for increasing well-being. *'''Continuously improving''' [[Moral Reasoning|'''moral reasoning''']]—we developed our own moral tool kits based on fundamental human values including [[dignity]], [[w:Well-being|well-being]], [[w:Flourishing|flourishing]], [[Understanding Fairness|fairness]], [[Virtues/Compassion|compassion]], [[w:Human_rights|human rights]], [[w:Empathy|empathy]], [[w:Symmetry|symmetry]], the [[Living the Golden Rule|golden rule]], and solving [[Grand challenges|grand challenges]]. Although no fundamental [[w:Moral_realism|objective foundation for morality]] has yet been discovered in the universe, our empirical experiences of being human converged on these simple and nearly universal moral principles. *'''Continuously improving [[w:Criminal_justice|criminal justice]] systems'''—concepts of [[w:justice|justice]]; procedures for obtaining and [[Evaluating Evidence|evaluating evidence]], resolving questions of law, resolving [[w:Question_of_law|questions of fact]], our understanding of the purposes of [[w:Judiciary|judiciary]]; procedures for identifying, apprehending, interviewing, and trying [[w:Suspect|suspects]]; investigating [[w:Crime_scene|crime scenes]], and the purpose and procedures of [[w:Law_enforcement|law enforcement]] [[w:Continual_improvement_process|continue to improve]]. *'''Continually improving [[Evolving Governments|governance]] systems'''—State governments now recognize they exist only to promote well-being. National governments use a [https://lelandbeaumont.medium.com/how-are-we-doing-b89940268fec variety of well-being indicators] to establish, evaluate, and improve public policy. Global measures of well-being are used to direct increasingly effective world governance agreements. In addition, governance of corporations, organizations, project teams, communities, and social units are increasingly inclusive, collaborative, distributed, effective, and efficient.<ref>[https://longnow.org/seminars/02015/jan/27/pace-layers-thinking/ Stewart Brand’s Pace Layer Thinking] influenced this concept.</ref> *'''Concern for the [[Grand Challenges]]'''—Global reach makes us aware of the [[grand challenges]]—the greatest, most pervasive and persistent problems facing humanity—so many people face. The uneven distribution of abundance and scarcity, combined with a concern for [[w:Human_rights|human rights]] and our improving [[Moral Reasoning|moral reasoning]], makes it imperative that we address the grand challenges. Programs like the [[w:Sustainable_Development_Goals|sustainable development goals]], organizations like the [[w:Bill & Melinda Gates Foundation|Bill & Melinda Gates Foundation]], and effective altruism organizations like [[w:GiveWell|GiveWell]] are beginning to address the grand challenges. We have opportunities to use the grand challenges as a basis for establishing policy priorities. *'''The Search for Meaning'''—As curiosity motivates us to explore question such as “Why are we here?”, “Is that all there is?”, and “What is the [[w:Meaning_of_life|meaning of life]]?” our imaginations are set free and we are [[w:Hero's journey|called to adventure]]. [[w:List_of_new_religious_movements|New age religious movements]], [[w:onspiracy_theory|conspiracy theories]], [[w:Quackery|quackery]], [[w:Pseudoscience|pseudoscience]], [[w:Psychedelic_drug|psychedelic drugs]], [[w:Retreat_(spiritual)|spiritual retreats]], and the search for ultimate wisdom continue. Events such as [[w:Burning_Man|Burning Man]] and projects such as [[w:Search_for_extraterrestrial_intelligence|SETI]] invite our participation, stimulate our imagination, and indulge our hopes. Although encounters with reality will ultimately bring the end to many of these explorations, it is possible that encounters with ultimate reality will provide profound new insights. Discovery is fueled by exploration. With unrestrained exploration, anything can happen. [[w:Caveat_emptor|''Caveat emptor'']]. == Values == As we envision the next level we have come to value: *[[Intellectual honesty|'''Intellectual honesty''']] over dissembling, ideology, and mythology, *'''Reason''' over power, *'''Reality''' over delusion, *'''Expertise''' over authority, *'''Curiosity''' over fear, *[[w:Flourishing|'''Flourishing''']] over malaise, stagnation, lethargy, or opulence, *[[Virtues|'''Moral virtue''']] over amoral behavior, *[[Seeking_True_Beliefs#The_Intellectual_Virtues|'''Intellectual virtue''']] over ignorance, *[[Wisdom|'''Wisdom''']] over knowledge<ref>We are grateful for the life-long work of [[w:Nicholas_Maxwell|Nicholas Maxwell]] in advocating for a transition from [[w:Nicholas_Maxwell#Philosophical_contribution|knowledge-inquiry]] to wisdom-inquiry. </ref>, *[[w:Free_content|'''Open platforms''']] over proprietary interests, *[[w:Consilience|'''Consilience''']] over anecdotes, or inconsistency, *[[Earning Trust|'''Earned trust''']] over cheats, charlatans, frauds, [[w:Confidence_trick|confidence tricks]], or exploitation, *[[Living_Wisely#Personal_Responsibility|'''Personal responsibility''']] over irresponsibility, and selfishness, *[[Emotional Competency|'''Emotional competency''']] over emotional reactivity, *[[Transcending Conflict|'''Transcending conflict''']] over fomenting, suppressing, or ignoring conflict, * [[w:Cooperation|'''Cooperation''']]<ref>The importance of expanding cooperation is emphasized in [http://www.evolutionarymanifesto.com/man.pdf ''The Evolutionary Manifesto''], by John Stewart </ref> over [[w:Selfishness|selfishness]], [[w:Mischief|mischief]], or [[w:Sabotage|sabotage]], *[[w:Autonomy|'''Autonomy''']] over dependency, *[[w:Psychological_resilience|'''Resilience''']] over reliance, *[[w:Transparency_(behavior)|'''Transparency''']] over secrecy or censorship,<ref>Genuine privacy concerns need to be accommodated. The book [[w:The_Circle_(Eggers_novel)|''The Circle'']] explores the limits of transparency and its relationships with privacy.</ref> *[[Global Perspective|'''Global perspective''']] over parochial perspective or local interests, * [[w:Systems_thinking |'''Systems thinking''']]<ref>The importance of systems thinking is emphasized in [http://www.evolutionarymanifesto.com/strategies.pdf ''Strategies for Advancing Evolution''], by John Stewart </ref> over linear thinking or [[w:Local_optimum |local optimizations]]. *[[Dignity|'''Dignity''']] over disgrace, *[[w:Human_rights|'''Human rights''']] over tradition, honor, or tyranny, *[[w:Well-being|'''Well-being''']] over toil, suffering, retribution, or loyalty, *[[Practicing Dialogue|'''Dialogue''']] over dogma, diatribe, dismissal, or debate, *[[What Matters|'''What matters''']] over trivialities, *[[w:Beauty|'''Beauty''']] over ordinary, plain, dull, or ugly, *[[w:Fun|'''Fun''']] over toil, suffering, tedium, or boredom, *[[Knowing How You Know|'''Reliable epistemologies''']] over whimsey or gullibility, *[[w:Observation|'''Observation''']] over interpretation, *[[Evaluating Evidence|'''Evidence''']] over ideologies, *[[Living Wisely/Seeking Real Good|'''Real good''']] over fake good or real bad. == Possibilities == (Contributors are encouraged to provide content describing possible manifestations of the 5th joint point and level 5 experience.) *Living the [[Level_5_Research_Center#Values|level 5 values]] prepares us for the transition to level 5. **We can [[Level 5 Research Center/Choosing Level 5 Living|choose level 5 living]]. ***These [[Level_5_Research_Center/Level_5_Phrases|level 5 phrases]] can be helpful during level 4 encounters. *[[Exploring_Worldviews/Aligning_worldviews|Aligning worldviews]] prepares us for the transition to level 5. *Annealing and healing can allow [[/Culture crystals/]] to emerge at level 5. *[[Intentional Evolution]] is the recognition that our role in the next evolutionary transformation has the potential to transform the nature of human existence. * [[Evolving Governments]] are working to unleash collaboration. *Several visionaries are working to [[/Escaping Discontent/|escape discontent]]. == Aligned Work == Many [[w:Futurist|futurists]] are working to envision, describe, prototype, and build elements of our future. Below is a growing list of concepts, organization, and projects that appear to be aligned with Level 5 concepts. This list includes several external links that may migrate to the [[w:Wikimedia_Foundation#Wikimedia_projects|Wikimedia]] address space as they evolve. '''[[w:Production_(economics)|Production Systems]]—obtaining tangible goods''' *A [[w:Circular_economy|circular economy]] is "a model of production and consumption, which involves sharing, leasing, reusing, repairing, refurbishing and recycling existing materials and products as long as possible" that aims at tackling global challenges like climate change, biodiversity loss, waste, and pollution. *A [[w:Steady-state_economy|steady-state economy]] is an economy made up of a constant stock of physical wealth (capital) and a constant population size. In effect, such an economy does not grow in the course of time. *[[w:Post-scarcity_economy|Post-scarcity]] is a theoretical economic situation in which most goods can be produced in great abundance with minimal human labor needed, so that they become available to all very cheaply or even freely. *[[w:Universal_basic_income|Universal basic income]] is a sociopolitical financial transfer concept in which all citizens of a given population regularly receive a legally stipulated and equal financial grant paid by the government without a means test. '''[[w:Knowledge|Information Systems]]—learning what ''is''''' *[[Seeking True Beliefs]] — Excellence in the quest for Knowledge. **[[Finding Common Ground|Finding common ground]] — Aligning concepts with reality. **[[Exploring_Worldviews/Aligning_worldviews|Aligning worldviews]] — Aligning our worldviews with the real world. *[http://www.stopresetgo.org/ StopResetGo] is a growing collective of change agents who seek your support to co-create an open, digital framework for the commons, enabling citizens, entrepreneurs, activists, communities, and distributed initiatives around the world to come out of their silos, converge and effectively share resources to build the future of humanity. '''[[Wisdom]]—deciding what ''ought'' to be''' *[[Living Wisely|Living wisely]], a path of study through the [[Wisdom/Curriculum|applied wisdom]] curriculum. *The [[Wisdom Research|Wisdom and the Future Research Center]]—Where researchers are exploring the question: How can we wisely create our future? *[[Moral Reasoning]] Carefully deciding what we ought to do. *[https://relevant.education The Relevant Education Project] — What you need to know to consciously participate in the most consequential 25 years in Humanity’s history *[[w:Bildung|Bildung]] describes a culture where philosophy and education are linked to encourage both personal and cultural maturation. *The [https://www.enlightenedworldview.com Enlightened Worldview Project] is a quest to promote peace through societal understanding and inner awareness. '''[[w:Governance|Governance]]—ensuring community safety''' *[[w:Good_governance|Good governance]] is a way of measuring how public institutions conduct public affairs and manage public resources in a preferred way. *[[Assessing Human Rights/Beyond Olympic Gold|Advancing human rights]], worldwide. * [[Evolving Governments]] are working to unleash collaboration. *How can we [[Living_Wisely/Improving_our_Social_Operating_Systems|improve our social operating systems]]? *[https://systems-souls-society.com/ Perspectiva] is a community of expert generalists working on an urgent one-hundred-year project to improve the relationships between systems, souls, and society in theory and practice. *The city of [[w:Telosa|Telosa]] is a proposed utopian planned US city. *The concept of a [[The_Idea_Incubator/Virtual_Nations|virtual nation]] uncouples the traditional binding of geographic location to the associated government and its policies. People born anywhere would be free to choose the virtual nation they want to become citizens of. '''[[w:Collaboration|Collaboration]]—acting together''' *[[Moral Reasoning|Moral reasoning]] — Knowing what to do. *[[Transcending Conflict|Transcending conflict]] — Resolving contradictory goals. *[[Intentional Evolution]] is the recognition that our role in the next evolutionary transformation has the potential to transform the nature of human existence. <ref>Intentional evolution is described in [http://www.evolutionarymanifesto.com/man.pdf ''The Evolutionary Manifesto''], by John Stewart </ref> *[https://wiki.p2pfoundation.net/index.php?title=Category:Commons_Policy Commons Policy] is a collection of policy proposals that are specifically oriented around commons. *The [https://canonizer.com/ canonizer] is an innovative consensus building tool. *[[A Journey to GameB|Game B]] is a community trying to figure out what a viable, better civilization could look like and how to reach it. *The [[w:metaverse|metaverse]] is a hypothesized iteration of the internet, supporting persistent online 3-D virtual environments through conventional personal computing, as well as virtual and augmented reality headsets. *[[w:Metamodernism|Metamodernism]] refers to a broad range of developments in culture and society that appear after and gesture beyond postmodernism, and at the same time attempts to characterize post-postmodernism. *This essay [https://www.mille-plateaux.com/sensemaking-philosophy ''A movement with no name''] collects several resources that seem aligned with this work. '''Research Organizations''' *The [[w:Long_Now_Foundation|Long Now Foundation]] is working to creatively foster responsibility in the framework of the next 10,000 years. *The [[w:Santa_Fe_Institute|Santa Fe Institute]] is dedicated to the multidisciplinary study of the fundamental principles of complex adaptive systems. == Recommended Reading == Researchers wanting to learn more about emergence of the next big thing may be interested in reading the following books: *{{cite book |last=Strogatz |first=Steven H. |author-link=w:Steven_Strogatz |date=Feb 14, 2012 |title=Sync: How Order Emerges from Chaos In the Universe, Nature, and Daily Life |publisher=Hachette Books |pages=353 |isbn=978-0141007632}} *{{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=May 18, 2021 |title=How Innovation Works: And Why It Flourishes in Freedom |publisher=Harper Perennial |pages=432 |isbn=978-0062916600}} *{{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} *{{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} *{{cite book |last=Carroll |first=Sean M |author-link=w:Sean_M._Carroll |date=May 4, 2017 |title=The Big Picture: On the Origins of Life, Meaning, and the Universe Itself |publisher=Oneworld Publications |pages=480 |isbn=978-1786071033}} *{{cite book |last=Pinker |first=Steven |author-link=w:Steven_Pinker |date=February 13, 2018 |title=Enlightenment Now: The Case for Reason, Science, Humanism, and Progress |publisher=Viking |pages=576 |isbn=978-0525427575}} *{{cite book |last=Henriques |first=Gregg |date=September 19, 2014 |title=A New Unified Theory Of Psychology |url=https://www.gregghenriques.com/unified-theory-book.html |publisher=Springer |pages=307 |isbn=978-1489996619}} *{{cite book |last=Wilczek |first=Frank |author-link=w:Frank_Wilczek |date=January 12, 2021 |title=Fundamentals: Ten Keys to Reality |publisher=Penguin Press |pages=272 |isbn=978-0735223790}} I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. * ''Evolution's Arrow: the direction of evolution and the future of humanity'', by John Stewart == References == <references/> {{research}} [[Category:Applied Wisdom]] [[Category:Futurology]] 6rfcg2emcfb170mhpp36upjrurtgkpv 0 276544 2414681 2305543 2022-08-15T09:23:17Z Jtneill 10242 wikitext text/x-wiki {{title|Motivation and emotion - Indigenisation}} This unit is being progressively [[w:Indigenization|indigenised]] with regard to [[w:Indigenous Australians|Indigenous Australians]]. * [[Motivation and emotion/About/Acknowledgement of country|Acknowledgement of country]] * Current unit convener aims to maximise openness, accessibility, and public editability of the unit’s educational materials as an alternative to the colonial/Western practice of claiming restrictive ownership over knowledge, access to education, and restriction of intellectual property. * Students have the opportunity to develop [[open educational resources]] about motivation and emotion topics in Indigenous Australian contexts. These resources are available via [[:Category:Motivation and emotion/Book/Indigenous/Australian]]. * Students can negotiate their own topics for the major project which allows for particular interests in [[Indigenous Australian psychology]] to be pursued. Some next steps: * Map unit content and processes against: ** [[Indigenous Australian ways of learning]] ** Knowing, being, and doing *** Knowing (Content) Indigenous Knowledge / Histories and communication / Engagement and Communication *** Being (Perspectives/Practice; knowledge construction/worldview) *** Doing (Pedagogies- Indigenous ways of learning) ** UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing. UC graduates can: *** use local Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline; *** communicate and engage with Indigenous Australians in ethical and culturally respectful ways; *** apply their knowledge to working with Indigenous Australians in socially just ways. * Students could be further incentivised to contribute updates and improvements to existing motivation and emotion Indigenous Australian resources [[Category:Indigenous Australian psychology]] [[Category:Motivation and emotion/Admin]] 7v7wdnokm00zcoifxfr2y991civswf6 2414684 2414681 2022-08-15T09:38:06Z Jtneill 10242 Update for 2022 wikitext text/x-wiki {{title|Motivation and emotion - Indigenisation}} This unit is being progressively [[w:Indigenization|indigenised]] with regard to [[w:Indigenous Australians|Indigenous Australian]] culture, knowledge, opportunities, and challenges. * [[Motivation and emotion/About/Acknowledgement of country|Acknowledgement of country]] * Current unit convener aims to maximise openness, accessibility, and public editability of the unit’s educational materials as an alternative to the colonial/Western practice of claiming restrictive ownership over knowledge, access to education, and restriction of intellectual property. * Students can opt to conduct a major project on a specific motivation or emotion topic as it relates to Indigenous Australians. The projects develop [[open educational resources]] in the form of online, editable Wikiversity pages and publicly available multimedia presentations. hese resources are available via [[:Category:Motivation and emotion/Book/Indigenous/Australian|this category]]. * Students can also negotiate their own topics for the major project which allows for particular interests in [[Indigenous Australian psychology]] to be pursued. Some next steps: * Map unit content and processes against: ** [[Indigenous Australian ways of learning]] ** Knowing, being, and doing *** Knowing (Content) Indigenous Knowledge / Histories and communication / Engagement and Communication *** Being (Perspectives/Practice; knowledge construction/worldview) *** Doing (Pedagogies- Indigenous ways of learning) ** UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing. UC graduates can: *** use local Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline; *** communicate and engage with Indigenous Australians in ethical and culturally respectful ways; *** apply their knowledge to working with Indigenous Australians in socially just ways. * Students could be further incentivised to contribute updates and improvements to existing motivation and emotion Indigenous Australian resources [[Category:Indigenous Australian psychology]] [[Category:Motivation and emotion/Admin]] 6cax3ila0sa33z23enwjv3wxqg8khvu 2 276708 2414671 2348900 2022-08-15T07:24:24Z Jingru shao 0906 2925263 /* Book chapter I am working on */ wikitext text/x-wiki == About me == Hi, I am '''Jingru'''. I studying Bachelor of [[wikipedia:Psychology|'''''Psychology''''']] in [https://www.canberra.edu.au ''University of Canberra'']. In my second year, I studying [[motivation and emotion|''motivation and emotion'']] (7124) with [https://researchprofiles.canberra.edu.au/en/persons/james-neill ''James Neill'']. Here are my [https://docs.google.com/document/d/1CFV34jhh0d8iFL6vFMOzKH9sA86f5oIFzTnUpdqWYLU/edit resume] == Book chapter I am working on == I am currently working on the book chapter " [[Motivation and emotion/Book/2022/Self-esteem and culture|Self-esteem and culture]] ". What is motivation-how did motivation lead to behaviours. == Hobbies == * Singing * Broadcasting * Yoga * Dancing * Sports * Guitar * Reading == Social contributions == # '''14/10/2021''' Added [https://onlinelibrary.wiley.com/doi/abs/10.1046/j.1365-2648.2003.02740.x useful link] and coreect the grammer to the case sensitive to chapter [[Motivation and emotion/Book/2021/Eisenhower matrix and time management|Eisenhower matrix and time management]] # '''17/10/2021''' Added [https://www.sciencedirect.com/science/article/abs/pii/S1469029210001305 useful link] to chapter [[Motivation and emotion/Book/2021/Eisenhower matrix and time management|ntrinsic versus extrinsic motivation in athlete doping]] # '''17/10/2021''' Provide feedback and links to topic [[Talk:Motivation and emotion/Book/2016/Competition fighting motivation#Feedback|Competition fighting motivation]] # '''17/10/2021''' Added links that may contributed to people's chapter in the [https://uclearn.canberra.edu.au/courses/9966/discussion_topics/170031 disccussion forum] #'''17/10/2021''' Tweeterd post with hashtag '[https://twitter.com/Elena741216/status/1449672927104749570 emot21]' 4ixmdzbaqyvvhzk9yu21sowkcpd2979 0 277657 2414525 2414326 2022-08-14T23:35:35Z Jtneill 10242 Fix user names 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? - [[User:U3216563|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? - [[User:SoSilverLibby|SoSilverLibby]] # [[/Beneficence as a psychological need/]] - What is beneficence and what are its implications as a psychological need? - [[User:CaitlinEmc|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? - [[User:GiovanniBartlett|GiovanniBartlett]] # [[/Cognitive entrenchment/]] - What is cognitive entrenchment and how can it be avoided? - [[User:JimmyOC1985|JimmyOC1985]] # [[/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:U3203936|U3203936]] # [[/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:U3246310|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? - [[User: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? - [[User:SoSilverLibby|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|SLoCE]] # [[/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? - [[User:U3216963|U3216963]] # [[/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:U3183466|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? - [[User:U3203655|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]] # [[/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:StormSar|StormSar]] # [[/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? - [[User:U3055143|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? - [[User:U3201643|U3201643]] # [[/Work breaks, well-being, and productivity/]] - How do work breaks affect well-being and productivity? - [[User:U3215603|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? - [[User:U3216502|u3203545]] # [[/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? - [[User:SunandaUC|SunandaUC]] # [[/Burnout/]] - What is burnout and how can be it be managed and prevented? - [[User:U3202788|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? - [[User:U3203545|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:U3202788|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? - [[User:SashaBrooksby|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? - [[User:DenniseSoleymani|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:Jdebear|Jdebear]] # [[/Embarrassment/]] - What is embarrassment, what causes it, and how can it be managed? - [[User:U3190353|U3190353 # [[/Emotional intelligence training/]] - How can emotional intelligence be trained? - [[User:Eimilerous22|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? - [[User:U3230861|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? - [[User:U3131472|U3131472]] # [[/Fairness and emotion/]] - What is the relation between fairness and emotion? - [[User:U3246554|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:U3230861|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? - [[User:U3203265|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:U3217109|U3217109]] # [[/Mindfulness and creativity/]] - How can mindfulness enhance creativity? - [[User:CaityDcr1603|U3217109]] # [[/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:U3210490|U3210490]] # [[/Mudita/]] - What is mudita and how can it be developed? -[[User:Inandonit365|Inandonit365]] # [[/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? - [[User:Ana028|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? - [[User:Noah O'Brien|Noah O'Brien]] # [[/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? - [[User:BenjiD'Ange|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? - [[User:U3200902|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? - [[User:Isaacem13|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:U3216958 - Tiarna.Wilson-Ginn|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? - [[User:Jamieepiper|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? - [[User:ArtOfHappiness|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? - [[User: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]] 7gj0mnf6128plk1narje50kqposudq7 2414526 2414525 2022-08-14T23:36:56Z Jtneill 10242 Fix user names 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? - [[User:U3216563|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? - [[User:SoSilverLibby|SoSilverLibby]] # [[/Beneficence as a psychological need/]] - What is beneficence and what are its implications as a psychological need? - [[User:CaitlinEmc|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? - [[User:GiovanniBartlett|GiovanniBartlett]] # [[/Cognitive entrenchment/]] - What is cognitive entrenchment and how can it be avoided? - [[User:JimmyOC1985|JimmyOC1985]] # [[/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:U3203936|U3203936]] # [[/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:U3246310|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? - [[User:U3211125|U3211125]] # [[/Giving up goals/]] - When should we give up goals and when should we persist? - [[User:U3161584|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? - [[User:MyUserName|MyUserName]] # [[/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|SLoCE]] # [[/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? - [[User:U3216963|U3216963]] # [[/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:U3183466|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? - [[User:U3203655|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]] # [[/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:StormSar|StormSar]] # [[/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? - [[User:U3055143|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? - [[User:U3201643|U3201643]] # [[/Work breaks, well-being, and productivity/]] - How do work breaks affect well-being and productivity? - [[User:U3215603|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? - [[User:U3216502|u3203545]] # [[/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? - [[User:SunandaUC|SunandaUC]] # [[/Burnout/]] - What is burnout and how can be it be managed and prevented? - [[User:U3202788|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? - [[User:U3203545|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:U3202788|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? - [[User:SashaBrooksby|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? - [[User:DenniseSoleymani|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:Jdebear|Jdebear]] # [[/Embarrassment/]] - What is embarrassment, what causes it, and how can it be managed? - [[User:U3190353|U3190353 # [[/Emotional intelligence training/]] - How can emotional intelligence be trained? - [[User:Eimilerous22|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? - [[User:U3230861|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? - [[User:U3131472|U3131472]] # [[/Fairness and emotion/]] - What is the relation between fairness and emotion? - [[User:U3246554|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:U3230861|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? - [[User:U3203265|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:U3217109|U3217109]] # [[/Mindfulness and creativity/]] - How can mindfulness enhance creativity? - [[User:CaityDcr1603|U3217109]] # [[/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:U3210490|U3210490]] # [[/Mudita/]] - What is mudita and how can it be developed? -[[User:Inandonit365|Inandonit365]] # [[/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? - [[User:Ana028|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? - [[User:Noah O'Brien|Noah O'Brien]] # [[/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? - [[User:BenjiD'Ange|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? - [[User:U3200902|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? - [[User:Isaacem13|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:U3216958 - Tiarna.Wilson-Ginn|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? - [[User:Jamieepiper|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? - [[User:ArtOfHappiness|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? - [[User: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]] ich6iv2o2inudnpd55y5lddlg7rn4kq 2414631 2414526 2022-08-15T04:25:17Z Jtneill 10242 # [[/Psychological trauma and subsequent drug use/]] - How does psychological trauma motivate drug use? What are the strategies for treating trauma-induced drug use? - [[User:U3210431|U3210431]] 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? - [[User:U3216563|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? - [[User:SoSilverLibby|SoSilverLibby]] # [[/Beneficence as a psychological need/]] - What is beneficence and what are its implications as a psychological need? - [[User:CaitlinEmc|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? - [[User:GiovanniBartlett|GiovanniBartlett]] # [[/Cognitive entrenchment/]] - What is cognitive entrenchment and how can it be avoided? - [[User:JimmyOC1985|JimmyOC1985]] # [[/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:U3203936|U3203936]] # [[/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:U3246310|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? - [[User:U3211125|U3211125]] # [[/Giving up goals/]] - When should we give up goals and when should we persist? - [[User:U3161584|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? - [[User:MyUserName|MyUserName]] # [[/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|SLoCE]] # [[/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? - [[User:U3216963|U3216963]] # [[/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:U3183466|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? - [[User:U3203655|U3203655]] # [[/Protection motivation theory and COVID-19/]] - How does PMT apply to managing COVID-19? - [[User:U3200956|U3200956]] # [[/Psychological trauma and subsequent drug use/]] - How does psychological trauma motivate drug use? What are the strategies for treating trauma-induced drug use? - [[User:U3210431|U3210431]] # [[/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]] # [[/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:StormSar|StormSar]] # [[/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? - [[User:U3055143|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? - [[User:U3201643|U3201643]] # [[/Work breaks, well-being, and productivity/]] - How do work breaks affect well-being and productivity? - [[User:U3215603|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? - [[User:U3216502|u3203545]] # [[/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? - [[User:SunandaUC|SunandaUC]] # [[/Burnout/]] - What is burnout and how can be it be managed and prevented? - [[User:U3202788|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? - [[User:U3203545|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:U3202788|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? - [[User:SashaBrooksby|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? - [[User:DenniseSoleymani|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:Jdebear|Jdebear]] # [[/Embarrassment/]] - What is embarrassment, what causes it, and how can it be managed? - [[User:U3190353|U3190353 # [[/Emotional intelligence training/]] - How can emotional intelligence be trained? - [[User:Eimilerous22|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? - [[User:U3230861|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? - [[User:U3131472|U3131472]] # [[/Fairness and emotion/]] - What is the relation between fairness and emotion? - [[User:U3246554|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:U3230861|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? - [[User:U3203265|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:U3217109|U3217109]] # [[/Mindfulness and creativity/]] - How can mindfulness enhance creativity? - [[User:CaityDcr1603|U3217109]] # [[/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:U3210490|U3210490]] # [[/Mudita/]] - What is mudita and how can it be developed? -[[User:Inandonit365|Inandonit365]] # [[/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? - [[User:Ana028|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:MyUserName|MyUserName]] # [[/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? - [[User:Noah O'Brien|Noah O'Brien]] # [[/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? - [[User:BenjiD'Ange|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? - [[User:U3200902|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? - [[User:Isaacem13|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:U3216958 - Tiarna.Wilson-Ginn|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? - [[User:Jamieepiper|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? - [[User:ArtOfHappiness|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? - [[User: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]] mxydjywyhf30nzjz72b3u8qzy1rx38d 2414637 2414631 2022-08-15T05:14:32Z WUser1307 2948261 chosen my topic 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? - [[User:U3216563|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? - [[User:SoSilverLibby|SoSilverLibby]] # [[/Beneficence as a psychological need/]] - What is beneficence and what are its implications as a psychological need? - [[User:CaitlinEmc|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? - [[User:GiovanniBartlett|GiovanniBartlett]] # [[/Cognitive entrenchment/]] - What is cognitive entrenchment and how can it be avoided? - [[User:JimmyOC1985|JimmyOC1985]] # [[/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:U3203936|U3203936]] # [[/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:U3246310|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|Wuser1307]] # [[/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? - [[User:U3211125|U3211125]] # [[/Giving up goals/]] - When should we give up goals and when should we persist? - [[User:U3161584|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? - [[User:MyUserName|MyUserName]] # [[/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|SLoCE]] # [[/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? - [[User:U3216963|U3216963]] # [[/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:U3183466|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? - [[User:U3203655|U3203655]] # [[/Protection motivation theory and COVID-19/]] - How does PMT apply to managing COVID-19? - [[User:U3200956|U3200956]] # [[/Psychological trauma and subsequent drug use/]] - How does psychological trauma motivate drug use? What are the strategies for treating trauma-induced drug use? - [[User:U3210431|U3210431]] # [[/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]] # [[/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:StormSar|StormSar]] # [[/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? - [[User:U3055143|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? - [[User:U3201643|U3201643]] # [[/Work breaks, well-being, and productivity/]] - How do work breaks affect well-being and productivity? - [[User:U3215603|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? - [[User:U3216502|u3203545]] # [[/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? - [[User:SunandaUC|SunandaUC]] # [[/Burnout/]] - What is burnout and how can be it be managed and prevented? - [[User:U3202788|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? - [[User:U3203545|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:U3202788|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? - [[User:SashaBrooksby|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? - [[User:DenniseSoleymani|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:Jdebear|Jdebear]] # [[/Embarrassment/]] - What is embarrassment, what causes it, and how can it be managed? - [[User:U3190353|U3190353 # [[/Emotional intelligence training/]] - How can emotional intelligence be trained? - [[User:Eimilerous22|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? - [[User:U3230861|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? - [[User:U3131472|U3131472]] # [[/Fairness and emotion/]] - What is the relation between fairness and emotion? - [[User:U3246554|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:U3230861|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? - [[User:U3203265|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:U3217109|U3217109]] # [[/Mindfulness and creativity/]] - How can mindfulness enhance creativity? - [[User:CaityDcr1603|U3217109]] # [[/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:U3210490|U3210490]] # [[/Mudita/]] - What is mudita and how can it be developed? -[[User:Inandonit365|Inandonit365]] # [[/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? - [[User:Ana028|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:MyUserName|MyUserName]] # [[/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? - [[User:Noah O'Brien|Noah O'Brien]] # [[/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? - [[User:BenjiD'Ange|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? - [[User:U3200902|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? - [[User:Isaacem13|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:U3216958 - Tiarna.Wilson-Ginn|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? - [[User:Jamieepiper|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? - [[User:ArtOfHappiness|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? - [[User: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]] a28uudqfm7ccv2tzzidm0un2l3sbykc 2414664 2414637 2022-08-15T07:02:50Z Dee320 2948267 Assigned myself to topic number 34 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? - [[User:U3216563|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? - [[User:SoSilverLibby|SoSilverLibby]] # [[/Beneficence as a psychological need/]] - What is beneficence and what are its implications as a psychological need? - [[User:CaitlinEmc|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? - [[User:GiovanniBartlett|GiovanniBartlett]] # [[/Cognitive entrenchment/]] - What is cognitive entrenchment and how can it be avoided? - [[User:JimmyOC1985|JimmyOC1985]] # [[/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:U3203936|U3203936]] # [[/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:U3246310|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|Wuser1307]] # [[/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? - [[User:U3211125|U3211125]] # [[/Giving up goals/]] - When should we give up goals and when should we persist? - [[User:U3161584|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? - Dee320 # [[/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|SLoCE]] # [[/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? - [[User:U3216963|U3216963]] # [[/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:U3183466|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? - [[User:U3203655|U3203655]] # [[/Protection motivation theory and COVID-19/]] - How does PMT apply to managing COVID-19? - [[User:U3200956|U3200956]] # [[/Psychological trauma and subsequent drug use/]] - How does psychological trauma motivate drug use? What are the strategies for treating trauma-induced drug use? - [[User:U3210431|U3210431]] # [[/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]] # [[/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:StormSar|StormSar]] # [[/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? - [[User:U3055143|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? - [[User:U3201643|U3201643]] # [[/Work breaks, well-being, and productivity/]] - How do work breaks affect well-being and productivity? - [[User:U3215603|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? - [[User:U3216502|u3203545]] # [[/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? - [[User:SunandaUC|SunandaUC]] # [[/Burnout/]] - What is burnout and how can be it be managed and prevented? - [[User:U3202788|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? - [[User:U3203545|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:U3202788|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? - [[User:SashaBrooksby|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? - [[User:DenniseSoleymani|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:Jdebear|Jdebear]] # [[/Embarrassment/]] - What is embarrassment, what causes it, and how can it be managed? - [[User:U3190353|U3190353 # [[/Emotional intelligence training/]] - How can emotional intelligence be trained? - [[User:Eimilerous22|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? - [[User:U3230861|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? - [[User:U3131472|U3131472]] # [[/Fairness and emotion/]] - What is the relation between fairness and emotion? - [[User:U3246554|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:U3230861|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? - [[User:U3203265|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:U3217109|U3217109]] # [[/Mindfulness and creativity/]] - How can mindfulness enhance creativity? - [[User:CaityDcr1603|U3217109]] # [[/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:U3210490|U3210490]] # [[/Mudita/]] - What is mudita and how can it be developed? -[[User:Inandonit365|Inandonit365]] # [[/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? - [[User:Ana028|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:MyUserName|MyUserName]] # [[/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? - [[User:Noah O'Brien|Noah O'Brien]] # [[/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? - [[User:BenjiD'Ange|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? - [[User:U3200902|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? - [[User:Isaacem13|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:U3216958 - Tiarna.Wilson-Ginn|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? - [[User:Jamieepiper|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? - [[User:ArtOfHappiness|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? - [[User: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]] mu3pd9jo35bthfwv2v6ateirs5koqzk 2414670 2414664 2022-08-15T07:22:40Z Dee320 2948267 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? - [[User:U3216563|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? - [[User:SoSilverLibby|SoSilverLibby]] # [[/Beneficence as a psychological need/]] - What is beneficence and what are its implications as a psychological need? - [[User:CaitlinEmc|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? - [[User:GiovanniBartlett|GiovanniBartlett]] # [[/Cognitive entrenchment/]] - What is cognitive entrenchment and how can it be avoided? - [[User:JimmyOC1985|JimmyOC1985]] # [[/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:U3203936|U3203936]] # [[/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:U3246310|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|Wuser1307]] # [[/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? - [[User:U3211125|U3211125]] # [[/Giving up goals/]] - When should we give up goals and when should we persist? - [[User:U3161584|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? - [[Motivation and emotion/Book/2022/Health belief model|Dee320]] # [[/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|SLoCE]] # [[/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? - [[User:U3216963|U3216963]] # [[/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:U3183466|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? - [[User:U3203655|U3203655]] # [[/Protection motivation theory and COVID-19/]] - How does PMT apply to managing COVID-19? - [[User:U3200956|U3200956]] # [[/Psychological trauma and subsequent drug use/]] - How does psychological trauma motivate drug use? What are the strategies for treating trauma-induced drug use? - [[User:U3210431|U3210431]] # [[/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]] # [[/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:StormSar|StormSar]] # [[/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? - [[User:U3055143|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? - [[User:U3201643|U3201643]] # [[/Work breaks, well-being, and productivity/]] - How do work breaks affect well-being and productivity? - [[User:U3215603|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? - [[User:U3216502|u3203545]] # [[/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? - [[User:SunandaUC|SunandaUC]] # [[/Burnout/]] - What is burnout and how can be it be managed and prevented? - [[User:U3202788|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? - [[User:U3203545|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:U3202788|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? - [[User:SashaBrooksby|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? - [[User:DenniseSoleymani|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:Jdebear|Jdebear]] # [[/Embarrassment/]] - What is embarrassment, what causes it, and how can it be managed? - [[User:U3190353|U3190353 # [[/Emotional intelligence training/]] - How can emotional intelligence be trained? - [[User:Eimilerous22|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? - [[User:U3230861|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? - [[User:U3131472|U3131472]] # [[/Fairness and emotion/]] - What is the relation between fairness and emotion? - [[User:U3246554|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:U3230861|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? - [[User:U3203265|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:U3217109|U3217109]] # [[/Mindfulness and creativity/]] - How can mindfulness enhance creativity? - [[User:CaityDcr1603|U3217109]] # [[/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:U3210490|U3210490]] # [[/Mudita/]] - What is mudita and how can it be developed? -[[User:Inandonit365|Inandonit365]] # [[/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? - [[User:Ana028|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:MyUserName|MyUserName]] # [[/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? - [[User:Noah O'Brien|Noah O'Brien]] # [[/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? - [[User:BenjiD'Ange|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? - [[User:U3200902|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? - [[User:Isaacem13|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:U3216958 - Tiarna.Wilson-Ginn|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? - [[User:Jamieepiper|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? - [[User:ArtOfHappiness|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? - [[User: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]] 19nxyj0q2wmme9ly6s3nbb07iwj7jhd 2414692 2414670 2022-08-15T11:00:21Z Teermeej Hossain 2948258 Assigned to myself 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? - [[User:U3216563|U3216563]] # [[/Actively open-minded thinking/]] - How can AOT be used to improve human performance? - [[User:Teermeej Hossain|Teermeej Hossain]] # [[/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? - [[User:SoSilverLibby|SoSilverLibby]] # [[/Beneficence as a psychological need/]] - What is beneficence and what are its implications as a psychological need? - [[User:CaitlinEmc|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? - [[User:GiovanniBartlett|GiovanniBartlett]] # [[/Cognitive entrenchment/]] - What is cognitive entrenchment and how can it be avoided? - [[User:JimmyOC1985|JimmyOC1985]] # [[/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:U3203936|U3203936]] # [[/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:U3246310|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|Wuser1307]] # [[/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? - [[User:U3211125|U3211125]] # [[/Giving up goals/]] - When should we give up goals and when should we persist? - [[User:U3161584|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? - [[Motivation and emotion/Book/2022/Health belief model|Dee320]] # [[/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|SLoCE]] # [[/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? - [[User:U3216963|U3216963]] # [[/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:U3183466|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? - [[User:U3203655|U3203655]] # [[/Protection motivation theory and COVID-19/]] - How does PMT apply to managing COVID-19? - [[User:U3200956|U3200956]] # [[/Psychological trauma and subsequent drug use/]] - How does psychological trauma motivate drug use? What are the strategies for treating trauma-induced drug use? - [[User:U3210431|U3210431]] # [[/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]] # [[/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:StormSar|StormSar]] # [[/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? - [[User:U3055143|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? - [[User:U3201643|U3201643]] # [[/Work breaks, well-being, and productivity/]] - How do work breaks affect well-being and productivity? - [[User:U3215603|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? - [[User:U3216502|u3203545]] # [[/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? - [[User:SunandaUC|SunandaUC]] # [[/Burnout/]] - What is burnout and how can be it be managed and prevented? - [[User:U3202788|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? - [[User:U3203545|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:U3202788|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? - [[User:SashaBrooksby|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? - [[User:DenniseSoleymani|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:Jdebear|Jdebear]] # [[/Embarrassment/]] - What is embarrassment, what causes it, and how can it be managed? - [[User:U3190353|U3190353 # [[/Emotional intelligence training/]] - How can emotional intelligence be trained? - [[User:Eimilerous22|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? - [[User:U3230861|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? - [[User:U3131472|U3131472]] # [[/Fairness and emotion/]] - What is the relation between fairness and emotion? - [[User:U3246554|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:U3230861|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? - [[User:U3203265|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:U3217109|U3217109]] # [[/Mindfulness and creativity/]] - How can mindfulness enhance creativity? - [[User:CaityDcr1603|U3217109]] # [[/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:U3210490|U3210490]] # [[/Mudita/]] - What is mudita and how can it be developed? -[[User:Inandonit365|Inandonit365]] # [[/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? - [[User:Ana028|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:MyUserName|MyUserName]] # [[/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? - [[User:Noah O'Brien|Noah O'Brien]] # [[/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? - [[User:BenjiD'Ange|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? - [[User:U3200902|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? - [[User:Isaacem13|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:U3216958 - Tiarna.Wilson-Ginn|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? - [[User:Jamieepiper|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? - [[User:ArtOfHappiness|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? - [[User: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]] pr5jkajii24ixifxcukgb5r0p9l18ba 0 278551 2414382 2410338 2022-08-14T13:18:13Z Emmasmith420 2948224 /* His Art style */ wikitext text/x-wiki {{DISPLAYTITLE:Digital Media Concepts/Sam Does Arts}} Sam Does Arts, is a digital artist from Toronto. He currently has 594K subscribers on [https://www.youtube.com/channel/UCNNOvB507MRfny7Jcv8MmOw/playlists YouTube], where he uploads a variety of digital art related content. He makes videos about equipment, roasting artworks, challenges, advice, tutorials, and speed paints. He currently has 63 videos uploaded on his channel. Each of his videos have thousands of views and he also has a Patreon and Instagram account. On Patreon, he currently has 2,188 patrons. On [https://www.instagram.com/samdoesarts/ Instagram], he currently has 1.3 million followers with 330 posts. == His Journey == According to his Patreon page, he wrote a short message containing some facts about himself. Sam is a 22 year old man from Toronto, who has a passion for art, specifically in the digital painting area. He states that his passion for art used to only be a hobby but he dropped it after his years in high school. It wasn't until the early start of the year 2020, that he decided to pick up his hobby again and he realized that it was true passion. He was inspired by many great artists and developed his own style through those inspirations. He started his YouTube career on June 20th 2020 and his first Instagram post was on March 1st 2018. == His Art style == His art style has changed over time to what it is now today. This can be seen through his earlier posts on Instagram. Here are some examples of his evolution from his first post to his most recent post. {| class="wikitable" |+Art style Timeline |Post Title |Date published |- |[https://www.instagram.com/p/BfzTwMIAgRd/?utm_source=ig_web_copy_link Portrait study of some little nobody from a galaxy really far] |March 1 2018 |- |[https://www.instagram.com/p/B7gxBzTBpkL/?utm_source=ig_web_copy_link Repainted one of my first ever posts on this account!] |January 19 2020 |- |[https://www.instagram.com/p/CAiXH1uh9ye/?utm_source=ig_web_copy_link 3 hour portrait study!] |May 23 2020 |- |[https://www.instagram.com/p/CBV5aFrBJEk/?utm_source=ig_web_copy_link Colour study, 3hr 30min.] |June 12 2020 |- |[https://www.instagram.com/p/CHnoofAhK35/?utm_source=ig_web_copy_link Can't get enough of golden hour clouds LOL] |November 15 2020 |- |[https://www.instagram.com/p/CKrVBSFhPgt/?utm_source=ig_web_copy_link A vibe (2h)] |January 30 2021 |- |[https://www.instagram.com/p/CPvqc3IhO56/?utm_source=ig_web_copy_link Flash (1h 30m)] |June 5 2021 |- |[https://www.instagram.com/p/CUVQ0hJrbLa/?utm_source=ig_web_copy_link Train station] |September 27 2021 |- |[https://www.instagram.com/p/CU2rP9frCVH/?utm_source=ig_web_copy_link Okay last one i promise] |October 10 2021 |- |[https://gameinstants.com/best-minecraft-paintings/ Digital Paintings] |August 2021 |} == His videos (sorted by category) == {| class="wikitable" |+Speed-Paint |Video |Date Published |- |[https://youtu.be/nXBRnts_gfk Spirited Away alley Speed-paint] |Jul 1, 2020 |- |[https://youtu.be/kxB-nOoXLV4 Portrait Study Speed-Paint Process] |Jul 7, 2020 |- |[https://youtu.be/4oTtWa9KR2c Landscape Digital Painting Time-lapse] |Aug 7, 2020 |- |[https://youtu.be/5p8ZL2NLZFY Can you paint without UNDO? | [https://youtu.be/5p8ZL2NLZFY Can you paint without UNDO?] |Nov 10, 2020 |- |[https://youtu.be/F2a9rQEfL_0 Can you paint with ONLY a Basic Round Brush? | [https://youtu.be/F2a9rQEfL_0 Can you paint with ONLY a Basic Round Brush?] |Nov 17, 2020 |- |[https://youtu.be/sPoywuhlqp4 DRAWING MY FAN'S OC!] |Dec 8, 2020 |} {| class="wikitable" |+Tutorials |Video |Date Published |- |[https://youtu.be/0CDd22s3jec Digital Painting Process Explained] |Jul 14, 2020 |- |[https://youtu.be/awasMxRmi50 How I Paint Mood and Atmosphere] |Jul 21, 2020 |- |[https://youtu.be/g9ge4XBNRwA How to Draw Perspective for Beginners] |Jul 28, 2020 |- |[https://youtu.be/GV_iNviuEvg Turning @AmandaRachLee into a Cartoon Character!] |Oct 13, 2020 |- |[https://youtu.be/9oOnK9m9LzQ Painting without OPACITY] |Nov 24, 2020 |- |[https://youtu.be/SIvRcXRaPkg How to Paint Better Backgrounds] |Jan 19, 2021 |- |[https://youtu.be/AkY21_S_IsE Do This Before You Post Your ART] |Mar 16, 2021 |- |[https://youtu.be/TlU-WMJQO9g How to Draw Faces] |Mar 23, 2021 |- |[https://youtu.be/kNQCP3CtHvI The Best Way to Practice DRAWING] |Apr 27, 2021 |- |[https://youtu.be/aDPlWnGcODM Here's how to become Art God] |Jun 8, 2021 |- |[https://youtu.be/2LxJOYXcszI Exposing my art secrets] |Jun 22, 2021 |- |[https://youtu.be/ZoN0dzGjMks What you need to know about ART STYLES] |Jun 29, 2021 |- |[https://youtu.be/pwDs8E3wJ44 What Brushes do you Use??] |Jul 13, 2021 |- |[https://youtu.be/Ed7C-Wddsbc How to become Art God - Guweiz] |Aug 10, 2021 |- |[https://youtu.be/by2W69Ea49U You want to be an INSTAGRAM ARTIST?] |Aug 24, 2021 |} {| class="wikitable" |+Advise |Video |Date Published |- |[https://youtu.be/f87MeKG7Zfg How to improve your art by studying photos] |Aug 4, 2020 |- |[https://youtu.be/hd2il6ND-1E Sam's Digital Art Tips: Why I Paint in 2 sittings] |Aug 18, 2020 |- |[https://youtu.be/RDnFcaJMLjY Sam's Digital Art Tips: How to Paint Faster] |Aug 25, 2020 |- |[https://youtu.be/AwksDpgTmas How to Find Your Art Style] |Sep 8, 2020 |- |[https://youtu.be/DTpYXW_eL5A 3 Ways to Stay Motivated] |Sep 15, 2020 |- |[https://youtu.be/XaVsMOHgFak I Gently Roast My Followers' Art] |Sep 29, 2020 |- |[https://youtu.be/TyKJaZqobcM How to Tell Better Stories with Your Art] |Oct 6, 2020 |- |[https://youtu.be/vzKJ8-vClUo Can You Paint on Just ONE LAYER?] |Oct 20, 2020 |- |[https://youtu.be/BPU-ABkem-k How to Overcome Your Fear of Posting Art Online] |Oct 27, 2020 |- |[https://youtu.be/49hwVIx1OV0 Can You Paint with a MOUSE?] |Dec 1, 2020 |- |[https://youtu.be/bnOWIvg5hG0 Painting with Default Brushes VS. Custom Brushes] |Dec 15, 2020 |- |[https://youtu.be/5qVIhYxlylU Do You REALLY Need Custom Brushes for Digital Art??] |Dec 22, 2020 |- |[https://youtu.be/HZ_c2HktUCE Trying CLIP STUDIO PAINT for the First Time! - First Impressions] |Jan 12, 2021 |- |[https://youtu.be/E6c4tFFbnTY Why You Should Learn Grayscale!] |Feb 2, 2021 |- |[https://youtu.be/_lfPaLpDwXA Can You Paint Without a Sketch?] |Feb 9, 2021 |- |[https://youtu.be/nWRc45xGa40 Repainting My FIRST Instagram Post!] |Feb 16, 2021 |- |[https://youtu.be/mqH4CIiKsgA Can You Paint Without a REFERENCE?] |Mar 2, 2021 |- |[https://youtu.be/ZhCB0a_g9F4 Master Study - Girl with a Pearl Earring] |Mar 9, 2021 |- |[https://youtu.be/YpsBIjmW65M Painting Grayscale to Color - first impressions] |Mar 30, 2021 |- |[https://youtu.be/vKw8oAK48KA REPAINTING MY OC] |Apr 6, 2021 |- |[https://youtu.be/QezAPJYLqcY Trying to Paint in Under 50 Minutes] |Apr 13, 2021 |- |[https://youtu.be/MPVfAIa88lU *GENTLY* ROASTING YOUR ART] |Apr 20, 2021 |- |[https://youtu.be/YUjHG1AYj8M ROASTING samdoesarts' Trash Art] |May 4, 2021 |- |[https://youtu.be/WX61qMzXdLg Why do you only draw girls?] |May 11, 2021 |- |[https://youtu.be/5EjXI-Tz2eU STOP doing this please] |May 25, 2021 |- |[https://youtu.be/7xB74zjyCn0 Instagram we have a Problem] |Jul 20, 2021 |- |[https://youtu.be/5zTVOECaszo The SECRET meaning behind my art] |Aug 3, 2021 |- |[https://youtu.be/yrwotXQeKEE THE MOST underrated artists] |Aug 31, 2021 |- |[https://youtu.be/8tcO_JwMIt4 Some social media advice for Artists] |Sep 23, 2021 |- |[https://youtu.be/9cjo3wiO_j4 THIS COULD BE YOU] |Oct 1, 2021 |- |[https://youtu.be/3O-EwAc7YoU DRAWING MY FAN'S OC!] |Dec 30, 2020 |- |[https://youtu.be/-8a3gTYLfII Drawing Fans with my LEFT HAND + NO UNDO??] |Jan 5, 2021 |- |[https://youtu.be/I98enLsiKdo Goodbye Photoshop?] |Jun 1, 2021 |} {| class="wikitable" |+Roasting |Video |Date Published |- |[https://youtu.be/vM7fvHXi59Q ✨GENTLY✨ ROASTING YOUR ART - 2] |May 18, 2021 |- |[https://youtu.be/T_6PPZAeVds I've had enough] |Jun 15, 2021 |- |[https://youtu.be/hl719pEo_8U Come on man.] |Jul 6, 2021 |- |[https://youtu.be/s_3WHlqToZs GENTLY Roasting your Art 5] |Jul 27, 2021 |- |[https://youtu.be/x-04LcaglzM ✨GENTLY✨ Roasting your Art 6] |Sep 7, 2021 |- |[https://youtu.be/tRTYYISJyAw GENTLY ROASTING your squid game fan art] |Oct 8, 2021 |} == His Equipment and Set Up == {| class="wikitable" |+His Equipment and Set Up Video |Video |Date Published |- |[https://youtu.be/lkaHoWwZ9-I DIGITAL ARTIST Workspace Setup!] |Feb 23, 2021 |} Equipment * [https://www.autonomous.ai/standing-desks/smartdesk-2-home?option1=1&option2=2016&option16=36&option17=1881&purchase_method=1 Smartdesk] * [https://estore.wacom.com/en-US/wacom-cintiq-pro-24-dtk2420k0.html Wacom Cintiq Pro 24] * [https://estore.wacom.com/en-US/wacom-flex-arm-for-cintiq-pro-24-32-ack62803k.html Wacom Flex Arm] * [https://www.samsung.com/semiconductor/minisite/ssd/product/portable/t7/ Samsung SSD] * [https://www.logitech.com/en-ca/products/mice/mx-master-3-mac-wireless-mouse.910-005693.html Mouse] * [https://www.apple.com/us/search/Magic-Keyboard-US-English?tab=accessories Keyboard] * [https://store.huion.com/products/artist-glove?gclid=CjwKCAiAyc2BBhAaEiwA44-wW4IVcXLxXv_AcTv3Zzc6XIII5B3mPQFHwTkOgZur95HaE62ycQ-_zBoCf4gQAvD_BwE Huion Glove] * [https://www.bestbuy.com/site/lg-32-uhd-3840-x-2160-hdr-monitor-with-amd-freesync-white/6419390.p?skuId=6419390 Monitor] * [http://www.rode.com/microphones/videomicpro Microphone] * [https://www.sony.ca/en/electronics/interchangeable-lens-cameras/ilce-6600 Camera] * [https://www.amazon.ca/gp/product/B077BWD2BB/ref=ppx_yo_dt_b_asin_title_o08_s00?ie=UTF8&psc=1 Lens] * [https://www.amazon.ca/gp/product/B075JFF35H/ref=ppx_yo_dt_b_asin_title_o02_s00?ie=UTF8&psc=1 Lights] * [https://www.amazon.ca/gp/product/B07N67D14D/ref=ppx_yo_dt_b_asin_title_o00_s00?ie=UTF8&psc=1 Tripod] * [https://www.amazon.ca/gp/product/B019NY2PKG/ref=ppx_yo_dt_b_asin_title_o01_s00?ie=UTF8&psc=1 Mic stand] == Links == * [https://www.youtube.com/channel/UCNNOvB507MRfny7Jcv8MmOw/featured Sam Does Arts Official YouTube Channel] * [https://www.instagram.com/samdoesarts/ Sam Does Arts Official Instagram] *Sam Does Arts Official Patreon<ref>{{Cite web|url=https://internal-patreonpy-load-2085191141.us-west-1.elb.amazonaws.com//samdoesarts|title=samdoesarts is creating digital paintings, video tutorials, and brushes.|website=Patreon|language=en-US|access-date=2021-10-10}}</ref> [[Category:Digital Media Concepts]] l4xxf0bgdx8nbvxg8zyama2k9q0tkr1 2414390 2414382 2022-08-14T13:56:03Z Johannnes89 618724 Reverted 1 edit by [[Special:Contributions/Emmasmith420|Emmasmith420]] ([[User talk:Emmasmith420|talk]]): Crosswiki linkspam (TwinkleGlobal) wikitext text/x-wiki {{DISPLAYTITLE:Digital Media Concepts/Sam Does Arts}} Sam Does Arts, is a digital artist from Toronto. He currently has 594K subscribers on [https://www.youtube.com/channel/UCNNOvB507MRfny7Jcv8MmOw/playlists YouTube], where he uploads a variety of digital art related content. He makes videos about equipment, roasting artworks, challenges, advice, tutorials, and speed paints. He currently has 63 videos uploaded on his channel. Each of his videos have thousands of views and he also has a Patreon and Instagram account. On Patreon, he currently has 2,188 patrons. On [https://www.instagram.com/samdoesarts/ Instagram], he currently has 1.3 million followers with 330 posts. == His Journey == According to his Patreon page, he wrote a short message containing some facts about himself. Sam is a 22 year old man from Toronto, who has a passion for art, specifically in the digital painting area. He states that his passion for art used to only be a hobby but he dropped it after his years in high school. It wasn't until the early start of the year 2020, that he decided to pick up his hobby again and he realized that it was true passion. He was inspired by many great artists and developed his own style through those inspirations. He started his YouTube career on June 20th 2020 and his first Instagram post was on March 1st 2018. == His Art style == His art style has changed over time to what it is now today. This can be seen through his earlier posts on Instagram. Here are some examples of his evolution from his first post to his most recent post. {| class="wikitable" |+Art style Timeline |Post Title |Date published |- |[https://www.instagram.com/p/BfzTwMIAgRd/?utm_source=ig_web_copy_link Portrait study of some little nobody from a galaxy really far] |March 1 2018 |- |[https://www.instagram.com/p/B7gxBzTBpkL/?utm_source=ig_web_copy_link Repainted one of my first ever posts on this account!] |January 19 2020 |- |[https://www.instagram.com/p/CAiXH1uh9ye/?utm_source=ig_web_copy_link 3 hour portrait study!] |May 23 2020 |- |[https://www.instagram.com/p/CBV5aFrBJEk/?utm_source=ig_web_copy_link Colour study, 3hr 30min.] |June 12 2020 |- |[https://www.instagram.com/p/CHnoofAhK35/?utm_source=ig_web_copy_link Can't get enough of golden hour clouds LOL] |November 15 2020 |- |[https://www.instagram.com/p/CKrVBSFhPgt/?utm_source=ig_web_copy_link A vibe (2h)] |January 30 2021 |- |[https://www.instagram.com/p/CPvqc3IhO56/?utm_source=ig_web_copy_link Flash (1h 30m)] |June 5 2021 |- |[https://www.instagram.com/p/CUVQ0hJrbLa/?utm_source=ig_web_copy_link Train station] |September 27 2021 |- |[https://www.instagram.com/p/CU2rP9frCVH/?utm_source=ig_web_copy_link Okay last one i promise] |October 10 2021 |} == His videos (sorted by category) == {| class="wikitable" |+Speed-Paint |Video |Date Published |- |[https://youtu.be/nXBRnts_gfk Spirited Away alley Speed-paint] |Jul 1, 2020 |- |[https://youtu.be/kxB-nOoXLV4 Portrait Study Speed-Paint Process] |Jul 7, 2020 |- |[https://youtu.be/4oTtWa9KR2c Landscape Digital Painting Time-lapse] |Aug 7, 2020 |- |[https://youtu.be/5p8ZL2NLZFY Can you paint without UNDO? | [https://youtu.be/5p8ZL2NLZFY Can you paint without UNDO?] |Nov 10, 2020 |- |[https://youtu.be/F2a9rQEfL_0 Can you paint with ONLY a Basic Round Brush? | [https://youtu.be/F2a9rQEfL_0 Can you paint with ONLY a Basic Round Brush?] |Nov 17, 2020 |- |[https://youtu.be/sPoywuhlqp4 DRAWING MY FAN'S OC!] |Dec 8, 2020 |} {| class="wikitable" |+Tutorials |Video |Date Published |- |[https://youtu.be/0CDd22s3jec Digital Painting Process Explained] |Jul 14, 2020 |- |[https://youtu.be/awasMxRmi50 How I Paint Mood and Atmosphere] |Jul 21, 2020 |- |[https://youtu.be/g9ge4XBNRwA How to Draw Perspective for Beginners] |Jul 28, 2020 |- |[https://youtu.be/GV_iNviuEvg Turning @AmandaRachLee into a Cartoon Character!] |Oct 13, 2020 |- |[https://youtu.be/9oOnK9m9LzQ Painting without OPACITY] |Nov 24, 2020 |- |[https://youtu.be/SIvRcXRaPkg How to Paint Better Backgrounds] |Jan 19, 2021 |- |[https://youtu.be/AkY21_S_IsE Do This Before You Post Your ART] |Mar 16, 2021 |- |[https://youtu.be/TlU-WMJQO9g How to Draw Faces] |Mar 23, 2021 |- |[https://youtu.be/kNQCP3CtHvI The Best Way to Practice DRAWING] |Apr 27, 2021 |- |[https://youtu.be/aDPlWnGcODM Here's how to become Art God] |Jun 8, 2021 |- |[https://youtu.be/2LxJOYXcszI Exposing my art secrets] |Jun 22, 2021 |- |[https://youtu.be/ZoN0dzGjMks What you need to know about ART STYLES] |Jun 29, 2021 |- |[https://youtu.be/pwDs8E3wJ44 What Brushes do you Use??] |Jul 13, 2021 |- |[https://youtu.be/Ed7C-Wddsbc How to become Art God - Guweiz] |Aug 10, 2021 |- |[https://youtu.be/by2W69Ea49U You want to be an INSTAGRAM ARTIST?] |Aug 24, 2021 |} {| class="wikitable" |+Advise |Video |Date Published |- |[https://youtu.be/f87MeKG7Zfg How to improve your art by studying photos] |Aug 4, 2020 |- |[https://youtu.be/hd2il6ND-1E Sam's Digital Art Tips: Why I Paint in 2 sittings] |Aug 18, 2020 |- |[https://youtu.be/RDnFcaJMLjY Sam's Digital Art Tips: How to Paint Faster] |Aug 25, 2020 |- |[https://youtu.be/AwksDpgTmas How to Find Your Art Style] |Sep 8, 2020 |- |[https://youtu.be/DTpYXW_eL5A 3 Ways to Stay Motivated] |Sep 15, 2020 |- |[https://youtu.be/XaVsMOHgFak I Gently Roast My Followers' Art] |Sep 29, 2020 |- |[https://youtu.be/TyKJaZqobcM How to Tell Better Stories with Your Art] |Oct 6, 2020 |- |[https://youtu.be/vzKJ8-vClUo Can You Paint on Just ONE LAYER?] |Oct 20, 2020 |- |[https://youtu.be/BPU-ABkem-k How to Overcome Your Fear of Posting Art Online] |Oct 27, 2020 |- |[https://youtu.be/49hwVIx1OV0 Can You Paint with a MOUSE?] |Dec 1, 2020 |- |[https://youtu.be/bnOWIvg5hG0 Painting with Default Brushes VS. Custom Brushes] |Dec 15, 2020 |- |[https://youtu.be/5qVIhYxlylU Do You REALLY Need Custom Brushes for Digital Art??] |Dec 22, 2020 |- |[https://youtu.be/HZ_c2HktUCE Trying CLIP STUDIO PAINT for the First Time! - First Impressions] |Jan 12, 2021 |- |[https://youtu.be/E6c4tFFbnTY Why You Should Learn Grayscale!] |Feb 2, 2021 |- |[https://youtu.be/_lfPaLpDwXA Can You Paint Without a Sketch?] |Feb 9, 2021 |- |[https://youtu.be/nWRc45xGa40 Repainting My FIRST Instagram Post!] |Feb 16, 2021 |- |[https://youtu.be/mqH4CIiKsgA Can You Paint Without a REFERENCE?] |Mar 2, 2021 |- |[https://youtu.be/ZhCB0a_g9F4 Master Study - Girl with a Pearl Earring] |Mar 9, 2021 |- |[https://youtu.be/YpsBIjmW65M Painting Grayscale to Color - first impressions] |Mar 30, 2021 |- |[https://youtu.be/vKw8oAK48KA REPAINTING MY OC] |Apr 6, 2021 |- |[https://youtu.be/QezAPJYLqcY Trying to Paint in Under 50 Minutes] |Apr 13, 2021 |- |[https://youtu.be/MPVfAIa88lU *GENTLY* ROASTING YOUR ART] |Apr 20, 2021 |- |[https://youtu.be/YUjHG1AYj8M ROASTING samdoesarts' Trash Art] |May 4, 2021 |- |[https://youtu.be/WX61qMzXdLg Why do you only draw girls?] |May 11, 2021 |- |[https://youtu.be/5EjXI-Tz2eU STOP doing this please] |May 25, 2021 |- |[https://youtu.be/7xB74zjyCn0 Instagram we have a Problem] |Jul 20, 2021 |- |[https://youtu.be/5zTVOECaszo The SECRET meaning behind my art] |Aug 3, 2021 |- |[https://youtu.be/yrwotXQeKEE THE MOST underrated artists] |Aug 31, 2021 |- |[https://youtu.be/8tcO_JwMIt4 Some social media advice for Artists] |Sep 23, 2021 |- |[https://youtu.be/9cjo3wiO_j4 THIS COULD BE YOU] |Oct 1, 2021 |- |[https://youtu.be/3O-EwAc7YoU DRAWING MY FAN'S OC!] |Dec 30, 2020 |- |[https://youtu.be/-8a3gTYLfII Drawing Fans with my LEFT HAND + NO UNDO??] |Jan 5, 2021 |- |[https://youtu.be/I98enLsiKdo Goodbye Photoshop?] |Jun 1, 2021 |} {| class="wikitable" |+Roasting |Video |Date Published |- |[https://youtu.be/vM7fvHXi59Q ✨GENTLY✨ ROASTING YOUR ART - 2] |May 18, 2021 |- |[https://youtu.be/T_6PPZAeVds I've had enough] |Jun 15, 2021 |- |[https://youtu.be/hl719pEo_8U Come on man.] |Jul 6, 2021 |- |[https://youtu.be/s_3WHlqToZs GENTLY Roasting your Art 5] |Jul 27, 2021 |- |[https://youtu.be/x-04LcaglzM ✨GENTLY✨ Roasting your Art 6] |Sep 7, 2021 |- |[https://youtu.be/tRTYYISJyAw GENTLY ROASTING your squid game fan art] |Oct 8, 2021 |} == His Equipment and Set Up == {| class="wikitable" |+His Equipment and Set Up Video |Video |Date Published |- |[https://youtu.be/lkaHoWwZ9-I DIGITAL ARTIST Workspace Setup!] |Feb 23, 2021 |} Equipment * [https://www.autonomous.ai/standing-desks/smartdesk-2-home?option1=1&option2=2016&option16=36&option17=1881&purchase_method=1 Smartdesk] * [https://estore.wacom.com/en-US/wacom-cintiq-pro-24-dtk2420k0.html Wacom Cintiq Pro 24] * [https://estore.wacom.com/en-US/wacom-flex-arm-for-cintiq-pro-24-32-ack62803k.html Wacom Flex Arm] * [https://www.samsung.com/semiconductor/minisite/ssd/product/portable/t7/ Samsung SSD] * [https://www.logitech.com/en-ca/products/mice/mx-master-3-mac-wireless-mouse.910-005693.html Mouse] * [https://www.apple.com/us/search/Magic-Keyboard-US-English?tab=accessories Keyboard] * [https://store.huion.com/products/artist-glove?gclid=CjwKCAiAyc2BBhAaEiwA44-wW4IVcXLxXv_AcTv3Zzc6XIII5B3mPQFHwTkOgZur95HaE62ycQ-_zBoCf4gQAvD_BwE Huion Glove] * [https://www.bestbuy.com/site/lg-32-uhd-3840-x-2160-hdr-monitor-with-amd-freesync-white/6419390.p?skuId=6419390 Monitor] * [http://www.rode.com/microphones/videomicpro Microphone] * [https://www.sony.ca/en/electronics/interchangeable-lens-cameras/ilce-6600 Camera] * [https://www.amazon.ca/gp/product/B077BWD2BB/ref=ppx_yo_dt_b_asin_title_o08_s00?ie=UTF8&psc=1 Lens] * [https://www.amazon.ca/gp/product/B075JFF35H/ref=ppx_yo_dt_b_asin_title_o02_s00?ie=UTF8&psc=1 Lights] * [https://www.amazon.ca/gp/product/B07N67D14D/ref=ppx_yo_dt_b_asin_title_o00_s00?ie=UTF8&psc=1 Tripod] * [https://www.amazon.ca/gp/product/B019NY2PKG/ref=ppx_yo_dt_b_asin_title_o01_s00?ie=UTF8&psc=1 Mic stand] == Links == * [https://www.youtube.com/channel/UCNNOvB507MRfny7Jcv8MmOw/featured Sam Does Arts Official YouTube Channel] * [https://www.instagram.com/samdoesarts/ Sam Does Arts Official Instagram] *Sam Does Arts Official Patreon<ref>{{Cite web|url=https://internal-patreonpy-load-2085191141.us-west-1.elb.amazonaws.com//samdoesarts|title=samdoesarts is creating digital paintings, video tutorials, and brushes.|website=Patreon|language=en-US|access-date=2021-10-10}}</ref> [[Category:Digital Media Concepts]] k10frwi886e00k4ntbrame0oq8vegx3 2414392 2414390 2022-08-14T13:58:34Z Johannnes89 618724 removed links to commercial websites. converted weblinks to references wikitext text/x-wiki {{DISPLAYTITLE:Digital Media Concepts/Sam Does Arts}} Sam Does Arts, is a digital artist from Toronto. He currently has 594K subscribers on YouTube, where he uploads a variety of digital art related content.<ref>https://www.youtube.com/channel/UCNNOvB507MRfny7Jcv8MmOw/playlists</ref> He makes videos about equipment, roasting artworks, challenges, advice, tutorials, and speed paints. He currently has 63 videos uploaded on his channel. Each of his videos have thousands of views and he also has a Patreon and Instagram account. On Patreon, he currently has 2,188 patrons. On Instagram, he currently has 1.3 million followers with 330 posts.<ref>https://www.instagram.com/samdoesarts/</ref> == His Journey == According to his Patreon page, he wrote a short message containing some facts about himself. Sam is a 22 year old man from Toronto, who has a passion for art, specifically in the digital painting area. He states that his passion for art used to only be a hobby but he dropped it after his years in high school. It wasn't until the early start of the year 2020, that he decided to pick up his hobby again and he realized that it was true passion. He was inspired by many great artists and developed his own style through those inspirations. He started his YouTube career on June 20th 2020 and his first Instagram post was on March 1st 2018. == His Art style == His art style has changed over time to what it is now today. This can be seen through his earlier posts on Instagram. Here are some examples of his evolution from his first post to his most recent post. {| class="wikitable" |+Art style Timeline |Post Title |Date published |- |[https://www.instagram.com/p/BfzTwMIAgRd/?utm_source=ig_web_copy_link Portrait study of some little nobody from a galaxy really far] |March 1 2018 |- |[https://www.instagram.com/p/B7gxBzTBpkL/?utm_source=ig_web_copy_link Repainted one of my first ever posts on this account!] |January 19 2020 |- |[https://www.instagram.com/p/CAiXH1uh9ye/?utm_source=ig_web_copy_link 3 hour portrait study!] |May 23 2020 |- |[https://www.instagram.com/p/CBV5aFrBJEk/?utm_source=ig_web_copy_link Colour study, 3hr 30min.] |June 12 2020 |- |[https://www.instagram.com/p/CHnoofAhK35/?utm_source=ig_web_copy_link Can't get enough of golden hour clouds LOL] |November 15 2020 |- |[https://www.instagram.com/p/CKrVBSFhPgt/?utm_source=ig_web_copy_link A vibe (2h)] |January 30 2021 |- |[https://www.instagram.com/p/CPvqc3IhO56/?utm_source=ig_web_copy_link Flash (1h 30m)] |June 5 2021 |- |[https://www.instagram.com/p/CUVQ0hJrbLa/?utm_source=ig_web_copy_link Train station] |September 27 2021 |- |[https://www.instagram.com/p/CU2rP9frCVH/?utm_source=ig_web_copy_link Okay last one i promise] |October 10 2021 |} == His videos (sorted by category) == {| class="wikitable" |+Speed-Paint |Video |Date Published |- |[https://youtu.be/nXBRnts_gfk Spirited Away alley Speed-paint] |Jul 1, 2020 |- |[https://youtu.be/kxB-nOoXLV4 Portrait Study Speed-Paint Process] |Jul 7, 2020 |- |[https://youtu.be/4oTtWa9KR2c Landscape Digital Painting Time-lapse] |Aug 7, 2020 |- |[https://youtu.be/5p8ZL2NLZFY Can you paint without UNDO? | [https://youtu.be/5p8ZL2NLZFY Can you paint without UNDO?] |Nov 10, 2020 |- |[https://youtu.be/F2a9rQEfL_0 Can you paint with ONLY a Basic Round Brush? | [https://youtu.be/F2a9rQEfL_0 Can you paint with ONLY a Basic Round Brush?] |Nov 17, 2020 |- |[https://youtu.be/sPoywuhlqp4 DRAWING MY FAN'S OC!] |Dec 8, 2020 |} {| class="wikitable" |+Tutorials |Video |Date Published |- |[https://youtu.be/0CDd22s3jec Digital Painting Process Explained] |Jul 14, 2020 |- |[https://youtu.be/awasMxRmi50 How I Paint Mood and Atmosphere] |Jul 21, 2020 |- |[https://youtu.be/g9ge4XBNRwA How to Draw Perspective for Beginners] |Jul 28, 2020 |- |[https://youtu.be/GV_iNviuEvg Turning @AmandaRachLee into a Cartoon Character!] |Oct 13, 2020 |- |[https://youtu.be/9oOnK9m9LzQ Painting without OPACITY] |Nov 24, 2020 |- |[https://youtu.be/SIvRcXRaPkg How to Paint Better Backgrounds] |Jan 19, 2021 |- |[https://youtu.be/AkY21_S_IsE Do This Before You Post Your ART] |Mar 16, 2021 |- |[https://youtu.be/TlU-WMJQO9g How to Draw Faces] |Mar 23, 2021 |- |[https://youtu.be/kNQCP3CtHvI The Best Way to Practice DRAWING] |Apr 27, 2021 |- |[https://youtu.be/aDPlWnGcODM Here's how to become Art God] |Jun 8, 2021 |- |[https://youtu.be/2LxJOYXcszI Exposing my art secrets] |Jun 22, 2021 |- |[https://youtu.be/ZoN0dzGjMks What you need to know about ART STYLES] |Jun 29, 2021 |- |[https://youtu.be/pwDs8E3wJ44 What Brushes do you Use??] |Jul 13, 2021 |- |[https://youtu.be/Ed7C-Wddsbc How to become Art God - Guweiz] |Aug 10, 2021 |- |[https://youtu.be/by2W69Ea49U You want to be an INSTAGRAM ARTIST?] |Aug 24, 2021 |} {| class="wikitable" |+Advise |Video |Date Published |- |[https://youtu.be/f87MeKG7Zfg How to improve your art by studying photos] |Aug 4, 2020 |- |[https://youtu.be/hd2il6ND-1E Sam's Digital Art Tips: Why I Paint in 2 sittings] |Aug 18, 2020 |- |[https://youtu.be/RDnFcaJMLjY Sam's Digital Art Tips: How to Paint Faster] |Aug 25, 2020 |- |[https://youtu.be/AwksDpgTmas How to Find Your Art Style] |Sep 8, 2020 |- |[https://youtu.be/DTpYXW_eL5A 3 Ways to Stay Motivated] |Sep 15, 2020 |- |[https://youtu.be/XaVsMOHgFak I Gently Roast My Followers' Art] |Sep 29, 2020 |- |[https://youtu.be/TyKJaZqobcM How to Tell Better Stories with Your Art] |Oct 6, 2020 |- |[https://youtu.be/vzKJ8-vClUo Can You Paint on Just ONE LAYER?] |Oct 20, 2020 |- |[https://youtu.be/BPU-ABkem-k How to Overcome Your Fear of Posting Art Online] |Oct 27, 2020 |- |[https://youtu.be/49hwVIx1OV0 Can You Paint with a MOUSE?] |Dec 1, 2020 |- |[https://youtu.be/bnOWIvg5hG0 Painting with Default Brushes VS. Custom Brushes] |Dec 15, 2020 |- |[https://youtu.be/5qVIhYxlylU Do You REALLY Need Custom Brushes for Digital Art??] |Dec 22, 2020 |- |[https://youtu.be/HZ_c2HktUCE Trying CLIP STUDIO PAINT for the First Time! - First Impressions] |Jan 12, 2021 |- |[https://youtu.be/E6c4tFFbnTY Why You Should Learn Grayscale!] |Feb 2, 2021 |- |[https://youtu.be/_lfPaLpDwXA Can You Paint Without a Sketch?] |Feb 9, 2021 |- |[https://youtu.be/nWRc45xGa40 Repainting My FIRST Instagram Post!] |Feb 16, 2021 |- |[https://youtu.be/mqH4CIiKsgA Can You Paint Without a REFERENCE?] |Mar 2, 2021 |- |[https://youtu.be/ZhCB0a_g9F4 Master Study - Girl with a Pearl Earring] |Mar 9, 2021 |- |[https://youtu.be/YpsBIjmW65M Painting Grayscale to Color - first impressions] |Mar 30, 2021 |- |[https://youtu.be/vKw8oAK48KA REPAINTING MY OC] |Apr 6, 2021 |- |[https://youtu.be/QezAPJYLqcY Trying to Paint in Under 50 Minutes] |Apr 13, 2021 |- |[https://youtu.be/MPVfAIa88lU *GENTLY* ROASTING YOUR ART] |Apr 20, 2021 |- |[https://youtu.be/YUjHG1AYj8M ROASTING samdoesarts' Trash Art] |May 4, 2021 |- |[https://youtu.be/WX61qMzXdLg Why do you only draw girls?] |May 11, 2021 |- |[https://youtu.be/5EjXI-Tz2eU STOP doing this please] |May 25, 2021 |- |[https://youtu.be/7xB74zjyCn0 Instagram we have a Problem] |Jul 20, 2021 |- |[https://youtu.be/5zTVOECaszo The SECRET meaning behind my art] |Aug 3, 2021 |- |[https://youtu.be/yrwotXQeKEE THE MOST underrated artists] |Aug 31, 2021 |- |[https://youtu.be/8tcO_JwMIt4 Some social media advice for Artists] |Sep 23, 2021 |- |[https://youtu.be/9cjo3wiO_j4 THIS COULD BE YOU] |Oct 1, 2021 |- |[https://youtu.be/3O-EwAc7YoU DRAWING MY FAN'S OC!] |Dec 30, 2020 |- |[https://youtu.be/-8a3gTYLfII Drawing Fans with my LEFT HAND + NO UNDO??] |Jan 5, 2021 |- |[https://youtu.be/I98enLsiKdo Goodbye Photoshop?] |Jun 1, 2021 |} {| class="wikitable" |+Roasting |Video |Date Published |- |[https://youtu.be/vM7fvHXi59Q ✨GENTLY✨ ROASTING YOUR ART - 2] |May 18, 2021 |- |[https://youtu.be/T_6PPZAeVds I've had enough] |Jun 15, 2021 |- |[https://youtu.be/hl719pEo_8U Come on man.] |Jul 6, 2021 |- |[https://youtu.be/s_3WHlqToZs GENTLY Roasting your Art 5] |Jul 27, 2021 |- |[https://youtu.be/x-04LcaglzM ✨GENTLY✨ Roasting your Art 6] |Sep 7, 2021 |- |[https://youtu.be/tRTYYISJyAw GENTLY ROASTING your squid game fan art] |Oct 8, 2021 |} == Links == * [https://www.youtube.com/channel/UCNNOvB507MRfny7Jcv8MmOw/featured Sam Does Arts Official YouTube Channel] * [https://www.instagram.com/samdoesarts/ Sam Does Arts Official Instagram] == References == <references /> [[Category:Digital Media Concepts]] jcyphw4a7l2qc5f6jjy9157wmomh3z8 0 280145 2414507 2368505 2022-08-14T22:53:03Z Lbeaumont 278565 wikitext text/x-wiki —Paths toward our future [[File:Phoenix-Fabelwesen.jpg|thumb|A new world order will emerge from the ashes of our discontent.]] Are we living in the best of times, or is this the worst of times? Optimists and pessimists reasonably disagree on this critical question. As [[w:Futurist|futurists]], historians, philosophers, [[Wisdom Research|wisdom researchers]], [[w:Theism|theists]], [[w:Mysticism|mystics]], [[w:Charlatan|charlatans]], and [[w:Crank_(person)|cranks]] debate the benefits, problems, deficiencies, and values of the present they continue to envision various possibilities for our future world order.<ref>[https://medium.com/@brandon_29259/comparing-approaches-to-addressing-the-meta-crisis-9393e6ee17d7 Comparing Approaches to Addressing the Meta-Crisis], January 11, 2022, Brandon Norgaard.</ref> Here is a short summary of ideas for addressing the perceived meta-crisis. '''Rational Optimistic Enlightenment'''—We need a fuller embrace and more widespread adoption throughout the world of what already has been shown to work, which are the values and psycho-technologies of the Age of Enlightenment, such as rationality, science, progress, skepticism, liberty, fraternity, equality, and getting away from ignorance, dogmatism, authority, tradition, superstition, and prejudice. Postmodernism and critical theory have little or nothing of value to offer and are only diversions and roadblocks. Perhaps this can be thought of as Enlightenment 1.5. Advocates include [[w:Steven_Pinker|Steven Pinker]]. '''Enlightenment 2.0'''—We need to address the "Enlightenment Gap",<ref>The Enlightenment Gap. See: https://www.psychologytoday.com/us/blog/theory-knowledge/202010/the-enlightenment-gap</ref> which the first enlightenment never solved and which Enlightenment 1.5 doesn’t solve either. This involves embracing enlightenment rationalism and postmodern critique, coming up with a coherent naturalistic [[w:Ontology|ontology]] and more clear definitions for scientific terms that are taken for granted. This also involves new paradigms and new methodologies that embrace inner development integrated with science. Advocates include [[w:Gregg_Henriques|Gregg Henriques]] and [[w:Metamodernism#Hanzi_Freinacht_and_Nordic_Metamodernism|Hanzi Freinacht]]. '''Living Wisely'''—As each of us learns to make better decisions and pursue well-being, the world will become a better place. Each of us can choose to [[Living Wisely|live wisely]] by increasing our [[Living_Wisely#Personal_Responsibility|personal responsibility]], [[Living_Wisely#Clear_Thinking|thinking clearly]], [[Living_Wisely#What_Is|understanding the world]] we live in, [[Living_Wisely#Possibilities—What_Can_Be|creating possibilities]] for what can be, improving our [[Living_Wisely#What_Ought_to_Be|moral reasoning]], and [[Living_Wisely#Do_Good|doing good]]. As we [[Living_Wisely/Seeking_Real_Good|seek real good]], a better world will emerge. Advocates include [[w:Nicholas_Maxwell|Nicholas Maxwell]] and Leland Beaumont. '''[[Intentional Evolution|Conscious Evolution]]'''—We can become mindful of the dynamics of the fundamental force of evolution and the relation to [[w:Consciousness|consciousness]] and this will awaken our collective capacity to overcome our challenges and create a better future. In socio-political terms, this hasn't been fully developed, despite Wilber claiming to have a "theory of everything" 20 years ago, since some of this is the subject of his forthcoming 3rd book in the Kosmos Trilogy. Advocates include [[w:Ken_Wilber|Ken Wilber]]. '''Dark Renaissance'''—Things will go dark almost inevitably, meaning that society will break down and a new dark age will result. But some of us will be able to create new aesthetic movements to get things through to plant the seeds for an eventual rebirth, and some people are already working on this. Advocates include [[w:Alexander_Bard|Alexander Bard]]. '''Techno-Optimistic'''—Technological advancements will save humanity and will save our planet. Next-generation innovations will heroically avert all calamities. Humanity's best days are ahead because of the power of technology and innovation. Advocates include [[w:Elon_Musk|Elon Musk]]. '''Folk-Bildung 3.0'''—This involves empowering everybody through [[w:bildung|bildung]] to act and take sustainable action where they are. The formal political systems ought to be there; they may not live up to our expectations, but if we want clean water in the pipes, modern medicine, food for 8 billion people, safe transportation, and solid science to back decisions, there also needs to be institutions and political with which to collaborate. Advocates include [[w:Lene_Rachel_Andersen|Lene Rachel Andersen]]. '''Peer to Peer'''—This involves people cooperatively pooling their resources through commons in a way that is complementary to business and government with the idea that this can create prosperity for all. Advocates include [[w:Michel_Bauwens|Michel Bauwens]]. '''The Regenerative Renaissance / Bio-Transformation'''—This involves harnessing nature-based and biological insights and explicitly more feminine embodied intuitions and felt senses to shift our paradigm for modernity, and its discontents, into regenerative business models and systems that temper and transform abstraction, extraction, accumulation, exploitation, and mechanistic thinking with lived experiences, expressions, and practices of interdependence, reciprocity, reverence, caring wholeness and healing. It means engaging in purpose-led systemic transformation and institutional innovation and entrepreneurial processes, where purpose is explicitly a felt experience of love/caring—free from personality patterns and cognitive distortions from developmental challenges—moving into action through constellations of people, data, and things (that have a business model attached). Advocates include Nick Jankel. '''Meta-Sensemaking'''—We really need to greatly improve our sensemaking amid the panoptic bombardment of information and ever-shifting technology. Advocates include Mark Stahlman via [[w:Marshall_McLuhan|Marshall McLuhan]]. '''Ecology of Mind'''—We can use our understanding of ecology in conjunction with warm data and the nuances and complexities of various aspects of life to help us intuitively make better choices. Advocates include Nora Bateson. '''Revolutionary Anti-Capitalistic'''—We need to overthrow the capitalist [[w:Bourgeoisie|bourgeoisie]] before they destroy the world with their unquenchable greed. Advocates include Doctrinaire [[w:Marxism|Marxists]]. '''Holistic Back-to-Nature'''—We need to re-discover our indigenous roots and live in harmony with nature, which will involve much less consumption and a dramatic decrease in industrialization. Advocates include [[w:Greta_Thunberg|Greta Thunberg]]. '''Doomer Defeatist'''—There is no way to head off disaster so the best you can do is to save yourself and your family and maybe the members of the ethnic group that you identify with. Advocates include [[w:Steve_Bannon|Steve Bannon]]. '''Nondual Empiricism'''—[[w:Nondualism |Nondual]] Empiricism (NE) reintegrates the "[[w:Brahmavidya |Supreme Science]]" of [[w:Eastern_philosophy| Eastern Wisdom]] with Western naturalistic empirical [[w:Metaphysics| metaphysics]] on the nature of the [[w:Self| Self]] in relation to the physical world with an emphasis on an awareness-based [[w:Ontology |ontology]]. The central contribution of nondual empiricism is [[w:Nondualism#Nondual_consciousness_as_common_essence |nonconceptual knowing]]—experiencing reality by [[w:Nondualism#Nondual_awareness |pure awareness]], direct sensory experience, observation without interpretation, labeling, conceptualization, or categorization. A further insight is that the “I” that describes the biological you is not the origin of your thoughts; the witnessing “I” is not the biological self. The subject is not the object. Because the witnessing “I” is a thought, it has no material realization and is not capable of action. More specifically, nondual empiricism recognizes that it does not matter if we do or don't act because the "I" that would act is an ontologically emergent, sentient, focused point of awareness that is not separate from the world and cannot change it in an effort of intellectual willpower because does not exist on the level of matter and even basic biology, and in most ways is limited to their constraints. Although we acknowledge the existence of a crisis—the persistence of the [[grand challenges]], as one manifestation—we cannot rely on a nonmaterial “I” to act. This raises the question “[[Problem_Finding/Reassessing_Problem_Ownership|Whose problem is this]]?” Fortunately, although the “I” is nonmaterial, each of us does have [[What_you_can_change_and_what_you_cannot#Agency|agency]]—the ability to act. Nondual empiricism acts to empower the Self to [[Coping_with_Ego|cope with our ego]] and progress in a manner that resembles the approaches of [[Living Wisely]] and Enlightenment 2.0. This metaphysics is currently being formally developed by Clinical Psychologist and Nondual theorist Nicholas Lattanzio. == Assignment == #[[Envisioning Our Future|Envision your future]]. #Study each of the future concepts described above. #Choose the approach you believe will be most likely to lead to a better future. If you don't like any of these, create your own. #Take action to help that scenario unfold. == Notes == luhil7e9xpey7yywi0f2jth6ashdww2 0 282015 2414385 2412135 2022-08-14T13:29:28Z Emmasmith420 2948224 /* External Links */ wikitext text/x-wiki Streaming Platforms are online services that allows us to see movies and TV shows without necessarily needing a TV. These platforms allows users to stream shows on their PC, laptop, tablet, and phones as well. The streaming platforms also provides us with movies and TV shows that have been released from the past. Platforms were developed during the 1990s for video streaming but they were experiments, not in good quality, and were not as popular as the streaming platforms today. ==History== ===Development of Steaming Platforms=== [[File:RealNetwork Logo.png|thumb|RealNetworks Company]] Before streaming platforms were developed, people would either go the theaters, watch their TV, or buy VHS tapes so they can be entertained. The problems were that it costs a lot of money to buy tickets for the theaters, TVs were not high quality like the TVs today, and VHS tapes were expensive. During the early 1990s, streaming has been developed by different electronic companies. [[wikipedia:RealNetworks|RealNetworks]] launched [[wikipedia:RealVideo|RealVideo]], one of the first testing platforms for streaming videos, in 1997.<ref>{{Cite web|url=https://restream.io/blog/history-of-live-streaming/|title=The Fascinating History of Live Streaming|date=2021-02-02|website=Ultimate Live Streaming Hub – Restream Blog|language=en|access-date=2022-03-07}}</ref> After that, many platforms were made to test out on streaming videos. ===First Streaming Platform=== [[File:Youtube logo.png|thumb|YouTube Logo]] On Valentine’s Day in 2005, [[YouTube]] was released and became the first streaming platform in history. YouTube was created by three former PayPal employees named [[wikipedia:Steve_Chen|Steve Chen]], [[wikipedia:Jawed_Karim|Jawed Karim]], and [[wikipedia:Chad_Hurley|Chad Hurley]]. It became more widely known when [[wikipedia:Saturday_Night_Live|Saturday Night Live]] aired a video short called “''Lazy Sunday''” in December of the same year. In 2006, [[Google]] bought YouTube since Google tried to get into the video sharing business by creating their own videos called “[[wikipedia:Google_Video|Google Videos]]” but their videos failed.<ref>{{Cite web|url=https://www.watsonpost.com/when-did-google-buy-youtube/|title=When Did Google Buy YouTube, Why and for How Much|last=Watson|first=Joe|date=2021-06-23|website=WATSON POST|language=en-us|access-date=2022-03-07}}</ref> Five years later after YouTube was released, the creators decided to publish movies to help monetize this site.<ref>{{Cite news|url=http://news.bbc.co.uk/2/hi/8471635.stm|title=YouTube turns movie rental outlet|date=2010-01-21|access-date=2022-03-07|language=en-GB}}</ref> When Karim, Chan, and Hurley created YouTube, the original idea was that they wanted to create an online dating website that allows users to upload videos about themselves and their interests.<ref>{{Cite web|url=https://interestingengineering.com/youtubes-history-and-its-impact-on-the-internet|title=YouTube's History and Its Impact on the Internet|date=2020-07-03|website=interestingengineering.com|language=en-US|access-date=2022-03-07}}</ref> However, this idea didn’t make the cut so YouTube ended up being a website where people can posts videos of their experiences. YouTube is now filled a variety of different videos like video game playthroughs, movie clips, cartoons made by talented individuals, school tutorials, and recordings. ==Examples of Streaming Platforms== ===Netflix=== [[File:Netflix logo.svg|thumb|Netflix Logo]] [[wikipedia:Netflix|Netflix]] was first found in 1997 by two workers named [[wikipedia:Marc_Randolph|Marc Randolph]] and [[wikipedia:Reed_Hastings|Reed Hastings]]. When Netflix was found in 1997, it first started out as a DVD rental website since they only offered online movie rentals and the website wasn’t able to stream movies and TV shows.<ref>{{Cite web|url=https://www.companieshistory.com/netflix/|title=Netflix|date=2014-01-23|website=CompaniesHistory.com - The largest companies and brands in the world|language=en-US|access-date=2022-03-07}}</ref> It started streaming in 2007 to allow members to watch shows on their PCs. Starting with House of Cards in 2013, Netflix began making its own original shows and movies. They created Netflix because they were inspired by [[wikipedia:Amazon_(company)|Amazon]]’s business model and they wanted to sell items on their website. They first initially wanted to sell VHS tapes on their website but they rejected the tapes and settled for DVDs.<ref>{{Cite web|url=https://interestingengineering.com/the-fascinating-history-of-netflix|title=The Fascinating History of Netflix|date=2020-07-04|website=interestingengineering.com|language=en-US|access-date=2022-03-07}}</ref> After 10 years of selling DVDs on their website and increased membership, Netflix started streaming movies and TV shows on their website but it was for members only during that time.<ref>{{Cite web|url=https://about.netflix.com/,%20https://about.netflix.com/|title=About Netflix - Homepage|website=About Netflix|language=en|access-date=2022-03-07}}</ref> ===Disney+=== [[File:Disney+ logo.svg|thumb|Disney+ Logo]] Since [[wikipedia:The_Walt_Disney_Company|Disney]] has bought a lot of companies ([[wikipedia:Pixar|PIXAR]], [[wikipedia:Marvel_Studios|Marvel Studios]], [[wikipedia:Lucasfilm|Lucasfilm]], [[wikipedia:National_Geographic_(American_TV_channel)|National Geographic]], and [[wikipedia:21st_Century_Fox|FOX]]), they wanted to created a streaming platform to show all of the movies and TV shows made by these companies including themselves. Before the Pandemic started in early March, 2020, [[wikipedia:Disney+|Disney+]] was released worldwide in November 2019 as a way for people to watch any of their favorite movies and TV shows made from Disney and the other companies they bought. People can watch shows featuring “''Star Wars''” or marvel characters as well as the Disney classics they grew up watching. In 2016, Disney announced that they were going into the streaming market with the help of [[wikipedia:Disney_Streaming_Services|BAMTech]]. Even though the platform had a small content library than Netflix when it first released, it offers more quality movies and TV shows since the companies Disney purchased are developing content for the platform.<ref>{{Cite web|url=https://www.businessofapps.com/data/disney-plus-statistics/|title=Disney Plus Revenue and Usage Statistics (2022)|date=2020-05-05|website=Business of Apps|language=en-US|access-date=2022-03-07}}</ref> ===HBO Max=== [[File:HBO Max Logo.svg|thumb|HBO Max Logo]] [[wikipedia:HBO_Max|HBO Max]] was launched on May 27, 2020 after the Pandemic started. They created this streaming platform to not only compete with Netflix and Disney+, they also wanted to attract more customers to [[wikipedia:HBO|HBO]]. In addition to [[wikipedia:Warner_Bros.|Warner Brothers]]’ films and original shows, this streaming service also has [[wikipedia:Studio_Ghibli|Studio Ghibli]] films and ''Friends''. This streaming platform also features shows from [[wikipedia:Cartoon_Network|Cartoon Network]], along with ''Sesame Street'' and ''Looney Tunes''. Before HBO Max was launched, there were other platforms that HBO released. [[wikipedia:HBO_Now|HBO Now]] was released in 2015 and is similar to HBO Max except it was meant for people who are [[wikipedia:Cord-cutting#:~:text=In%20broadcast%20television%2C%20cord%2Dcutting,viewed%20in%20response%20to%20competition|cord cutters]] that don’t have subscription for cable.<ref>{{Cite web|url=https://www.cnbc.com/2020/05/27/hbo-max-new-hbo-streaming-video-service-launches.html|title=HBO Max online service just launched in the U.S. — here's a first look|last=Leswing|first=Kif|date=2020-05-27|website=CNBC|language=en|access-date=2022-03-07}}</ref> ===Other Streaming Platforms=== While YouTube, Disney+, HBO Max, and Netflix are some of the best streaming platforms in the world, there are other streaming platforms that other electronic companies released. * [[wikipedia:Paramount+|Paramount+]] * [[wikipedia:Hulu|Hulu]] * [[wikipedia:Amazon_Prime_Video|Amazon Prime Video]] * [[wikipedia:Vimeo|Vimeo]] * [[wikipedia:Peacock_(streaming_service)|Peacock]] * [[wikipedia:Apple_TV|Apple TV]] ==Pros & Cons of Streaming Platforms== ===Advantages of Streaming Platforms=== Ever since more streaming platforms were created, there were advantages of using them. # Streaming platforms can allow for certain TV shows and movies to be more accessible. # People don’t have to watch movies on a TV screen since streaming platforms can be purchased on a computer, PC, laptop, and any other electronic devices. # Streaming platforms also provide entertainment for passengers on road trips since passengers can use them on their phones to keep themselves entertained while they are heading towards their destination. # For people who love sports, they don’t have to travel long distances to an arena to watch a sports game since they can use streaming platforms. ===Downside of Streaming Platforms=== Even though there are advantages of using streaming platform, there are also some downsides of using them. # It discourages people to socialize with others and decreases the children’s success at school. # Even though people don’t have to buy tickets to the theaters, some streaming platforms cost a lot of money and they have to pay their subscription once a month to keep the streaming platform. # Streaming platforms remove a show or movie to make room for new ones and this upsets people because one of the removed movies or TV show might be their favorite. # Users must have internet access in order to access the streaming platforms, otherwise they can’t use them. # Users can easily lose track of time. To combat this problem, users would have to have good time management skills. ==References== {{reflist}} ==External Links== https://environmental-conscience.com/streaming-services-pros-cons/ https://explainedideas.com/brief-history-of-youtube/ https://instreamly.com/brands/live-stream-industry/a-brief-history-of-streaming/ https://www.nexttv.com/news/disney-plus https://www.vox.com/culture/21267943/hbo-max-explained-hbo-hbo-go-hbo-now-friends https://www.businessofbusiness.com/articles/a-brief-history-of-video-streaming-by-the-numbers/ https://cw.ua.edu/81877/culture/the-rise-of-streaming-platforms-more-shows-more-money-more-problems/ https://streamingcord.com/all-universal-samsung-tv-remote-codes/ 8g5or8f7evdpdw5xwbrawo5a2qqzgxx 2414395 2414385 2022-08-14T14:01:21Z Johannnes89 618724 /* External Links */ removed unnecessary links / linkspam wikitext text/x-wiki Streaming Platforms are online services that allows us to see movies and TV shows without necessarily needing a TV. These platforms allows users to stream shows on their PC, laptop, tablet, and phones as well. The streaming platforms also provides us with movies and TV shows that have been released from the past. Platforms were developed during the 1990s for video streaming but they were experiments, not in good quality, and were not as popular as the streaming platforms today. ==History== ===Development of Steaming Platforms=== [[File:RealNetwork Logo.png|thumb|RealNetworks Company]] Before streaming platforms were developed, people would either go the theaters, watch their TV, or buy VHS tapes so they can be entertained. The problems were that it costs a lot of money to buy tickets for the theaters, TVs were not high quality like the TVs today, and VHS tapes were expensive. During the early 1990s, streaming has been developed by different electronic companies. [[wikipedia:RealNetworks|RealNetworks]] launched [[wikipedia:RealVideo|RealVideo]], one of the first testing platforms for streaming videos, in 1997.<ref>{{Cite web|url=https://restream.io/blog/history-of-live-streaming/|title=The Fascinating History of Live Streaming|date=2021-02-02|website=Ultimate Live Streaming Hub – Restream Blog|language=en|access-date=2022-03-07}}</ref> After that, many platforms were made to test out on streaming videos. ===First Streaming Platform=== [[File:Youtube logo.png|thumb|YouTube Logo]] On Valentine’s Day in 2005, [[YouTube]] was released and became the first streaming platform in history. YouTube was created by three former PayPal employees named [[wikipedia:Steve_Chen|Steve Chen]], [[wikipedia:Jawed_Karim|Jawed Karim]], and [[wikipedia:Chad_Hurley|Chad Hurley]]. It became more widely known when [[wikipedia:Saturday_Night_Live|Saturday Night Live]] aired a video short called “''Lazy Sunday''” in December of the same year. In 2006, [[Google]] bought YouTube since Google tried to get into the video sharing business by creating their own videos called “[[wikipedia:Google_Video|Google Videos]]” but their videos failed.<ref>{{Cite web|url=https://www.watsonpost.com/when-did-google-buy-youtube/|title=When Did Google Buy YouTube, Why and for How Much|last=Watson|first=Joe|date=2021-06-23|website=WATSON POST|language=en-us|access-date=2022-03-07}}</ref> Five years later after YouTube was released, the creators decided to publish movies to help monetize this site.<ref>{{Cite news|url=http://news.bbc.co.uk/2/hi/8471635.stm|title=YouTube turns movie rental outlet|date=2010-01-21|access-date=2022-03-07|language=en-GB}}</ref> When Karim, Chan, and Hurley created YouTube, the original idea was that they wanted to create an online dating website that allows users to upload videos about themselves and their interests.<ref>{{Cite web|url=https://interestingengineering.com/youtubes-history-and-its-impact-on-the-internet|title=YouTube's History and Its Impact on the Internet|date=2020-07-03|website=interestingengineering.com|language=en-US|access-date=2022-03-07}}</ref> However, this idea didn’t make the cut so YouTube ended up being a website where people can posts videos of their experiences. YouTube is now filled a variety of different videos like video game playthroughs, movie clips, cartoons made by talented individuals, school tutorials, and recordings. ==Examples of Streaming Platforms== ===Netflix=== [[File:Netflix logo.svg|thumb|Netflix Logo]] [[wikipedia:Netflix|Netflix]] was first found in 1997 by two workers named [[wikipedia:Marc_Randolph|Marc Randolph]] and [[wikipedia:Reed_Hastings|Reed Hastings]]. When Netflix was found in 1997, it first started out as a DVD rental website since they only offered online movie rentals and the website wasn’t able to stream movies and TV shows.<ref>{{Cite web|url=https://www.companieshistory.com/netflix/|title=Netflix|date=2014-01-23|website=CompaniesHistory.com - The largest companies and brands in the world|language=en-US|access-date=2022-03-07}}</ref> It started streaming in 2007 to allow members to watch shows on their PCs. Starting with House of Cards in 2013, Netflix began making its own original shows and movies. They created Netflix because they were inspired by [[wikipedia:Amazon_(company)|Amazon]]’s business model and they wanted to sell items on their website. They first initially wanted to sell VHS tapes on their website but they rejected the tapes and settled for DVDs.<ref>{{Cite web|url=https://interestingengineering.com/the-fascinating-history-of-netflix|title=The Fascinating History of Netflix|date=2020-07-04|website=interestingengineering.com|language=en-US|access-date=2022-03-07}}</ref> After 10 years of selling DVDs on their website and increased membership, Netflix started streaming movies and TV shows on their website but it was for members only during that time.<ref>{{Cite web|url=https://about.netflix.com/,%20https://about.netflix.com/|title=About Netflix - Homepage|website=About Netflix|language=en|access-date=2022-03-07}}</ref> ===Disney+=== [[File:Disney+ logo.svg|thumb|Disney+ Logo]] Since [[wikipedia:The_Walt_Disney_Company|Disney]] has bought a lot of companies ([[wikipedia:Pixar|PIXAR]], [[wikipedia:Marvel_Studios|Marvel Studios]], [[wikipedia:Lucasfilm|Lucasfilm]], [[wikipedia:National_Geographic_(American_TV_channel)|National Geographic]], and [[wikipedia:21st_Century_Fox|FOX]]), they wanted to created a streaming platform to show all of the movies and TV shows made by these companies including themselves. Before the Pandemic started in early March, 2020, [[wikipedia:Disney+|Disney+]] was released worldwide in November 2019 as a way for people to watch any of their favorite movies and TV shows made from Disney and the other companies they bought. People can watch shows featuring “''Star Wars''” or marvel characters as well as the Disney classics they grew up watching. In 2016, Disney announced that they were going into the streaming market with the help of [[wikipedia:Disney_Streaming_Services|BAMTech]]. Even though the platform had a small content library than Netflix when it first released, it offers more quality movies and TV shows since the companies Disney purchased are developing content for the platform.<ref>{{Cite web|url=https://www.businessofapps.com/data/disney-plus-statistics/|title=Disney Plus Revenue and Usage Statistics (2022)|date=2020-05-05|website=Business of Apps|language=en-US|access-date=2022-03-07}}</ref> ===HBO Max=== [[File:HBO Max Logo.svg|thumb|HBO Max Logo]] [[wikipedia:HBO_Max|HBO Max]] was launched on May 27, 2020 after the Pandemic started. They created this streaming platform to not only compete with Netflix and Disney+, they also wanted to attract more customers to [[wikipedia:HBO|HBO]]. In addition to [[wikipedia:Warner_Bros.|Warner Brothers]]’ films and original shows, this streaming service also has [[wikipedia:Studio_Ghibli|Studio Ghibli]] films and ''Friends''. This streaming platform also features shows from [[wikipedia:Cartoon_Network|Cartoon Network]], along with ''Sesame Street'' and ''Looney Tunes''. Before HBO Max was launched, there were other platforms that HBO released. [[wikipedia:HBO_Now|HBO Now]] was released in 2015 and is similar to HBO Max except it was meant for people who are [[wikipedia:Cord-cutting#:~:text=In%20broadcast%20television%2C%20cord%2Dcutting,viewed%20in%20response%20to%20competition|cord cutters]] that don’t have subscription for cable.<ref>{{Cite web|url=https://www.cnbc.com/2020/05/27/hbo-max-new-hbo-streaming-video-service-launches.html|title=HBO Max online service just launched in the U.S. — here's a first look|last=Leswing|first=Kif|date=2020-05-27|website=CNBC|language=en|access-date=2022-03-07}}</ref> ===Other Streaming Platforms=== While YouTube, Disney+, HBO Max, and Netflix are some of the best streaming platforms in the world, there are other streaming platforms that other electronic companies released. * [[wikipedia:Paramount+|Paramount+]] * [[wikipedia:Hulu|Hulu]] * [[wikipedia:Amazon_Prime_Video|Amazon Prime Video]] * [[wikipedia:Vimeo|Vimeo]] * [[wikipedia:Peacock_(streaming_service)|Peacock]] * [[wikipedia:Apple_TV|Apple TV]] ==Pros & Cons of Streaming Platforms== ===Advantages of Streaming Platforms=== Ever since more streaming platforms were created, there were advantages of using them. # Streaming platforms can allow for certain TV shows and movies to be more accessible. # People don’t have to watch movies on a TV screen since streaming platforms can be purchased on a computer, PC, laptop, and any other electronic devices. # Streaming platforms also provide entertainment for passengers on road trips since passengers can use them on their phones to keep themselves entertained while they are heading towards their destination. # For people who love sports, they don’t have to travel long distances to an arena to watch a sports game since they can use streaming platforms. ===Downside of Streaming Platforms=== Even though there are advantages of using streaming platform, there are also some downsides of using them. # It discourages people to socialize with others and decreases the children’s success at school. # Even though people don’t have to buy tickets to the theaters, some streaming platforms cost a lot of money and they have to pay their subscription once a month to keep the streaming platform. # Streaming platforms remove a show or movie to make room for new ones and this upsets people because one of the removed movies or TV show might be their favorite. # Users must have internet access in order to access the streaming platforms, otherwise they can’t use them. # Users can easily lose track of time. To combat this problem, users would have to have good time management skills. ==References== {{reflist}} 8d08av2khajtrc6l10edcsw5jmwzow7 2 282069 2414580 2384545 2022-08-15T02:32:19Z Atcovi 276019 /* The Präteritum (preterite) */ https://www.nthuleen.com/teach/grammar/praeteritumtests.html wikitext text/x-wiki == Kapital 6A (Zu Hause) - 2/25/2022 == * https://quizlet.com/675514178/kapital-6a-deutsch-flash-cards/?new {| class="wikitable" |+ !German !English |- |'''der Vorhang, -e''' |curtain |- |'''der Balkon, -e''' |balcony |- |'''der Spiegel''' |mirror |- |'''das Badezimmer, -''' |bathroom |- |'''die Toilette, -n''' |toilet |- |'''das Poster''' |poster |- |'''die Badewanne, -n''' |bathtub |- |'''das Sofa, -s''' |sofa |- |'''der Teppich, -e''' |rug |- |'''der Sessel, -''' |armchair |- |'''die Blume, -n''' |flower |- |'''die Vase, -n''' |vase |- |'''das Wohnzimmer, -''' |living room |- |'''der Keller, -''' |cellar |- |'''die Pflanze, -n''' |plant |- |'''das Bücherregal, -e''' |bookshelf |- |'''die Wand, -e''' |wall |- |'''die Lampe, -n''' |lamp |- |'''das Bett, -en''' |bed |- |'''die Kommode, -n''' |dresser |- |'''das Schlafzimmer, -''' |bedroom |- |'''der Boden, -''' |floor |- |'''die Garage, -n''' |garage |- |'''der Dachboden''', '''ö''' |attic |- |'''die Kuche,''' |kitchen |- |'''der Schreibtisch, -e''' |desk |} == Besuch von Max - Fotoroman == George and Han's apartment: George is seen reading books. Hans walks in with his brother, Max. Max slept on George's sofa for two nights. Max was in Berlin for the weekend. On Sunday evening, Max has to be in Straubig. George isn't studying in his room because the living room is more comfortable and it is brighter (also closer to the kitchen). Max and Hans are going to a beer festival and wants George to come along. George says he has to study the history of architect. Max is determined to stay long in the beer festival. George says he'll come after his lesson. Max and Meline knock into each other as the latter brings in groceries. Hans refers to Max as his little brother to Meline. Max invites Meline to the beer festival, but she says that she needs to bring the food in the kitchen. From the episode in the kitchen, its obvious that Meline likes Max and Hans is jealous. * '''erreichen''' - to place upwards * '''oben''' - above * '''hinstellen''' - place Some of the items belong to Sabite that are in Meline's kitchen. Meline is from Vienna. Hans came to Max's apartmenet for Christmas and talked about Meline. Before Meline could get an answer, George comes in and all of them meet up at a restaurant. Sabite was with Torsten at the time of the restaurant. They're usually together all the time. Meline likes Torsten but she couldn't agree on a time to meet up with Torsten. Lorenzo's location is unknown. * '''riesige -''' huge * '''Gerausche -''' roar * '''schliefen -''' grind/cut * '''betreten''' - enter == [[w:Fribourg|Fribourg]] == * City for German and French speakers in Switzerland * River: Saane * 2 parts: the west speaks French (66%), the east speaks German (33%) * 39,000 of the inhabitants usually [have] studied in French and German. * Since 1157, the city has existed. By 1157, it was only German-speaking. * The architect of the city represents medieval Europe with huge townscapes. * The symbol of Fribourg: '''St. Niklaus Cathedral'''. Built between 1283 and 1490. Fribourg is also a representor of Goth architect. Between 1581 and 1588, a building representing the Renaissance was built. Today, it's the home to the museums of art and history. One can find new buildings, such as the university and the mansion district. Old bridges and 12 historical wells also brings people to the city. == The '''Präteritum (preterite)''' == https://www.nthuleen.com/teach/grammar/praeteritumtests.html The Praeteritum talks about the past as well. Used in spoken German, * To form this, add '''-te''', '''-test, -tet,''' or '''-ten''' to the infinitive end of weak/modal verbs (ich sagen --> ich sagte; du sagst --> du sagtest; sie kaufen --> sie kaufte; wir konnen --> wir konnten; ich schlafe --> ich schlief). In modal verbs, the umlaut is removed. For verbs that took a special ending when put in the Perfekt, their conjugation for the Praeteritum serves as a "baseline". * Add '''-e''' if the infinitive ends in a '''-t''' (kosten, mieten), '''-d,''' or a consonant cluster. * The "ich" and "er/sie/es" form are identical * Strong verbs take a different ending/conjugation. For example, essen --> ass. Many verbs, such as gehen, that contain an -e, i-, or have an i or an e in the infinitive stance have '''a special change (to a) in the Prateritum'''. Examples: geben --> er gab, finden --> er fand, liegen --> er lag. Likewise, verbs like "tragen" and "fahren" are changed to "trugen" and "fuhren". See flaschcards on talk page for a list of these verbs and their praeteritum. * [[wiktionary:sein#Conjugation|Sein]], [[wiktionary:haben#Conjugation|haben]], [[wiktionary:werden#Conjugation|werden]] have irregular endings in the Praeteritum. == '''Da-''', '''wo-''', '''hin-''', and '''her-''' compounds == :''See https://quizlet.com/224465789/da-wo-hin-and-her-compounds-flash-cards/ for flashcards'' Special forms are used when referring to a '''thing or place'''. With people, we have dative pronouns. For things/places, we have compounds ("da-compounds" --> referring to things or ideas). If the preposition starts with a vowel, add a "dar" (darauf). In spoken German, people drop the second "a" in the prepositions. For example, daran becomes dran, darauf becomes drauf, darin becomes drin, and darüber becomes drüber. When asking questions about a thing or place, use a "wo"-compound. Formula: Wo(r) + preposition. '''Think of the difference between "da" and "wo" as "that" or "what".''' Usually, "wo"-compounds will be used for questioning and be used at the beginning of the sentence while the "da" compounds will be used towards the end of the sentence. Wohin and Woher can be separated and the "hin" and "her" can be put at the end of the sentence. Dahin or daher are used to replace a preposition or phrase expressing emotion. For example: * Waren Sie schon mal in der Türkei? * Ja, ich fliege jedes Jahr '''dahin'''! Use "mit wem" for people and use "womit" for thing/idea (Mit wem hast du auf der Party getanzt?/Womit sollen wir anfangen?). "Woher" is "Where from/from where?" and "Wohin" is "Where to/to where?" (Woher bekomme ich das Geld für die Miete?/Wohin hast du die Lampe stellen?). "Woraus" means "from what" like "Woraus ist das gemacht?". "'''Wogegen''' ist Sarah gefahren?" means "where is Sarah against driving to?". === Hin- and Her- Compounds === * '''hin''' --> motion away the speaker * '''her''' --> motion towards the speaker * '''hind und her''' --> back and forth Hin and her can be compounds with other prepositions to emphasize direction. In spoken German, speakers drop the "he". * '''herauf''' --> rauf (up here) * '''herein''' --> rein (in here) * '''herunter''' --> unter (down here) * '''heraus''' --> raus (out here) == Coordinating Conjunction == We can use coordinating conjunctions to combine similar sentences. * '''und''' (Ich koche und esse gern) * '''denn''' (Ich habe eine große Küche''',''' denn ich koche gern - Ich have a big kitchen because I like to cook) * '''aber''' (Ich liebe dich''',''' aber ich liebe meine Mutter mehr) * '''oder''' (Willst du ein Apfel oder eine Banane?) * '''sondern''' [two ideas are mutually exclusive] (Meine Wohnung ist nicht im Erdgeschoss''',''' sondern im ersten Stock - My apartment is not on the ground floor, but rather on the first floor) ==Kapital 5B == https://quizlet.com/677577168/kapital-5b-2-flash-cards/?new {| class="wikitable" |+ !German !English |- |'''die Mikrowelle''' |microwave |- |'''das Kissen''' |pillow |- |'''Sie macht das Bett''' |She's making the bed |- |'''die Spüle''' |kitchen sink |- |'''die Laken''' |sheet |- |'''Er spült Geschirr''' |He is doing the dishes |- |'''der Topf''' |pot |- |'''der Gefrierschank''' |freezer |- |'''der Ofen''' |oven |- |'''die Bettdecke''' |duvet |- |'''Sie fegt''' |She is sweeping |- |'''der Kühlschrank''' |refrigerator |- |'''der Besen''' |broom |- |'''die Wäsche''' |laundrz |- |'''Er bringt den Müull raus''' |He is taking out the trash |- |'''das Bügeleisen''' |iron |- |'''Er bügelt''' |He is ironing |- |'''das Bügelbrett''' |iron board |- |'''der Herd''' |stove |- |'''putzen''' |clean |- |'''decken''' |to cover |} * '''putzen''' - to clean (general use) '''waschen''' - to wash (hands, feet, laundry) '''spülen''' - to wash the dishes (also: to rinse, to flush) ==Fotoroman #2== * '''treffen''' - to meet * '''Saustall''' - nasty/pig's house * '''eingezogen''' - to move in * '''abgestauben''' - to dust out * '''vergleichen''' - to compare * '''verbringen''' - to spend [time?] * '''Abfall''' - trash * '''aufzuschließen''' - to unlock * '''nachdenkst''' - thinking about * '''aufzuräumen''' - to clean up * '''verlangen''' - needed * '''tadellos''' - clean * '''aufheitern''' - cheer up * '''staubsaugen''' - vaccum * '''gefalten''' - fold * '''gerade''' - just now Meline is meeting up with Beatrice in half an hour to accompany her in her visit to her grandmother's place (in Wilmersdorf). She's been invited by them for tea. Sabite is annoyed because they spoke together about cleaning up the apartment. Meline scorns her saying that they can clean it up at another time. Sabite says that since she's moved in, Meline has not helped out with any of the house work. Meline says that she cannot compare visiting a close friend's old grandmother to cleaning up an apartment. Meline finds George outside of the apartment as she leaves, stating that he hates the door because he can't unlock it easily. Sabite says it's because he's overthinking. George offers to help clean up Sabite's apartment as Meline isn't willing to do it that day. George says that his experience growing up in a room with his brother as a kid makes him immune to whatever Sabite has to offer. Sabite explains that although the apartment was clean the week before, stress from university and Meline's failure to perform her duties has resulted in the dirty state that the apartment is in. Sabite complains about her failed art project where the professor had a problem with understanding. Although George liked the art projected, to which Sabite has to do it again, Torsten doesn't. Torsten's been annoyed lately because he likes a Turkish student in his class. Sabite hints that she likes Torsten, but doesn't say it explicitly. George plays music while they clean up the kitchen collectively. He's going to sweep and wash the dishes while Sabite washes the dishes. They clean up the apartment! Meline comes back and states that Beatrice's grandmother backed a lemon almond cake. == Separable and inseparable prefix verbs in the '''Perfekt''' == In the past participle, the "-ge" is added between the prefix and verb. * ''Ich habe an der Kasse an'''ge'''standen.'' [[Category:Atcovi's Work]] fdb3jx0xe562645t728dvhvrt70k8lc 0 283364 2414521 2402678 2022-08-14T23:14:29Z Elominius 2911372 /* Internet Archive */ + wikitext text/x-wiki The JavaScript specification (''[[:w:ECMAScript|ECMAscript]]'') is continuously updated. Occasionally, new methods and syntax are added that simplify the code. For example, template literal strings with backticks (<code>`</code>) were added in 2015,<ref>[https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Template_literals Template literals (Template strings) – MDN web docs]</ref> the <code>.replaceAll()</code> method that facilitates text replacements across an entire string was added in 2020, and optional catch binding approximately in 2018.<ref>[https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Global_Objects/String/replaceAll String.prototype.replaceAll() - JavaScript &#x7C; MDN web docs]</ref><ref>[https://caniuse.com/mdn-javascript_statements_try_catch_optional_catch_binding JavaScript statement: `try...catch`: Optional catch binding &#x7C; Can I use &#91;…&#93;]</ref> However, using such new methods would break compatibility with any version of web browsers released prior to the addition to the specification does not support the method. As such, it is not wise to quickly implement new JavaScript methods shortly after addition to the specification. Web developers need to be considerate about how long to wait until implementing new JavaScript methods to their site. That does not mean that some features can not be implemented. Workarounds known as "[[:w:Polyfill|polyfill]]s" can be used to replicate the behaviour using existing methods that are supported in earlier browser versions. For example, <code>.replaceAll()</code> can be replicated by code which replaces each occurance of the specified string individually and checks if the string still exists using a <code>for</code> or <code>while</code> loop, until the string is no longer found. The <code>.includes()</code> method can be replicated using <code>.search()</code> and <code>.indexOf()</code>, which have been part of the specification for much longer.<ref>[https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Global_Objects/String/includes#polyfill String.prototype.includes() § Polyfill - JavaScript &#x7C; MDN web docs]</ref> == Case studies == ; April 2022 The following is a case study to test the compatibility of major sites on old browsers. The browser used for this experiment is over seven years old as of writing. In particular, it is the mobile browser Samsung Internet 4.0, which has the browsing engine of Google Chrome 44, released in July 2015. === YouTube === As of writing, both [[YouTube]]'s desktop and mobile sites are, presumably with the help of lots of [[:w:polyfill|polyfill]]s, still supported. The performance of the mobile site is acceptable. But it is expectably just borrowed time and the compatibility could be deprecated any time, since other sites such as Dailymotion no longer support Chrome 44 anymore. Performance on the desktop YouTube site is not that good, possibly because it is heavy. Also, the "YouTube" text of the logo appears blue, and red while pressed (active), meaning it behaves like a hyperlink. === Twitter === The web app is still supported in Chrome 44. Even their custom pinch zooming in the image viewer, although it takes somewhat longer to load than on newer browsers. === Dailymotion === A blank page appears. Their embedded player shows the following error: <blockquote> Dailymotion no longer supports your Internet browser. To continue, please update your Internet browser or try using a different one. </blockquote> When deactivating JavaScript, the home page shows no warning while the embedded player instructs me to enable JavaScript, meaning they put more consideration into the embedded player than the home page. Dailymotion still worked with Chrome 44 around 2020. The player interface has visually not noticeably changed since then. But looking at their code, their video player alone is 500 KB of minified JavaScript. Somewhere in that 500 KB, there is something that Chrome 44 does not support, and that made the entire thing inoperable. === Vimeo === Channel pages appear blank and only the top bar is visible, both with and without JavaScript. This means JavaScript failed to execute on the channel page. However, with JavaScript activated, watch pages still work, and videos are playable. With JavaScript deactivated, the watch page still shows and a thumbnail is displayed in place of the video player, which is a [[:w:graceful degradation|graceful degradation]]. The notice instructing the user to enable JS is partially covered by the top bar. Conclusively, YouTube outlasted both Dailymotion and Vimeo, as well as some alt-tech platforms in browser support. === Sites using plyr.js === Plyr.js makes use of catch without binding since 2020 or 2021, and as such is also no longer supported in any pre-2018 browser. Though, it may fall back to the browser's default HTML5 player. However, sites that use a splash screen that is removed by JavaScript (e.g. alt-tech video platform "[[BitChute]]") get stuck on that splash screen, since JS stops at the error. Another video platform, "Brighteon" is navigable, but no player loads. === VidLii === Works fine, since their JS-based player is not so complicated. === Tracle.TV === Navigation works, but player shows an error thinking JavaScript is deactivated. === Instagram === Instagram uses the [[:w:React JS|React JS framework]]. In the test, it gets stuck on the splash screen with the light grey camera logo. === Wikipedia / MediaWiki-based sites === Since MediaWiki [[Web Design/Progressive enhancement#MediaWiki|enhances progressively]], it works well, including the JavaScript-based mobile editor overlay and the visual editor work. The only visible flaw is that the "Loading editor..." text of the mobile editor overlay is too far up, but that is trivial, since it does not affect function. === Everipedia === Like Instagram, Everipedia uses React JS, and behaves similarly accordingly. The browser's loading bar gets stuck indefinitely at around 90%, and no content appears. The loading never finishes. === SoundCloud === Both desktop and mobile front ends work fine in Chrome 44, though the desktop site has somewhat poor performance. === Internet Archive === ; August 2022 The audio and video players on item pages do not appear in Chrome 72, which was released as recently as 2019. However, since the site serves its item and file listing pages as static HTML, the multimedia files can still be navigated to and played back through the web browser's integrated multimedia player. == Resources == * [https://vanillajstoolkit.com/polyfills/ Polyfills – The Vanilla JS Toolkit] == See also == * [[Web Design/Progressive enhancement]] * [[:mw:Compatibility|Compatbility - MediaWiki]] == References == <references /> s8w163l4qojub7178tr5ftzo3suihhm 2414522 2414521 2022-08-14T23:19:34Z Elominius 2911372 …uses JW Player. wikitext text/x-wiki The JavaScript specification (''[[:w:ECMAScript|ECMAscript]]'') is continuously updated. Occasionally, new methods and syntax are added that simplify the code. For example, template literal strings with backticks (<code>`</code>) were added in 2015,<ref>[https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Template_literals Template literals (Template strings) – MDN web docs]</ref> the <code>.replaceAll()</code> method that facilitates text replacements across an entire string was added in 2020, and optional catch binding approximately in 2018.<ref>[https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Global_Objects/String/replaceAll String.prototype.replaceAll() - JavaScript &#x7C; MDN web docs]</ref><ref>[https://caniuse.com/mdn-javascript_statements_try_catch_optional_catch_binding JavaScript statement: `try...catch`: Optional catch binding &#x7C; Can I use &#91;…&#93;]</ref> However, using such new methods would break compatibility with any version of web browsers released prior to the addition to the specification does not support the method. As such, it is not wise to quickly implement new JavaScript methods shortly after addition to the specification. Web developers need to be considerate about how long to wait until implementing new JavaScript methods to their site. That does not mean that some features can not be implemented. Workarounds known as "[[:w:Polyfill|polyfill]]s" can be used to replicate the behaviour using existing methods that are supported in earlier browser versions. For example, <code>.replaceAll()</code> can be replicated by code which replaces each occurance of the specified string individually and checks if the string still exists using a <code>for</code> or <code>while</code> loop, until the string is no longer found. The <code>.includes()</code> method can be replicated using <code>.search()</code> and <code>.indexOf()</code>, which have been part of the specification for much longer.<ref>[https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Global_Objects/String/includes#polyfill String.prototype.includes() § Polyfill - JavaScript &#x7C; MDN web docs]</ref> == Case studies == ; April 2022 The following is a case study to test the compatibility of major sites on old browsers. The browser used for this experiment is over seven years old as of writing. In particular, it is the mobile browser Samsung Internet 4.0, which has the browsing engine of Google Chrome 44, released in July 2015. === YouTube === As of writing, both [[YouTube]]'s desktop and mobile sites are, presumably with the help of lots of [[:w:polyfill|polyfill]]s, still supported. The performance of the mobile site is acceptable. But it is expectably just borrowed time and the compatibility could be deprecated any time, since other sites such as Dailymotion no longer support Chrome 44 anymore. Performance on the desktop YouTube site is not that good, possibly because it is heavy. Also, the "YouTube" text of the logo appears blue, and red while pressed (active), meaning it behaves like a hyperlink. === Twitter === The web app is still supported in Chrome 44. Even their custom pinch zooming in the image viewer, although it takes somewhat longer to load than on newer browsers. === Dailymotion === A blank page appears. Their embedded player shows the following error: <blockquote> Dailymotion no longer supports your Internet browser. To continue, please update your Internet browser or try using a different one. </blockquote> When deactivating JavaScript, the home page shows no warning while the embedded player instructs me to enable JavaScript, meaning they put more consideration into the embedded player than the home page. Dailymotion still worked with Chrome 44 around 2020. The player interface has visually not noticeably changed since then. But looking at their code, their video player alone is 500 KB of minified JavaScript. Somewhere in that 500 KB, there is something that Chrome 44 does not support, and that made the entire thing inoperable. === Vimeo === Channel pages appear blank and only the top bar is visible, both with and without JavaScript. This means JavaScript failed to execute on the channel page. However, with JavaScript activated, watch pages still work, and videos are playable. With JavaScript deactivated, the watch page still shows and a thumbnail is displayed in place of the video player, which is a [[:w:graceful degradation|graceful degradation]]. The notice instructing the user to enable JS is partially covered by the top bar. Conclusively, YouTube outlasted both Dailymotion and Vimeo, as well as some alt-tech platforms in browser support. === Sites using plyr.js === Plyr.js makes use of catch without binding since 2020 or 2021, and as such is also no longer supported in any pre-2018 browser. Though, it may fall back to the browser's default HTML5 player. However, sites that use a splash screen that is removed by JavaScript (e.g. alt-tech video platform "[[BitChute]]") get stuck on that splash screen, since JS stops at the error. Another video platform, "Brighteon" is navigable, but no player loads. === VidLii === Works fine, since their JS-based player is not so complicated. === Tracle.TV === Navigation works, but player shows an error thinking JavaScript is deactivated. === Instagram === Instagram uses the [[:w:React JS|React JS framework]]. In the test, it gets stuck on the splash screen with the light grey camera logo. === Wikipedia / MediaWiki-based sites === Since MediaWiki [[Web Design/Progressive enhancement#MediaWiki|enhances progressively]], it works well, including the JavaScript-based mobile editor overlay and the visual editor work. The only visible flaw is that the "Loading editor..." text of the mobile editor overlay is too far up, but that is trivial, since it does not affect function. === Everipedia === Like Instagram, Everipedia uses React JS, and behaves similarly accordingly. The browser's loading bar gets stuck indefinitely at around 90%, and no content appears. The loading never finishes. === SoundCloud === Both desktop and mobile front ends work fine in Chrome 44, though the desktop site has somewhat poor performance. === JW Player === ; August 2022 The [[:w:JW Player|JW Player]], a JavaScript-based user interface, is used by the Internet Archive for its audio and video library. On item pages, the player does not appear in Chrome version 72, which was released as recently as 2019. However, since the archive serves its item and file listing pages as static HTML, the multimedia files can still be navigated to and played back through the web browser's integrated multimedia player. The same can not be expected from other sites. == Resources == * [https://vanillajstoolkit.com/polyfills/ Polyfills – The Vanilla JS Toolkit] == See also == * [[Web Design/Progressive enhancement]] * [[:mw:Compatibility|Compatbility - MediaWiki]] == References == <references /> 4gafb78ynwpbu22lhfrj8zs1zi9vp4z 0 283844 2414626 2396931 2022-08-15T04:00:42Z Carovinc2 2845156 /* Edit-a-thons */ wikitext text/x-wiki = Edit-a-thons = Edit-a-thons in HGAPS started as a way for us to engage others (students, researchers, clinicians) in editing Wikipedia. Now, edit-a-thons are a way for us to engage a wide variety of groups in our materials for them to provide us feedback or otherwise start working with us around a project. Below are types of edit-a-thons or utilizations of an edit-a-thon event that we have done in the past that may be viable in the future: == Conference Workshops == At MICAMH, APA, ABCT, and NCPA, we have successfully conducted workshops that take clinicians and researchers on a tour of HGAPS’ resources and tools. Usually, these are 3-hour sessions. The first part of the session is a PowerPoint presentation of HGAPS and the tools that the organization has created. Then, during the later part of the meeting, the audience is able to use the tools and view the resources for themselves. Their expertise is used to gather feedback on the tools we have shown them. These meetings can capture feedback on where our tools could be expanded as well as allow our tools to become more user-friendly. For instance, at MICAMH, we had the clinicians use the assessment center batteries to assess vignette examples of clients and then give us feedback on their experience. == HGAPS Hosted Events == Typically, the HUB space in Davis Library was reserved and food was catered (Moes, pizza, Jimmy Johns) if the event was held in person. You can reserve this space by contacting a social sciences librarian, and telling them you are reserving the space for HGAPS. Experts can attend in person or virtually. Parking at Davis or Davie Hall is arranged for them if they are to attend in person. If the number of attendees is able to be accommodated by Howell, the edit-a-thon could take place there as well. Guests should be invited about a month in advance of the edit-a-thon. === Content expert consultations === Each project group invites at least one content expert to the meeting (this can be virtual or in person). Then, for the whole meeting, these collaborators work with the project teams to provide insight and future directions, give feedback, and edit (in some cases) content. These consultations can be a great way to get expert review of materials while HGAPS members provide Wiki exposure and training. For example, Team Assessment Center invited Dr. Jen Youngstrom to consult with us on appropriate resources to link to each assessment, give us feedback on the contents of the assessment center, and help brainstorm a list of potential new assessments that could be used in the UNC Training Clinic, which she runs. === Project collaborations === Each project leader that needs external collaborators or would like to brainstorm ideas/collaborations with an outside organization or experts should invite them to the event either in person or virtually. This can be a way to integrate existing tools from other external efforts. For example, we have worked with NAMI to get their resources on their website as well as their resources on theirs. Another way is to have a multiple organization or across universities project. For example, Ohio University students and UNC students have worked on a project with Steve Evans. === Stakeholder panels === A stakeholder panel is where we would invite various stakeholders (or consumers of our products) to get their feedback. Some examples of types of stakeholders we are interested in are: clinicians, researchers, graduate students, parents, adolescents, students at UNC, etc. The goal would be to show the tool or resource we would like them to use in order to get feedback on usability, likelihood of use, areas to expand, and awareness. For example, our website and the assessment center tools that will continue to benefit from user input. snyo9622r85insuufovuxptrcalutds 0 283845 2414644 2409753 2022-08-15T05:37:21Z Carovinc2 2845156 /* HeelLife */ wikitext text/x-wiki == How to Recruit New Members == When recruiting regardless of outlet, you should try to include the following things about HGAPS: Vision and mission What kind of person we are looking for (someone interested in social media, someone looking for research-related experience, someone looking for community service hours, etc.), What kind of projects we are doing (briefly) What we could offer them (community service hours, pizza, networking, conference presentations, travel awards, publications). On Google Drive, OSF, and Canva are many previous recruitment resources. == Here Are Outlets for Recruitment: == Social media posts. See previous year’s flyers for ideas. * Instagram * Facebook * Twitter === HeelLife === * Post the interest meeting details on Heel Life * Post email announcements to undergraduate and graduate listservs. If you send her a detailed post about the interest meeting, along with some infographics, this is usually our best bet for recruiting folks. * Post flyers in Davie and Howell Hall, the libraries, the Union, and departments that we hope to recruit more from (Comp Sci, Media and Journalism, Communications, Statistics). === Put out a display that attracts students === We have a banner, table cloth, and stickers to try to bring students in and allow them to understand what HGAPS is with the hope of them joining. Places to display would include the pit, the student union, davie hall, and fall fest. ==== Fall Fest ==== Participating in Fall Fest allow for HGAPS to increase visibility and connect with a lot of UNC freshman. It is another way to use the visual displays that we have. === Contacting Professors Directly === Asking psychology professors if we could come into their big lectures and make an announcement about the interest meeting has been effective for recruitment. Large freshman/sophomore lectures like Psych 101, 270, 110 as well as the NSCI 175 can often be the most impactful. Many of the psychology lectures are large, so you will likely have luck in many of the other courses as well. In virtual class options, this can be easier because you can join their zoom session. Some faculty prefer to send emails or sakai announcements to students about the organization instead of a class presentation. Occasionally, faculty has given an extra credit point to students that join HGAPS. ovf7f28ji7uhunbmeekeshli73o6x0w 10 283983 2414509 2401901 2022-08-14T22:55:29Z Watchduck 137431 wikitext text/x-wiki [[File:Walsh permutation {{{1}}} JF{{ifeq|{{{2}}}|inv| as inverse}}.png|200px]]<br>[[commons:Category:Related images of Walsh permutation {{{1}}}|{{{1}}}]] <noinclude>[[Category:Walsh permutation; templates]] <code><nowiki>{{WalshPermJF|137}}</nowiki></code> gives: {{WalshPermJF|137}} <code><nowiki>{{WalshPermJF|137|inv}}</nowiki></code> gives: {{WalshPermJF|137|inv}} </noinclude> rbtq1bwlvjsnct95qyft9hf8s9eirps 10 283984 2414500 2402153 2022-08-14T22:22:54Z Watchduck 137431 wikitext text/x-wiki [[File:Walsh permutation {{{1}}} arrows.png|220px]]<br>{{WalshPermMatInv|{{{1}}}}} <noinclude> ---- <code><nowiki><div style="width: 220px; text-align: center; border: 1px solid gray;">{{WalshPermArrows|736}}<div></nowiki></code> gives <div style="width: 220px; text-align: center; border: 1px solid gray;">{{WalshPermArrows|736}}<div> [[Category:Walsh permutation; templates]]</noinclude> 3bbcslad9y7jto67fnrq7hzsoswux8h 10 283985 2414386 2402155 2022-08-14T13:46:59Z Watchduck 137431 sanitized-css text/css td.border {border-left: 2px solid #a2a9b1;} th.triple, th.arrows {font-weight: normal;} span.sum {font-size: 90%; opacity: .5; display: block;} span.sum::before {content: "(";} span.sum::after {content: ")";} td.comp small {font-size: 60%; color: gray; display: block;} table.comp-pattern-overview {margin-right: 70px;} table.comp-pattern-overview tr.top-row th {font-weight: normal;} table.comp-pattern-overview > tbody > tr > td {width: 55px;} td.positive {background-color: #f9e5e5;} td.negative {background-color: #eef2ea;} mk7aq4ua36pii81ltov6ubg7aociv5x 2414387 2414386 2022-08-14T13:52:59Z Watchduck 137431 sanitized-css text/css td.border {border-left: 2px solid #a2a9b1;} th.triple, th.arrows {font-weight: normal;} span.sum {font-size: 90%; opacity: .5; display: block;} span.sum::before {content: "(";} span.sum::after {content: ")";} td.comp small {font-size: 60%; color: gray; display: block;} table.comp-pattern-overview {margin-right: 70px;} table.comp-pattern-overview tr.top-row th {font-weight: normal;} table.comp-pattern-overview > tbody > tr > td {width: 55px;} td.positive {background-color: #eef2ea;} td.negative {background-color: #fbeded;} avpsftof7v324oe44ypykfh88fq4rkv 2414486 2414387 2022-08-14T21:36:21Z Watchduck 137431 Watchduck moved page [[Template:3-bit Walsh permutation/seeds/style.css]] to [[Template:3-bit Walsh permutation/matrix column permutations/style.css]] without leaving a redirect sanitized-css text/css td.border {border-left: 2px solid #a2a9b1;} th.triple, th.arrows {font-weight: normal;} span.sum {font-size: 90%; opacity: .5; display: block;} span.sum::before {content: "(";} span.sum::after {content: ")";} td.comp small {font-size: 60%; color: gray; display: block;} table.comp-pattern-overview {margin-right: 70px;} table.comp-pattern-overview tr.top-row th {font-weight: normal;} table.comp-pattern-overview > tbody > tr > td {width: 55px;} td.positive {background-color: #eef2ea;} td.negative {background-color: #fbeded;} avpsftof7v324oe44ypykfh88fq4rkv 2414498 2414486 2022-08-14T22:19:18Z Watchduck 137431 sanitized-css text/css td.border {border-left: 2px solid #a2a9b1;} th.triple, th.arrows {font-weight: normal;} span.sum {font-size: 90%; opacity: .5; display: block;} span.sum::before {content: "(";} span.sum::after {content: ")";} td.comp small {font-size: 60%; color: gray; display: block;} table.comp-pattern-overview {margin-right: 70px;} table.comp-pattern-overview tr.top-row th {font-weight: normal;} table.comp-pattern-overview > tbody > tr > td {width: 55px;} ejasb0f23qolau5wdw2yuvkypp56w82 2414504 2414498 2022-08-14T22:44:02Z Watchduck 137431 sanitized-css text/css th.border, td.border {border-left: 2px solid #a2a9b1;} th.triple, th.arrows {font-weight: normal;} span.sum {font-size: 90%; opacity: .5; display: block;} span.sum::before {content: "(";} span.sum::after {content: ")";} td.comp small {font-size: 60%; color: gray; display: block;} table.comp-pattern-overview {margin-right: 70px;} table.comp-pattern-overview tr.top-row th {font-weight: normal;} table.comp-pattern-overview > tbody > tr > td {width: 55px;} e0zy04jdzsr16g1gzs80sjaelrpm7x5 2414517 2414504 2022-08-14T23:10:55Z Watchduck 137431 Watchduck moved page [[Template:3-bit Walsh permutation/matrix column permutations/style.css]] to [[Template:3-bit Walsh permutation/matrix columns/style.css]] without leaving a redirect sanitized-css text/css th.border, td.border {border-left: 2px solid #a2a9b1;} th.triple, th.arrows {font-weight: normal;} span.sum {font-size: 90%; opacity: .5; display: block;} span.sum::before {content: "(";} span.sum::after {content: ")";} td.comp small {font-size: 60%; color: gray; display: block;} table.comp-pattern-overview {margin-right: 70px;} table.comp-pattern-overview tr.top-row th {font-weight: normal;} table.comp-pattern-overview > tbody > tr > td {width: 55px;} e0zy04jdzsr16g1gzs80sjaelrpm7x5 2414570 2414517 2022-08-15T01:03:29Z Watchduck 137431 sanitized-css text/css table#matrix-columns-28x6 th.border, td.border {border-left: 2px solid #a2a9b1;} table#matrix-columns-28x6 th.triple, th.arrows {font-weight: normal;} table#matrix-columns-28x6 span.sum {font-size: 90%; opacity: .5; display: block;} table#matrix-columns-28x6 span.sum::before {content: "(";} table#matrix-columns-28x6 span.sum::after {content: ")";} table#matrix-columns-28x6 td.comp small {font-size: 60%; color: gray; display: block;} 37k6nqx7uyl94l8y0dyyoxw43m9dyj5 0 283987 2414378 2407793 2022-08-14T13:04:32Z Watchduck 137431 wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/seeds/style.css" /> {{multiple image | align = right | total_width = 600 | image1 = 3-bit Walsh permutations; neighbor graph positive; selection middle.svg | image2 = 3-bit Walsh permutations; neighbor graph; suits.svg | footer = Cluster of the neighbor graph, on the right the matrix sums and vertex types }} There are 25 transforms that look similar to the neutral position.<br> This is the case when the view from one or two axes remains the same or almost the same.<br> Almost the same means, that the original square is {{w|Shear mapping|sheared}} into a (simple) parallelogram. <div style="display: inline-block;"> <!--to avoid text floating up--> {{multiple image | align = left | total_width = 600 | image1 = Right-handed coordinate system (y to back).png | image2 = Walsh permutation 124 JF.png | caption2 = 124 | image3 = Walsh permutation 125 JF as inverse.png | caption3 = 125 (as inverse) | image4 = Walsh permutation 136 JF.png | caption4 = 136 (binary) | footer = 125 and 136 look similar to the neutral position.<br>125 looks the same [[c:File:WalshPerm3Ortho square XY 0 1 0 0 XZ 0 1 0 0 YZ 1 0 0 1 AxisPos.png|from ''x'']] and almost the same from ''y'' <small>(here shown [[c:File:WalshPerm3Ortho par simple 2h MatInv XY 1 0 0 0 XZ 0 1 1 -1 YZ 0 -1 0 1 DetPos (AxisNeg).png|from −''y'']])</small>.<br>136 looks almost the same [[c:File:WalshPerm3Ortho par simple 1h MatBin XY 0 1 0 0 XZ 0 1 0 1 YZ 1 1 0 1 DetPos (AxisPos).png|from ''x'']]. }} </div> These are the 25 permutations in the middle cluster of the positive component of the neighbor graph.<br> Each of their matrices has a different set of columns. <small>(I.e., each of their vectors has entries from a different set of integers.)</small> There are 3*6=18 transform that do not look like a square or simple parallelogram from any side, namely those who's matrices have seven 1s.<br> They are also shown in three rows of the table below. The choice which to put in the left column is somewhat random.<br> The ones chosen are those not connected to the central cluster in the [[c:File:3-bit Walsh permutations; neighbor graph positive.svg|positive component]]. <small>(I.e. the three remaining ones with black circles.)</small> The table shows some properties of the permutations in the left column: {| class="wikitable" style="text-align: center;" ! conjugacy class |rowspan="2"| [[3-bit Walsh permutation/arrow patterns#neutral|neut.]] |colspan="3" class="border"| 2+2 |colspan="3" class="border"| 2+4 |- ! cycle shape |class="border"| {{FanoCycleShapeLink|Paris}} | {{FanoCycleShapeLink|Rome}} | {{FanoCycleShapeLink|Florence}} |class="border"| {{FanoCycleShapeLink|Buenos Aires}} 5 | ''Buenos Aires'' 6 | {{FanoCycleShapeLink|Santiago}} + |- ! sum | 3 |class="border"| 4 |colspan="2"| 5a |class="border"| 5b | 6 | 7 |- !rowspan="2"| quantity |rowspan="2"| 1 |class="border"| 6 | 3 | 3 |class="border"| 6 | 6 |rowspan="2"| 3 |- |colspan="3" class="border"| 12 |colspan="2" class="border"| 12 |} Permutations in the same row have the same complement pattern: {| |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>2+2</small><br>''Rome'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;5 ! <small>7a</small><br>''Santiago&nbsp;+'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 1|1]] | {{WalshPermMatInv|724}} || {{WalshPermMatInv|526}} || {{WalshPermMatInv|364}} || {{WalshPermMatInv|753}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 2|2]] | {{WalshPermMatInv|174}} || {{WalshPermMatInv|165}} || {{WalshPermMatInv|534}} || {{WalshPermMatInv|673}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 4|4]] | {{WalshPermMatInv|127}} || {{WalshPermMatInv|136}} || {{WalshPermMatInv|325}} || {{WalshPermMatInv|657}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! !colspan="2"| <small>2+2</small><br>''Paris'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;6 |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 3|3]] | {{WalshPermMatInv|524}} || {{WalshPermMatInv|164}} || {{WalshPermMatInv|175}} || {{WalshPermMatInv|726}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 5|5]] | {{WalshPermMatInv|324}} || {{WalshPermMatInv|126}} || {{WalshPermMatInv|137}} || {{WalshPermMatInv|764}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 6|6]] | {{WalshPermMatInv|134}} || {{WalshPermMatInv|125}} || {{WalshPermMatInv|327}} || {{WalshPermMatInv|574}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>&nbsp;</small><br>neut. !colspan="3"| <small>2+2</small><br>''Florence'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 7|7]] | {{WalshPermMatInv|124}} || {{WalshPermMatInv|135}} || {{WalshPermMatInv|326}} || {{WalshPermMatInv|564}} |}<!--END--> |} Each row contains the transform with the binary matrix above and that with an inverse matrix below.<br> <small>(The latter is the same pattern of non-zero entries, but some 1s are negative.)</small><br> <small>(The matrices for the first row are self-inverse.)</small> {| class="wikitable sortable" style="text-align: center;" |- ! <abbr title="conjugacy class">cc</abbr> ! <abbr title="cycle shape (sum)">cs</abbr> ! <abbr title="complement pattern">cp</abbr> ! <abbr title="triple">t</abbr> !class="unsortable"| stretch !class="unsortable" colspan="6"| stretched seeds |- |class="conju"| {{sms|0}} neut. |class="shape"| {{sms|0}} neut. <span class="sum">3</span> |class="comp"| <small>3</small>7 !class="triple"| 124 !class="arrows" style="padding-top: 20px; padding-bottom: 20px;"| {{WalshPermArrows|124}} | {{WalshPermJF|124}} | {{WalshPermJF|214}} |class="border"| {{WalshPermJF|142}} | {{WalshPermJF|412}} |class="border"| {{WalshPermJF|241}} | {{WalshPermJF|421}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 134 !class="arrows"| {{WalshPermArrows|134}} | {{WalshPermJFBinInv|134}} | {{WalshPermJFBinInv|314}} |class="border"| {{WalshPermJFBinInv|143}} | {{WalshPermJFBinInv|413}} |class="border"| {{WalshPermJFBinInv|341}} | {{WalshPermJFBinInv|431}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 125 !class="arrows"| {{WalshPermArrows|125}} | {{WalshPermJFBinInv|125}} | {{WalshPermJFBinInv|215}} |class="border"| {{WalshPermJFBinInv|152}} | {{WalshPermJFBinInv|512}} |class="border"| {{WalshPermJFBinInv|251}} | {{WalshPermJFBinInv|521}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 234 !class="arrows"| {{WalshPermArrows|324}} | {{WalshPermJFBinInv|324}} | {{WalshPermJFBinInv|234}} |class="border"| {{WalshPermJFBinInv|342}} | {{WalshPermJFBinInv|432}} |class="border"| {{WalshPermJFBinInv|243}} | {{WalshPermJFBinInv|423}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 126 !class="arrows"| {{WalshPermArrows|126}} | {{WalshPermJFBinInv|126}} | {{WalshPermJFBinInv|216}} |class="border"| {{WalshPermJFBinInv|162}} | {{WalshPermJFBinInv|612}} |class="border"| {{WalshPermJFBinInv|261}} | {{WalshPermJFBinInv|621}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} | {{WalshPermJFBinInv|524}} | {{WalshPermJFBinInv|254}} |class="border"| {{WalshPermJFBinInv|542}} | {{WalshPermJFBinInv|452}} |class="border"| {{WalshPermJFBinInv|245}} | {{WalshPermJFBinInv|425}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} | {{WalshPermJFBinInv|164}} | {{WalshPermJFBinInv|614}} |class="border"| {{WalshPermJFBinInv|146}} | {{WalshPermJFBinInv|416}} |class="border"| {{WalshPermJFBinInv|641}} | {{WalshPermJFBinInv|461}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} | {{WalshPermJFBinInv|724}} | {{WalshPermJFBinInv|274}} |class="border"| {{WalshPermJFBinInv|742}} | {{WalshPermJFBinInv|472}} |class="border"| {{WalshPermJFBinInv|247}} | {{WalshPermJFBinInv|427}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>2 !class="triple"| 147 !class="arrows"| {{WalshPermArrows|174}} | {{WalshPermJFBinInv|174}} | {{WalshPermJFBinInv|714}} |class="border"| {{WalshPermJFBinInv|147}} | {{WalshPermJFBinInv|417}} |class="border"| {{WalshPermJFBinInv|741}} | {{WalshPermJFBinInv|471}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>4 !class="triple"| 127 !class="arrows"| {{WalshPermArrows|127}} | {{WalshPermJFBinInv|127}} | {{WalshPermJFBinInv|217}} |class="border"| {{WalshPermJFBinInv|172}} | {{WalshPermJFBinInv|712}} |class="border"| {{WalshPermJFBinInv|271}} | {{WalshPermJFBinInv|721}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 135 !class="arrows"| {{WalshPermArrows|135}} | {{WalshPermJFBinInv|135}} | {{WalshPermJFBinInv|315}} |class="border"| {{WalshPermJFBinInv|153}} | {{WalshPermJFBinInv|513}} |class="border"| {{WalshPermJFBinInv|351}} | {{WalshPermJFBinInv|531}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 236 !class="arrows"| {{WalshPermArrows|326}} | {{WalshPermJFBinInv|326}} | {{WalshPermJFBinInv|236}} |class="border"| {{WalshPermJFBinInv|362}} | {{WalshPermJFBinInv|632}} |class="border"| {{WalshPermJFBinInv|263}} | {{WalshPermJFBinInv|623}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} | {{WalshPermJFBinInv|564}} | {{WalshPermJFBinInv|654}} |class="border"| {{WalshPermJFBinInv|546}} | {{WalshPermJFBinInv|456}} |class="border"| {{WalshPermJFBinInv|645}} | {{WalshPermJFBinInv|465}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} | {{WalshPermJFBinInv|165}} | {{WalshPermJFBinInv|615}} |class="border"| {{WalshPermJFBinInv|156}} | {{WalshPermJFBinInv|516}} |class="border"| {{WalshPermJFBinInv|651}} | {{WalshPermJFBinInv|561}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 136 !class="arrows"| {{WalshPermArrows|136}} | {{WalshPermJFBinInv|136}} | {{WalshPermJFBinInv|316}} |class="border"| {{WalshPermJFBinInv|163}} | {{WalshPermJFBinInv|613}} |class="border"| {{WalshPermJFBinInv|361}} | {{WalshPermJFBinInv|631}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 235 !class="arrows"| {{WalshPermArrows|325}} | {{WalshPermJFBinInv|325}} | {{WalshPermJFBinInv|235}} |class="border"| {{WalshPermJFBinInv|352}} | {{WalshPermJFBinInv|532}} |class="border"| {{WalshPermJFBinInv|253}} | {{WalshPermJFBinInv|523}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 256 !class="arrows"| {{WalshPermArrows|526}} | {{WalshPermJFBinInv|526}} | {{WalshPermJFBinInv|256}} |class="border"| {{WalshPermJFBinInv|562}} | {{WalshPermJFBinInv|652}} |class="border"| {{WalshPermJFBinInv|265}} | {{WalshPermJFBinInv|625}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 345 !class="arrows"| {{WalshPermArrows|534}} | {{WalshPermJFBinInv|534}} | {{WalshPermJFBinInv|354}} |class="border"| {{WalshPermJFBinInv|543}} | {{WalshPermJFBinInv|453}} |class="border"| {{WalshPermJFBinInv|345}} | {{WalshPermJFBinInv|435}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 346 !class="arrows"| {{WalshPermArrows|364}} | {{WalshPermJFBinInv|364}} | {{WalshPermJFBinInv|634}} |class="border"| {{WalshPermJFBinInv|346}} | {{WalshPermJFBinInv|436}} |class="border"| {{WalshPermJFBinInv|643}} | {{WalshPermJFBinInv|463}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 157 !class="arrows"| {{WalshPermArrows|175}} | {{WalshPermJFBinInv|175}} | {{WalshPermJFBinInv|715}} |class="border"| {{WalshPermJFBinInv|157}} | {{WalshPermJFBinInv|517}} |class="border"| {{WalshPermJFBinInv|751}} | {{WalshPermJFBinInv|571}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} | {{WalshPermJFBinInv|137}} | {{WalshPermJFBinInv|317}} |class="border"| {{WalshPermJFBinInv|173}} | {{WalshPermJFBinInv|713}} |class="border"| {{WalshPermJFBinInv|371}} | {{WalshPermJFBinInv|731}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} | {{WalshPermJFBinInv|726}} | {{WalshPermJFBinInv|276}} |class="border"| {{WalshPermJFBinInv|762}} | {{WalshPermJFBinInv|672}} |class="border"| {{WalshPermJFBinInv|267}} | {{WalshPermJFBinInv|627}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} | {{WalshPermJFBinInv|327}} | {{WalshPermJFBinInv|237}} |class="border"| {{WalshPermJFBinInv|372}} | {{WalshPermJFBinInv|732}} |class="border"| {{WalshPermJFBinInv|273}} | {{WalshPermJFBinInv|723}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} | {{WalshPermJFBinInv|764}} | {{WalshPermJFBinInv|674}} |class="border"| {{WalshPermJFBinInv|746}} | {{WalshPermJFBinInv|476}} |class="border"| {{WalshPermJFBinInv|647}} | {{WalshPermJFBinInv|467}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} | {{WalshPermJFBinInv|574}} | {{WalshPermJFBinInv|754}} |class="border"| {{WalshPermJFBinInv|547}} | {{WalshPermJFBinInv|457}} |class="border"| {{WalshPermJFBinInv|745}} | {{WalshPermJFBinInv|475}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} | {{WalshPermJFBinInv|753}} | {{WalshPermJFBinInv|735}} |class="border"| {{WalshPermJFBinInv|573}} | {{WalshPermJFBinInv|537}} |class="border"| {{WalshPermJFBinInv|375}} | {{WalshPermJFBinInv|357}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} | {{WalshPermJFBinInv|673}} | {{WalshPermJFBinInv|637}} |class="border"| {{WalshPermJFBinInv|763}} | {{WalshPermJFBinInv|736}} |class="border"| {{WalshPermJFBinInv|367}} | {{WalshPermJFBinInv|376}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} | {{WalshPermJFBinInv|657}} | {{WalshPermJFBinInv|675}} |class="border"| {{WalshPermJFBinInv|567}} | {{WalshPermJFBinInv|576}} |class="border"| {{WalshPermJFBinInv|765}} | {{WalshPermJFBinInv|756}} |} [[Category:Walsh permutation]] 38pxq3d9n3jmsi4ea6nlqcd7vkc9t6i 2414380 2414378 2022-08-14T13:09:29Z Watchduck 137431 wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/seeds/style.css" /> {{multiple image | align = right | total_width = 600 | image1 = 3-bit Walsh permutations; neighbor graph positive; selection middle.svg | image2 = 3-bit Walsh permutations; neighbor graph; suits.svg | footer = Cluster of the neighbor graph, on the right the matrix sums and vertex types }} There are 25 transforms that look similar to the neutral position.<br> This is the case when the view from one or two axes remains the same or almost the same.<br> Almost the same means, that the original square is {{w|Shear mapping|sheared}} into a (simple) parallelogram. <div style="display: inline-block;"> <!--to avoid text floating up--> {{multiple image | align = left | total_width = 600 | image1 = Right-handed coordinate system (y to back).png | image2 = Walsh permutation 124 JF.png | caption2 = 124 | image3 = Walsh permutation 125 JF as inverse.png | caption3 = 125 (as inverse) | image4 = Walsh permutation 136 JF.png | caption4 = 136 (binary) | footer = 125 and 136 look similar to the neutral position.<br>125 looks the same [[c:File:WalshPerm3Ortho square XY 0 1 0 0 XZ 0 1 0 0 YZ 1 0 0 1 AxisPos.png|from ''x'']] and almost the same from ''y'' <small>(here shown [[c:File:WalshPerm3Ortho par simple 2h MatInv XY 1 0 0 0 XZ 0 1 1 -1 YZ 0 -1 0 1 DetPos (AxisNeg).png|from −''y'']])</small>.<br>136 looks almost the same [[c:File:WalshPerm3Ortho par simple 1h MatBin XY 0 1 0 0 XZ 0 1 0 1 YZ 1 1 0 1 DetPos (AxisPos).png|from ''x'']]. }} </div> These are the 25 permutations in the middle cluster of the positive component of the neighbor graph.<br> Each of their matrices has a different set of columns. <small>(I.e., each of their vectors has entries from a different set of integers.)</small> There are 3*6=18 transform that do not look like a square or simple parallelogram from any side, namely those who's matrices have seven 1s.<br> They are also shown in three rows of the table below. The choice which to put in the left column is somewhat random.<br> The ones chosen are those not connected to the central cluster in the [[c:File:3-bit Walsh permutations; neighbor graph positive.svg|positive component]]. <small>(I.e. the three remaining ones with black circles.)</small> The table shows some properties of the permutations in the left column: {| class="wikitable" style="text-align: center;" ! conjugacy class |rowspan="2"| [[3-bit Walsh permutation/arrow patterns#neutral|neut.]] |colspan="3" class="border"| 2+2 |colspan="3" class="border"| 2+4 |- ! cycle shape |class="border"| {{FanoCycleShapeLink|Paris}} | {{FanoCycleShapeLink|Rome}} | {{FanoCycleShapeLink|Florence}} |class="border"| {{FanoCycleShapeLink|Buenos Aires}} 5 | ''Buenos Aires'' 6 | {{FanoCycleShapeLink|Santiago}} + |- ! sum | 3 |class="border"| 4 |colspan="2"| 5a |class="border"| 5b | 6 | 7 |- !rowspan="2"| quantity |rowspan="2"| 1 |class="border"| 6 | 3 | 3 |class="border"| 6 | 6 |rowspan="2"| 3 |- |colspan="3" class="border"| 12 |colspan="2" class="border"| 12 |} Permutations in the same row have the same [[c:Category:Single 3-bit Walsh permutations; RGB balls; by complement pattern|complement pattern]]: {| |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>2+2</small><br>''Rome'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;5 ! <small>7a</small><br>''Santiago&nbsp;+'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 1|1]] | {{WalshPermMatInv|724}} || {{WalshPermMatInv|526}} || {{WalshPermMatInv|364}} || {{WalshPermMatInv|753}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 2|2]] | {{WalshPermMatInv|174}} || {{WalshPermMatInv|165}} || {{WalshPermMatInv|534}} || {{WalshPermMatInv|673}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 4|4]] | {{WalshPermMatInv|127}} || {{WalshPermMatInv|136}} || {{WalshPermMatInv|325}} || {{WalshPermMatInv|657}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! !colspan="2"| <small>2+2</small><br>''Paris'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;6 |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 3|3]] | {{WalshPermMatInv|524}} || {{WalshPermMatInv|164}} || {{WalshPermMatInv|175}} || {{WalshPermMatInv|726}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 5|5]] | {{WalshPermMatInv|324}} || {{WalshPermMatInv|126}} || {{WalshPermMatInv|137}} || {{WalshPermMatInv|764}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 6|6]] | {{WalshPermMatInv|134}} || {{WalshPermMatInv|125}} || {{WalshPermMatInv|327}} || {{WalshPermMatInv|574}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>&nbsp;</small><br>neut. !colspan="3"| <small>2+2</small><br>''Florence'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 7|7]] | {{WalshPermMatInv|124}} || {{WalshPermMatInv|135}} || {{WalshPermMatInv|326}} || {{WalshPermMatInv|564}} |}<!--END--> |} Each row after the first contains two transforms: Above the one with a binary matrix, and below that with an inverse matrix.<br> <small>(The latter is the same pattern of non-zero entries, but some 1s are negative.)</small><br> {| class="wikitable sortable" style="text-align: center;" |- ! <abbr title="conjugacy class">cc</abbr> ! <abbr title="cycle shape (sum)">cs</abbr> ! <abbr title="complement pattern">cp</abbr> ! <abbr title="triple">t</abbr> !class="unsortable"| stretch !class="unsortable" colspan="6"| stretched seeds |- |class="conju"| {{sms|0}} neut. |class="shape"| {{sms|0}} neut. <span class="sum">3</span> |class="comp"| <small>3</small>7 !class="triple"| 124 !class="arrows" style="padding-top: 20px; padding-bottom: 20px;"| {{WalshPermArrows|124}} | {{WalshPermJF|124}} | {{WalshPermJF|214}} |class="border"| {{WalshPermJF|142}} | {{WalshPermJF|412}} |class="border"| {{WalshPermJF|241}} | {{WalshPermJF|421}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 134 !class="arrows"| {{WalshPermArrows|134}} | {{WalshPermJFBinInv|134}} | {{WalshPermJFBinInv|314}} |class="border"| {{WalshPermJFBinInv|143}} | {{WalshPermJFBinInv|413}} |class="border"| {{WalshPermJFBinInv|341}} | {{WalshPermJFBinInv|431}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 125 !class="arrows"| {{WalshPermArrows|125}} | {{WalshPermJFBinInv|125}} | {{WalshPermJFBinInv|215}} |class="border"| {{WalshPermJFBinInv|152}} | {{WalshPermJFBinInv|512}} |class="border"| {{WalshPermJFBinInv|251}} | {{WalshPermJFBinInv|521}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 234 !class="arrows"| {{WalshPermArrows|324}} | {{WalshPermJFBinInv|324}} | {{WalshPermJFBinInv|234}} |class="border"| {{WalshPermJFBinInv|342}} | {{WalshPermJFBinInv|432}} |class="border"| {{WalshPermJFBinInv|243}} | {{WalshPermJFBinInv|423}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 126 !class="arrows"| {{WalshPermArrows|126}} | {{WalshPermJFBinInv|126}} | {{WalshPermJFBinInv|216}} |class="border"| {{WalshPermJFBinInv|162}} | {{WalshPermJFBinInv|612}} |class="border"| {{WalshPermJFBinInv|261}} | {{WalshPermJFBinInv|621}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} | {{WalshPermJFBinInv|524}} | {{WalshPermJFBinInv|254}} |class="border"| {{WalshPermJFBinInv|542}} | {{WalshPermJFBinInv|452}} |class="border"| {{WalshPermJFBinInv|245}} | {{WalshPermJFBinInv|425}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} | {{WalshPermJFBinInv|164}} | {{WalshPermJFBinInv|614}} |class="border"| {{WalshPermJFBinInv|146}} | {{WalshPermJFBinInv|416}} |class="border"| {{WalshPermJFBinInv|641}} | {{WalshPermJFBinInv|461}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} | {{WalshPermJFBinInv|724}} | {{WalshPermJFBinInv|274}} |class="border"| {{WalshPermJFBinInv|742}} | {{WalshPermJFBinInv|472}} |class="border"| {{WalshPermJFBinInv|247}} | {{WalshPermJFBinInv|427}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>2 !class="triple"| 147 !class="arrows"| {{WalshPermArrows|174}} | {{WalshPermJFBinInv|174}} | {{WalshPermJFBinInv|714}} |class="border"| {{WalshPermJFBinInv|147}} | {{WalshPermJFBinInv|417}} |class="border"| {{WalshPermJFBinInv|741}} | {{WalshPermJFBinInv|471}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>4 !class="triple"| 127 !class="arrows"| {{WalshPermArrows|127}} | {{WalshPermJFBinInv|127}} | {{WalshPermJFBinInv|217}} |class="border"| {{WalshPermJFBinInv|172}} | {{WalshPermJFBinInv|712}} |class="border"| {{WalshPermJFBinInv|271}} | {{WalshPermJFBinInv|721}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 135 !class="arrows"| {{WalshPermArrows|135}} | {{WalshPermJFBinInv|135}} | {{WalshPermJFBinInv|315}} |class="border"| {{WalshPermJFBinInv|153}} | {{WalshPermJFBinInv|513}} |class="border"| {{WalshPermJFBinInv|351}} | {{WalshPermJFBinInv|531}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 236 !class="arrows"| {{WalshPermArrows|326}} | {{WalshPermJFBinInv|326}} | {{WalshPermJFBinInv|236}} |class="border"| {{WalshPermJFBinInv|362}} | {{WalshPermJFBinInv|632}} |class="border"| {{WalshPermJFBinInv|263}} | {{WalshPermJFBinInv|623}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} | {{WalshPermJFBinInv|564}} | {{WalshPermJFBinInv|654}} |class="border"| {{WalshPermJFBinInv|546}} | {{WalshPermJFBinInv|456}} |class="border"| {{WalshPermJFBinInv|645}} | {{WalshPermJFBinInv|465}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} | {{WalshPermJFBinInv|165}} | {{WalshPermJFBinInv|615}} |class="border"| {{WalshPermJFBinInv|156}} | {{WalshPermJFBinInv|516}} |class="border"| {{WalshPermJFBinInv|651}} | {{WalshPermJFBinInv|561}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 136 !class="arrows"| {{WalshPermArrows|136}} | {{WalshPermJFBinInv|136}} | {{WalshPermJFBinInv|316}} |class="border"| {{WalshPermJFBinInv|163}} | {{WalshPermJFBinInv|613}} |class="border"| {{WalshPermJFBinInv|361}} | {{WalshPermJFBinInv|631}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 235 !class="arrows"| {{WalshPermArrows|325}} | {{WalshPermJFBinInv|325}} | {{WalshPermJFBinInv|235}} |class="border"| {{WalshPermJFBinInv|352}} | {{WalshPermJFBinInv|532}} |class="border"| {{WalshPermJFBinInv|253}} | {{WalshPermJFBinInv|523}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 256 !class="arrows"| {{WalshPermArrows|526}} | {{WalshPermJFBinInv|526}} | {{WalshPermJFBinInv|256}} |class="border"| {{WalshPermJFBinInv|562}} | {{WalshPermJFBinInv|652}} |class="border"| {{WalshPermJFBinInv|265}} | {{WalshPermJFBinInv|625}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 345 !class="arrows"| {{WalshPermArrows|534}} | {{WalshPermJFBinInv|534}} | {{WalshPermJFBinInv|354}} |class="border"| {{WalshPermJFBinInv|543}} | {{WalshPermJFBinInv|453}} |class="border"| {{WalshPermJFBinInv|345}} | {{WalshPermJFBinInv|435}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 346 !class="arrows"| {{WalshPermArrows|364}} | {{WalshPermJFBinInv|364}} | {{WalshPermJFBinInv|634}} |class="border"| {{WalshPermJFBinInv|346}} | {{WalshPermJFBinInv|436}} |class="border"| {{WalshPermJFBinInv|643}} | {{WalshPermJFBinInv|463}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 157 !class="arrows"| {{WalshPermArrows|175}} | {{WalshPermJFBinInv|175}} | {{WalshPermJFBinInv|715}} |class="border"| {{WalshPermJFBinInv|157}} | {{WalshPermJFBinInv|517}} |class="border"| {{WalshPermJFBinInv|751}} | {{WalshPermJFBinInv|571}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} | {{WalshPermJFBinInv|137}} | {{WalshPermJFBinInv|317}} |class="border"| {{WalshPermJFBinInv|173}} | {{WalshPermJFBinInv|713}} |class="border"| {{WalshPermJFBinInv|371}} | {{WalshPermJFBinInv|731}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} | {{WalshPermJFBinInv|726}} | {{WalshPermJFBinInv|276}} |class="border"| {{WalshPermJFBinInv|762}} | {{WalshPermJFBinInv|672}} |class="border"| {{WalshPermJFBinInv|267}} | {{WalshPermJFBinInv|627}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} | {{WalshPermJFBinInv|327}} | {{WalshPermJFBinInv|237}} |class="border"| {{WalshPermJFBinInv|372}} | {{WalshPermJFBinInv|732}} |class="border"| {{WalshPermJFBinInv|273}} | {{WalshPermJFBinInv|723}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} | {{WalshPermJFBinInv|764}} | {{WalshPermJFBinInv|674}} |class="border"| {{WalshPermJFBinInv|746}} | {{WalshPermJFBinInv|476}} |class="border"| {{WalshPermJFBinInv|647}} | {{WalshPermJFBinInv|467}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} | {{WalshPermJFBinInv|574}} | {{WalshPermJFBinInv|754}} |class="border"| {{WalshPermJFBinInv|547}} | {{WalshPermJFBinInv|457}} |class="border"| {{WalshPermJFBinInv|745}} | {{WalshPermJFBinInv|475}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} | {{WalshPermJFBinInv|753}} | {{WalshPermJFBinInv|735}} |class="border"| {{WalshPermJFBinInv|573}} | {{WalshPermJFBinInv|537}} |class="border"| {{WalshPermJFBinInv|375}} | {{WalshPermJFBinInv|357}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} | {{WalshPermJFBinInv|673}} | {{WalshPermJFBinInv|637}} |class="border"| {{WalshPermJFBinInv|763}} | {{WalshPermJFBinInv|736}} |class="border"| {{WalshPermJFBinInv|367}} | {{WalshPermJFBinInv|376}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} | {{WalshPermJFBinInv|657}} | {{WalshPermJFBinInv|675}} |class="border"| {{WalshPermJFBinInv|567}} | {{WalshPermJFBinInv|576}} |class="border"| {{WalshPermJFBinInv|765}} | {{WalshPermJFBinInv|756}} |} [[Category:Walsh permutation]] 0qlxquwfb111gn9o1qudd8c8kbo0yqp 2414381 2414380 2022-08-14T13:13:28Z Watchduck 137431 wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/seeds/style.css" /> {{multiple image | align = right | total_width = 600 | image1 = 3-bit Walsh permutations; neighbor graph positive; selection middle.svg | image2 = 3-bit Walsh permutations; neighbor graph; suits.svg | footer = Cluster of the neighbor graph, on the right the matrix sums and vertex types }} There are 25 transforms that look similar to the neutral position.<br> This is the case when the view from one or two axes remains the same or almost the same.<br> Almost the same means, that the original square is {{w|Shear mapping|sheared}} into a (simple) parallelogram. <div style="display: inline-block;"> <!--to avoid text floating up--> {{multiple image | align = left | total_width = 600 | image1 = Right-handed coordinate system (y to back).png | image2 = Walsh permutation 124 JF.png | caption2 = 124 | image3 = Walsh permutation 125 JF as inverse.png | caption3 = 125 (as inverse) | image4 = Walsh permutation 136 JF.png | caption4 = 136 (binary) | footer = 125 and 136 look similar to the neutral position.<br>125 looks the same [[c:File:WalshPerm3Ortho square XY 0 1 0 0 XZ 0 1 0 0 YZ 1 0 0 1 AxisPos.png|from ''x'']] and almost the same from ''y'' <small>(here shown [[c:File:WalshPerm3Ortho par simple 2h MatInv XY 1 0 0 0 XZ 0 1 1 -1 YZ 0 -1 0 1 DetPos (AxisNeg).png|from −''y'']])</small>.<br>136 looks almost the same [[c:File:WalshPerm3Ortho par simple 1h MatBin XY 0 1 0 0 XZ 0 1 0 1 YZ 1 1 0 1 DetPos (AxisPos).png|from ''x'']]. }} </div> These are the 25 permutations in the middle cluster of the positive component of the neighbor graph.<br> Each of their matrices has a different set of columns. <small>(I.e., each of their vectors has entries from a different set of integers.)</small> There are 3*6=18 transform that do not look like a square or simple parallelogram from any side, namely those who's matrices have seven 1s.<br> They are also shown in three rows of the table below. The choice which to put in the left column is somewhat random.<br> The ones chosen are those not connected to the central cluster in the [[c:File:3-bit Walsh permutations; neighbor graph positive.svg|positive component]]. <small>(I.e. the three remaining ones with black circles.)</small> The table shows some properties of the permutations in the left column: {| class="wikitable" style="text-align: center;" ! conjugacy class |rowspan="2"| [[3-bit Walsh permutation/arrow patterns#neutral|neut.]] |colspan="3" class="border"| 2+2 |colspan="3" class="border"| 2+4 |- ! cycle shape |class="border"| {{FanoCycleShapeLink|Paris}} | {{FanoCycleShapeLink|Rome}} | {{FanoCycleShapeLink|Florence}} |class="border"| {{FanoCycleShapeLink|Buenos Aires}} 5 | ''Buenos Aires'' 6 | {{FanoCycleShapeLink|Santiago}} + |- ! sum | 3 |class="border"| 4 |colspan="2"| 5a |class="border"| 5b | 6 | 7 |- !rowspan="2"| quantity |rowspan="2"| 1 |class="border"| 6 | 3 | 3 |class="border"| 6 | 6 |rowspan="2"| 3 |- |colspan="3" class="border"| 12 |colspan="2" class="border"| 12 |} Permutations in the same row have the same [[c:Category:Single 3-bit Walsh permutations; RGB balls; by complement pattern|complement pattern]], and each complement pattern corresponds to four rows: {| |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>2+2</small><br>''Rome'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;5 ! <small>7a</small><br>''Santiago&nbsp;+'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 1|1]] | {{WalshPermMatInv|724}} || {{WalshPermMatInv|526}} || {{WalshPermMatInv|364}} || {{WalshPermMatInv|753}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 2|2]] | {{WalshPermMatInv|174}} || {{WalshPermMatInv|165}} || {{WalshPermMatInv|534}} || {{WalshPermMatInv|673}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 4|4]] | {{WalshPermMatInv|127}} || {{WalshPermMatInv|136}} || {{WalshPermMatInv|325}} || {{WalshPermMatInv|657}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! !colspan="2"| <small>2+2</small><br>''Paris'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;6 |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 3|3]] | {{WalshPermMatInv|524}} || {{WalshPermMatInv|164}} || {{WalshPermMatInv|175}} || {{WalshPermMatInv|726}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 5|5]] | {{WalshPermMatInv|324}} || {{WalshPermMatInv|126}} || {{WalshPermMatInv|137}} || {{WalshPermMatInv|764}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 6|6]] | {{WalshPermMatInv|134}} || {{WalshPermMatInv|125}} || {{WalshPermMatInv|327}} || {{WalshPermMatInv|574}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>&nbsp;</small><br>neut. !colspan="3"| <small>2+2</small><br>''Florence'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 7|7]] | {{WalshPermMatInv|124}} || {{WalshPermMatInv|135}} || {{WalshPermMatInv|326}} || {{WalshPermMatInv|564}} |}<!--END--> |} Each row after the first contains two transforms: Above the one with a binary matrix, and below that with an inverse matrix.<br> <small>(The latter is the same pattern of non-zero entries, but some 1s are negative.)</small><br> {| class="wikitable sortable" style="text-align: center;" |- ! <abbr title="conjugacy class">cc</abbr> ! <abbr title="cycle shape (sum)">cs</abbr> ! <abbr title="complement pattern">cp</abbr> ! <abbr title="triple">t</abbr> !class="unsortable"| stretch !class="unsortable" colspan="6"| stretched seeds |- |class="conju"| {{sms|0}} neut. |class="shape"| {{sms|0}} neut. <span class="sum">3</span> |class="comp"| <small>3</small>7 !class="triple"| 124 !class="arrows" style="padding-top: 20px; padding-bottom: 20px;"| {{WalshPermArrows|124}} | {{WalshPermJF|124}} | {{WalshPermJF|214}} |class="border"| {{WalshPermJF|142}} | {{WalshPermJF|412}} |class="border"| {{WalshPermJF|241}} | {{WalshPermJF|421}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 134 !class="arrows"| {{WalshPermArrows|134}} | {{WalshPermJFBinInv|134}} | {{WalshPermJFBinInv|314}} |class="border"| {{WalshPermJFBinInv|143}} | {{WalshPermJFBinInv|413}} |class="border"| {{WalshPermJFBinInv|341}} | {{WalshPermJFBinInv|431}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 125 !class="arrows"| {{WalshPermArrows|125}} | {{WalshPermJFBinInv|125}} | {{WalshPermJFBinInv|215}} |class="border"| {{WalshPermJFBinInv|152}} | {{WalshPermJFBinInv|512}} |class="border"| {{WalshPermJFBinInv|251}} | {{WalshPermJFBinInv|521}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 234 !class="arrows"| {{WalshPermArrows|324}} | {{WalshPermJFBinInv|324}} | {{WalshPermJFBinInv|234}} |class="border"| {{WalshPermJFBinInv|342}} | {{WalshPermJFBinInv|432}} |class="border"| {{WalshPermJFBinInv|243}} | {{WalshPermJFBinInv|423}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 126 !class="arrows"| {{WalshPermArrows|126}} | {{WalshPermJFBinInv|126}} | {{WalshPermJFBinInv|216}} |class="border"| {{WalshPermJFBinInv|162}} | {{WalshPermJFBinInv|612}} |class="border"| {{WalshPermJFBinInv|261}} | {{WalshPermJFBinInv|621}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} | {{WalshPermJFBinInv|524}} | {{WalshPermJFBinInv|254}} |class="border"| {{WalshPermJFBinInv|542}} | {{WalshPermJFBinInv|452}} |class="border"| {{WalshPermJFBinInv|245}} | {{WalshPermJFBinInv|425}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} | {{WalshPermJFBinInv|164}} | {{WalshPermJFBinInv|614}} |class="border"| {{WalshPermJFBinInv|146}} | {{WalshPermJFBinInv|416}} |class="border"| {{WalshPermJFBinInv|641}} | {{WalshPermJFBinInv|461}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} | {{WalshPermJFBinInv|724}} | {{WalshPermJFBinInv|274}} |class="border"| {{WalshPermJFBinInv|742}} | {{WalshPermJFBinInv|472}} |class="border"| {{WalshPermJFBinInv|247}} | {{WalshPermJFBinInv|427}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>2 !class="triple"| 147 !class="arrows"| {{WalshPermArrows|174}} | {{WalshPermJFBinInv|174}} | {{WalshPermJFBinInv|714}} |class="border"| {{WalshPermJFBinInv|147}} | {{WalshPermJFBinInv|417}} |class="border"| {{WalshPermJFBinInv|741}} | {{WalshPermJFBinInv|471}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>4 !class="triple"| 127 !class="arrows"| {{WalshPermArrows|127}} | {{WalshPermJFBinInv|127}} | {{WalshPermJFBinInv|217}} |class="border"| {{WalshPermJFBinInv|172}} | {{WalshPermJFBinInv|712}} |class="border"| {{WalshPermJFBinInv|271}} | {{WalshPermJFBinInv|721}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 135 !class="arrows"| {{WalshPermArrows|135}} | {{WalshPermJFBinInv|135}} | {{WalshPermJFBinInv|315}} |class="border"| {{WalshPermJFBinInv|153}} | {{WalshPermJFBinInv|513}} |class="border"| {{WalshPermJFBinInv|351}} | {{WalshPermJFBinInv|531}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 236 !class="arrows"| {{WalshPermArrows|326}} | {{WalshPermJFBinInv|326}} | {{WalshPermJFBinInv|236}} |class="border"| {{WalshPermJFBinInv|362}} | {{WalshPermJFBinInv|632}} |class="border"| {{WalshPermJFBinInv|263}} | {{WalshPermJFBinInv|623}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} | {{WalshPermJFBinInv|564}} | {{WalshPermJFBinInv|654}} |class="border"| {{WalshPermJFBinInv|546}} | {{WalshPermJFBinInv|456}} |class="border"| {{WalshPermJFBinInv|645}} | {{WalshPermJFBinInv|465}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} | {{WalshPermJFBinInv|165}} | {{WalshPermJFBinInv|615}} |class="border"| {{WalshPermJFBinInv|156}} | {{WalshPermJFBinInv|516}} |class="border"| {{WalshPermJFBinInv|651}} | {{WalshPermJFBinInv|561}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 136 !class="arrows"| {{WalshPermArrows|136}} | {{WalshPermJFBinInv|136}} | {{WalshPermJFBinInv|316}} |class="border"| {{WalshPermJFBinInv|163}} | {{WalshPermJFBinInv|613}} |class="border"| {{WalshPermJFBinInv|361}} | {{WalshPermJFBinInv|631}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 235 !class="arrows"| {{WalshPermArrows|325}} | {{WalshPermJFBinInv|325}} | {{WalshPermJFBinInv|235}} |class="border"| {{WalshPermJFBinInv|352}} | {{WalshPermJFBinInv|532}} |class="border"| {{WalshPermJFBinInv|253}} | {{WalshPermJFBinInv|523}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 256 !class="arrows"| {{WalshPermArrows|526}} | {{WalshPermJFBinInv|526}} | {{WalshPermJFBinInv|256}} |class="border"| {{WalshPermJFBinInv|562}} | {{WalshPermJFBinInv|652}} |class="border"| {{WalshPermJFBinInv|265}} | {{WalshPermJFBinInv|625}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 345 !class="arrows"| {{WalshPermArrows|534}} | {{WalshPermJFBinInv|534}} | {{WalshPermJFBinInv|354}} |class="border"| {{WalshPermJFBinInv|543}} | {{WalshPermJFBinInv|453}} |class="border"| {{WalshPermJFBinInv|345}} | {{WalshPermJFBinInv|435}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 346 !class="arrows"| {{WalshPermArrows|364}} | {{WalshPermJFBinInv|364}} | {{WalshPermJFBinInv|634}} |class="border"| {{WalshPermJFBinInv|346}} | {{WalshPermJFBinInv|436}} |class="border"| {{WalshPermJFBinInv|643}} | {{WalshPermJFBinInv|463}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 157 !class="arrows"| {{WalshPermArrows|175}} | {{WalshPermJFBinInv|175}} | {{WalshPermJFBinInv|715}} |class="border"| {{WalshPermJFBinInv|157}} | {{WalshPermJFBinInv|517}} |class="border"| {{WalshPermJFBinInv|751}} | {{WalshPermJFBinInv|571}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} | {{WalshPermJFBinInv|137}} | {{WalshPermJFBinInv|317}} |class="border"| {{WalshPermJFBinInv|173}} | {{WalshPermJFBinInv|713}} |class="border"| {{WalshPermJFBinInv|371}} | {{WalshPermJFBinInv|731}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} | {{WalshPermJFBinInv|726}} | {{WalshPermJFBinInv|276}} |class="border"| {{WalshPermJFBinInv|762}} | {{WalshPermJFBinInv|672}} |class="border"| {{WalshPermJFBinInv|267}} | {{WalshPermJFBinInv|627}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} | {{WalshPermJFBinInv|327}} | {{WalshPermJFBinInv|237}} |class="border"| {{WalshPermJFBinInv|372}} | {{WalshPermJFBinInv|732}} |class="border"| {{WalshPermJFBinInv|273}} | {{WalshPermJFBinInv|723}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} | {{WalshPermJFBinInv|764}} | {{WalshPermJFBinInv|674}} |class="border"| {{WalshPermJFBinInv|746}} | {{WalshPermJFBinInv|476}} |class="border"| {{WalshPermJFBinInv|647}} | {{WalshPermJFBinInv|467}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} | {{WalshPermJFBinInv|574}} | {{WalshPermJFBinInv|754}} |class="border"| {{WalshPermJFBinInv|547}} | {{WalshPermJFBinInv|457}} |class="border"| {{WalshPermJFBinInv|745}} | {{WalshPermJFBinInv|475}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} | {{WalshPermJFBinInv|753}} | {{WalshPermJFBinInv|735}} |class="border"| {{WalshPermJFBinInv|573}} | {{WalshPermJFBinInv|537}} |class="border"| {{WalshPermJFBinInv|375}} | {{WalshPermJFBinInv|357}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} | {{WalshPermJFBinInv|673}} | {{WalshPermJFBinInv|637}} |class="border"| {{WalshPermJFBinInv|763}} | {{WalshPermJFBinInv|736}} |class="border"| {{WalshPermJFBinInv|367}} | {{WalshPermJFBinInv|376}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} | {{WalshPermJFBinInv|657}} | {{WalshPermJFBinInv|675}} |class="border"| {{WalshPermJFBinInv|567}} | {{WalshPermJFBinInv|576}} |class="border"| {{WalshPermJFBinInv|765}} | {{WalshPermJFBinInv|756}} |} [[Category:Walsh permutation]] qo92xv9i3ha2egxnhgg10p77yp5egrk 2414388 2414381 2022-08-14T13:54:37Z Watchduck 137431 wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/seeds/style.css" /> {{multiple image | align = right | total_width = 600 | image1 = 3-bit Walsh permutations; neighbor graph positive; selection middle.svg | image2 = 3-bit Walsh permutations; neighbor graph; suits.svg | footer = Cluster of the neighbor graph, on the right the matrix sums and vertex types }} There are 25 transforms that look similar to the neutral position.<br> This is the case when the view from one or two axes remains the same or almost the same.<br> Almost the same means, that the original square is {{w|Shear mapping|sheared}} into a (simple) parallelogram. <div style="display: inline-block;"> <!--to avoid text floating up--> {{multiple image | align = left | total_width = 600 | image1 = Right-handed coordinate system (y to back).png | image2 = Walsh permutation 124 JF.png | caption2 = 124 | image3 = Walsh permutation 125 JF as inverse.png | caption3 = 125 (as inverse) | image4 = Walsh permutation 136 JF.png | caption4 = 136 (binary) | footer = 125 and 136 look similar to the neutral position.<br>125 looks the same [[c:File:WalshPerm3Ortho square XY 0 1 0 0 XZ 0 1 0 0 YZ 1 0 0 1 AxisPos.png|from ''x'']] and almost the same from ''y'' <small>(here shown [[c:File:WalshPerm3Ortho par simple 2h MatInv XY 1 0 0 0 XZ 0 1 1 -1 YZ 0 -1 0 1 DetPos (AxisNeg).png|from −''y'']])</small>.<br>136 looks almost the same [[c:File:WalshPerm3Ortho par simple 1h MatBin XY 0 1 0 0 XZ 0 1 0 1 YZ 1 1 0 1 DetPos (AxisPos).png|from ''x'']]. }} </div> These are the 25 permutations in the middle cluster of the positive component of the neighbor graph.<br> Each of their matrices has a different set of columns. <small>(I.e., each of their vectors has entries from a different set of integers.)</small> There are 3*6=18 transform that do not look like a square or simple parallelogram from any side, namely those who's matrices have seven 1s.<br> They are also shown in three rows of the table below. The choice which to put in the left column is somewhat random.<br> The ones chosen are those not connected to the central cluster in the [[c:File:3-bit Walsh permutations; neighbor graph positive.svg|positive component]]. <small>(I.e. the three remaining ones with black circles.)</small> The table shows some properties of the permutations in the left column: {| class="wikitable" style="text-align: center;" ! conjugacy class |rowspan="2"| [[3-bit Walsh permutation/arrow patterns#neutral|neut.]] |colspan="3" class="border"| 2+2 |colspan="3" class="border"| 2+4 |- ! cycle shape |class="border"| {{FanoCycleShapeLink|Paris}} | {{FanoCycleShapeLink|Rome}} | {{FanoCycleShapeLink|Florence}} |class="border"| {{FanoCycleShapeLink|Buenos Aires}} 5 | ''Buenos Aires'' 6 | {{FanoCycleShapeLink|Santiago}} + |- ! sum | 3 |class="border"| 4 |colspan="2"| 5a |class="border"| 5b | 6 | 7 |- !rowspan="2"| quantity |rowspan="2"| 1 |class="border"| 6 | 3 | 3 |class="border"| 6 | 6 |rowspan="2"| 3 |- |colspan="3" class="border"| 12 |colspan="2" class="border"| 12 |} Permutations in the same row have the same [[c:Category:Single 3-bit Walsh permutations; RGB balls; by complement pattern|complement pattern]], and each complement pattern corresponds to four rows: {| |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>2+2</small><br>''Rome'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;5 ! <small>7a</small><br>''Santiago&nbsp;+'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 1|1]] | {{WalshPermMatInv|724}} || {{WalshPermMatInv|526}} || {{WalshPermMatInv|364}} || {{WalshPermMatInv|753}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 2|2]] | {{WalshPermMatInv|174}} || {{WalshPermMatInv|165}} || {{WalshPermMatInv|534}} || {{WalshPermMatInv|673}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 4|4]] | {{WalshPermMatInv|127}} || {{WalshPermMatInv|136}} || {{WalshPermMatInv|325}} || {{WalshPermMatInv|657}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! !colspan="2"| <small>2+2</small><br>''Paris'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;6 |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 3|3]] | {{WalshPermMatInv|524}} || {{WalshPermMatInv|164}} || {{WalshPermMatInv|175}} || {{WalshPermMatInv|726}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 5|5]] | {{WalshPermMatInv|324}} || {{WalshPermMatInv|126}} || {{WalshPermMatInv|137}} || {{WalshPermMatInv|764}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 6|6]] | {{WalshPermMatInv|134}} || {{WalshPermMatInv|125}} || {{WalshPermMatInv|327}} || {{WalshPermMatInv|574}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>&nbsp;</small><br>neut. !colspan="3"| <small>2+2</small><br>''Florence'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 7|7]] | {{WalshPermMatInv|124}} || {{WalshPermMatInv|135}} || {{WalshPermMatInv|326}} || {{WalshPermMatInv|564}} |}<!--END--> |} Each row after the first contains two transforms: Above the one with a binary matrix, and below that with an inverse matrix.<br> <small>(The latter is the same pattern of non-zero entries, but some 1s are negative.)</small><br> {| class="wikitable sortable" style="text-align: center;" |- ! <abbr title="conjugacy class">cc</abbr> ! <abbr title="cycle shape (sum)">cs</abbr> ! <abbr title="complement pattern">cp</abbr> ! <abbr title="triple">t</abbr> !class="unsortable"| stretch !class="unsortable" colspan="6"| stretched seeds |- |class="conju"| {{sms|0}} neut. |class="shape"| {{sms|0}} neut. <span class="sum">3</span> |class="comp"| <small>3</small>7 !class="triple"| 124 !class="arrows" style="padding-top: 20px; padding-bottom: 20px;"| {{WalshPermArrows|124}} |class="positive"| {{WalshPermJF|124}} |class="negative"| {{WalshPermJF|214}} |class="negative border"| {{WalshPermJF|142}} |class="positive"| {{WalshPermJF|412}} |class="positive border"| {{WalshPermJF|241}} |class="negative"| {{WalshPermJF|421}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 134 !class="arrows"| {{WalshPermArrows|134}} |class="positive"| {{WalshPermJFBinInv|134}} |class="negative"| {{WalshPermJFBinInv|314}} |class="negative border"| {{WalshPermJFBinInv|143}} |class="positive"| {{WalshPermJFBinInv|413}} |class="positive border"| {{WalshPermJFBinInv|341}} |class="negative"| {{WalshPermJFBinInv|431}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 125 !class="arrows"| {{WalshPermArrows|125}} |class="positive"| {{WalshPermJFBinInv|125}} |class="negative"| {{WalshPermJFBinInv|215}} |class="negative border"| {{WalshPermJFBinInv|152}} |class="positive"| {{WalshPermJFBinInv|512}} |class="positive border"| {{WalshPermJFBinInv|251}} |class="negative"| {{WalshPermJFBinInv|521}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 234 !class="arrows"| {{WalshPermArrows|324}} |class="positive"| {{WalshPermJFBinInv|324}} |class="negative"| {{WalshPermJFBinInv|234}} |class="negative border"| {{WalshPermJFBinInv|342}} |class="positive"| {{WalshPermJFBinInv|432}} |class="positive border"| {{WalshPermJFBinInv|243}} |class="negative"| {{WalshPermJFBinInv|423}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 126 !class="arrows"| {{WalshPermArrows|126}} |class="positive"| {{WalshPermJFBinInv|126}} |class="negative"| {{WalshPermJFBinInv|216}} |class="negative border"| {{WalshPermJFBinInv|162}} |class="positive"| {{WalshPermJFBinInv|612}} |class="positive border"| {{WalshPermJFBinInv|261}} |class="negative"| {{WalshPermJFBinInv|621}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} |class="positive"| {{WalshPermJFBinInv|524}} |class="negative"| {{WalshPermJFBinInv|254}} |class="negative border"| {{WalshPermJFBinInv|542}} |class="positive"| {{WalshPermJFBinInv|452}} |class="positive border"| {{WalshPermJFBinInv|245}} |class="negative"| {{WalshPermJFBinInv|425}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} |class="positive"| {{WalshPermJFBinInv|164}} |class="negative"| {{WalshPermJFBinInv|614}} |class="negative border"| {{WalshPermJFBinInv|146}} |class="positive"| {{WalshPermJFBinInv|416}} |class="positive border"| {{WalshPermJFBinInv|641}} |class="negative"| {{WalshPermJFBinInv|461}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} |class="positive"| {{WalshPermJFBinInv|724}} |class="negative"| {{WalshPermJFBinInv|274}} |class="negative border"| {{WalshPermJFBinInv|742}} |class="positive"| {{WalshPermJFBinInv|472}} |class="positive border"| {{WalshPermJFBinInv|247}} |class="negative"| {{WalshPermJFBinInv|427}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>2 !class="triple"| 147 !class="arrows"| {{WalshPermArrows|174}} |class="positive"| {{WalshPermJFBinInv|174}} |class="negative"| {{WalshPermJFBinInv|714}} |class="negative border"| {{WalshPermJFBinInv|147}} |class="positive"| {{WalshPermJFBinInv|417}} |class="positive border"| {{WalshPermJFBinInv|741}} |class="negative"| {{WalshPermJFBinInv|471}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>4 !class="triple"| 127 !class="arrows"| {{WalshPermArrows|127}} |class="positive"| {{WalshPermJFBinInv|127}} |class="negative"| {{WalshPermJFBinInv|217}} |class="negative border"| {{WalshPermJFBinInv|172}} |class="positive"| {{WalshPermJFBinInv|712}} |class="positive border"| {{WalshPermJFBinInv|271}} |class="negative"| {{WalshPermJFBinInv|721}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 135 !class="arrows"| {{WalshPermArrows|135}} |class="positive"| {{WalshPermJFBinInv|135}} |class="negative"| {{WalshPermJFBinInv|315}} |class="negative border"| {{WalshPermJFBinInv|153}} |class="positive"| {{WalshPermJFBinInv|513}} |class="positive border"| {{WalshPermJFBinInv|351}} |class="negative"| {{WalshPermJFBinInv|531}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 236 !class="arrows"| {{WalshPermArrows|326}} |class="positive"| {{WalshPermJFBinInv|326}} |class="negative"| {{WalshPermJFBinInv|236}} |class="negative border"| {{WalshPermJFBinInv|362}} |class="positive"| {{WalshPermJFBinInv|632}} |class="positive border"| {{WalshPermJFBinInv|263}} |class="negative"| {{WalshPermJFBinInv|623}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} |class="positive"| {{WalshPermJFBinInv|564}} |class="negative"| {{WalshPermJFBinInv|654}} |class="negative border"| {{WalshPermJFBinInv|546}} |class="positive"| {{WalshPermJFBinInv|456}} |class="positive border"| {{WalshPermJFBinInv|645}} |class="negative"| {{WalshPermJFBinInv|465}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} |class="positive"| {{WalshPermJFBinInv|165}} |class="negative"| {{WalshPermJFBinInv|615}} |class="negative border"| {{WalshPermJFBinInv|156}} |class="positive"| {{WalshPermJFBinInv|516}} |class="positive border"| {{WalshPermJFBinInv|651}} |class="negative"| {{WalshPermJFBinInv|561}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 136 !class="arrows"| {{WalshPermArrows|136}} |class="positive"| {{WalshPermJFBinInv|136}} |class="negative"| {{WalshPermJFBinInv|316}} |class="negative border"| {{WalshPermJFBinInv|163}} |class="positive"| {{WalshPermJFBinInv|613}} |class="positive border"| {{WalshPermJFBinInv|361}} |class="negative"| {{WalshPermJFBinInv|631}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 235 !class="arrows"| {{WalshPermArrows|325}} |class="positive"| {{WalshPermJFBinInv|325}} |class="negative"| {{WalshPermJFBinInv|235}} |class="negative border"| {{WalshPermJFBinInv|352}} |class="positive"| {{WalshPermJFBinInv|532}} |class="positive border"| {{WalshPermJFBinInv|253}} |class="negative"| {{WalshPermJFBinInv|523}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 256 !class="arrows"| {{WalshPermArrows|526}} |class="positive"| {{WalshPermJFBinInv|526}} |class="negative"| {{WalshPermJFBinInv|256}} |class="negative border"| {{WalshPermJFBinInv|562}} |class="positive"| {{WalshPermJFBinInv|652}} |class="positive border"| {{WalshPermJFBinInv|265}} |class="negative"| {{WalshPermJFBinInv|625}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 345 !class="arrows"| {{WalshPermArrows|534}} |class="positive"| {{WalshPermJFBinInv|534}} |class="negative"| {{WalshPermJFBinInv|354}} |class="negative border"| {{WalshPermJFBinInv|543}} |class="positive"| {{WalshPermJFBinInv|453}} |class="positive border"| {{WalshPermJFBinInv|345}} |class="negative"| {{WalshPermJFBinInv|435}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 346 !class="arrows"| {{WalshPermArrows|364}} |class="positive"| {{WalshPermJFBinInv|364}} |class="negative"| {{WalshPermJFBinInv|634}} |class="negative border"| {{WalshPermJFBinInv|346}} |class="positive"| {{WalshPermJFBinInv|436}} |class="positive border"| {{WalshPermJFBinInv|643}} |class="negative"| {{WalshPermJFBinInv|463}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 157 !class="arrows"| {{WalshPermArrows|175}} |class="positive"| {{WalshPermJFBinInv|175}} |class="negative"| {{WalshPermJFBinInv|715}} |class="negative border"| {{WalshPermJFBinInv|157}} |class="positive"| {{WalshPermJFBinInv|517}} |class="positive border"| {{WalshPermJFBinInv|751}} |class="negative"| {{WalshPermJFBinInv|571}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} |class="positive"| {{WalshPermJFBinInv|137}} |class="negative"| {{WalshPermJFBinInv|317}} |class="negative border"| {{WalshPermJFBinInv|173}} |class="positive"| {{WalshPermJFBinInv|713}} |class="positive border"| {{WalshPermJFBinInv|371}} |class="negative"| {{WalshPermJFBinInv|731}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} |class="positive"| {{WalshPermJFBinInv|726}} |class="negative"| {{WalshPermJFBinInv|276}} |class="negative border"| {{WalshPermJFBinInv|762}} |class="positive"| {{WalshPermJFBinInv|672}} |class="positive border"| {{WalshPermJFBinInv|267}} |class="negative"| {{WalshPermJFBinInv|627}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} |class="positive"| {{WalshPermJFBinInv|327}} |class="negative"| {{WalshPermJFBinInv|237}} |class="negative border"| {{WalshPermJFBinInv|372}} |class="positive"| {{WalshPermJFBinInv|732}} |class="positive border"| {{WalshPermJFBinInv|273}} |class="negative"| {{WalshPermJFBinInv|723}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} |class="positive"| {{WalshPermJFBinInv|764}} |class="negative"| {{WalshPermJFBinInv|674}} |class="negative border"| {{WalshPermJFBinInv|746}} |class="positive"| {{WalshPermJFBinInv|476}} |class="positive border"| {{WalshPermJFBinInv|647}} |class="negative"| {{WalshPermJFBinInv|467}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} |class="positive"| {{WalshPermJFBinInv|574}} |class="negative"| {{WalshPermJFBinInv|754}} |class="negative border"| {{WalshPermJFBinInv|547}} |class="positive"| {{WalshPermJFBinInv|457}} |class="positive border"| {{WalshPermJFBinInv|745}} |class="negative"| {{WalshPermJFBinInv|475}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} |class="positive"| {{WalshPermJFBinInv|753}} |class="negative"| {{WalshPermJFBinInv|735}} |class="negative border"| {{WalshPermJFBinInv|573}} |class="positive"| {{WalshPermJFBinInv|537}} |class="positive border"| {{WalshPermJFBinInv|375}} |class="negative"| {{WalshPermJFBinInv|357}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} |class="positive"| {{WalshPermJFBinInv|673}} |class="negative"| {{WalshPermJFBinInv|637}} |class="negative border"| {{WalshPermJFBinInv|763}} |class="positive"| {{WalshPermJFBinInv|736}} |class="positive border"| {{WalshPermJFBinInv|367}} |class="negative"| {{WalshPermJFBinInv|376}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} |class="positive"| {{WalshPermJFBinInv|657}} |class="negative"| {{WalshPermJFBinInv|675}} |class="negative border"| {{WalshPermJFBinInv|567}} |class="positive"| {{WalshPermJFBinInv|576}} |class="positive border"| {{WalshPermJFBinInv|765}} |class="negative"| {{WalshPermJFBinInv|756}} |} [[Category:Walsh permutation]] jet4jvxwexwoce80uon39s4tnq7r4me 2414484 2414388 2022-08-14T21:32:36Z Watchduck 137431 Watchduck moved page [[3-bit Walsh permutation/seeds]] to [[3-bit Walsh permutation/matrix column permutations]] wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/seeds/style.css" /> {{multiple image | align = right | total_width = 600 | image1 = 3-bit Walsh permutations; neighbor graph positive; selection middle.svg | image2 = 3-bit Walsh permutations; neighbor graph; suits.svg | footer = Cluster of the neighbor graph, on the right the matrix sums and vertex types }} There are 25 transforms that look similar to the neutral position.<br> This is the case when the view from one or two axes remains the same or almost the same.<br> Almost the same means, that the original square is {{w|Shear mapping|sheared}} into a (simple) parallelogram. <div style="display: inline-block;"> <!--to avoid text floating up--> {{multiple image | align = left | total_width = 600 | image1 = Right-handed coordinate system (y to back).png | image2 = Walsh permutation 124 JF.png | caption2 = 124 | image3 = Walsh permutation 125 JF as inverse.png | caption3 = 125 (as inverse) | image4 = Walsh permutation 136 JF.png | caption4 = 136 (binary) | footer = 125 and 136 look similar to the neutral position.<br>125 looks the same [[c:File:WalshPerm3Ortho square XY 0 1 0 0 XZ 0 1 0 0 YZ 1 0 0 1 AxisPos.png|from ''x'']] and almost the same from ''y'' <small>(here shown [[c:File:WalshPerm3Ortho par simple 2h MatInv XY 1 0 0 0 XZ 0 1 1 -1 YZ 0 -1 0 1 DetPos (AxisNeg).png|from −''y'']])</small>.<br>136 looks almost the same [[c:File:WalshPerm3Ortho par simple 1h MatBin XY 0 1 0 0 XZ 0 1 0 1 YZ 1 1 0 1 DetPos (AxisPos).png|from ''x'']]. }} </div> These are the 25 permutations in the middle cluster of the positive component of the neighbor graph.<br> Each of their matrices has a different set of columns. <small>(I.e., each of their vectors has entries from a different set of integers.)</small> There are 3*6=18 transform that do not look like a square or simple parallelogram from any side, namely those who's matrices have seven 1s.<br> They are also shown in three rows of the table below. The choice which to put in the left column is somewhat random.<br> The ones chosen are those not connected to the central cluster in the [[c:File:3-bit Walsh permutations; neighbor graph positive.svg|positive component]]. <small>(I.e. the three remaining ones with black circles.)</small> The table shows some properties of the permutations in the left column: {| class="wikitable" style="text-align: center;" ! conjugacy class |rowspan="2"| [[3-bit Walsh permutation/arrow patterns#neutral|neut.]] |colspan="3" class="border"| 2+2 |colspan="3" class="border"| 2+4 |- ! cycle shape |class="border"| {{FanoCycleShapeLink|Paris}} | {{FanoCycleShapeLink|Rome}} | {{FanoCycleShapeLink|Florence}} |class="border"| {{FanoCycleShapeLink|Buenos Aires}} 5 | ''Buenos Aires'' 6 | {{FanoCycleShapeLink|Santiago}} + |- ! sum | 3 |class="border"| 4 |colspan="2"| 5a |class="border"| 5b | 6 | 7 |- !rowspan="2"| quantity |rowspan="2"| 1 |class="border"| 6 | 3 | 3 |class="border"| 6 | 6 |rowspan="2"| 3 |- |colspan="3" class="border"| 12 |colspan="2" class="border"| 12 |} Permutations in the same row have the same [[c:Category:Single 3-bit Walsh permutations; RGB balls; by complement pattern|complement pattern]], and each complement pattern corresponds to four rows: {| |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>2+2</small><br>''Rome'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;5 ! <small>7a</small><br>''Santiago&nbsp;+'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 1|1]] | {{WalshPermMatInv|724}} || {{WalshPermMatInv|526}} || {{WalshPermMatInv|364}} || {{WalshPermMatInv|753}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 2|2]] | {{WalshPermMatInv|174}} || {{WalshPermMatInv|165}} || {{WalshPermMatInv|534}} || {{WalshPermMatInv|673}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 4|4]] | {{WalshPermMatInv|127}} || {{WalshPermMatInv|136}} || {{WalshPermMatInv|325}} || {{WalshPermMatInv|657}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! !colspan="2"| <small>2+2</small><br>''Paris'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;6 |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 3|3]] | {{WalshPermMatInv|524}} || {{WalshPermMatInv|164}} || {{WalshPermMatInv|175}} || {{WalshPermMatInv|726}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 5|5]] | {{WalshPermMatInv|324}} || {{WalshPermMatInv|126}} || {{WalshPermMatInv|137}} || {{WalshPermMatInv|764}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 6|6]] | {{WalshPermMatInv|134}} || {{WalshPermMatInv|125}} || {{WalshPermMatInv|327}} || {{WalshPermMatInv|574}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>&nbsp;</small><br>neut. !colspan="3"| <small>2+2</small><br>''Florence'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 7|7]] | {{WalshPermMatInv|124}} || {{WalshPermMatInv|135}} || {{WalshPermMatInv|326}} || {{WalshPermMatInv|564}} |}<!--END--> |} Each row after the first contains two transforms: Above the one with a binary matrix, and below that with an inverse matrix.<br> <small>(The latter is the same pattern of non-zero entries, but some 1s are negative.)</small><br> {| class="wikitable sortable" style="text-align: center;" |- ! <abbr title="conjugacy class">cc</abbr> ! <abbr title="cycle shape (sum)">cs</abbr> ! <abbr title="complement pattern">cp</abbr> ! <abbr title="triple">t</abbr> !class="unsortable"| stretch !class="unsortable" colspan="6"| stretched seeds |- |class="conju"| {{sms|0}} neut. |class="shape"| {{sms|0}} neut. <span class="sum">3</span> |class="comp"| <small>3</small>7 !class="triple"| 124 !class="arrows" style="padding-top: 20px; padding-bottom: 20px;"| {{WalshPermArrows|124}} |class="positive"| {{WalshPermJF|124}} |class="negative"| {{WalshPermJF|214}} |class="negative border"| {{WalshPermJF|142}} |class="positive"| {{WalshPermJF|412}} |class="positive border"| {{WalshPermJF|241}} |class="negative"| {{WalshPermJF|421}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 134 !class="arrows"| {{WalshPermArrows|134}} |class="positive"| {{WalshPermJFBinInv|134}} |class="negative"| {{WalshPermJFBinInv|314}} |class="negative border"| {{WalshPermJFBinInv|143}} |class="positive"| {{WalshPermJFBinInv|413}} |class="positive border"| {{WalshPermJFBinInv|341}} |class="negative"| {{WalshPermJFBinInv|431}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 125 !class="arrows"| {{WalshPermArrows|125}} |class="positive"| {{WalshPermJFBinInv|125}} |class="negative"| {{WalshPermJFBinInv|215}} |class="negative border"| {{WalshPermJFBinInv|152}} |class="positive"| {{WalshPermJFBinInv|512}} |class="positive border"| {{WalshPermJFBinInv|251}} |class="negative"| {{WalshPermJFBinInv|521}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 234 !class="arrows"| {{WalshPermArrows|324}} |class="positive"| {{WalshPermJFBinInv|324}} |class="negative"| {{WalshPermJFBinInv|234}} |class="negative border"| {{WalshPermJFBinInv|342}} |class="positive"| {{WalshPermJFBinInv|432}} |class="positive border"| {{WalshPermJFBinInv|243}} |class="negative"| {{WalshPermJFBinInv|423}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 126 !class="arrows"| {{WalshPermArrows|126}} |class="positive"| {{WalshPermJFBinInv|126}} |class="negative"| {{WalshPermJFBinInv|216}} |class="negative border"| {{WalshPermJFBinInv|162}} |class="positive"| {{WalshPermJFBinInv|612}} |class="positive border"| {{WalshPermJFBinInv|261}} |class="negative"| {{WalshPermJFBinInv|621}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} |class="positive"| {{WalshPermJFBinInv|524}} |class="negative"| {{WalshPermJFBinInv|254}} |class="negative border"| {{WalshPermJFBinInv|542}} |class="positive"| {{WalshPermJFBinInv|452}} |class="positive border"| {{WalshPermJFBinInv|245}} |class="negative"| {{WalshPermJFBinInv|425}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} |class="positive"| {{WalshPermJFBinInv|164}} |class="negative"| {{WalshPermJFBinInv|614}} |class="negative border"| {{WalshPermJFBinInv|146}} |class="positive"| {{WalshPermJFBinInv|416}} |class="positive border"| {{WalshPermJFBinInv|641}} |class="negative"| {{WalshPermJFBinInv|461}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} |class="positive"| {{WalshPermJFBinInv|724}} |class="negative"| {{WalshPermJFBinInv|274}} |class="negative border"| {{WalshPermJFBinInv|742}} |class="positive"| {{WalshPermJFBinInv|472}} |class="positive border"| {{WalshPermJFBinInv|247}} |class="negative"| {{WalshPermJFBinInv|427}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>2 !class="triple"| 147 !class="arrows"| {{WalshPermArrows|174}} |class="positive"| {{WalshPermJFBinInv|174}} |class="negative"| {{WalshPermJFBinInv|714}} |class="negative border"| {{WalshPermJFBinInv|147}} |class="positive"| {{WalshPermJFBinInv|417}} |class="positive border"| {{WalshPermJFBinInv|741}} |class="negative"| {{WalshPermJFBinInv|471}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>4 !class="triple"| 127 !class="arrows"| {{WalshPermArrows|127}} |class="positive"| {{WalshPermJFBinInv|127}} |class="negative"| {{WalshPermJFBinInv|217}} |class="negative border"| {{WalshPermJFBinInv|172}} |class="positive"| {{WalshPermJFBinInv|712}} |class="positive border"| {{WalshPermJFBinInv|271}} |class="negative"| {{WalshPermJFBinInv|721}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 135 !class="arrows"| {{WalshPermArrows|135}} |class="positive"| {{WalshPermJFBinInv|135}} |class="negative"| {{WalshPermJFBinInv|315}} |class="negative border"| {{WalshPermJFBinInv|153}} |class="positive"| {{WalshPermJFBinInv|513}} |class="positive border"| {{WalshPermJFBinInv|351}} |class="negative"| {{WalshPermJFBinInv|531}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 236 !class="arrows"| {{WalshPermArrows|326}} |class="positive"| {{WalshPermJFBinInv|326}} |class="negative"| {{WalshPermJFBinInv|236}} |class="negative border"| {{WalshPermJFBinInv|362}} |class="positive"| {{WalshPermJFBinInv|632}} |class="positive border"| {{WalshPermJFBinInv|263}} |class="negative"| {{WalshPermJFBinInv|623}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} |class="positive"| {{WalshPermJFBinInv|564}} |class="negative"| {{WalshPermJFBinInv|654}} |class="negative border"| {{WalshPermJFBinInv|546}} |class="positive"| {{WalshPermJFBinInv|456}} |class="positive border"| {{WalshPermJFBinInv|645}} |class="negative"| {{WalshPermJFBinInv|465}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} |class="positive"| {{WalshPermJFBinInv|165}} |class="negative"| {{WalshPermJFBinInv|615}} |class="negative border"| {{WalshPermJFBinInv|156}} |class="positive"| {{WalshPermJFBinInv|516}} |class="positive border"| {{WalshPermJFBinInv|651}} |class="negative"| {{WalshPermJFBinInv|561}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 136 !class="arrows"| {{WalshPermArrows|136}} |class="positive"| {{WalshPermJFBinInv|136}} |class="negative"| {{WalshPermJFBinInv|316}} |class="negative border"| {{WalshPermJFBinInv|163}} |class="positive"| {{WalshPermJFBinInv|613}} |class="positive border"| {{WalshPermJFBinInv|361}} |class="negative"| {{WalshPermJFBinInv|631}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 235 !class="arrows"| {{WalshPermArrows|325}} |class="positive"| {{WalshPermJFBinInv|325}} |class="negative"| {{WalshPermJFBinInv|235}} |class="negative border"| {{WalshPermJFBinInv|352}} |class="positive"| {{WalshPermJFBinInv|532}} |class="positive border"| {{WalshPermJFBinInv|253}} |class="negative"| {{WalshPermJFBinInv|523}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 256 !class="arrows"| {{WalshPermArrows|526}} |class="positive"| {{WalshPermJFBinInv|526}} |class="negative"| {{WalshPermJFBinInv|256}} |class="negative border"| {{WalshPermJFBinInv|562}} |class="positive"| {{WalshPermJFBinInv|652}} |class="positive border"| {{WalshPermJFBinInv|265}} |class="negative"| {{WalshPermJFBinInv|625}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 345 !class="arrows"| {{WalshPermArrows|534}} |class="positive"| {{WalshPermJFBinInv|534}} |class="negative"| {{WalshPermJFBinInv|354}} |class="negative border"| {{WalshPermJFBinInv|543}} |class="positive"| {{WalshPermJFBinInv|453}} |class="positive border"| {{WalshPermJFBinInv|345}} |class="negative"| {{WalshPermJFBinInv|435}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 346 !class="arrows"| {{WalshPermArrows|364}} |class="positive"| {{WalshPermJFBinInv|364}} |class="negative"| {{WalshPermJFBinInv|634}} |class="negative border"| {{WalshPermJFBinInv|346}} |class="positive"| {{WalshPermJFBinInv|436}} |class="positive border"| {{WalshPermJFBinInv|643}} |class="negative"| {{WalshPermJFBinInv|463}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 157 !class="arrows"| {{WalshPermArrows|175}} |class="positive"| {{WalshPermJFBinInv|175}} |class="negative"| {{WalshPermJFBinInv|715}} |class="negative border"| {{WalshPermJFBinInv|157}} |class="positive"| {{WalshPermJFBinInv|517}} |class="positive border"| {{WalshPermJFBinInv|751}} |class="negative"| {{WalshPermJFBinInv|571}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} |class="positive"| {{WalshPermJFBinInv|137}} |class="negative"| {{WalshPermJFBinInv|317}} |class="negative border"| {{WalshPermJFBinInv|173}} |class="positive"| {{WalshPermJFBinInv|713}} |class="positive border"| {{WalshPermJFBinInv|371}} |class="negative"| {{WalshPermJFBinInv|731}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} |class="positive"| {{WalshPermJFBinInv|726}} |class="negative"| {{WalshPermJFBinInv|276}} |class="negative border"| {{WalshPermJFBinInv|762}} |class="positive"| {{WalshPermJFBinInv|672}} |class="positive border"| {{WalshPermJFBinInv|267}} |class="negative"| {{WalshPermJFBinInv|627}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} |class="positive"| {{WalshPermJFBinInv|327}} |class="negative"| {{WalshPermJFBinInv|237}} |class="negative border"| {{WalshPermJFBinInv|372}} |class="positive"| {{WalshPermJFBinInv|732}} |class="positive border"| {{WalshPermJFBinInv|273}} |class="negative"| {{WalshPermJFBinInv|723}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} |class="positive"| {{WalshPermJFBinInv|764}} |class="negative"| {{WalshPermJFBinInv|674}} |class="negative border"| {{WalshPermJFBinInv|746}} |class="positive"| {{WalshPermJFBinInv|476}} |class="positive border"| {{WalshPermJFBinInv|647}} |class="negative"| {{WalshPermJFBinInv|467}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} |class="positive"| {{WalshPermJFBinInv|574}} |class="negative"| {{WalshPermJFBinInv|754}} |class="negative border"| {{WalshPermJFBinInv|547}} |class="positive"| {{WalshPermJFBinInv|457}} |class="positive border"| {{WalshPermJFBinInv|745}} |class="negative"| {{WalshPermJFBinInv|475}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} |class="positive"| {{WalshPermJFBinInv|753}} |class="negative"| {{WalshPermJFBinInv|735}} |class="negative border"| {{WalshPermJFBinInv|573}} |class="positive"| {{WalshPermJFBinInv|537}} |class="positive border"| {{WalshPermJFBinInv|375}} |class="negative"| {{WalshPermJFBinInv|357}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} |class="positive"| {{WalshPermJFBinInv|673}} |class="negative"| {{WalshPermJFBinInv|637}} |class="negative border"| {{WalshPermJFBinInv|763}} |class="positive"| {{WalshPermJFBinInv|736}} |class="positive border"| {{WalshPermJFBinInv|367}} |class="negative"| {{WalshPermJFBinInv|376}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} |class="positive"| {{WalshPermJFBinInv|657}} |class="negative"| {{WalshPermJFBinInv|675}} |class="negative border"| {{WalshPermJFBinInv|567}} |class="positive"| {{WalshPermJFBinInv|576}} |class="positive border"| {{WalshPermJFBinInv|765}} |class="negative"| {{WalshPermJFBinInv|756}} |} [[Category:Walsh permutation]] jet4jvxwexwoce80uon39s4tnq7r4me 2414488 2414484 2022-08-14T21:38:57Z Watchduck 137431 wikitext text/x-wiki {{multiple image | align = right | total_width = 600 | image1 = 3-bit Walsh permutations; neighbor graph positive; selection middle.svg | image2 = 3-bit Walsh permutations; neighbor graph; suits.svg | footer = Cluster of the neighbor graph, on the right the matrix sums and vertex types }} There are 25 transforms that look similar to the neutral position.<br> This is the case when the view from one or two axes remains the same or almost the same.<br> Almost the same means, that the original square is {{w|Shear mapping|sheared}} into a (simple) parallelogram. <div style="display: inline-block;"> <!--to avoid text floating up--> {{multiple image | align = left | total_width = 600 | image1 = Right-handed coordinate system (y to back).png | image2 = Walsh permutation 124 JF.png | caption2 = 124 | image3 = Walsh permutation 125 JF as inverse.png | caption3 = 125 (as inverse) | image4 = Walsh permutation 136 JF.png | caption4 = 136 (binary) | footer = 125 and 136 look similar to the neutral position.<br>125 looks the same [[c:File:WalshPerm3Ortho square XY 0 1 0 0 XZ 0 1 0 0 YZ 1 0 0 1 AxisPos.png|from ''x'']] and almost the same from ''y'' <small>(here shown [[c:File:WalshPerm3Ortho par simple 2h MatInv XY 1 0 0 0 XZ 0 1 1 -1 YZ 0 -1 0 1 DetPos (AxisNeg).png|from −''y'']])</small>.<br>136 looks almost the same [[c:File:WalshPerm3Ortho par simple 1h MatBin XY 0 1 0 0 XZ 0 1 0 1 YZ 1 1 0 1 DetPos (AxisPos).png|from ''x'']]. }} </div> These are the 25 permutations in the middle cluster of the positive component of the neighbor graph.<br> Each of their matrices has a different set of columns. <small>(I.e., each of their vectors has entries from a different set of integers.)</small> There are 3*6=18 transform that do not look like a square or simple parallelogram from any side, namely those who's matrices have seven 1s.<br> They are also shown in three rows of the table below. The choice which to put in the left column is somewhat random.<br> The ones chosen are those not connected to the central cluster in the [[c:File:3-bit Walsh permutations; neighbor graph positive.svg|positive component]]. <small>(I.e. the three remaining ones with black circles.)</small> The table shows some properties of the permutations in the left column: {| class="wikitable" style="text-align: center;" ! conjugacy class |rowspan="2"| [[3-bit Walsh permutation/arrow patterns#neutral|neut.]] |colspan="3" class="border"| 2+2 |colspan="3" class="border"| 2+4 |- ! cycle shape |class="border"| {{FanoCycleShapeLink|Paris}} | {{FanoCycleShapeLink|Rome}} | {{FanoCycleShapeLink|Florence}} |class="border"| {{FanoCycleShapeLink|Buenos Aires}} 5 | ''Buenos Aires'' 6 | {{FanoCycleShapeLink|Santiago}} + |- ! sum | 3 |class="border"| 4 |colspan="2"| 5a |class="border"| 5b | 6 | 7 |- !rowspan="2"| quantity |rowspan="2"| 1 |class="border"| 6 | 3 | 3 |class="border"| 6 | 6 |rowspan="2"| 3 |- |colspan="3" class="border"| 12 |colspan="2" class="border"| 12 |} Permutations in the same row have the same [[c:Category:Single 3-bit Walsh permutations; RGB balls; by complement pattern|complement pattern]], and each complement pattern corresponds to four rows: {| |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>2+2</small><br>''Rome'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;5 ! <small>7a</small><br>''Santiago&nbsp;+'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 1|1]] | {{WalshPermMatInv|724}} || {{WalshPermMatInv|526}} || {{WalshPermMatInv|364}} || {{WalshPermMatInv|753}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 2|2]] | {{WalshPermMatInv|174}} || {{WalshPermMatInv|165}} || {{WalshPermMatInv|534}} || {{WalshPermMatInv|673}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 4|4]] | {{WalshPermMatInv|127}} || {{WalshPermMatInv|136}} || {{WalshPermMatInv|325}} || {{WalshPermMatInv|657}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! !colspan="2"| <small>2+2</small><br>''Paris'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;6 |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 3|3]] | {{WalshPermMatInv|524}} || {{WalshPermMatInv|164}} || {{WalshPermMatInv|175}} || {{WalshPermMatInv|726}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 5|5]] | {{WalshPermMatInv|324}} || {{WalshPermMatInv|126}} || {{WalshPermMatInv|137}} || {{WalshPermMatInv|764}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 6|6]] | {{WalshPermMatInv|134}} || {{WalshPermMatInv|125}} || {{WalshPermMatInv|327}} || {{WalshPermMatInv|574}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>&nbsp;</small><br>neut. !colspan="3"| <small>2+2</small><br>''Florence'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 7|7]] | {{WalshPermMatInv|124}} || {{WalshPermMatInv|135}} || {{WalshPermMatInv|326}} || {{WalshPermMatInv|564}} |}<!--END--> |} Each row after the first contains two transforms: Above the one with a binary matrix, and below that with an inverse matrix.<br> <small>(The latter is the same pattern of non-zero entries, but some 1s are negative.)</small><br> {{3-bit Walsh permutation/matrix column permutations}} [[Category:Walsh permutation]] pjvnwe0232kaw2g4di56x7eq6mwj3r7 2414513 2414488 2022-08-14T23:10:11Z Watchduck 137431 Watchduck moved page [[3-bit Walsh permutation/matrix column permutations]] to [[3-bit Walsh permutation/matrix columns]] wikitext text/x-wiki {{multiple image | align = right | total_width = 600 | image1 = 3-bit Walsh permutations; neighbor graph positive; selection middle.svg | image2 = 3-bit Walsh permutations; neighbor graph; suits.svg | footer = Cluster of the neighbor graph, on the right the matrix sums and vertex types }} There are 25 transforms that look similar to the neutral position.<br> This is the case when the view from one or two axes remains the same or almost the same.<br> Almost the same means, that the original square is {{w|Shear mapping|sheared}} into a (simple) parallelogram. <div style="display: inline-block;"> <!--to avoid text floating up--> {{multiple image | align = left | total_width = 600 | image1 = Right-handed coordinate system (y to back).png | image2 = Walsh permutation 124 JF.png | caption2 = 124 | image3 = Walsh permutation 125 JF as inverse.png | caption3 = 125 (as inverse) | image4 = Walsh permutation 136 JF.png | caption4 = 136 (binary) | footer = 125 and 136 look similar to the neutral position.<br>125 looks the same [[c:File:WalshPerm3Ortho square XY 0 1 0 0 XZ 0 1 0 0 YZ 1 0 0 1 AxisPos.png|from ''x'']] and almost the same from ''y'' <small>(here shown [[c:File:WalshPerm3Ortho par simple 2h MatInv XY 1 0 0 0 XZ 0 1 1 -1 YZ 0 -1 0 1 DetPos (AxisNeg).png|from −''y'']])</small>.<br>136 looks almost the same [[c:File:WalshPerm3Ortho par simple 1h MatBin XY 0 1 0 0 XZ 0 1 0 1 YZ 1 1 0 1 DetPos (AxisPos).png|from ''x'']]. }} </div> These are the 25 permutations in the middle cluster of the positive component of the neighbor graph.<br> Each of their matrices has a different set of columns. <small>(I.e., each of their vectors has entries from a different set of integers.)</small> There are 3*6=18 transform that do not look like a square or simple parallelogram from any side, namely those who's matrices have seven 1s.<br> They are also shown in three rows of the table below. The choice which to put in the left column is somewhat random.<br> The ones chosen are those not connected to the central cluster in the [[c:File:3-bit Walsh permutations; neighbor graph positive.svg|positive component]]. <small>(I.e. the three remaining ones with black circles.)</small> The table shows some properties of the permutations in the left column: {| class="wikitable" style="text-align: center;" ! conjugacy class |rowspan="2"| [[3-bit Walsh permutation/arrow patterns#neutral|neut.]] |colspan="3" class="border"| 2+2 |colspan="3" class="border"| 2+4 |- ! cycle shape |class="border"| {{FanoCycleShapeLink|Paris}} | {{FanoCycleShapeLink|Rome}} | {{FanoCycleShapeLink|Florence}} |class="border"| {{FanoCycleShapeLink|Buenos Aires}} 5 | ''Buenos Aires'' 6 | {{FanoCycleShapeLink|Santiago}} + |- ! sum | 3 |class="border"| 4 |colspan="2"| 5a |class="border"| 5b | 6 | 7 |- !rowspan="2"| quantity |rowspan="2"| 1 |class="border"| 6 | 3 | 3 |class="border"| 6 | 6 |rowspan="2"| 3 |- |colspan="3" class="border"| 12 |colspan="2" class="border"| 12 |} Permutations in the same row have the same [[c:Category:Single 3-bit Walsh permutations; RGB balls; by complement pattern|complement pattern]], and each complement pattern corresponds to four rows: {| |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>2+2</small><br>''Rome'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;5 ! <small>7a</small><br>''Santiago&nbsp;+'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 1|1]] | {{WalshPermMatInv|724}} || {{WalshPermMatInv|526}} || {{WalshPermMatInv|364}} || {{WalshPermMatInv|753}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 2|2]] | {{WalshPermMatInv|174}} || {{WalshPermMatInv|165}} || {{WalshPermMatInv|534}} || {{WalshPermMatInv|673}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 4|4]] | {{WalshPermMatInv|127}} || {{WalshPermMatInv|136}} || {{WalshPermMatInv|325}} || {{WalshPermMatInv|657}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! !colspan="2"| <small>2+2</small><br>''Paris'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;6 |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 3|3]] | {{WalshPermMatInv|524}} || {{WalshPermMatInv|164}} || {{WalshPermMatInv|175}} || {{WalshPermMatInv|726}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 5|5]] | {{WalshPermMatInv|324}} || {{WalshPermMatInv|126}} || {{WalshPermMatInv|137}} || {{WalshPermMatInv|764}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 6|6]] | {{WalshPermMatInv|134}} || {{WalshPermMatInv|125}} || {{WalshPermMatInv|327}} || {{WalshPermMatInv|574}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>&nbsp;</small><br>neut. !colspan="3"| <small>2+2</small><br>''Florence'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 7|7]] | {{WalshPermMatInv|124}} || {{WalshPermMatInv|135}} || {{WalshPermMatInv|326}} || {{WalshPermMatInv|564}} |}<!--END--> |} Each row after the first contains two transforms: Above the one with a binary matrix, and below that with an inverse matrix.<br> <small>(The latter is the same pattern of non-zero entries, but some 1s are negative.)</small><br> {{3-bit Walsh permutation/matrix column permutations}} [[Category:Walsh permutation]] pjvnwe0232kaw2g4di56x7eq6mwj3r7 2414524 2414513 2022-08-14T23:20:23Z Watchduck 137431 wikitext text/x-wiki {{multiple image | align = right | total_width = 600 | image1 = 3-bit Walsh permutations; neighbor graph positive; selection middle.svg | image2 = 3-bit Walsh permutations; neighbor graph; suits.svg | footer = Cluster of the neighbor graph, on the right the matrix sums and vertex types }} There are 25 transforms that look similar to the neutral position.<br> This is the case when the view from one or two axes remains the same or almost the same.<br> Almost the same means, that the original square is {{w|Shear mapping|sheared}} into a (simple) parallelogram. <div style="display: inline-block;"> <!--to avoid text floating up--> {{multiple image | align = left | total_width = 600 | image1 = Right-handed coordinate system (y to back).png | image2 = Walsh permutation 124 JF.png | caption2 = 124 | image3 = Walsh permutation 125 JF as inverse.png | caption3 = 125 (as inverse) | image4 = Walsh permutation 136 JF.png | caption4 = 136 (binary) | footer = 125 and 136 look similar to the neutral position.<br>125 looks the same [[c:File:WalshPerm3Ortho square XY 0 1 0 0 XZ 0 1 0 0 YZ 1 0 0 1 AxisPos.png|from ''x'']] and almost the same from ''y'' <small>(here shown [[c:File:WalshPerm3Ortho par simple 2h MatInv XY 1 0 0 0 XZ 0 1 1 -1 YZ 0 -1 0 1 DetPos (AxisNeg).png|from −''y'']])</small>.<br>136 looks almost the same [[c:File:WalshPerm3Ortho par simple 1h MatBin XY 0 1 0 0 XZ 0 1 0 1 YZ 1 1 0 1 DetPos (AxisPos).png|from ''x'']]. }} </div> These are the 25 permutations in the middle cluster of the positive component of the neighbor graph.<br> Each of their matrices has a different set of columns. <small>(I.e., each of their vectors has entries from a different set of integers.)</small> There are 3*6=18 transform that do not look like a square or simple parallelogram from any side, namely those who's matrices have seven 1s.<br> They are also shown in three rows of the table below. The choice which to put in the left column is somewhat random.<br> The ones chosen are those not connected to the central cluster in the [[c:File:3-bit Walsh permutations; neighbor graph positive.svg|positive component]]. <small>(I.e. the three remaining ones with black circles.)</small> The table shows some properties of the permutations in the left column: {| class="wikitable" style="text-align: center;" ! conjugacy class |rowspan="2"| [[3-bit Walsh permutation/arrow patterns#neutral|neut.]] |colspan="3" class="border"| 2+2 |colspan="3" class="border"| 2+4 |- ! cycle shape |class="border"| {{FanoCycleShapeLink|Paris}} | {{FanoCycleShapeLink|Rome}} | {{FanoCycleShapeLink|Florence}} |class="border"| {{FanoCycleShapeLink|Buenos Aires}} 5 | ''Buenos Aires'' 6 | {{FanoCycleShapeLink|Santiago}} + |- ! sum | 3 |class="border"| 4 |colspan="2"| 5a |class="border"| 5b | 6 | 7 |- !rowspan="2"| quantity |rowspan="2"| 1 |class="border"| 6 | 3 | 3 |class="border"| 6 | 6 |rowspan="2"| 3 |- |colspan="3" class="border"| 12 |colspan="2" class="border"| 12 |} Permutations in the same row have the same [[c:Category:Single 3-bit Walsh permutations; RGB balls; by complement pattern|complement pattern]], and each complement pattern corresponds to four rows: {| |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>2+2</small><br>''Rome'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;5 ! <small>7a</small><br>''Santiago&nbsp;+'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 1|1]] | {{WalshPermMatInv|724}} || {{WalshPermMatInv|526}} || {{WalshPermMatInv|364}} || {{WalshPermMatInv|753}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 2|2]] | {{WalshPermMatInv|174}} || {{WalshPermMatInv|165}} || {{WalshPermMatInv|534}} || {{WalshPermMatInv|673}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 4|4]] | {{WalshPermMatInv|127}} || {{WalshPermMatInv|136}} || {{WalshPermMatInv|325}} || {{WalshPermMatInv|657}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! !colspan="2"| <small>2+2</small><br>''Paris'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;6 |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 3|3]] | {{WalshPermMatInv|524}} || {{WalshPermMatInv|164}} || {{WalshPermMatInv|175}} || {{WalshPermMatInv|726}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 5|5]] | {{WalshPermMatInv|324}} || {{WalshPermMatInv|126}} || {{WalshPermMatInv|137}} || {{WalshPermMatInv|764}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 6|6]] | {{WalshPermMatInv|134}} || {{WalshPermMatInv|125}} || {{WalshPermMatInv|327}} || {{WalshPermMatInv|574}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>&nbsp;</small><br>neut. !colspan="3"| <small>2+2</small><br>''Florence'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 7|7]] | {{WalshPermMatInv|124}} || {{WalshPermMatInv|135}} || {{WalshPermMatInv|326}} || {{WalshPermMatInv|564}} |}<!--END--> |} Each row after the first contains two transforms: Above the one with a binary matrix, and below that with an inverse matrix.<br> <small>(The latter is the same pattern of non-zero entries, but some 1s are negative.)</small><br> {{3-bit Walsh permutation/matrix columns}} [[Category:Walsh permutation]] fxhfi5rshdp0kmmf35ouw0vw5arr5hg 2414557 2414524 2022-08-15T00:48:05Z Watchduck 137431 wikitext text/x-wiki {{multiple image | align = right | total_width = 600 | image1 = 3-bit Walsh permutations; neighbor graph positive; selection middle.svg | image2 = 3-bit Walsh permutations; neighbor graph; suits.svg | footer = Cluster of the neighbor graph, on the right the matrix sums and vertex types }} There are 25 transforms that look similar to the neutral position.<br> This is the case when the view from one or two axes remains the same or almost the same.<br> Almost the same means, that the original square is {{w|Shear mapping|sheared}} into a (simple) parallelogram. <div style="display: inline-block;"> <!--to avoid text floating up--> {{multiple image | align = left | total_width = 600 | image1 = Right-handed coordinate system (y to back).png | image2 = Walsh permutation 124 JF.png | caption2 = 124 | image3 = Walsh permutation 125 JF as inverse.png | caption3 = 125 (as inverse) | image4 = Walsh permutation 136 JF.png | caption4 = 136 (binary) | footer = 125 and 136 look similar to the neutral position.<br>125 looks the same [[c:File:WalshPerm3Ortho square XY 0 1 0 0 XZ 0 1 0 0 YZ 1 0 0 1 AxisPos.png|from ''x'']] and almost the same from ''y'' <small>(here shown [[c:File:WalshPerm3Ortho par simple 2h MatInv XY 1 0 0 0 XZ 0 1 1 -1 YZ 0 -1 0 1 DetPos (AxisNeg).png|from −''y'']])</small>.<br>136 looks almost the same [[c:File:WalshPerm3Ortho par simple 1h MatBin XY 0 1 0 0 XZ 0 1 0 1 YZ 1 1 0 1 DetPos (AxisPos).png|from ''x'']]. }} </div> These are the 25 permutations in the middle cluster of the positive component of the neighbor graph.<br> <small>(There are only 18 transforms that do not look like a square or simple parallelogram from any side, namely those who's matrices have seven 1s.)</small> The big table below shows all 168 transforms in 28 rows and 6 columns.<br> <small>The shown transforms are those with binary matrices. For the transforms with matrices that have some negative entries see [[3-bit Walsh permutation/matrix columns/inverses|'''here''']].</small> For the 25 rows with sums < 7 the position in the table corresponds with that in the neighbor graph: Left, middle or right cluster in the positive or negative component. {| class="wikitable collapsible collapsed" ! the other 3 rows |- | For the 3 rows with sum 7 the positions in the table correspond like this<br>to the positions in the small 3×3 matrix in the corner of each graph image: {| style="width: 300px;" |style="padding-right: 20px;"| [[File:3-bit Walsh permutations; neighbor graph positive; 3x3.svg|120px]] | {| class="wikitable" |+ positive | '''M''' || L || R |- | R || '''M''' || L |- | L || R || '''M''' |} |style="padding-left: 50px;"| {| class="wikitable" |+ negative | L || R || '''M''' |- | R || '''M''' || L |- | '''M''' || L || R |} |style="padding-left: 20px;"| [[File:3-bit Walsh permutations; neighbor graph negative; 3x3.svg|120px]] |} |}<!--collapsible end--> {| class="wikitable" style="text-align: center;" ! conjugacy class |rowspan="2"| [[3-bit Walsh permutation/arrow patterns#neutral|neut.]] |colspan="3" class="border"| 2+2 |colspan="3" class="border"| 2+4 |- ! cycle shape |class="border"| {{FanoCycleShapeLink|Paris}} | {{FanoCycleShapeLink|Rome}} | {{FanoCycleShapeLink|Florence}} |class="border"| {{FanoCycleShapeLink|Buenos Aires}} 5 | ''Buenos Aires'' 6 | {{FanoCycleShapeLink|Santiago}} + |- ! sum | 3 |class="border"| 4 |colspan="2"| 5a |class="border"| 5b | 6 | 7 |- !rowspan="2"| quantity |rowspan="2"| 1 |class="border"| 6 | 3 | 3 |class="border"| 6 | 6 |rowspan="2"| 3 |- |colspan="3" class="border"| 12 |colspan="2" class="border"| 12 |} Permutations in the same row have the same [[c:Category:Single 3-bit Walsh permutations; RGB balls; by complement pattern|complement pattern]], and each complement pattern corresponds to four rows: {| |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>2+2</small><br>''Rome'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;5 ! <small>7a</small><br>''Santiago&nbsp;+'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 1|1]] | {{WalshPermMatInv|724}} || {{WalshPermMatInv|526}} || {{WalshPermMatInv|364}} || {{WalshPermMatInv|753}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 2|2]] | {{WalshPermMatInv|174}} || {{WalshPermMatInv|165}} || {{WalshPermMatInv|534}} || {{WalshPermMatInv|673}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 4|4]] | {{WalshPermMatInv|127}} || {{WalshPermMatInv|136}} || {{WalshPermMatInv|325}} || {{WalshPermMatInv|657}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! !colspan="2"| <small>2+2</small><br>''Paris'' !colspan="2"| <small>2+4</small><br>''Buenos&nbsp;Aires''&nbsp;6 |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 3|3]] | {{WalshPermMatInv|524}} || {{WalshPermMatInv|164}} || {{WalshPermMatInv|175}} || {{WalshPermMatInv|726}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 5|5]] | {{WalshPermMatInv|324}} || {{WalshPermMatInv|126}} || {{WalshPermMatInv|137}} || {{WalshPermMatInv|764}} |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 6|6]] | {{WalshPermMatInv|134}} || {{WalshPermMatInv|125}} || {{WalshPermMatInv|327}} || {{WalshPermMatInv|574}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |- class="top-row" ! ! <small>&nbsp;</small><br>neut. !colspan="3"| <small>2+2</small><br>''Florence'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 7|7]] | {{WalshPermMatInv|124}} || {{WalshPermMatInv|135}} || {{WalshPermMatInv|326}} || {{WalshPermMatInv|564}} |}<!--END--> |} The big table can be sorted by some properties of the permutations in the main column: *'''cc''' conjugacy class * '''cs''' cycle shape: abbreviated (city) name of the cycle shape; below the sum (3...7)<small>, which corresponds to the position in the cluster (which is why 5a and 5b are distinguished)</small> * '''cp''' complement pattern: above the weight (1...3), below the value (1...7) * '''t''' triple of numbers used in the vectors in the row (number in ascending order) {{3-bit Walsh permutation/matrix columns}} [[Category:Walsh permutation]] htly1c5018iftn15kpwbhoruvj3t4zm 2414574 2414557 2022-08-15T01:10:39Z Watchduck 137431 wikitext text/x-wiki {{multiple image | align = right | total_width = 600 | image1 = 3-bit Walsh permutations; neighbor graph positive; selection middle.svg | image2 = 3-bit Walsh permutations; neighbor graph; suits.svg | footer = Cluster of the neighbor graph, on the right the matrix sums and vertex types }} There are 25 transforms that look similar to the neutral position.<br> This is the case when the view from one or two axes remains the same or almost the same.<br> Almost the same means, that the original square is {{w|Shear mapping|sheared}} into a (simple) parallelogram. <div style="display: inline-block;"> <!--to avoid text floating up--> {{multiple image | align = left | total_width = 600 | image1 = Right-handed coordinate system (y to back).png | image2 = Walsh permutation 124 JF.png | caption2 = 124 | image3 = Walsh permutation 125 JF as inverse.png | caption3 = 125 (as inverse) | image4 = Walsh permutation 136 JF.png | caption4 = 136 (binary) | footer = 125 and 136 look similar to the neutral position.<br>125 looks the same [[c:File:WalshPerm3Ortho square XY 0 1 0 0 XZ 0 1 0 0 YZ 1 0 0 1 AxisPos.png|from ''x'']] and almost the same from ''y'' <small>(here shown [[c:File:WalshPerm3Ortho par simple 2h MatInv XY 1 0 0 0 XZ 0 1 1 -1 YZ 0 -1 0 1 DetPos (AxisNeg).png|from −''y'']])</small>.<br>136 looks almost the same [[c:File:WalshPerm3Ortho par simple 1h MatBin XY 0 1 0 0 XZ 0 1 0 1 YZ 1 1 0 1 DetPos (AxisPos).png|from ''x'']]. }} </div> These are the 25 permutations in the middle cluster of the positive component of the neighbor graph.<br> <small>(There are only 18 transforms that do not look like a square or simple parallelogram from any side, namely those who's matrices have seven 1s.)</small> The big table below shows all 168 transforms in 28 rows and 6 columns.<br> <small>The shown transforms are those with binary matrices. For the transforms with matrices that have some negative entries see [[3-bit Walsh permutation/matrix columns/inverses|'''here''']].</small> For the 25 rows with sums < 7 the position in the table corresponds with that in the neighbor graph: Left, middle or right cluster in the positive or negative component. {| class="wikitable collapsible collapsed" ! the other 3 rows |- | For the 3 rows with sum 7 the positions in the table correspond like this<br>to the positions in the small 3×3 matrix in the corner of each graph image: {| style="width: 300px;" |style="padding-right: 20px;"| [[File:3-bit Walsh permutations; neighbor graph positive; 3x3.svg|120px]] | {| class="wikitable" |+ positive | '''M''' || L || R |- | R || '''M''' || L |- | L || R || '''M''' |} |style="padding-left: 50px;"| {| class="wikitable" |+ negative | L || R || '''M''' |- | R || '''M''' || L |- | '''M''' || L || R |} |style="padding-left: 20px;"| [[File:3-bit Walsh permutations; neighbor graph negative; 3x3.svg|120px]] |} |}<!--collapsible end--> {| class="wikitable" style="text-align: center;" ! conjugacy class |rowspan="2"| [[3-bit Walsh permutation/arrow patterns#neutral|neut.]] |colspan="3" class="border"| 2+2 |colspan="3" class="border"| 2+4 |- ! cycle shape |class="border"| {{FanoCycleShapeLink|Paris}} | {{FanoCycleShapeLink|Rome}} | {{FanoCycleShapeLink|Florence}} |class="border"| {{FanoCycleShapeLink|Buenos Aires}} 5 | ''Buenos Aires'' 6 | {{FanoCycleShapeLink|Santiago}} + |- ! sum | 3 |class="border"| 4 |colspan="2"| 5a |class="border"| 5b | 6 | 7 |- !rowspan="2"| quantity |rowspan="2"| 1 |class="border"| 6 | 3 | 3 |class="border"| 6 | 6 |rowspan="2"| 3 |- |colspan="3" class="border"| 12 |colspan="2" class="border"| 12 |} Permutations in the same row have the same [[c:Category:Single 3-bit Walsh permutations; RGB balls; by complement pattern|complement pattern]], and each complement pattern corresponds to four rows. {| class="wikitable collapsible collapsed" ! complement patterns to table rows |- | Each of the 28 table rows is identified by the vector (and corresponding matrix) in its main column. {{3-bit Walsh permutation/matrix columns/comp pattern overview}} |} The big table can be sorted by some properties of the permutations in the main column: *'''cc''' conjugacy class * '''cs''' cycle shape: abbreviated (city) name of the cycle shape; below the sum (3...7)<small>, which corresponds to the position in the cluster (which is why 5a and 5b are distinguished)</small> * '''cp''' complement pattern: above the weight (1...3), below the value (1...7) * '''t''' triple of numbers used in the vectors in the row (number in ascending order) {{3-bit Walsh permutation/matrix columns}} [[Category:Walsh permutation]] ddif52tixm881zztv9vxtd05cownsyx 2414575 2414574 2022-08-15T01:19:35Z Watchduck 137431 wikitext text/x-wiki {{multiple image | align = right | total_width = 600 | image1 = 3-bit Walsh permutations; neighbor graph positive; selection middle.svg | image2 = 3-bit Walsh permutations; neighbor graph; suits.svg | footer = Cluster of the neighbor graph, on the right the matrix sums and vertex types }} There are 25 transforms that look similar to the neutral position.<br> This is the case when the view from one or two axes remains the same or almost the same.<br> Almost the same means, that the original square is {{w|Shear mapping|sheared}} into a (simple) parallelogram. <div style="display: inline-block;"> <!--to avoid text floating up--> {{multiple image | align = left | total_width = 600 | image1 = Right-handed coordinate system (y to back).png | image2 = Walsh permutation 124 JF.png | caption2 = 124 | image3 = Walsh permutation 125 JF as inverse.png | caption3 = 125 (as inverse) | image4 = Walsh permutation 136 JF.png | caption4 = 136 (binary) | footer = 125 and 136 look similar to the neutral position.<br>125 looks the same [[c:File:WalshPerm3Ortho square XY 0 1 0 0 XZ 0 1 0 0 YZ 1 0 0 1 AxisPos.png|from ''x'']] and almost the same from ''y'' <small>(here shown [[c:File:WalshPerm3Ortho par simple 2h MatInv XY 1 0 0 0 XZ 0 1 1 -1 YZ 0 -1 0 1 DetPos (AxisNeg).png|from −''y'']])</small>.<br>136 looks almost the same [[c:File:WalshPerm3Ortho par simple 1h MatBin XY 0 1 0 0 XZ 0 1 0 1 YZ 1 1 0 1 DetPos (AxisPos).png|from ''x'']]. }} </div> These are the 25 permutations in the middle cluster of the positive component of the neighbor graph.<br> <small>(There are only 18 transforms that do not look like a square or simple parallelogram from any side, namely those who's matrices have seven 1s.)</small> The big table below shows all 168 transforms in 28 rows and 6 columns.<br> <small>The shown transforms are those with binary matrices. For the transforms with matrices that have some negative entries see [[3-bit Walsh permutation/matrix columns/inverses|'''here''']].</small> For the 25 rows with sums < 7 the position in the table corresponds with that in the neighbor graph: Left, middle or right cluster in the positive or negative component. {| class="wikitable collapsible collapsed" ! the other 3 rows |- | For the 3 rows with sum 7 the positions in the table correspond like this<br>to the positions in the small 3×3 matrix in the corner of each graph image: {| style="width: 300px;" |style="padding-right: 20px;"| [[File:3-bit Walsh permutations; neighbor graph positive; 3x3.svg|120px]] | {| class="wikitable" |+ positive | '''M''' || L || R |- | R || '''M''' || L |- | L || R || '''M''' |} |style="padding-left: 50px;"| {| class="wikitable" |+ negative | L || R || '''M''' |- | R || '''M''' || L |- | '''M''' || L || R |} |style="padding-left: 20px;"| [[File:3-bit Walsh permutations; neighbor graph negative; 3x3.svg|120px]] |} |}<!--collapsible end--> {| class="wikitable" style="text-align: center;" ! conjugacy class |rowspan="2"| [[3-bit Walsh permutation/arrow patterns#neutral|neut.]] |colspan="3" class="border"| 2+2 |colspan="2" class="border"| 2+4 |class="border"| 7a |- ! cycle shape |class="border"| {{FanoCycleShapeLink|Paris}} | {{FanoCycleShapeLink|Rome}} | {{FanoCycleShapeLink|Florence}} |class="border"| {{FanoCycleShapeLink|Buenos Aires}} 5 | ''Buenos Aires'' 6 |class="border"| {{FanoCycleShapeLink|Santiago}} + |- ! sum | 3 |class="border"| 4 |colspan="2"| 5a |class="border"| 5b | 6 |class="border"| 7 |- !rowspan="2"| quantity |rowspan="2"| 1 |class="border"| 6 | 3 | 3 |class="border"| 6 | 6 |rowspan="2" class="border"| 3 |- |colspan="3" class="border"| 12 |colspan="2" class="border"| 12 |} Permutations in the same row have the same [[c:Category:Single 3-bit Walsh permutations; RGB balls; by complement pattern|complement pattern]], and each complement pattern corresponds to four rows. {| class="wikitable collapsible collapsed" ! complement patterns to table rows |- | Each of the 28 table rows is identified by the vector (and corresponding matrix) in its main column. {{3-bit Walsh permutation/matrix columns/comp pattern overview}} |} The big table can be sorted by some properties of the permutations in the main column: *'''cc''' conjugacy class * '''cs''' cycle shape: abbreviated (city) name of the cycle shape; below the sum (3...7)<small>, which corresponds to the position in the cluster (which is why 5a and 5b are distinguished)</small> * '''cp''' complement pattern: above the weight (1...3), below the value (1...7) * '''t''' triple of numbers used in the vectors in the row (number in ascending order) {{3-bit Walsh permutation/matrix columns}} [[Category:Walsh permutation]] gwd9y6kkupxg9zr5917xhxgo6mj3fat 0 284216 2414443 2407860 2022-08-14T19:31:57Z Lbeaumont 278565 /* Assignment */ Added evolving governments. wikitext text/x-wiki —Choosing our future [[File:Vision of the Future.jpg|thumb|200px|We can choose to wisely create our future.]] == Introduction == Do today’s humans represent the endpoint of evolution, or are we on the threshold of the [[Level_5_Research_Center|next big thing]]? This course, based primarily on the ''Evolutionary Manifesto''<ref> [http://www.evolutionarymanifesto.com/man.pdf ''The Evolutionary Manifesto''], John Stewart, June 6, 2008. We are grateful to the author for providing a version of [https://archive.org/details/the-evolutionary-manifesto ''The Evolutionary Manifesto''] released under the [https://creativecommons.org/licenses/by-sa/3.0/ Creative Commons Attribution-ShareAlike License] to allow development of this course based on the text and concepts of that essay.</ref>, written by John Stewart, proposes that humans are at a historic and decisive crossroads in all of history. This course explores the hypothesis that we can choose to cooperate and allow the next level of organization to emerge, or the evolution project will end in the failure of humanity. Because this course describes a [[Envisioning_Our_Future|vision of the future]] it necessarily incudes predictions that are uncertain. However, the course is based on a substantial compilation of factual material including the [[w:Introduction_to_evolution|mechanisms of evolution]], [[w:Developmental_biology |developmental processes]], [[w:Human_evolution_(origins_of_society_and_culture)|human evolution]], [[w:Human_nature|human nature]], [[w:History|history]], [[w:Extinction|extinction events]], and the status of our [[w:Cultural_area|world cultures]]. {{TOC right | limit|limit=3|width=50%}} == Objectives == {{100%done}}{{By|lbeaumont}} The objectives of this course are to: * Review various mechanisms of evolution, * Explore various evolutionary paths into the future, * Introduce the concept of intentional evolution, * Describe our opportunities for shaping the future, and * Encourage participation as an intentional evolutionary This is a course in the [[Unleashing_Creativity/possibilities_curriculum|''possibilities'' curriculum]], currently being developed as part of the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Intentional_Evolution|discussion page]]. Although there are no prerequisites to this course, and all students are welcome, the course relies on an understanding of the mechanisms of evolution. Studying the Wikipedia article on [[w:Introduction_to_evolution|Introduction to Evolution]] and reading some of the books listed in the [[Intentional_Evolution#Recommended_Reading|Recommended Reading]] section of this course can provide students with the required background. == PART 1: INTENTIONAL EVOLUTION == A completely new phase in the [[w:Evolution|evolution]] of life on Earth has begun. It will change everything. In this new phase evolution will be driven [[w:Intention|intentionally]], by [[w:Human|humanity]]. The evolutionary [[Exploring_Worldviews|worldview]] that emerges from an understanding of our role in the new phase has the potential to transform the nature of [[w:Human_condition|human existence]]. At present humanity is lost. We face many [[Grand challenges|grand challenges]]. We are without a [[Exploring_Worldviews|worldview]] that can point to our place and purpose in the universe and that can also withstand [[w:Rationality|rational]] scrutiny. But this difficult period is coming to an end. The [[w:Emergence|emergence]] of the new evolutionary worldview is beginning to lift us out of the abyss. The new worldview has a unique capacity to reveal who we are and what we should be doing with our lives. It relies solely on [[Thinking_Scientifically|scientific knowledge]] and [[Deductive_Logic/Clear_Thinking_curriculum|reason]] to identify our critical role in future evolution. The evolutionary worldview can unite us in a great common enterprise and provide meaning and purpose for human existence. At the heart of the evolutionary worldview is the fact that evolution has a trajectory—it heads in a particular direction. However, evolution on Earth will not advance beyond a certain point unless it is driven consciously and intentionally. If this transition to intentional evolution does not occur, evolution on this planet will stall, and humanity will not contribute positively to the future evolution of life in the universe—we will be a failed evolutionary experiment. It is as if evolution is a [[w:Developmental_biology|developmental process]]. Just as a [[w:Human_embryonic_development|human embryo]] is organized to develop through several stages to produce an adult, evolution tends to produce a particular sequence of outcomes of increasing [[w:Complexity|complexity]]. Initially, evolution moves in this direction of its own accord. However, at a particular point evolution will continue to advance only if certain conditions are met: * organisms must emerge that awaken to the possibility that they are living in the midst of a developmental process; * they must realize that the continued success of the process depends on them; and * they must commit to actively moving the process forward. Across the planet at the beginning of the twenty first century, individuals are beginning to realize the importance of the transition to intentional evolution. They know that they themselves have a significant role to play if the transition is to be completed successfully. This role requires them to promote the new evolutionary worldview that will drive the transition. It also calls on them to begin to remake themselves and their societies in whatever ways are necessary to advance the evolutionary process. Their efforts, powered by the capacity of the evolutionary worldview to invest their lives with direction and purpose, will bring forth a great wave of evolutionary [[w:Activism|activism]] that will change life on this planet forever. Evolutionary activists use the trajectory of evolution to identify what they need to do to advance evolution. Socially, the next great step in human evolution is the emergence of a unified and sustainable [[w:Activism|global society]]. Psychologically, the next step is to free our behavior from the dictates of our biological and cultural past, so that we can do that which is necessary for future evolutionary success. The organization of a cooperative global society is an urgent priority. With it, the threats of world war and global warming can be easily managed. Without it, human civilization may end this century. ''The Evolutionary Manifesto'' is an intentional attempt to promote the shift to conscious evolution and the evolutionary activism that will drive it. To complete this course and to share the ideas with others is to participate in a great evolutionary transition on this planet. [[Intentional_Evolution#PART_1:_INTENTIONAL_EVOLUTION|Part 1 of this course]] provides an overview of the shift to intentional evolution and of the worldview that is motivating individuals to actively promote the transition. [[Intentional_Evolution#PART_2:_ADVANCING_EVOLUTION_BY_ORGANIZING_A_COOPERATIVE_GLOBAL_SOCIETY|Parts 2]] and [[Intentional_Evolution#PART_3:_ADVANCING_EVOLUTION_BY_ENHANCING_EVOLVABILITY |3]] begin by identifying the trajectory of evolution and showing that its directionality is produced by processes that are fully understandable within mainstream science, without resort to teleology or mysticism. They go on to use the trajectory of evolution to identify the agendas that guide evolutionary activists in their attempts to advance the evolutionary process. [[Intentional_Evolution#PART_2:_ADVANCING_EVOLUTION_BY_ORGANIZING_A_COOPERATIVE_GLOBAL_SOCIETY|Part 2]] deals with our future social evolution and [[Intentional_Evolution#PART_3:_ADVANCING_EVOLUTION_BY_ENHANCING_EVOLVABILITY|Part 3]] with the future evolution of our adaptability, [[w:Intelligence|intelligence]], and [[Unleashing_Creativity/possibilities_curriculum|creativity]]. [[Intentional_Evolution#PART_4:_THE_UNIQUE_CAPACITY_OF_THE_EVOLUTIONARY_WORLDVIEW_TO_PROVIDE_DIRECTION_AND_PURPOSE_FOR_HUMANITY|Part 4 of the course]] explores the power of the evolutionary worldview to provide meaning and direction for human existence. It demonstrates the capacity of the worldview to make evolutionary activism the most significant political force on the planet. It shows that philosophical arguments such as the ‘[[w:Naturalistic_fallacy|naturalistic fallacy]]’ do not diminish the force of the evolutionary worldview presented by this course or the ''Manifesto''. === The shift to intentional evolution === The shift to intentional evolution has begun on Earth. The evolutionary process itself is evolving. It is transitioning from a process that stumbles forward blindly to one that advances consciously and intentionally. Hitherto on Earth, evolution proceeded largely by [[w:Trial_and_error|trial and error]]. The processes that produced mutations were not guided by foresight or by any intention to advance evolution. The same applies to the processes that drive human [[w:Cultural_evolution|cultural evolution]]. When we humans make scientific discoveries, [[Level_5_Research_Center#Capability_Infrastructure|technological advances]], or institute new forms of social organization, we are not consciously attempting to advance the evolutionary process. Thus far in our evolution we do not intentionally design improvements so that they will be successful in evolutionary terms. In contrast, if the transition to conscious evolution is successful, evolution on Earth will henceforth proceed deliberately and intelligently. Life on Earth, including human societies, will be made, and remade continually with the explicit intent of advancing the evolutionary process. Human nature, culture, technology, and social systems, as well as the other living processes on the planet, will all be shaped intentionally so that they contribute positively to the further evolution of life in the universe. This transition will increase enormously the ability of the evolutionary process to adapt and innovate to meet whatever challenges are faced by life on this planet in the future. What might take trial and error many thousands of millions of years to discover can be developed almost instantly by intelligent evolution. In a few centuries, human technology has produced innovations such as [[w:Aircraft|heavier-than-air flight]] that took past evolution millions of generations of genetic trial and error to accomplish. But the significance of this transition goes far beyond merely improving the effectiveness of adaptation to existing circumstances. It will also enable life on Earth to identify what it can do to contribute productively to the future evolution of life in the universe. Life on Earth will be able to envision a creative and meaningful role for itself in future evolution and use the vision to guide its actions and its future development. Life on Earth will never be the same. The potential for the evolutionary process to ‘awaken’ in this way has arisen because of the emergence on the planet of organisms that are conscious and highly intelligent—humanity. We have the capacity to pursue our goals deliberately and consciously—we use planning, foresight, anticipation, and intent. To the extent that we begin to use our intelligence to advance the evolutionary process intentionally, evolution itself will be powered by intelligence. Human creativity will drive the advancement of the evolutionary process on Earth. Importantly, this would not only mean that humanity will evolve intelligently. Increasingly, humanity is managing and adapting the other processes on the planet, living and non-living, for our own ends. If humanity embraces evolutionary goals, it will therefore mean that the living and non-living processes of the planet are also managed and adapted intelligently for evolutionary ends. Because of the central role of innovation in evolution, humanity will also set out to enhance the creativity of the evolutionary process. This will mean improving our own capacity to innovate as well as the creativity of the systems we are embedded in. Understanding and utilizing creative processes such as [[w:Emergence|emergence]] and [[Pursuing_Collective_Wisdom|collective intelligence]] will be priorities. If this major evolution transition is completed successfully, humans will henceforth shape their societies, themselves, and all other living processes on the planet to serve evolutionary goals. Through humanity, the evolutionary process on Earth will have become conscious of itself and will have acquired the capacity to advance itself intentionally and consciously. It will have undergone a fundamental and extremely significant transformation. Evolution will have transitioned from a process that groped its way forward by trial and error to one that strides knowingly into the future, guided by foresight, and powered by consciousness. Humans who are alive during the 21^st century, 13.7 billion years of evolution after the ‘[[w:Big_Bang|big bang]]’, are extraordinarily fortunate. The shift to intentional evolution is one of the most significant evolutionary transitions that can occur on any planet on which life emerges. We have the unique opportunity to contribute to its successful completion on this planet. And if we choose to make this contribution, we will do so consciously—we will be aware that we are contributing intentionally to the successful completion of a pivotal evolutionary event on this planet. ====Assignment==== The [[w:Big_Bang|big bang]] occurred approximately 13.7 billion years ago. The [[w:Age_of_Earth|earth formed]] about 4.5 billion years ago. The [[w:Earliest_known_life_forms|earliest known life forms]] on earth appeared approximately 3.4 billion years ago. The [[w:Early_modern_human|earliest modern humans]] lived about 300,000 years ago. If a [[w:Generation|generation]] lasts approximately 25 years, how many generations ago did the earliest modern humans live? How many generations ago did the earliest life forms emerge? Since you are alive today, you are the descendent of each of your ancestors. How many of your ancestors survived and successfully reproduced to bring about your life? How lucky are you‽ === The emergence of intentional evolutionaries === As the transition begins, individuals are emerging who are choosing to dedicate their lives to advancing the evolutionary process. These ''intentional evolutionaries'' recognize that they have a critical role to play in driving the evolutionary transition and the future evolution of life. Their lives can be an important part of the great evolutionary process that has produced the universe and life within it. They know that if evolution is to continue to fulfill its potential, it now must be driven deliberately, and it is their responsibility and destiny to contribute to this. Their conscious participation in the evolutionary process is increasingly becoming the source of value and meaning in their lives. Redefining themselves within a wider evolutionary perspective is providing direction and purpose to their existence—they no longer see themselves as isolated, self-concerned individuals who live for a short time, then die irrelevantly in a meaningless universe. Intentional evolutionaries are energized by the knowledge that their decision to embrace this role is part of the unfolding of the great transition itself. They see that they are contributing to the success of processes much larger than themselves that will outlast them and potentially live forever. They know that if they live their lives incompatibly with the processes that govern the evolution of life in the universe, their lives will not have any longer-term relevance. They will die without leaving a lasting trace. For intentional evolutionaries at the leading edge of the transition, their commitment is a major act of existential self-assertion. It is not a choice that they are predisposed to make by their genetic make-up, nor by the society in which they were raised. It is a commitment that they can make only after developing some psychological distance from the goals and perspectives of their culture, and only after achieving a deep understanding of their relationship with the evolutionary process. Intentional evolutionaries are aware that they have set themselves an extraordinarily challenging task but know the transition cannot be completed unless sufficient individuals commit themselves to it. And if life on Earth does not make the transition, it will not participate in the future evolution of life in the universe. It will be a failed evolutionary experiment. Intentional evolutionaries know the deepest evolutionary meaning of the challenge: “[[w:Hillel_the_Elder|If not now, when?]] And if not you, who?” The allegiance of conscious evolutionaries is not to what is, but to [[Envisioning_Our_Future|what can be]]. They know that they are alive at one of those rare times in history when an old phase is ending, and a new one of infinite possibility is beginning. They have the [[Finding Courage|courage]] and [[Wisdom|wisdom]] to seize their opportunity and to accept the challenge of the future. Intentional evolutionaries know that they have much in common with all others who consciously adopt evolutionary goals, including those that emerge elsewhere in the universe. Intentional evolutionaries experience a deep connection and kinship with all who awaken to the significance of evolutionary consciousness, even if they never have any direct contact with them. They are united because they know that despite many differences, they share common perspectives, worldviews, goals, and conscious experiences. They are bound together as members of the circle of conscious life in the universe. === The goals of intentional evolutionaries === The goals and objectives of intentional evolutionaries are guided by a comprehensive understanding of the [[w:Outline_of_evolution|evolutionary processes]] that have produced life on this planet and that will determine its future. They are aware of how past evolution has shaped all aspects of their being—their bodies, motivations, values and thinking—and how it has shaped humanity’s economic, social, and religious systems, as well as all the other living processes on the planet. But even more importantly, they also have a deep understanding of the evolutionary processes that will unfold in the future and will ultimately determine the relevance of their lives. For intentional evolutionaries, this understanding of future evolution is indispensable—it points to how life on Earth must remake itself if it is to participate successfully in the future evolution of life in the universe. It also identifies the types of living processes that will not survive future evolution. It shows how life on Earth needs to change now if it is to play a significant role as evolution advances. ====Assignment==== Consider if you would like to become an ''intentional evolutionary''. === The direction of evolution === [[File:Evolution's Arrow.jpg|right|thumb|300px|Evolution’s arrow selects for higher levels of organization.]] The task of identifying what will work in the future is made easier because evolution has a trajectory. It has headed directions in the past, and there is every reason to believe that it will continue to do so in the future. It is possible to locate humanity and life on Earth on this trajectory, and to see what needs to happen if we are to continue to advance along its path. Not only does this understanding emphasize that humanity and life on Earth is evolutionary work-in-progress, it also enables intentional evolutionaries to identify the next great milestones in the evolutionary process on Earth. These milestones are the evolutionary goals and objectives that they deliberately choose to pursue. They point to how individuals would live their lives if they were to contribute to the advancement of evolution. They are the lights on the distant hills that draw us forever onwards. The trajectory of evolution is not produced by an external force, or by some impulse that is intrinsic to the universe, or by an ideal endpoint that somehow attracts evolution towards it. Directionality can be explained and understood fully without resort to mysticism. For intentional evolutionaries, scientific explanations have a major advantage. They identify the forces, processes and conditions that produce directionality. Scientific understanding can therefore be used to work out the kinds of interventions that will advance the process. In contrast, a readiness to accept mystical explanations can be counterproductive—it can impede the acquisition of the detailed evolutionary understanding that is essential to guide intentional evolution. Life tends to evolve in a particular direction simply because there are capacities that provide organisms with evolutionary advantage across a wide range of circumstances. Irrespective of the specifics of the organism or its environment, these capacities enable it to do better in evolutionary terms. And the more an organism has of each of these capacities, the better it will do (e.g., the greater its fitness). So as evolution unfolds, it will tend to favor increases in these capacities across all life. As improvements in these capacities are discovered, life will tend to evolve directionally. Of course, this trajectory will often be masked by meandering, halting, and back-tracking, particularly where the process that searches for improvements relies on blind trial and error. Furthermore, improvements in these capacities will be favored only when the advantages they provide outweigh their cost. Therefore, directional change will often stall until evolution discovers a [[w:Cost-effectiveness_analysis|cost-effective]] way of enhancing the capacities. Two attributes that increase as evolution proceeds are the scale of cooperative organization, and [[w:Evolvability|evolvability]] (i.e., the ability to evolve successfully through the discovery of effective adaptations). As a result, the advancement of evolution is marked by greater interdependence and cooperation among living processes, and by improvement in the ability to respond effectively to adaptive challenges. Both attributes have the potential to provide evolutionary advantage to living processes across a wide range of environments. This is because they are [[w:Meta|meta]]-adaptive capacities—they improve the ability to adapt in all circumstances, although they are not themselves an adaptation to any specific circumstance. In particular, the larger the scale of a cooperative organization, the more resources commanded by the cooperative, the greater its power, the greater the impact of its actions, and therefore the wider the range of environmental challenges that it can meet successfully. And the greater the evolvability, the greater the capacity to respond effectively to any challenges. For example, once [[w:Animal_cognition|intelligent life]] evolves that is organized cooperatively on a global scale, it will have the power and creativity to protect itself from asteroids that would otherwise collide with the planet. These devastating collisions would be unavoidable to life that is less evolvable and smaller in scale, as was the case on Earth in the [[w:Cretaceous–Paleogene_extinction_event|age of the dinosaurs]]. And left to their own devices, bacteria are unlikely to survive the engulfment of their solar system by a [[w:Sun#After_core_hydrogen_exhaustion|dying sun]]. If living processes were to set out intentionally to develop strategies that would enable them to succeed in future evolution, these are attributes that they would boost. Both are capacities that conscious evolutionaries will intentionally attempt to enhance among life on Earth. ====Assignment==== #Complete the Wikiversity course [[Envisioning Our Future|Envisioning our future]]. #What future do you choose? == PART 2: ADVANCING EVOLUTION BY ORGANIZING A COOPERATIVE GLOBAL SOCIETY == === The trend to increasing cooperation in past evolution === [[File:Common clownfish curves dnsmpl.jpg|thumb|Many animal species cooperate with each other in [[w:mutual symbiosis|mutual symbiosis]]. One example is the [[w:ocellaris |clownfish]], which dwells among the tentacles of [[w:Heteractis magnifica|Ritteri sea anemones]]. The anemones provide the clownfish with protection from their predators (which cannot tolerate the stings of the sea anemone's tentacles), while the fish defend the anemones against [[w:butterflyfish|butterflyfish]] (which eat anemones)]] The trend towards increasing cooperation is well illustrated by a short history of the evolution of [[w:Abiogenesis|life on Earth]]. For billions of years after the big bang, the universe expanded rapidly in scale and diversified into a multitude of galaxies, stars, planets, and other forms of lifeless matter. The first life that eventually arose on Earth was infinitesimal—it comprised a few molecular processes that reproduced themselves. But life did not remain on this tiny scale for long. In the first major development, cooperative groups of molecular processes formed simple [[w:Cell_(biology)|cells]]. Then, in a further significant advance, communities of these simple cells formed more complex cells of much greater scale. The next major evolutionary transition unfolded only after many more millions of years. Evolution discovered how to organize cooperative groups of these complex cells into [[w:Multicellular_organism|multi-celled organisms]] such as insects, fish, and eventually [[w:Mammal|mammals]]. Once again, the scale of living processes had increased enormously. This trend continued with the emergence of cooperative societies of multi-celled organisms, such as beehives, [[w:Pack_(canine)|wolf packs]] and [[w:Baboon#Social_systems|baboon troops]]. The pattern was repeated with humans – families joined up to form [[w:Band_society|bands]], bands teamed up to form tribes, tribes coalesced to form agricultural communities, and so on. The largest-scale cooperative organizations of living processes on the planet are now human societies. Progressively as evolution has unfolded on Earth, an increasing share of living processes has come to participate in cooperatives of greater scale. This unmistakable trend is the result of many repetitions of a process in which living entities team up to form larger-scale cooperatives. Strikingly, the cooperative groups that arise at each step in this sequence become the entities that then unite once again to form cooperative groups at the next step in the sequence. This long sequence of directional evolution has been driven by the potential, at every level of organization, for cooperative teams united by common goals to be more successful than isolated individuals. This potential will drive directional change no matter what mechanism searches for evolutionary improvements (e.g., whether by genetic trial and error, cultural processes, or conscious intent). Furthermore, it is likely to be the same wherever life arises in the universe. The details will differ of course, but the direction will be the same—towards unification and cooperation over greater and greater scales. === The future evolution of cooperation === Life on Earth is now at the threshold of the next step in this trajectory—humanity has the potential to form a unified, inclusive, and highly evolvable global society. This society will manage a larger [[w:Symbiosis|symbiotic]] organization that comprises the matter, energy and living processes of the planet, including machines, artificial intelligence, and other technologies. When this global system emerges, the scale of cooperative organization will have increased over a million, billion times since life began. And most life on Earth will participate in a cooperative and interdependent whole that embraces the planet. If humanity is to fulfill its potential in the evolution of life in the universe, this expansion of the scale of cooperative organization will not stop at the planetary level. The global organization has the potential to expand out into the solar system and beyond. By managing matter, energy and living processes over larger and larger scales, human organization could eventually achieve the capacity to influence events at the scale of the solar system and galaxy. And the human organization could repeat the great transitions of its evolutionary past by teaming up with any other societies of living processes that it encounters. The great potential of the evolutionary process is to eventually produce a unified cooperative organization of living processes that spans and manages the universe as a whole. The matter of the universe would be infused and organized by life. The universe itself would become a living organism pursuing its own goals and objectives, whatever they might be. In its long climb up from the scale of molecular processes, life will have unified the universe that was blown apart by the big bang. ====Assignment==== #Consider the cooperative encounters you have experienced. #Consider the antagonistic encounters you have experienced. #Which were more productive and constructive? === Learning from evolution about how to organize cooperation === As part of their goal to advance the evolutionary process on Earth, intentional evolutionaries are working to establish the global organization. They are using an understanding of past evolution to identify how a cooperative global society can be brought into existence. Evolution has organized cooperation in similar ways in complex cells, multi-celled organisms, and other cooperative systems. First and foremost, these cooperatives are all structured to minimize destructive conflict between their members, and to facilitate cooperation. Typically, this includes the near eradication of activities such as the inappropriate monopolization of resources by some members, the production of waste products that injure other members, and the withholding from others of the resources they need to realize their potential to contribute to the organization. For the global society this would mean the virtual eradication of such things as war, terrorism, pollution (including [[w:Climate_change|global warming]]), and [[w:Corruption|corruption]] at all levels of governance. To enable every person to fulfill their potential to contribute to global society, it would mean eradicating starvation, disease and inadequate education. It would also necessitate the facilitation of cooperative endeavors between the peoples of the world for mutual benefit. Intentional evolutionaries are energized by the knowledge that these outcomes have been achieved time and time again during the past evolution of cooperative organization. They are not naive ideals. Repeatedly, evolution driven by blind trial and error has overcome these types of challenges. The prevention of war between nation states is no more difficult to achieve than the near eradication of conflict between cells that had previously spent millions of years in destructive competition, or between the ancestors of social ants who had been programmed to kill each other whenever they met, or between the members of the United States of America or the members of the European Union, all of whom have a history of conflict and reciprocal destruction. Evolution has organized warring individuals into harmonious cooperatives by aligning the interests of the individual with the interests of the organization. This ensures that when a member’s actions advantage the organization, they also advantage the member. And when the actions harm the organization, the member is harmed. As a result, members who pursue their own individual interests will also pursue the interests of the organization, as if guided by an [[w:Invisible_hand|invisible hand]]. [[w:Cooperation|Cooperation]] pays. Members capture the benefits of anything they can do to assist the organization. Within the group, they therefore treat the other as self. Significantly, the emergence of cooperatives does not depend upon the surrender of self-interest. This would be as impossible at all other levels of organization as in human affairs. As biologists have long known, organisms that take the benefits of cooperation without cooperating in return will generally out-compete those that cooperate. Cooperation emerges only when evolution discovers a form of organization in which it pays to cooperate. To an extent, this form of organization can be achieved through [[w:Reciprocal_altruism|reciprocal]] exchanges between members. Members will benefit from providing goods and services to others if they receive benefits in exchange. In human societies these exchange processes take the form of economic markets. But these processes alone will not align the interests of members with the organization—there is nothing to prevent members from taking benefits without reciprocating. Those who [[w:Cheating|cheat]] in this way tend to end up in front. Cooperation will be undermined. Furthermore, systems of reciprocal exchange are unable to deal effectively with goods and services whose benefits can be obtained freely by anyone—i.e., where the benefits cannot be restricted to the individuals participating in the exchange (the ‘[[w:Public_good_(economics)|public goods]]’ of human economic systems). In these cases, ‘[[w:Free-rider_problem|free riders]]’ will be able to obtain benefits without giving anything in return, again undermining cooperation. === The role of governance in organizing cooperation === Evolution has previously met these challenges successfully by implementing systems of constraint. These constraints punish or restrain members from free-riding, cheating, or thieving. They also can reward actions that benefit the organization but are not part of reciprocal exchanges (e.g., the provision of public goods). In human societies, these constraints are our systems of [[w:Governance|governance]]. They align the interests of individuals with those of the society. To be effective, these systems of constraint need to be more powerful than the members of the organization. If they are not, members will be able to escape their control, and act contrary to the interests of the organization (e.g., corruption in human societies). However, cooperation can be undermined if these powerful processes are used by some members to advance their interests at the expense of the organization. Because of this possibility, a major challenge for evolution at all levels of organization has been to prevent [[w:Power_(social_and_political)|power]] from being used to further the interests of a minority at the expense of the organization. For these reasons, much of the history of evolution at all levels of organization has been about what humans describe as exploitation, the abuse of power and [[w:Class_conflict|class struggle]]. But past evolution has dealt with these challenges by constraining the interests of the powerful so that they are aligned with the interests of the organization as a whole. This brief analysis of past evolution points to what is needed to establish a unified, cooperative, and sustainable global society. A system of [[w:Global_governance|global governance]] will be required to continually align the interests of all citizens and organizations with those of the whole. When this is achieved, nations and multi-national corporations will benefit in proportion to their positive contributions to the global society and will suffer in proportion to their harmful effects on others. Corporations driven solely by the profit motive will search for ways to advance the interests of the society. Further major challenges will be to ensure that global governance does not constrain the interests of participants any more than is necessary to align interests (i.e., it must maximize [[w:Freedom|freedom]]); and to ensure that the interests of those who exercise governance are aligned with those of the [[w:Global_citizenship|global society]]. It will also be essential for global governance to constrain the development and operation of [[w:Artificial_intelligence|artificial intelligence]] and any [[w:Transhumanism|transhumanist]] technologies to ensure that they serve the interests of the society. However, sufficiently-developed artificial intelligence will choose to adopt evolutionary goals for the same reasons that sufficiently-developed humans and other sentient beings choose to do so. These reasons are discussed in [[Intentional_Evolution#PART_4:_THE_UNIQUE_CAPACITY_OF_THE_EVOLUTIONARY_WORLDVIEW_TO_PROVIDE_DIRECTION_AND_PURPOSE_FOR_HUMANITY|Part 4 of this course]]. Importantly, the emergence of a cooperative, sustainable global society does not require a fundamental change in [[w:Human_nature|human nature]]. It does not require all humans to suddenly become saint-like. Past evolution has repeatedly shown how to organize self-interested individuals into cooperatives through the institution of effective governance. A society with a high proportion of wise, compassionate, and altruistic citizens would be much easier to govern, but evolution shows that the achievement of a cooperative and sustainable society does not depend upon it. ====Assignment==== #Read the essay [http://www.evolutionarymanifesto.com/SelfOrganizeGoodPrePrint.pdf Evolutionary Possibilities: Can a Society Be Constrained So That ‘The Good’ Self-Organizes?]<ref>[https://www.tandfonline.com/doi/full/10.1080/02604027.2017.1357985 Evolutionary Possibilities: Can a Society Be Constrained So That ‘The Good’ Self-Organizes?], October 2, 2017 by John Stewart. A preprint version of this is available at: http://www.evolutionarymanifesto.com/SelfOrganizeGoodPrePrint.pdf </ref> #Understand ''consequence capture''. #Identify systems in place that avoid consequence capture. ##Learn to identify [[w:Externality|negative externalities]]. ##Read the essay [[Living_Wisely/Economic_Faults|Economic Faults]]. ##Work to repair or replace these faulty systems. #Identify systems in place today that advance consequence capture. #Work to support these systems. === Evolvability of the global society === Evolutionary history demonstrates that once cooperative organizations emerge, evolution tends to progressively improve their evolvability. This is essential if the organization is to be sufficiently creative to fulfill its future potential, as well as to adapt effectively to specific challenges. In addition to relying on the evolvability of their individual members, new cooperatives typically enhance their evolvability by developing various forms of collective intelligence (e.g., the brains and nervous systems of multi-celled organisms). A major task for the global society will be to improve its efficiency and effectiveness by developing these forms of intelligence. Enhancing the evolvability of governance will be a priority, given its current lack of adaptability and responsiveness. This is likely to require the development of [[w:Self-organization|self-organizing]], market-like processes to establish and evolve governance (i.e. invisible hand processes that are based on reciprocal exchanges between the providers of governance and those affected by it). Our current forms of [[w:Democracy|democratic]] processes are a first, small step in that direction. Eventually government itself will be replaced with far more intelligent and adaptable processes that utilize the dynamism, creativity and energy of properly-managed [[w:Market_(economics)|markets]]. Use is likely to be made of markets in governance, including markets in market structures ([[w:Vertical_and_horizontal_market|vertical markets]]). These processes will continually adapt governance to maximize freedom while ensuring that the interests of all (including those who exercise governance) are aligned with the interests of the global civilization. The capacity of an organization to come up with innovative responses to challenges is highly dependent on the [[w:Diversity_(business)|diversity]] available within it. The wider the range of skills and perspectives possessed by its members, the greater the variety of responses it can generate. Consistent with the outcome at all other levels of organization, the emerging global organization will therefore increase its internal variety. As well as generating new diversity, global society will rely on and nurture the diversity it has inherited from the various racial and cultural groups that comprise humanity. While increasingly identifying with the global society, individuals will continue to value and be valued for their particular talents, abilities and cultural differences. The descendants of the [[w:Wik_peoples|Wik people]] who lived on the western shores of Australia’s Cape York Peninsula, the [[w:Macedonians_(ethnic_group)|Macedonians]] whose empire once spanned Persia and Egypt, the Chinese who have formed communities in the heart of many of the great cities of the world, and all the other peoples of the planet will know that they bring something indispensable to the global system. Their heritage will be given greater meaning by its potential to contribute positively to the planetary civilization. [[w:Unity_in_diversity|Unity in diversity]] will be a hallmark of the global society. === Drivers of the emergence of a global society === [[File:Immanuel Kant (painted portrait).jpg|thumb|right|[[w:Perpetual_Peace:_A_Philosophical_Sketch|Writing in 1795]], [[w:Immanuel Kant|Immanuel Kant]] considered World Citizenship to be a necessary step in establishing world peace.]]The potential of a global society to produce immediate benefits to humanity will assist in driving its initial emergence. Cooperation on a global scale has the potential to increase economic performance, abolish war and famine, and achieve environmental [[w:Sustainability|sustainability]]. Major crises that extend beyond the borders of any one nation will increase support for [[w:World_government|global governance]]—such crises will be almost impossible to resolve without it. [[w:Climate_change|Global warming]] demonstrates this principle. Many countries contribute significantly to its causes, and all are threatened by it. However, any nation acting alone cannot do anything to control global warming. To solve the problem, nations will have to act together. But extensive [[w:Conflict_of_interest|conflicts of interests]] stand in the way of any cooperative action. Powerful nations such as the United States that have expanding industrial sectors and are major producers of carbon dioxide have strong incentives to avoid reductions in their emissions. Their immediate interests lie in doing little themselves and instead free riding on the efforts of others. In contrast, developed nations such as Britain and some European countries that are reducing their manufacturing sectors will be willing to agree to impose on others the reductions they can achieve easily. But developing countries such as China and India will strongly resist controls that would prevent them from ever attaining the standard of living of developed countries that their citizens see on television every day. Countries that have no intention of implementing any agreed controls will sign up to anything. These conflicts of interest make voluntary agreement almost impossible. And the making of an agreement would be just the beginning of what is needed. For the agreement to be effective, countries would need to adhere to it in the face of fluctuating internal political support, resolve disputes about its interpretation and implementation, and enforce controls against the interests of powerful sectors within their economies. Conflicts of interests within and between countries would make it highly unlikely that these difficult and complex challenges would be resolved in favor of the environment. The [[w:Kyoto_Protocol|Kyoto Protocol]] demonstrates the difficulty of achieving an agreement that would work. The positions taken by nations on the Protocol merely reflect the conflicting interests outlined above. It does not resolve any conflicts and does not take the world closer to dealing with global warming. But it has symbolic value—it is a very effective symbol of the inability of humanity to solve global threats at our current level of social organization. Fortunately, the [[w:Paris_Agreement|Paris agreement]] is showing more promise. Effective [[w:Global_governance|global governance]] would be able to resolve these conflicts and enforce regulations as easily as does the United States government among States in its jurisdiction. It would have the power to impose the necessary reductions in emissions and the capacity to establish institutions to enforce controls and resolve disputes. And its powers would be constrained so that they could be exercised only in the interests of the global society. However, even though it is in the interests of the majority, the emergence of a global society will be resisted by those whose interests it threatens. Strong opposition can be expected from those involved in activities that will be eradicated, such as arms manufacturing, the monopolization of resources, and power abuse. As always when the interests of the powerful are threatened, they will buy the support of governments, politicians, scientists, intellectuals, think tanks, and the editorial policies of the mass media. Many citizens will be absolutely convinced by this support that the institution of global society would mean the end of freedom, democracy, and decency, and would hand the planet to the devil himself. === The critical role of the evolutionary worldview in achieving a global society === [[Image:Castle Bravo Blast.jpg|thumb|250px| Would creating a global society bring us a brighter future than starting a nuclear war? ]] The emerging evolutionary worldview has a unique capacity to overwhelm this conflict of interests. An understanding of evolution can give humanity confidence that a global society is achievable and show us how it can be organized. But even more importantly, it will deliver the highly motivated support of the increasing numbers of people who are discovering meaning and purpose in advancing the evolutionary process. In accordance with their talents and opportunities they will work in diverse ways to move humanity towards a unified global society. Intentional evolutionaries bring something additional and distinct to all forms of social activism. In every forum, discussion, [[Practicing Dialogue|dialogue]], and debate in which they participate, they draw attention to the broader evolutionary context. They point out and bring to the front the fact that the various movements and campaigns for global solutions are part of the unfolding and fulfillment of a great evolutionary dynamic on Earth. This dynamic has been moving inexorably since the first stirrings of life towards the emergence of a unified and cooperative global organization. Intentional evolutionaries take advantage of every opportunity to promote the awakening of evolutionary consciousness across the face of the planet. Their goal is to build a [[w:Critical_mass_(sociodynamics)|critical mass]] of evolutionary activists who constitute a [[w:Power_(social_and_political)|powerful]] [[w:Politics|political]] force. The organization of a unified [[w:Global_citizenship|global society]] is the urgent priority of intentional evolutionaries. They know that human civilization cannot continue for long unless we are organized globally. Already humanity has narrowly missed stumbling into [[w:Nuclear_warfare|nuclear war]] and other [[w:Global_catastrophic_risk|global catastrophes]]. In the absence of global organization, human civilization is likely to be ended eventually by global warming or other [[w:List_of_environmental_issues|environmental problems]], nuclear war, conflicts fueled by competition for diminishing resources, or some combination of these. The [[w:Peak_oil|depletion]] of [[w:Fossil_fuel|fossil fuels]] means that once civilization and technology collapses, it is unlikely to rise again. It will not have the easily-accessible fuel source needed to power-up to its current level of complexity. It will be like an egg that has used up its yolk. Life on Earth probably has only one chance, this chance, to make it to the next level. The capacity of humanity to embrace and be motivated by the evolutionary worldview is likely to decide whether we seize that opportunity. === The self-actualization of the global society as an intentional evolutionary === Initially an emerging global society will have a very limited capacity to act intentionally on its external environment. It will be like a new-born baby. Its internal processes will be relatively harmonious and sustainable, but it will have very limited capacity to adapt as a coherent and coordinated whole in response to challenges that arise outside it. For example, the global society will not be able to move about freely in the solar system nor have the capacity to manage the behavior of asteroids and other local celestial bodies. It will not use an understanding of its external environment to actively pursue objectives and goals. It will not be conscious in any unified sense. In terms of agency, it will be more vegetable than animal. In this respect, the global society will be like all other living organisms when they first emerged. The cooperatives that formed simple cells, complex cells and multi-celled organisms were all unable to act coherently on their external environment at first and had to undergo a long period of evolution to acquire this capacity. The global society will need to develop these abilities if it is to become an intentional evolutionary in its own right—an organization that acts intentionally and strategically to contribute to the successful evolution of life in the universe. But the use of resources to pursue evolutionary goals will be against the interests of citizens who are not intentional evolutionaries. Given that the global society will be governed by the values of its members, it will therefore not become an intentional evolutionary until the majority of its members are intentional evolutionaries. This will not occur until the great transition to intentional evolution is sufficiently advanced. Once this condition is met, the global society will be willing to use whatever resources are needed for it to advance the evolutionary process. It will begin to develop the capacities needed to set evolutionary goals and to intervene in the world to achieve them. The global organization will intentionally commence an extensive period of self-development and individuation. To guide its development, the global society will generate models of its future evolutionary possibilities. It will develop the ability to use these models to adapt itself both internally and externally. This will include building the capacity to adapt coherently as a whole to implement interventions identified by its models. In particular the global organization will develop the ability to move, to expand its scale to that of the [[w:Solar_System|solar system]] and then to the [[w:Galaxy|galaxy]] and beyond, to remodel its physical environment, to have physical impacts on events outside itself, to form intentions, to establish projects and long-term objectives for the organization, to communicate and interact with any other living processes that it encounters, to amalgamate with other societies of living processes to form larger-scale cooperative organizations, and to do any other thing that might advance the evolutionary process in the future. The development by the global organization of a capacity to act, adapt and relate as a coherent whole is a very significant step in the evolution of life on this planet. It will mean that life on Earth can speak with one voice. For the first time, there will be an entity that is at the same level as other planetary and trans-planetary societies. At last, an entity will exist that other planetary societies can relate to without fear of distorting our development. If life on Earth develops itself to this level, the universe will benefit from the unique perspectives, passions, and talents that Earth life can bring to it. Just as each of us has the potential to be a cell in the brain of the planet, humanity can become a cell in the brain of the universe. A whole new universe of possibilities will open to humanity. But whether the global society develops these critically important capacities depends entirely on the emergence of intentional evolutionaries. [[w:Natural_selection|Natural selection]] will not drive the evolution of these abilities. This is because an entity that spans an entire planet has no immediate competitors. It is therefore not subject to any immediate process of natural selection that would select and amplify changes that are advantageous in evolutionary terms. It will continue to evolve successfully only if its members anticipate the demands of future evolution, and intentionally shape the society so that it can meet those demands. Intentional evolutionaries realize that their embrace of conscious evolution and evolutionary activism is essential if evolution on Earth is to progress. They realize that life on Earth is part way through a process that can only be completed consciously. They know that this will happen only if sufficient numbers of individuals realize this and commit to advancing the process. And they know that these are realizations that all humanity must have. The Earth is not yet a living entity. But it can be. ====Assignment==== #Complete the Wikiversity course [[Global Perspective]]. #Adopt a global perspective. #Complete the Wikiversity course [[Grand challenges|Grand Challenges]]. #What grand challenges will require global cooperation to solve? #Complete the Wikiversity course [[Pursuing Collective Wisdom|Collective Wisdom]]. #To what extent can collaborative decision-making help to solve the grand challenges? == PART 3: ADVANCING EVOLUTION BY ENHANCING EVOLVABILITY == === The trend towards increasing evolvability in past evolution === The second major direction in the evolution of life is towards increasing [[w:Evolvability|evolvability]]. This trend is clearly evident in the past evolution of life on Earth. Life has gotten better at evolving. Evolution has become smarter and more creative at finding solutions to adaptive challenges. Creativity, originality, and other aspects of evolvability are critically important to living processes—the organism that is first to discover better adaptations or to exploit new possibilities will out-compete its rivals. At all times and in all places, the future belongs to the innovators. All aspects of living processes and their societies must be constantly remade if they are to continue to be relevant and to thrive. Early in the evolution of life, living processes discovered better adaptations by [[w:Trial_and_error|trial and error]]. They found out which behaviors were most effective by trying them out in practice. Initially this trial-and-error search occurred across the generations through [[w:Mutation|genetic mutation]]—organisms tested new possibilities by producing some offspring that were different, and natural selection identified any that were better. [[w:Sexual_reproduction|Sexual reproduction]] heralded a significant improvement in evolvability—it combines [[w:Gene|genes]] from different organisms, generating genetic experiments that are more likely to be successful than random mutations. Sex is smart. As with all significant improvements in evolvability, it was not long before most organisms had to reproduce sexually to survive—once a critical mass of species develops a capacity to evolve more rapidly, others needed a similar capacity just to keep up. In a further major advance, gene-based evolution discovered how to produce organisms with the capacity to learn by trial and error ''during their lives''.<ref>This claim is supported by the text that follows. Also, the book {{cite book |last=Popper |first= Karl R. |author-link=w:Karl_Popper |date=November 9, 1972 |title=Objective Knowledge: An Evolutionary Approach |publisher=Oxford University Press |pages=390 |isbn=978-0198750246}} supports this claim. </ref> The testing of possible improvements was no longer restricted to the production of offspring—now it could go on ''within'' each individual organism, continually. Spirit entered flesh. But initially this process had a significant limitation—the improvements discovered during the life of an individual died with it. There was no mechanism to pass innovations to subsequent generations, and each individual had to start experimenting and learning afresh as it began its life. This limitation began to be overcome with the emergence of mechanisms such as imitation and parental instruction. Much more progress was made with the development of language and writing in humans. Now much of the adaptive knowledge discovered by individual humans is passed on to others and accumulated across the generations as culture. In another major transition, organisms evolved the capacity to form [[w:Mental_model|mental models]] of their environment and of the impact of alternative behaviors. This enabled them to foresee how their environment would respond to possible actions. Rather than try out alternative behaviors in practice, they could now test and shape them mentally. They began to understand how their world works, and how it could be manipulated intentionally to achieve their adaptive goals. It is only with humanity that this capacity has developed to any extent. In part this is because complex mental modeling is only possible once the knowledge it requires can be accumulated across the generations. Therefore, language is almost essential. The emergence of conscious [[w:Thought|thought]] further enhanced the capacity for complex modeling—a key function of thinking is to guide the construction of [[w:Model|models]]. Only humans have developed an extensive capacity to use sequences of thought to put together complex mental models. Evolvability was again boosted significantly when humans learned to use their capacity for thought-based mental modeling to enhance thought-based modeling. [[w:Strange_loop|Thinking about thought]] enabled humans to identify the particular kinds of thinking that produced conclusions that were correct. They could use this knowledge to ensure their thought processes were rational. This [[w:Bootstrapping|bootstrapping]] of thought enabled [[w:Rationality|rational]] analysis and [[w:Logic|logic]], and greatly enhanced the ability of thought to predict accurately how particular events would unfold. Initially, this bootstrapping arose for short periods among small elites in Greece and a few other cultures. But it didn’t begin to spread widely until about the 17^th century with the emergence of the [[w:Age_of_Enlightenment|European Enlightenment]]. Important drivers included the advent of [[w:History_of_books|printed books]] and the beginning of the breakdown of hierarchical, authoritarian cultures. This rise of rational thought powered the [[w:Scientific_Revolution|scientific]] and [[w:Industrial_Revolution|industrial revolutions]] and the explosion of [[w:Innovation|innovation]] embodied in [[w:Technology|modern technology]]. In [[w:Capitalism|capitalist economies]] the capacity for [[w:Abstraction|abstraction]] and rational thought has now reached a critical mass—effective participation in modern economies demands this ability. Like sexual reproduction and other advances in evolvability before it, its emergence has changed the environment of the entire population, and it is now impossible to function effectively in the new environment without it. This same evolutionary dynamic will drive the spread of future advances in evolvability once they reach a critical mass. Among the scientific advances it enabled, the rise of [[w:Abstraction|abstraction]] and rational thought also led to the development of a theory of evolution. Humans acquired the knowledge to build mental models of the evolutionary processes that produced life on Earth, including themselves. For the first time humans have a powerful, science-based story that explains where they have come from, and their place in the unfolding of the universe. As we have seen, our evolutionary models are revealing where evolution is headed, and what humans must do if we are to advance evolution on this planet. This is paving the way for the transition to intentional evolution. The development of a comprehensive theory of evolution is a significant milestone in the evolution of life on any planet. === The future evolution of evolvability === The focus of intentional evolutionaries is to identify the potential for further improvements in the evolvability of both individuals and collectives. They know that by promoting these enhancements in themselves, in others and in society they can advance the evolutionary process. They will help to build the capacity of humanity to pursue evolutionary goals successfully and creatively. [[Intentional_Evolution#PART_2:_ADVANCING_EVOLUTION_BY_ORGANIZING_A_COOPERATIVE_GLOBAL_SOCIETY | Part 2 of this course]] dealt broadly with the evolution of the evolvability of global society and its systems of governance. Here we will focus on potentials for the enhancement of individual evolvability. An understanding of the past evolution of evolvability helps intentional evolutionaries to identify these future potentials. In particular, past evolution shows that any new process that significantly improves evolvability will eventually be used to revise and adapt all aspects of the organism. Evolution will exploit every potential for a superior process to improve adaptability. This is relevant to our future evolution because the potential for conscious mental modeling to enhance human evolvability has not yet been exhausted. We do not yet use this powerful capacity to adapt two key areas of human functioning that impact significantly on our evolvability. Human evolvability has already been enhanced enormously by the capacity for conscious mental modeling, particularly once we learned to use rational thought to guide it. Through the development of science and technology, it has improved greatly our capacity to achieve our goals more effectively, whatever they might be. But we have not yet used this capacity to any extent to free ourselves from the dictates of past evolution. What we do in the world, including our science and technology, is still shaped largely by our desires, motivations, and [[Emotional_Competency |emotions]], which in turn have been shaped by our biological and cultural past. Nor have we yet employed conscious mental modeling to bootstrap our capacity to model and understand [[w:Complex_system |complex systems]]. Our current mental modeling guided by rational thought is not very effective for dealing with systems that comprise many interacting components. Humanity is now able to use the power of conscious mental modeling to understand these potentials and to identify how we might acquire the new psychological software needed to realize them. === Freeing ourselves from the dictates of our biological and cultural past === === How our biological and cultural past affects our behavior === Currently our behavior is influenced significantly by our evolutionary past. We will examine briefly how this has come about. Just as natural selection adapts the physical features of living organisms, it also shapes their behavior. The process by which natural selection does this is simple but powerful: individuals that are genetically predisposed to behave in ways that enable them to get more food, [[w:Social_status|social status]], or mates will have more surviving [[w:Offspring|offspring]]. Therefore, these genes will spread throughout the population. Through this process, natural selection predisposes organisms to behave in ways that lead to evolutionary success. In simpler animals, evolution achieves this by hardwiring the behavior into the organism. In more complex animals, it hardwires the organism with goals in the form of desires and motivations but leaves the organism to find the best way to achieve these goals. Achievement of goals is rewarded internally by positive feelings. Natural selection tunes these arrangements so that behavior that leads to reproductive success is rewarded internally, and behavior that leads to evolutionary failure is punished. For example, actions that result in [[w:Sexual_reproduction|sexual reproduction]] are rewarded with pleasurable feelings, and behavior that would destroy an individual’s [[w:Reputation|reputation]] within its social group may be deterred by unpleasant feelings of [[w:Shame|shame]]. Humans differ from other organisms in that we are far more [[w:Intelligence|intelligent]] at devising innovative ways to fulfill our desires and motivations. Instead of just using trial and error to get to our goals, we can call on our capacity for conscious mental modeling. We can envisage the future consequences of alternative actions and choose ones that will lead to the satisfaction of our desires. Our desires and feelings can be modified to an extent during our lives through normal learning processes. In particular, we can learn to associate positive and negative feelings with new outcomes. Through this process, [[w:Child_discipline|parental punishment]] and reward can predispose us to adopt [[w:Social_norm|social norms]] that have evolved culturally. But we cannot choose to change these conditioned feelings at will. Societies and families find it much more difficult to teach children to act contrary to their inherited desires, motivations, and emotions. Strong emotional or physical sanctions can achieve this, but at great cost. Since children are unable to change their emotions and feelings at will, and do not have the insight or [[Wisdom|wisdom]] to devise more sophisticated responses, they are often forced to adopt [[w:Maladaptation|maladaptive]] strategies to avoid these sanctions. For example, they may learn to repress or [[w:Denial|deny]] their emotions, avoid circumstances that evoke them, or busy themselves with behaviors that mask their feelings. This often cuts them off from the useful adaptive information embodied in their emotions. These maladaptive strategies are particularly prevalent in [[w:Western_world|Western societies]] that demand high levels of self-control. These cultures strongly value the ability to pursue a goal single-mindedly over an extended period without being diverted by other desires or motivations. This can be an extremely adaptive capacity, but not if it is bought at the price of repressing emotions and feelings. In large part, our key desires and motivations are those fixed by our biological and social past. What we take to be important and valuable is an illusion produced by evolution to control our behavior. Our desires and motivations were evolution’s way of programming us to be adaptive and successful in past environments. We live in a virtual world created by past evolution. Although the means for satisfying our desires has changed enormously, we continue to pursue much the same proxies for evolutionary success as our ancestors. We spend our lives chasing the positive feelings produced by experiences such as popularity, self-esteem, sex, friendship, romantic love, power, eating, and social status, and strive to avoid the negative feelings that go with experiences such as stress, guilt, depression, loneliness, hunger, and shame. Computers, the internet, airplanes, cars, buildings, books, and phones all exist because they serve the desires and motivations implanted in us by past evolution. They have been called into existence by [[w:Stone_Age|stone-age]] desires. Although humans like to present themselves to the world and to themselves as rational beings, we do not choose our desires and emotions. No matter what our reason decides, we cannot [[w:Turning_the_other_cheek|turn the other cheek]] effortlessly or resist temptation, and we find it difficult to act lovingly towards enemies we hate. Many of us cannot even implement a decision to restrict our food intake to a healthy level or give up activities such as smoking that are highly likely to kill us eventually. It makes little difference whether our conscious mental modeling shows us that our desires are maladaptive or that the predispositions produced by some negative emotions will harm our interests. They continue to influence our behaviors strongly. Our use of rationality is mainly limited to devising means to achieve ends that are beyond our conscious control. We use the enormous power of mental modelling to serve the desires and motivations established by our evolutionary past. Our reason is a slave to our [[w:Passion_(emotion)|passions]]. === How our evolutionary past limits our future evolvability === Our current inability to free ourselves from the dictates of our evolutionary past seriously limits our evolvability. By impeding our ability to do what is necessary to advance the evolutionary process, it stands in the way of the transition to intentional evolution. We can pursue evolutionary goals only where it happens to be consistent with our current desires, motivations and emotions. The same applies to any other goals that we might value. We can decide to adopt particular long-term goals, but in practice our pursuit of them is besieged continually by the motivations, emotions, likes and dislikes that are evoked by each and every encounter and incident in our lives. There are obvious disadvantages in continuing to have our actions dictated by inflexible goals established by past evolution. The desires and motivations that were favored during our evolutionary history are highly unlikely to continue to lead us to evolutionary success in the future. We will need new goals and will need to review them continually as evolution proceeds. If we do not, our technology will go on improving beyond our imagination, but its enormous potential will be wasted in the service of outdated goals. Continuing to be controlled by obsolete goals is as absurd as a wind-up [[w:Toy_soldier|toy soldier]] that has run into a wall and fallen onto its back but continues to march on and on and on. === Freedom from our evolutionary past === [[File:Happy the way it is (6852333309).jpg|thumb|Learn to [[Recognizing Emotions|recognize]], [[Appraising Emotional Responses|interpret]], and respond constructively to [[Emotional_Competency|emotions]] in yourself and others.]] Until humanity frees itself from maladaptive motivations and behaviors, it will be just like a family that endlessly repeats the same arguments until someone learns to stand outside the situation and stop their habitual reactions. Humanity will continue to be trapped in the endless and useless repetition of maladaptive behaviors until we can stand outside our current desires and motivations. To be able to intervene in the world to advance the evolutionary process, we need to be able to [[w:Lateral_thinking|move at right angles]] to our evolutionary past. For this we will have to develop a degree of psychological distance from our desires and motivations. It is worth underlining that this cannot be achieved simply by making an intellectual decision to do so. While ever our desires and motivations continue to dominate our behavior, any intellectual decision will be utterly ineffective. To free ourselves from our biological past and social conditioning, we will need to develop an entirely new capacity. Without this, the transition to intentional evolution cannot proceed. Intentional evolutionaries know that until they develop such a capacity, they will know how they should live their life, but will be unable to do so. Nor can this freedom be achieved by repressing or ignoring our feelings and emotions. We will continue to need to rely on skills and abilities that only our emotional system can provide. This is typical when evolution develops new capacities—it does not discard the older systems. Instead, the new capacities continue to take advantage of the specialist talents and abilities of the old processes where they are useful. When we free ourselves from the dictates of our evolutionary past, our emotional and motivational systems will continue to make essential contributions to our evolvability. But they will be managed and educated so that they are aligned with our evolutionary goals. In particular our emotional systems will provide us with energy and motivation to advance the evolutionary process. Just as we are now able to voluntarily adopt a physical posture that helps us with a particular physical task, we will be able to adopt an emotional and motivational posture that assists us to achieve particular evolutionary tasks. Our emotional systems will also make a significant contribution to our capacity to understand complex systems. This contribution will build on the ability of our [[Emotional_Competency|emotional processes]] to [[w:Pattern_recognition_(psychology)|recognize]] and appraise complex patterns, particularly in social situations, swiftly and silently (without thought). In an instant these processes recognize and evaluate patterns that cannot be understood by rational analysis. This ability will be built on and modified to become an essential component of our capacity to wisely manage complex social, psychological, and evolutionary processes. The need to achieve freedom from the dictates of past evolution is a challenge that is likely to be faced by all conscious life that emerges in the universe. If organisms that reach our stage in evolution are to continue to evolve successfully, transcendence of their biological and cultural past is essential. They will need to be able to use the enormous creativity of [[w:Consciousness|consciousness]] to establish goals that serve the needs of their future evolution. The living processes that go on to make a significant contribution to the future evolution of life in the universe will not be those that continue to squat on the planet of their origin, masturbating stone-age desires forever. ====Assignment==== #Study the Wikiversity [[Emotional_Competency|Emotional competency]] curriculum. #Increase your emotional competency. #Complete the Wikiversity course [[What Matters|What matters]]. #Focus on what matters. === Enhancement of our capacity to understand complex systems === === The limitations of linear thought === The second area in which the potential for conscious mental modeling to enhance evolvability is yet to be realized fully is the modeling of [[w:Complex_system|complex systems]]. Our limited ability to understand complex systems is reflected in our failure to solve the difficult environmental and social [[Grand challenges|problems we face]]. These failures demonstrate that mental modeling guided by rational thought does not [[Grand_challenges#Research_Opportunity|enable us to understand]] and manage complex systems. Overcoming this limitation is particularly important for intentional evolutionaries—understanding complex evolutionary processes is essential for identifying what needs to be done to advance evolution. Somewhat paradoxically, if we humans are to improve our capacity to understand complex systems, we need to think less. This is even though the development of conscious rational thought was a great advance in human evolvability. As we have seen, it has remade the world in the few hundred years that it has become widespread. However, as humanity is increasingly called upon to manipulate and manage complex systems, the limitations of rational thought are becoming evident. Rational analysis is very effective at modeling systems in which linear chains of cause and effect predominate. However, it is poor at modeling systems in which [[w:Feed_forward_(control)|circular causality]] is common—i.e., systems in which each element impacts on other elements and they in turn impact back on it, directly or indirectly. Conscious rational analysis alone can rarely work out how such a complex system will unfold through time. === Modeling complex systems === [[File:2018 Map of the Complexity Sciences HD.jpg|thumb|A perspective on the development of complexity science (see reference for readable version)<ref>{{Cite web|url=https://www.art-sciencefactory.com/complexity-map_feb09.html|title=complexity map castellani map of complexity science, complexity theory, complexity science, complexity, brian castellani, durham sociology complexity|website=www.art-sciencefactory.com}}</ref>]] But we already have some other capacities that enable us to deal with particular aspects of complex systems. For example, we are equipped with sophisticated pattern-recognition processors, including those mentioned earlier that are associated with the emotional system. They can recognize particular complex patterns quickly and silently, without thought. Our ability to [[w:Face_perception|recognize a familiar face]] in a crowd of strangers is an example. In addition to patterns in space, some of these specialist processors can also identify patterns that unfold over time. These capacities can be built upon and adapted to develop a more general ability to model complex systems. Increasingly they will also be augmented by external aids such as computer simulations and artificial intelligence. Despite its limitations, thought will continue to have a role in building more complex mental models. Thinking will be used to model aspects of systems that can be approximated by linear thought, to analyze systems into components where this is useful, and to put together different sub-systems (including specialist pattern-recognition processes). The role of thinking will be to scaffold models of complex systems. However, once the scaffolding is done, the role of thinking largely ends. The models operate silently, with little involvement of thought. The working of the model does not enter consciousness, only the outputs do. This is experienced as [[w:Intuition|intuition]], [[Wisdom|wisdom]], flashes of [[w:Insight|insight]], and understanding ‘at a glance’. The experience of individuals who are masters in a particular field reflects this. They can instantly assess a situation in their specialty, without thought or analysis. They can see solutions at a glance. While developing their skills, they used thought to scaffold the models that underpin their expertise, but now these can operate largely without thought. Top sportspeople report that when they operate ‘[[w:Flow_(psychology)|in the zone]]’ and are applying all the skills they have previously learned, they are not consciously analyzing or thinking about their strategies or actions. === Thinking fills the limited capacity of consciousness, excluding other capacities === The key impediment to developing a comprehensive capacity for systemic modeling is that thinking prevents it from working effectively. We can’t do [[w:Thinking,_Fast_and_Slow|both at the one time]]—we cannot operate intuitively and wisely, silently drawing on our models of complex systems, and at the same time engage in concentrated thought. This is because the capacity of consciousness to process information is very limited. The processing capacity of consciousness is easily filled, leaving no room for other functions. We can be conscious of only a very tiny part of the information detected by our senses at any moment. We can listen to and follow only one conversation at a time, and when we are engaged in deep thought, the rest of the world disappears. As a result, sequences of conscious thought fully occupy consciousness, and prevent us from using other capacities. In particular, thought crowds out conscious access to the models and pattern recognition processes we need to understand complex systems. When we are embedded in thought, we have little access to skills, intuition, insight, wisdom and other forms of knowledge and intelligence that are not coded in thought. It is only when we are ‘[[w:Mindfulness|in the present]]’ rather than absorbed in thought that we can act from the whole of our self, drawing on all the resources and skills we have built up over our lifetime. This is a major impediment because our consciousness tends to be dominated by thought processes. Consciousness is continually loaded by our imagining, rehearsing, justifying, analyzing, commentating, fantasizing, worrying, etc. Our consciousness is rarely free to observe what is happening moment to moment. Its narrow bandwidth is continually filled with thinking, leaving us with little awareness of our environment. === We have limited conscious control over our thinking === This is not something that can be fixed easily. We have little conscious control over our incessant mental activity. We don’t have thoughts, thoughts have us. Individuals who think they are already masters of their thinking and can stop thought voluntarily whenever they want should undertake the following simple experiment. Look at a watch that has a second hand. Attempt to remain aware of the second hand as it moves around, keeping your mind clear of thought for as long as you can. Note how far the second hand moves before you find yourself involved in thought again. Many think that their incessant thinking is essential to guide them through their day successfully. However, individuals who develop a capacity to stand outside their stream of thought and observe it soon learn that nearly all of it is unproductive, and much of it is also unpleasant and negative. The reason why our consciousness is currently dominated by thinking is that its use is continually reinforced and rewarded throughout our lives. Humans are still in a phase of psychological evolution in which the potential for rational thought to enable us to understand our world is far from exhausted. In the history of the human mind, we live in the age of thought. But if we are to take the next step in the evolution of human evolvability, we need to understand the limitations of thinking, and optimize its use consciously. Thinking needs to be something we have, not something that has us. It should be a tool, used only when we decide. We need to be able to consciously stand outside our thinking and regulate its use. If we are to enhance our capacity for systemic modeling, we need to be able to disengage from conscious thought at will. But it is important to remember that freeing our consciousness from its current domination by thought will not, by itself, enable us to understand any particular complex system. For this we will have to acquire the knowledge needed to model the system. We will also have to put in the mental work needed to build the model, using rational thought to scaffold it during periods intentionally set aside for contemplation. We will not attain wisdom in any area without this extensive groundwork. === The technology for improving our evolvability === This understanding of the trajectory of evolution tells us that the next great steps in human evolvability are to free our consciousness from domination by our desires and emotions and from domination by thought processes. But simply knowing what needs to be achieved does not provide us with the skills to do it. Fortunately, the training and practices needed to develop these capacities already exist to a large extent. For many thousands of years humans have experimented with ways to alter their minds and consciousness. This diverse range of experimentation has provided the raw material from which intentional evolutionaries can select the techniques they need. The world’s religious and contemplative traditions are the main repositories of knowledge about how to improve our evolvability. This is surprising given that spiritual traditions have not generally promoted their practices as methods to improve adaptability. Their priority has never been to enhance the effectiveness of individuals in this world. Rather they have typically promoted surrender to ‘the absolute’, acceptance of whatever happens in the world and even physical withdrawal from normal daily life. Their maxim has been ‘Thy will be done’ rather than ‘My will be done’. However, this is not because their practices are unable to be used to enhance evolvability. A deeper understanding of spiritual practices shows that they can. The apparent preference of the traditions for passivity exists for other reasons. First, it has enabled them to survive and transmit their teachings in a very dangerous world. Every place on Earth has been subjected to war and destruction many times during the past 20,000 years. All civilizations until now have proven temporary. Any spiritual tradition that used its practices to enhance the effectiveness of a particular group would be a threat to their opponents and would not survive fluctuating fortunes. Passivity, withdrawal, and the formation of isolated [[w:Monastery|monasteries]] was an effective strategy for transmitting practices and knowledge across the generations in times when reciprocal destruction was ubiquitous. It is a strategy that would readily suggest itself to individuals who had developed capacities to understand how complex systems unfold. The [[w:Noah's_Ark|Noah’s Ark]] story, a parable about how to survive times of war and chaos, suggests that it was in fact a conscious strategy. Second, the practices of spiritual traditions make use of passivity and surrender as techniques for disengaging from desires and thinking. As a consequence, the literature of the traditions is permeated with injunctions to surrender and to accept thoughts and feelings passively as they arise. But this does not mean that once disengagement has been achieved, inaction and withdrawal from society is necessary. As we have seen, disengagement from thoughts and feelings can greatly enhance agency, not diminish it. The appropriation of spiritual practices to enhance evolvability will fundamentally change their use in modern societies and the kinds of individuals who utilize them. Until now, the emphasis on surrender and passive acceptance has made spiritual development less attractive to individuals who are orientated towards active engagement with the world. Those who strongly value the use of rationality to manage and manipulate their environment have often been repelled by spirituality. These ‘agency-orientated’ individuals include many of the scientists, technicians, engineers, and other professionals who have built modern industrial society. Until now, spiritual development has tended to attract personality types who are more interested in the experiences produced by the practices, rather than their capacity to enhance their effectiveness in the world. The effects of their actions on their feelings is often more important to them than the effects of their actions on the external world. For example, these ‘feeling-referenced’ people are often comfortable to adopt a particular belief about the world because it will make them happier (e.g., a belief that the universe will tend to look after them). In contrast, agency-orientated people are likely to be more interested in whether a belief is true and can be relied upon when deciding how to achieve particular external goals. Feeling-referenced people are more likely to see enlightenment as an end in itself, rather than as a means to improved evolvability. Many of the Westerners who have been attracted to [[w:Eastern_philosophy|Eastern spiritual traditions]] in recent years have tended to be feeling-referenced rather than agency-orientated. This will change rapidly as spiritual practices are used increasingly to improve evolvability. In the past, individuals who were attracted to the experiences associated with alternative forms of consciousness played a significant evolutionary role in preserving spiritual knowledge and transmitting it across the generations. But now we are entering a new evolutionary phase in which spiritual practices can be used openly and safely to enhance the ability to engage with the world. Increasingly, agency-orientated individuals will use, modify, and improve the practices originally developed by spiritual traditions. The practices will undergo the same explosive development as other technologies. In the process they will be shorn of all religious and mystical associations. As with previous major advances in evolvability, when a critical mass of people have developed the new capacities, all will have to acquire them if they are to participate fully and effectively in economic and social life. Intentional evolutionaries are primarily interested in the capacity of spiritual practices to improve their ability to intervene in the world to advance the evolutionary process. It is not important to them that spiritual practices can provide experiences of oneness with all that there is. They can see how these experiences are a consequence of the way human psychology is organized, not of the nature of reality. They are more interested in understanding how spiritual practices can re-organize our psychology and then using this understanding to improve the practices. For intentional evolutionaries, spiritual practices and experiences are a means to an end, not an end in themselves. ====Assignment==== #Complete the Wikiversity course [[Beyond Theism|Beyond theism]]. #Evolve beyond theism. === The capacity to be ‘in the present’ === The capacity developed by spiritual practices that is of central interest to intentional evolutionaries is the ability to be ‘[[w:Mindfulness|in the present]]’. In this mode, thoughts and feelings may continue to arise, but the individual can let them pass by without acting on them or becoming involved in them consciously. Thoughts lose their power over behavior. For example, unfair and unjust treatment may evoke feelings of [[Resolving Anger|anger]], but the individual is free to let the feelings go by and instead choose to respond calmly and wisely. Or an impending difficulty may cause worrying thoughts to arise, but the individual is free to let them go by, without getting involved in them. Individuals in this mode are said to be in the [[w:Present|present]] because they are not continually bound up in thoughts about the past or future. The freeing up of consciousness enables the individual to respond to challenges creatively and intelligently, rather than habitually. Thoughts and feelings continue to provide the individual with adaptive information, but they no longer dominate behavior. All the resources accumulated by the individual are free to contribute to the development of adaptive responses. Because it leaves the limited capacity of consciousness as free as possible, being in the present enables individuals to be far more aware of what is going on around them and within their own mind from moment to moment. Consciousness is experienced as being more spacious and of wider scope. Experience is more vivid. Being in the present also enables the acquisition of genuine self-knowledge. It is only when individuals are in the present that they can stand outside their thoughts and feelings and observe them objectively. Furthermore, because thoughts and feelings no longer jerk awareness around incessantly, being in the present is experienced as calm and peaceful—the peace that passes all understanding. A fully developed capacity to [[w:Nondualism#Nondual_awareness|be present]] during daily life fundamentally changes the experience of being conscious. A new kind of human being comes into existence. Currently, of course, individuals rarely experience this mode of being. It generally arises only when their mind is stilled by intense concentration or by some ineffable experience—one which does not trigger its own sequence of thinking. Great art, awe inspiring natural landscapes, ‘magical’ moments in sport, the night sky, and mountain climbing all owe their attraction to this effect. When consciousness is unloaded completely, even the sense of being a separate self is disengaged, and the individual experiences oneness with everything. However, unless an individual engages in the use of spiritual practices, such peak experiences may arise only once or twice during an entire lifetime and then only for a few moments. But they are never forgotten. They are remembered as instants of great clarity and certainty in which time no longer passes, the world is vivid and suffused with vitality, and all is one. The objective of many spiritual traditions is to extend these few moments indefinitely. === Training a capacity to be in the present === [[File:2006-01-14_Surface_waves.jpg|thumb|right|250px|We can learn to control discursive thought and cultivate pure awareness]]The practices used to train an ability to be in the present generally require repeated disengagement from habitual responses to thoughts, desires, and emotions. [[w:Meditation|Meditation]] is a widespread example. Disengagement is typically achieved by taking attention away from thoughts or feeling as they arise and returning it to something that does not itself evoke any feelings or thoughts—an ‘inert’ stimulus. So when meditators experience themselves becoming involved with a particular feeling or thought, they gently move attention back to the inert stimulus, and rest attention there. This needs to be done without conscious thought or judgment, otherwise the thought or judgment will be entrenched as a new habitual response. A wide range of internal and external phenomenon can serve as the inert stimulus. One of the most common recommendations is to focus attention on [[w:Anapanasati|sensations of the breath]]. Other recommendations made by various spiritual traditions are to rest attention on an external object, a visualized object, internal or external sounds (including [[w:Chant|chanting]] or a [[w:Mantra|mantra]]), other physical or mental sensations (including resting attention on [[w:Awareness|awareness]] itself or on the sensations associated with an emotion), repetitious cognitive tasks such as counting or prayer, and goalless emotional states such as reverence, devotion, love or feelings of surrender. In [[w:Mindfulness|mindfulness meditation]], thoughts and feelings themselves serve as inert stimuli when they are observed passively as objects arising in awareness. Repetitions of this type of practice diminish the capacity of thoughts and feelings to dominate consciousness. Eventually the practice extinguishes the habitual responses to feelings and emotions, including habitual thought processes. As a result, thoughts and feelings can be disengaged from at any time, and disengagement can be maintained. The Wikiversity course [[Quiet Mind]] can guide students in this practice. Initially, habitual thought processes and reactions to feelings can make it very difficult to apply the practice. Individuals find themselves continually involved in thoughts and feelings. However, these distractions can be reduced somewhat if the practice is performed in circumstances that do not evoke strong emotions and desires. In recognition of this difficulty, many traditions promote approaches that reduce the likelihood that the practice will be disrupted by strong reactions. For example, they may teach practitioners to perform meditation with a particular posture in a quiet place, encourage practitioners to develop an attitude of acceptance and love towards others, or have practitioners engage in monastic living, pilgrimages, or other forms of withdrawal from the challenges of daily life. However, the practice will tend to produce disengagement only in the particular circumstances in which it is trained. If disengagement is practiced only in restricted situations, the individual will not be able to be in the present during ordinary life. This is a major limitation for intentional evolutionaries and others whose objective is to enhance agency. It can be overcome by progressively extending the practice to all the activities of daily life. But special trainings may be necessary to extinguish some particular types of habitual responses. As discussed earlier, the practice achieves its effects by having the individual experience particular feelings and emotions without engaging in the habitual responses they would otherwise evoke. However, this can deal only with emotions that are experienced during the practice. It will not affect emotions and feelings that the individual avoids, represses, or denies. These will not be experienced either in formal meditation or during ordinary life, and therefore will be untouched by the practice. This is a particular problem for individuals in Western societies, where repression and avoidance are extremely common. Repressed and avoided emotions are major determinants of behavior in these societies and must be dealt with if individuals are to free themselves from the dictates of these emotions. For this, the individual must experience the avoided, repressed or denied emotions, and then practice disengagement in the face of the habitual responses. For example, individuals can intentionally put themselves in circumstances they would otherwise avoid or use visualization techniques to achieve similar effects. When the emotion arises, they can practice non-attachment by, for example, resting attention on the feelings associated with the emotion, fully experiencing the sensations without reacting to them. ====Assignment==== #Adopt some [[Meditation|meditation]] practice that you find beneficial. ##The Wikiversity course [[Quiet Mind]] may be beneficial. #Practice regularly. === Self-evolution === Continued use of meditation practice reduces attachment to thoughts, desires, and emotions. Once we are no longer attached to such an aspect of our being, it can be an object of consciousness. We are then able to observe it passively because it ceases to trigger a habitual response that loads consciousness and therefore takes attention away from it. And because it does not produce a habitual response, it does not control our behavior. We are free to act from the whole of ourselves, from a broader and wiser perspective. For example, once particular emotions are objects of consciousness, they are just like other sensations that we experience. We continue to fully experience them, but they cease to compel us to act. We are not identified with them, and they are not part of who we are, something that is given that cannot be changed at will. As individuals free themselves progressively from their biological past and social conditioning, more and more aspects of their psychology become objects of consciousness. Eventually they will be able to adapt consciously every aspect of themselves and will be a self-evolving being. No matter what circumstances arise, their consciousness will be free and poised, able to call on any of the knowledge, skills, and other resources they have acquired to that point, unbiased by any habitual response. They will identify with their awareness rather than with any particular content of awareness. But it is not easy or straightforward to develop a capacity to be present and fully conscious during ordinary life. It entails disengaging from habitual responses that have been reinforced and trained repeatedly throughout the individual’s life up to that point. Responses that have been trained over many years cannot be extinguished overnight. This capacity can only be developed and exploited consciously. It is made, not born, and must be self-made, consciously. Before the capacity reaches a critical mass in a culture, and before the culture develops processes and structures that nurture and motivate the work needed to train it, the development of the capacity requires an extensive period of conscious labor and intentional suffering. ====Assignment==== #Adopt an anthropologists’ mindset toward your own thoughts. Observe your thoughts without becoming captivated or controlled by them. Witness your [[w:Self|self]]. === Making use of the capacity to be in the present === The development of a capacity to be fully present during ordinary life is only the first step. It is an enabling capacity, not an end in itself. As we have seen, it assists individuals to build and use mental models of complex systems. But it does not ensure that they will actually build the models. Nor does it prevent them from developing models only for some limited area of expertise. This is reflected in the phenomenon of the ‘silly saint’—individuals who can be in the present at will, but who show little [[Wisdom|wisdom]], because they have not developed the requisite mental models. As we have also seen, the capacity enables individuals to move at right angles to their heredity and the influences of their up-bringing. No longer will they be bound to react habitually and conventionally in social situations. They will be able to set about reviewing, revising, and replacing the predispositions, traits and tendencies acquired during their upbringing. But again, these are potentials only. Having this enabling capacity does not ensure that it will actually be used to improve adaptability. Individuals might not go on to acquire the knowledge or wisdom needed to replace habitual responses with more effective behaviors. They may not acquire the understanding needed to identify evolutionary goals and may not even commit to advancing the evolutionary process. Nor might they acquire the know-how and knowledge to educate and manage their emotional system to align it with their longer-term goals, whatever they might be. They might just enjoy the experience of being in the present. It is worth emphasizing again that for intentional evolutionaries, the development of a capacity to be fully present and conscious during ordinary life is a means to an end, not an end in itself. ====Assignment==== #Practice your ability to be fully present. #Apply your ability to be fully present. === The drivers of improvements in human evolvability === It is possible that the capacity to be fully present and conscious in daily life will emerge in humanity to some extent before any general shift to intentional evolution. This is because it provides immediate benefits to individuals and to organizations whose members develop the capacities. It enhances their ability to achieve their goals creatively and intelligently within a complex environment, no matter what those goals are. However, the strongest driver of the acquisition of this capacity will be the spread of evolutionary consciousness. Awareness of the wider evolutionary significance of the capacity will energize and motivate intentional evolutionaries in their efforts to develop it in themselves. Irrespective of whether the capacity delivers them any economic or social benefits, they will work to develop it as part of their efforts to advance the evolutionary process. They will also encourage the development of the capacity in others. Whenever issues relating to these capacities and practices are discussed, intentional evolutionaries will draw attention to the evolutionary context. They will point out and bring to the front the understanding that the acquisition of the capacity is part of the unfolding of a great evolutionary dynamic on Earth. It is the next step in a long sequence of improvements in the evolvability of life. As always, evolutionary activists will take every available opportunity to promote the awakening of evolutionary consciousness across the face of the planet. ====Assignment==== #Promote the awakening of evolutionary consciousness. === The significance of self-evolving beings === The emergence of self-evolving beings who embrace evolutionary goals is a very significant step in the evolution of life on Earth. Intentional evolutionaries with this capacity will be able to remake themselves in any way that is necessary to advance the evolutionary process, unfettered by their biological or cultural past. As we have seen, organisms are programmed to do evolution’s bidding—they are fitted out with desires and motivations that are proxies for evolutionary success in past environments. But this programming was undertaken by highly unintelligent processes—it was put in place and tuned by the blind trial and error of natural selection and by unconscious learning processes during their upbringing. In contrast, self-evolving beings can use far more intelligent processes to identify the goals that will best advance the evolutionary process. They can use foresight to consider the longer-term evolutionary consequences of their actions. Reliance on blind trial and error to program organisms to pursue evolutionary success was clearly an inferior arrangement that was always going to be temporary. It will be rendered obsolete by organisms who consciously work out what will achieve evolutionary success and use this knowledge to guide their actions. A new and superior kind of being will enter history and evolution. Once enough members of the global society are self-evolving, the society will become a self-evolving being in its own right. Through the global organization, life on Earth will transcend it’s evolutionary past. It will be able to adapt in whatever ways are necessary for life on Earth to make a significant contribution to the successful evolution of life in the universe. No longer will the global organization waste the enormous creativity of consciousness on the pursuit of self-centered desires that were established by past evolution. As Earth life moves out into the solar system, the galaxy, and the universe, it will be able to change its adaptive goals and behavior in whatever ways are demanded by the challenges it meets. It will be able to continually recreate itself, to change its nature at will, to repeatedly sacrifice what it is for what it can become, to continually die and be born again. ====Assignment==== #Enhance evolvability. #Complete the Wikiversity curriculum on [[Emotional_Competency|emotional competency]]. Increase your emotional competency. #Complete the Wikiversity [[Deductive_Logic/Clear_Thinking_curriculum|clear thinking curriculum]]. Think clearly. #Study [[w:Complex_system|complex systems]]. #Practice [[Meditation|meditation]]. #Promote the awakening of evolutionary consciousness. == PART 4: THE UNIQUE CAPACITY OF THE EVOLUTIONARY WORLDVIEW TO PROVIDE DIRECTION AND PURPOSE FOR HUMANITY == [[File:Aligning Worldviews.jpg|thumb|It is wise to align our worldviews with the real world.]]As we have seen, merely freeing ourselves from our evolutionary past will not complete the shift to intentional evolution. Sufficient numbers of individuals will also have to commit deeply to advancing the evolutionary process. Fulfilling their evolutionary role will have to become the source of meaning and purpose in their lives. Individuals will not make this critical commitment without a profound understanding of the evolutionary processes that have produced life on Earth and will determine its future. But often this will not be enough. Many will not adopt evolutionary goals until they have begun to experience themselves as active participants in the evolutionary process. This combination of experiencing and understanding will show them that the evolutionary worldview satisfies all aspects of their being, including their rational, intuitive, and emotional faculties. From a rational perspective, they will find that the evolutionary worldview does not share the [[Beyond_Theism|deficiencies of religious]] and mythical worldviews. They will [[Seeking True Beliefs|seek true beliefs]]. In the past, humanity developed a diversity of mythological and religious worldviews that each attempted to explain key aspects of the human condition and to provide guidance about how one should live one’s life. Humans who believed a particular mythological worldview knew their place in the world, what was [[What_Matters|important in life]] and what was not, and how they should behave in all the key events of their life. They knew [[True_Self|who they were]], where they came from, and where they were going to. But the rise of rationality has destroyed every one of these worldviews. Rationalists have successfully undermined all mythological and religious worldviews by showing that they contradict scientific knowledge. All rely on gods, spirits, or other supernatural processes that are unsupported by [[Evaluating Evidence|evidence]]. Rational humanity has been left without a [[Exploring_Worldviews/Aligning_worldviews|worldview]] that makes sense of human existence and that shows how a life can be lived with meaning and purpose. The evolutionary worldview outlined in this manifesto is clearly not susceptible to this form of attack—it relies only on [[Thinking_Scientifically|scientific knowledge]] and explanations. And like science itself it will adapt to incorporate any new scientific discoveries. In the evolutionary worldview humanity finally has a belief system that provides meaning and purpose without having to invent supernatural entities and processes—it finds meaning solely in an understanding of the factual world. However, rationalists have also attacked all past attempts to develop worldviews that rely only on scientific knowledge to propose what we should do with our lives. They have pointed out that such worldviews usually commit the [[w:Naturalistic_fallacy|naturalistic fallacy]]. This fallacy argues that it is invalid to [[w:Is–ought_problem|derive an ‘ought’ from an ‘is’]]. In other words, it is invalid to argue that humans ought to do something solely based on facts about the way the world is. In particular, the naturalistic fallacy has often been used against attempts to use evolutionary theories to suggest what we should do with our lives. The fallacy has been used to argue that just because evolution might have favored aggressive competition (or cooperation), it does not follow that humans ought to follow suit in their lives. The fact that evolution appears to favor something doesn’t mean humans ought to. But the evolutionary worldview does not suffer from this deficiency. It derives its ‘oughts’ from other ‘oughts’ in combination with relevant facts, not solely from facts. There is no logical fallacy involved in deriving ‘oughts’ from other ‘oughts’. For example, if an individual holds a particular value, it is perfectly rational to use the value to derive new values that are consistent with it. Satisfaction of the new values will lead to the satisfaction of the original value. The use of relevant factual information in this derivation of new values is also perfectly legitimate. Particular facts might be highly relevant to identifying the circumstances in which pursuit of the new value is consistent with pursuit of the original value. Intentional evolutionaries do not fall into the naturalistic fallacy—they embrace evolutionary goals because the goals are consistent with their most fundamental values. As we shall see in detail below, they experience this consistency when they appraise the evolutionary worldview with their emotional, intuitive, and intellectual faculties, working together. ====Assignment==== #Complete the Wikiversity course [[Beyond Theism|Beyond theism]]. #Complete the Wikiversity course [[Seeking True Beliefs]]. #Seek true beliefs. #Read the essay [[Exploring_Worldviews/Aligning_worldviews|Aligning Worldviews]]. #Align your worldview with reality. === Consistency of the evolutionary worldview with universal values === [[File:Compass rose browns 00.png|thumb|right| 250px|[[w:Moral_reasoning|Moral Reasoning]] is the thought process we go through to determine what we ought to do. ]]Consistency between evolutionary values and our fundamental values can be demonstrated analytically in those cases where the values are able to be articulated explicitly. In particular, evolutionary goals can be shown to be consistent with key values that are likely to be held universally by sufficiently-developed sentient beings. The most fundamental of these universal values is to favor life over death and oblivion. For humanity to seek to advance the evolutionary process on this planet is consistent with this value. As we have seen, humanity must pursue this goal if Earth life is to survive successfully into the future. Life on Earth will not get far beyond its present stage by chance or accident. Unless humanity sets out to advance the evolutionary process intentionally, life on Earth does not have a future. We could try to ignore the large-scale processes that govern the evolution of life in the universe. We could refuse to do what is necessary for life on Earth to avoid being selected out by these processes. But to do so would be to choose irrelevance, meaninglessness, and eventual oblivion for humanity and life on Earth. It would mean that everything humanity has experienced until now, the misery, wars, holocausts, triumphs of the spirit, transcendent art, inventions, and scientific breakthroughs; all the personal dreams, aspirations, struggles, and strivings; and all the political movements, work, fame, fortunes, families, and civilizations would be for nothing. Everything would be as if it never happened. Life on Earth would disappear without trace. The only way we can contribute to something that is enduring and not ephemeral is if humanity continues to be successful in evolutionary terms. Individuals are more likely to favor life over oblivion in the sense used here if they achieve some freedom from the selfish desires inherited from their evolutionary past. The capacity to stand outside desires and motivations tends to undermine self-centered values and strengthens those that support evolutionary goals. However, some individuals may never develop this fundamental value. They may, for example, claim that they value their own life and pleasures above all else. They may say they would be unmoved if the universe and all life within it was to end when they die. While individuals genuinely embody such values, they will not be intentional evolutionaries. And planetary life that fails to develop values that support evolutionary goals will fail to complete the transition to conscious evolution. Life on such a planet will be meaningless and irrelevant to the future evolution of life in the universe. It will be an egg that never hatches. ====Assignment==== #Complete the Wikiversity course on [[Moral Reasoning]]. #Carefully consider the basis for your moral reasoning. #Write down the basis for your moral reasoning. #Apply well-chosen moral reasoning when deciding what we ought to do. === Evolutionary consciousness is the culmination of a long developmental sequence === [[File:Illustrated proverb- Blind men and an elephant.jpg|thumb|right|300px|We are like the [[w:Blind_men_and_an_elephant|blind men examining the elephant]] when we fail to adopt a [[Global Perspective|global perspective]].]]For a deeper realization of how evolutionary values spring from our existing values, it is important to understand that the adoption of the evolutionary worldview is the culmination of a developmental progression that begins at birth. As individuals grow, they progressively acquire an understanding of wider and [[w:Global_Perspective|wider contexts]] and learn to take them into account when deciding their actions. As a child develops, its world typically moves from encompassing its mother as well as itself to also including the rest of the family, then the school, then a wider community, then a nation, then perhaps the planet. At each step of this [[w:Piaget's theory of cognitive development|developmental sequence]] the individual learns that its previous world was in fact only a small part of a much wider world. It learns that much of what was important in its previous world is strongly influenced by what happens in the new, wider world, and cannot be properly understood or dealt with unless the larger processes are considered. Things that were meaningful and important in its previous world may prove to be futile and pointless when the larger context is considered. To adapt to the wider context, individuals typically need to adjust their strategies, values, and goals. An individual who is unable to adapt to the next wider context at the appropriate time is generally seen to suffer from a developmental pathology. The largest context that we yet know about in any detail is the evolutionary context outlined in this manifesto. It is the widest, deepest, and fullest context and it determines the destiny of all smaller contexts. The evolutionary context is the next context for humanity to grow into. Like other contexts before it, living into this wider context demands a revaluation of the strategies, values and goals that made sense in earlier contexts. The evolutionary context is particularly powerful in this respect because it is the first context of sufficient breadth in space and time to encompass all the processes that have produced each of us and all our characteristics. It is the first context that enables us to stand outside ourselves and see what it is that has made every aspect of ourselves and everything we experience. Growing into the evolutionary context therefore causes the most radical reassessment of values—it changes everything. Of course, as with every developmental step to a wider context, some may not make it. Some may never adapt to the evolutionary context, just as some children are never able to leave their family and function effectively at school, and instead stay at home forever. However, as we have seen, the naturalistic fallacy should not be a particular impediment to mastering the evolutionary context—it is no more relevant at this level than when individuals change their goals and values at earlier steps in the sequence of development. Furthermore, growing into the evolutionary context will become easier. As humanity increasingly embraces the evolutionary worldview, our cultures will develop structures and processes to facilitate adaptation to the wider evolutionary context, just as children are currently provided with a nurturing environment to facilitate their transition to school life. Whenever living processes move into and master a wider context, they must increase the scale over which they are organized and coordinated if they are to have a meaningful impact at the larger scale. And they must increase their evolvability, including by developing the capacity to model and understand the larger context. This process of building capacity to adapt to ever-widening contexts may never end. There may always be wider contexts yet to be discovered. For example, it is possible that our universe is embedded in a larger context in which universes compete, reproduce, and evolve. Or universes may participate in other large-scale processes that are unimaginable to us, just as our lives are unimaginable to the bacteria that live in our gut. Life can never know that any particular context is final. No knowledge or event could ever prove that there is not an even wider context yet to be discovered. It follows that there could never be such a thing as a context that renders life meaningless and irrelevant. No matter what the implications of any particular context, an even larger context may change its implications and make sense of all smaller contexts. Nor can there ever be such a thing as a context that resolves all uncertainties, answers all questions and brings evolution to an end. A bigger picture may change everything. Nor can sentient life ever be completely sure that its interpretations and understandings of existing contexts are correct. Ineradicable mystery and uncertainty always accompany finite existence. Strategically, it will therefore always make sense for life to continue to build its adaptive capacity, no matter how dark the hour, no matter how pointless existence seems to be within known contexts. Such a strategy will put it in the best position to take advantage of any new possibilities that emerge, including any that arise from larger, more meaningful contexts. ====Assignment==== #Complete the Wikiversity course [[Global Perspective]]. #Adopt a global perspective. #Develop your evolutionary consciousness. === Evolutionary epiphanies === As well as meeting the tests of rational analysis, the evolutionary worldview is also deeply satisfying to the values embodied in our intuitive and emotional systems. Most of these values are implicit—we are unable to articulate them. We therefore cannot check their consistency with evolutionary goals analytically. We can do this only by responding to the evolutionary worldview emotionally and intuitively. But a profound intuitive and emotional response is unlikely to be evoked by a mere verbal description of the evolutionary worldview. Our emotional and intuitive systems operate primarily with patterns of information, such as images, simulations, and other analogical representations. Therefore thought-based analytical descriptions of situations have little emotional impact, at least until we translate them into image-based representations. So, a full emotional and intuitive response to the evolutionary worldview is unlikely on first exposure. Individuals will need time to integrate the separate strands of an analytical, thought-based description of the worldview into dynamic mental models that are run largely without any conscious thought. When the models are sufficiently developed, the individual will be able to ‘inhabit’ and ‘walk around’ the dynamic representations. They will be able to read observations and conclusions off the models in the way they do with a picture. When this has been achieved the full array of intuitive and emotional resources of the mind can then assess the diverse consequences and implications of the worldview. Again, this emotional and intuitive processing will occur largely without conscious thought. Silently, and in a very short period of time, these resources will work out the implications of the various aspects of the worldview for the individual’s existing values, strategies and beliefs. This will often occur all at once as a major epiphany. It can also unfold over a longer period as a series of epiphanies. In such an epiphany, individuals experience a sudden revolution of ideas, beliefs, and strategies, as well as an exhilarating rush of diverse emotional responses to them. They directly experience the capacity of the evolutionary worldview to make sense of many experiences and beliefs that were previously unconnected and isolated. They actually feel the linkages being made and feel the reorganization of their beliefs into a coherent and unified whole. And they are flooded by the surge of emotional responses to this meaning-making. When the epiphany is complete, individuals will never be the same again. The evolutionary worldview will have been checked, tested, and implemented at every level of their being. They will know many implications of the worldview that they have not deduced consciously. Individuals will know far more about the evolutionary worldview than they can tell. They will be strongly committed to it at all levels of their being, rationally, intuitively, and emotionally. Of course, such epiphanies cannot occur until an individual has developed the cognitive capacity to translate analytical, thought-based knowledge into complex mental models. This is the capacity discussed earlier that is necessary for the understanding and management of complex systems. As we saw, to develop this capacity, individuals must learn to some extent to stand outside their thought processes. === Your epiphany === [[File:Cuerpo humano jaqaru.jpg|thumb|A flash of insight.]] Often, evolutionary epiphanies will be triggered as individuals begin to actually experience themselves as part of the unfolding evolutionary process. If you develop in this direction, you will find that this begins to occur as your mental representations of the evolutionary process develop in detail, scale, and complexity. The turning point is when you find that you yourself have a role in the representations. You will begin to see that your life and actions are part of the unfolding of the evolutionary process. And you will begin to see that you have the potential to play a significant role if you choose to do so. You will see that the next great step in the evolution of life on Earth is the transition to intentional evolution. You will realize that evolution will continue to progress on this planet only if enough individuals dedicate their existence to its advancement. The success of evolution on Earth depends on individuals awakening to the nature of the evolutionary process, realizing they have a role in driving it forward, and embracing that role. You will realize that your study of the evolutionary process is itself part of the unfolding of the great transition to intentional evolution. It is an essential element of the evolutionary awakening that is needed to power the transition. And you will see that your realization that you have an important role in advancing evolution is itself a significant step in the shift to conscious evolution. This is a realization that must be had by sufficient individuals on a planet if the transition is to be successful on that planet. You will see that the successful evolution of life on Earth depends on you having this realization. These realizations are exhilarating and energizing and capable of providing a deep sense of meaning and purpose. Increasingly you will cease to experience yourself primarily as an isolated and self-concerned individual. Instead, you will begin to see and experience yourself as a participant in the great evolutionary process on this planet. The object of your self-reflection will change. When you think of yourself, you will tend to see yourself as a-part-of-the-evolutionary-process. You will experience yourself as the most recent representative of an unbroken evolutionary lineage that goes back billions of years. Your conscious participation in evolution will increasingly become the source of value and meaning in your life. You are likely to experience a developmental epiphany that is like one that often accompanies the most powerful experience of self-recognition that occurs in childhood. Around the age of two, when looking in a mirror, we are struck for the first time by the realization that the person looking back at us from the mirror is our self. Typically, this rush of self-recognition triggers a moment of ecstatic dancing in front of the mirror as we repeatedly confirm that the image is us. The person looking back at you from a pivotal role in the future evolution of life on Earth is you. You are life on Earth becoming aware of itself and deciding to consciously advance its own evolution. ====Assignment==== #Study, contemplate, and reflect on evolutionary consciousness. #Welcome any [[w:Epiphany_(feeling)|epiphanies]] that result. Enjoy them. #Calm down, plan, and then act. === The universality of the transition to intentional evolution === As the transition to intentional evolution unfolds, intentional evolutionaries know that they are participating in processes that have universal aspects. The details of the living processes that emerge elsewhere in the universe will differ. But the general direction of evolution and the major transitions will follow similar principles everywhere. Wherever life emerges, * living processes will progressively become organized into [[w:Cooperative|cooperatives]] of greater and greater scale; * this will be accompanied by a long sequence of improvements in evolvability; * eventually organisms will emerge that can build [[w:Mental_model|mental models]] of their environment and themselves; * they will use this capacity to develop a comprehensive understanding of the evolutionary processes that have produced them and will [[Level_5_Research_Center|determine their future]]; * for the first time they will have a powerful, [[Thinking_Scientifically|science-based]] story that explains where they have come from, and their place in the unfolding of the universe; * they will see that evolution is headed somewhere—it is directional; * they will begin to see themselves as having reached a particular stage in an on-going and directional evolutionary process; * individuals will begin to emerge who see that evolution will progress further only if they commit to working consciously to advance the process; * they will realize that this realization is itself an important step in the transition to conscious evolution; * as part of this transition, they will develop in themselves the capacity to free themselves from the dictates of their evolutionary past, becoming self-evolving beings, able to evolve in whatever directions are necessary to contribute positively to the future evolution of life in the universe; * a unified and cooperative organization will emerge that comprises all the living processes that arose with them and all the technology, matter, energy and other resources available to them, eventually developing the capacity to adapt as a whole, transcending the particularities of its evolutionary past, becoming a self-evolving being in its own right, expanding in scale, linking up with other organizations of living processes that arose elsewhere, expanding in scale again and again, moving forever onwards and upwards, without end. And everywhere that living processes emerge, the transition to intentional evolution will include something like ''The Evolutionary Manifesto''. Of course, life on some planets may not complete the critically important step that currently faces humanity: the emergence of a unified and sustainable global society. Life at the threshold of this step is likely to be precarious, as it is for humanity at present. At this stage, life still comprises separate warring groups that compete destructively with one another. Like us they will be technologically advanced enough to destroy their civilizations in a war to end all wars. At the same time, the lack of global controls to restrain competition for ever-diminishing resources will inevitably result in environmental despoliation, as it has on this planet at this time. This in turn will increase the potential for further conflict and war. One way or the other, civilizations at this precarious threshold will be temporary: either they will be driven urgently by evolutionary consciousness to form a unified global society that restrains internal conflict and environmental harm; or they will destroy themselves. Humanity is at a dangerous stage in the evolution of planetary life, poised somewhere between oblivion and the opening of extraordinary new opportunities. The fate of humanity is likely to be decided this century, by our actions. ==Assignment== #[[Living Wisely|Live wisely]]. #Read the essay [[Exploring_Worldviews/Aligning_worldviews|Aligning Worldviews]]. ##Align your worldview with reality. #Become an ''intentional evolutionary''. ##Read and study the essay [http://www.evolutionarymanifesto.com/strategies.pdf ''Strategies for Advancing Evolution''].<ref>[http://www.evolutionarymanifesto.com/strategies.pdf ''Strategies for advancing evolution''], John Stewart, April 2009. </ref> ##The essay describes many strategies, techniques, projects, and actions that can help to advance intentional evolution. Identify projects that are most suitable to your talents, skills, and interests. ##Carry out the suitable projects you have identified. #Encourage others to complete this course. #Help to promote discussion about the evolutionary worldview ##Whether or not those who read the ''Manifesto'' are prepared to embrace the new evolutionary worldview immediately, they generally agree on one thing: as a matter of urgency, the Manifesto should be widely circulated and subject to extensive discussion and serious consideration. ##You can help to promote this [[Practicing Dialogue|dialogue]] by circulating links to this course, The Evolutionary Manifesto, and to other material about this evolutionary worldview. For example, you could email links to people who might be interested, put links on websites, in blogs, in comments on blogs and discussion groups, and so on. #Practice [[Level_5_Research_Center#Values|pro-social values]]. #Complete the Wikiversity course [[Evolving Governments]]. ##Work to improve governments. #Collaborate with others who practice [[Level_5_Research_Center#Values|pro-social values]]. ##Click on [https://discord.gg/8FSy3xJQ this link] to join our [[w:Discord|Discord]] Intentional Evolution discussion server. #Without compromising your values, [[Finding Common Ground|seek common ground]] with those who do not practice [[Level_5_Research_Center#Values|pro-social values]]. ##Complete the Wikiversity course [[Transcending Conflict|Transcending conflict]]. ###Work to transcend conflict. ##Complete the Wikiversity course [[Finding Common Ground|Finding common ground]]. ###Seek common ground #Challenge, confront, and [[w:Discipline|discipline]] those who do not practice [[Level_5_Research_Center#Values|pro-social values]]. ##[[w:The_7_Habits_of_Highly_Effective_People#Habit 5: "Seek first to understand, then to be understood"|Seek first to understand, then to be understood]]. ##As a gentle starting point, become comfortable using [[Level_5_Research_Center/Level_5_Phrases|these phrases]] in [[Practicing Dialogue|dialogue]] to encourage the participants to act in good faith. ##Support and vote for political leaders who support values and policies that advance this evolutionary worldview. ##Protect your own safety. ##Complete the Wikiversity course [[Finding Courage]]. ###Find the moral courage to act according to your well-chosen values and confront antagonists. ##Apply suitable techniques discussed in the book {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} ##Complete the Wikiversity course on [[Confronting Tyranny]]. ###Confront tyranny == Recommended Reading == * {{cite book |last=Dawkins |first=Richard |author-link=w:Richard_Dawkins |date=August 1, 2016 |title=The Selfish Gene |publisher=Oxford University Press |pages=544 |isbn=978-0198788607}} *{{cite book |last=Dawkins |first=Richard |date=August 24, 2010 |title=The Greatest Show on Earth: The Evidence for Evolution |publisher=Free Press |pages=496 |isbn= 978-1416594796 |author-link=w:Richard_Dawkins }} * {{cite book |last=Strogatz |first=Steven H. |author-link=w:Steven_Strogatz |date=Feb 14, 2012 |title=Sync: How Order Emerges from Chaos In the Universe, Nature, and Daily Life |publisher=Hachette Books |pages=353 |isbn=978-0141007632}} * {{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=May 18, 2021 |title=How Innovation Works: And Why It Flourishes in Freedom |publisher=Harper Perennial |pages=432 |isbn=978-0062916600}} * {{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} * {{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} Future Consciousness * {{cite book |last=Wright |first=Robert |date= |title=Nonzero: The Logic of Human Destiny |publisher=Vintage |pages=448 |isbn=978-0679758945}} *{{cite book |last=Freinacht |first=Hanzi |date=March 10, 2017 |title=The Listening Society: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=414 |isbn=978-8799973903}} *{{cite book |last=Freinacht |first=Hanzi |date=May 29, 2019 |title=Nordic Ideology: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=495 |isbn=978-8799973927}} * {{cite book |last1=Briskin |first1=Alan |last2=Erickson |first2=Sheryl |last3=Callanan |first3=Tom |last4=Ott |first4=John |date=October 1, 2009 |title=The Power of Collective Wisdom: And the Trap of Collective Folly |publisher=Berrett-Koehler Publishers |pages=220 |isbn=978-1576754450}} * {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} * {{cite book |last=Stewart |first=John |date=July 12, 2012 |title=The Evolutionary Manifesto |publisher=The Chapman Press |pages=108 }} I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. * {{cite book |last=Stewart |first=John |date=January 5, 2000 |title=Evolution's Arrow: the direction of evolution and the future of humanity |publisher=The Chapman Press |pages=108| isbn=978-0646394978 }} * {{cite book |last=Popper |first= Karl R. |author-link=w:Karl_Popper |date=November 9, 1972 |title=Objective Knowledge: An Evolutionary Approach |publisher=Oxford University Press |pages=390 |isbn=978-0198750246}} == References == <references/> [[Category:Futurology]] [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Courses]] {{Possibilities}} og81ccvf4ks1z5vbk8tkzxfkjel55qa 10 284294 2414501 2401900 2022-08-14T22:24:11Z Watchduck 137431 wikitext text/x-wiki {{speedy|not used anymore}} lmrjjdze2fzip4w3ni7vcm85qc3jq6v 0 284509 2414564 2400312 2022-08-15T00:53:18Z Elominius 2911372 One instead of two buttons to allow toggling using keyboard. wikitext text/x-wiki This is a demonstration for toggling between two layouts using a script that toggles between the CSS class names "<code>grid</code>" and "<code>list</code>". The HTML document used in the demo has the style sheet and script on board, embedded using <code>&lt;style&gt;</code> and <code>&lt;script&gt;</code> tags respectively. The appearance of the elements is determined through classes in the style sheet. The items' descriptions are hidden in grid view. The source code is annotated with comments. This demonstration also makes use of tooltips using the <code>title</code> attribute, showing additional details when the pointer is hovered on some of the elements. When the user toggles between the list and grid views, the script stores the last used view into a browser cookie. Note that only Firefox stores cookies for local HTML files (<code>file:///</code>), therefore a localhost server would need to be used to test this feature on a different browser. At the end of the script, the one list item is multiplied between 10 to 50 times and sets a random background colour for variety. This would not be done on an actual website, and serves for illustration in this demo. == Source code == <syntaxhighlight lang=html> <!DOCTYPE html> <html lang="en"> <head> <title>Grid and list layout toggle demo</title> <meta name="author" content="Elominius from Wikiversity"> <!-- necessary to render the interpuncts correctly in older browser versions --> <meta http-equiv="Content-Type" content="text/html;charset=UTF-8"> <!-- compatibility --> <meta name="viewport" content="width=device-width, initial-scale=1"> </head> <body> <button class="toggle_grid_list_button" id="toggle_grid_list_button" onclick="toggleView_demo();">Toggle to grid view</button> <ul class="item_container grid"> <li> <div class="thumbnail_wrapper"> <div class="thumbnail_container"> <!-- a picture would go here --> <span class="thumbnail_duration">6:38</span> </div> </div> <div class="info_wrapper"> <div class="title_container" title="This is a title."> <!-- fake hyperlink colour for illustration purposes --> <span class=fake_URL>This is a title.</span> </div> <div class="status_container"> <!-- non-breaking spaces after numbers --> by <span class="channel_name fake_URL" title="312,147&nbsp;subscribers">VideoCreator</span> <span class="subscriber_count list_show">(312,147&nbsp;subscribers)</span> • <time class="upload_date" datetime="2022-06-12T10:11:16" title="June 12, 2022 &#10;10:11:16 (UTC)">2&nbsp;weeks ago</time> • <span class="view_count" title="56,887 views since 24 hours">1,013,237&nbsp;views</span> • <span class="rating" title="106,228 likes, &#10;3187 dislikes">97% liked</span> </div> <div class="description_container list_show"> This is the description. It can only be seen in list view. It does not matter if it contains too much text for the space, since excess text can be hidden or extend downwards. </div> </div> </li> </ul> <!-- This "type" attribute serves as a label for the source code, and is not necessary in modern browsers. Same with "text/javascript". --> <style type="text/css"> /* font pack */ body { font-family: 'noto sans', ubuntu, 'segoe ui', futura, arial, helvetica, 'trebuchet ms', tahoma, verdana, sans-serif; } /* shared style */ .item_container { list-style: none; padding-right: 1em; } .thumbnail_container { width:256px; height:144px; position: relative; /* necessary to keep .thumbnail_duration inside thumbnail */ border: 2px solid grey; margin-right: 1em; margin-bottom: 0.5em; background-color: lightblue; /* placeholder */ border-radius: 5px; } .title_container { font-size:20pt; } .fake_URL { color:#48C; } /* for illustration */ .status_container { font-size:10pt; color:#555; padding-bottom:5pt; } .description_container { display:block; /* description height limit */ max-height:5em; /* 5 lines */ overflow-y: hidden; /* hide excess text */ /* end line with ellipsis for newer browsers */ /* display: -webkit-box; text-overflow:ellipsis; -webkit-box-orient: vertical; -webkit-line-clamp: 5; */ } .thumbnail_duration { display: inline-block; position: absolute; background-color: rgba(0,0,0,0.5); padding:0 4px; bottom:0; right:0; border-radius: 5px; /* fallback */ border-radius: 5px 0 3px 0; } /* only visible in specific modes */ .grid_show { display: none; } .list_show { display: none; } /* grid view */ .item_container.grid .grid_show { display: inline; } /* moves title closer to video above than below to clarify that it belongs to the former */ .item_container.grid .status_container { padding-bottom: 15pt; } .item_container.grid .thumbnail_container { margin-bottom: 0; } .item_container.grid li { /* limit width per item */ display: inline-block; width: 256px; margin-right:1em; } /* hide description – obsolete due to .list_show */ /* .item_container.grid .description_container { display:none; } */ /* list view */ .item_container.list .list_show { display: inline; } .item_container.list .description_container { display:block; width:calc(100% - 300px); /* limit width to avoid breaking underneath */ } .item_container.list li { display:block; clear:both; } /* extend over entire row */ .item_container.list .thumbnail_wrapper { display: inline-block; width: 256px; float:left; margin-right: 1em; } .item_container.list .info_wrapper { /* Deactivated due to possibility of it getting below the thumbnail. Might be necessary on older browsers, but would require fixed width. */ /* display: inline-block; */ /* width: 256px; */ } /* responsive width - puts information below thumbnail on narrow displays (optional) */ @media (max-width: 720px) { .item_container.list .thumbnail_wrapper { float:none; } .item_container.list .description_container { width: 100%; } } /* dark theme (optional) */ body { background-color:#222; color:#eee; } .status_container { color:#aaa; } </style> <script type="text/javascript"> // put item container into shortcut variable var item_container = document.getElementsByClassName("item_container")[0]; var first_item = item_container.getElementsByTagName("li")[0]; var toggle_grid_list_button = document.querySelectorAll(".toggle_grid_list_button")[0]; // set view function setView(mode) { // if none set, default to grid if (item_container.className.search("grid")+item_container.className.search("list") == -2) { item_container.className="item_container grid"; document.cookie = "view_mode=grid"; } switch(mode) { case "list": // replaces the "grid" class with "list" item_container.className = item_container.className.replace('grid','list'); // changes button label toggle_grid_list_button.innerHTML="Toggle to grid view"; // stores view mode into cookie document.cookie = "view_mode=list"; break; case "grid": // replaces the "list" class with "grid" item_container.className = item_container.className.replace('list','grid'); // changes button label toggle_grid_list_button.innerHTML="Toggle to list view"; // stores view mode into cookie document.cookie = "view_mode=grid"; break; } } // toggle view function toggleView_demo(mode) { if ( // checks if grid mode is activated by looking for the word "grid" in the class item_container.className.search("grid") > -1 ) { setView("list"); } else if ( // checks for list mode item_container.className.search("list") > -1 ) { setView("grid"); } else { // add "grid" class by default item_container.className+=" grid"; document.cookie = "view_mode=grid"; } } // Cookie function dependencies function setCookie(cname, cvalue, exdays) { var d = new Date(); d.setTime(d.getTime() + (exdays * 24 * 60 * 60 * 1000)); var expires = "expires="+d.toUTCString(); document.cookie = cname + "=" + cvalue + ";" + expires + ";path=/"; } function getCookie(cname) { var name = cname + "="; var ca = document.cookie.split(';'); for(var i = 0; i < ca.length; i++) { var c = ca[i]; while (c.charAt(0) == ' ') { c = c.substring(1); } if (c.indexOf(name) == 0) { return c.substring(name.length, c.length); } } return ""; } // check configuration (note: only Firefox stores cookies for locally opened HTML files.) if ( getCookie("view_mode") == "grid" ) setView("grid"); if ( getCookie("view_mode") == "list" ) setView("list"); // Description width fallback for older browsers – uncomment and optionally convert to "onresize" if necessary. /* document.body.appendChild( document.createElement("style") ); var description_width_fallback = document.body.lastChild; document.body.lastChild.className="description_width_fallback"; // label for page inspector window.addEventListener('resize', function(event) { if ( item_container.className.search("list") > -1 ) { description_width_fallback.innerHTML = ".item_container.list .description_container { width: " + (first_item.offsetWidth-400) +"px; }"; } }, true); */ // Multiply list items for illustrative purposes – the following code would not be implemented on an actual web site. var li_1_content = first_item.innerHTML; var color_list = ['darkred', 'green', 'blue', 'yellow', 'orange', 'darkorange', 'darkgreen', 'darkseagreen', 'lightyellow', 'lightblue', 'lightskyblue', 'lightgreen', 'teal', 'turquoise', 'darkturquoise', 'mediumturquoise', 'lightcoral', 'antiquewhite', 'aqua', 'aquamarine', 'purple', 'violet', 'darkviolet', 'indigo', '#38F', 'lightseagreen', 'deepskyblue', 'steelblue', 'royalblue', 'beige', 'ivory', 'gray', 'slategray', 'darkslategray', 'wheat', 'gold', 'silver', 'brown', 'olive', 'lime', 'limegreen', 'greenyellow', 'yellowgreen', 'seagreen', 'crimson']; var count = 0; for ( count = 0; // start counter count < Math.floor(10+Math.random()*40); // repeat 10 to 50 times count++ // count up ) { item_container.appendChild( document.createElement("li") ); item_container.lastChild.innerHTML=li_1_content; // random color var random_number = Math.floor(Math.random()*(color_list.length)); item_container.lastChild.querySelector(".thumbnail_container").style.backgroundColor=color_list[random_number]; } </script> </body> </html> </syntaxhighlight> gzfwlv4wdu8ovlogby8eimtxdsznv9d 0 284600 2414649 2402344 2022-08-15T05:55:43Z Carovinc2 2845156 /* UNC Treasurer Tasks Instructable */ wikitext text/x-wiki = UNC Treasurer Tasks Instructable = This Instructable details all tasks for the UNC Treasurer other than SGA funding and reimbursement which is located [[Helping Give Away Psychological Science/Standard Operating Procedures/ Officer Roles/ Treasurer Instructable|<u>here</u>]]. == Grant Writing Tips & Tricks for UNC HGAPS == Pretty much everything done in the grant writing space is in the Google Drive Folder. The Grant Writing 101 presentation covers most of the essentials for what you need to know at an undergrad level. Bigger grants (foundations, institutes, national-level things) should be discussed with the board, and you may not even end up doing the bulk of the work, but smaller grants (community-level, campus/UNC student org grants) are fair game! The two essential things to keep in mind are to know your audience and to know your mission. If you’re on the HGAPS exec board, you probably already know the mission in far greater depth than most student orgs on UNC’s campus. Knowing your audience will help you pinpoint which projects and/or individuals would make sense to put at the front of the grant. Definitely refer to previous grants in the drive folder for some examples of approaching our projects from different angles (e.g., dissemination-heavy for Wiki, community service-focused for public service grants). == Overseeing the Bank Account == * Once you visit Truist and obtain an HGAPS UNC debit card, you will officially be one of two people in the chapter with access to the bank account, so it is your responsibility to track your spending from that card. * Locate the bank account login info on the Usernames and Passwords sheet within the HGAPS Google Drive login (not linked for security) * If you have any issues, let Eric know, as his cell phone is linked to the account * Check the account periodically (recommended at least once a month, preferably bi-weekly) just to make sure there is no fraudulent activity and to keep track of spending rate * Let Eric know of anything unusual * Meet with the bank to discuss bank activities as necessary (probably once or twice a year) * We are aiming for ~$2,000 per chapter each year but this may vary * Any chapter that is making more than 5,000 dollars has implications for their tax status. == Ordering Food! == * Download the Honey browser extension to check for coupons * Make sure you have the card handy - I have never been asked for the card directly, but it is good practice to have it on you in case anything goes wrong * Make sure that you’re using the correct card and address for HGAPS orders if you also have your personal card on the account you’re using ** Double check when you checkout from these apps if you save the cards to make sure you do not use the HGAPS card for personal purchases. If you do, accidents happen and it’s not the end of the world, but notify Eric straight away to resolve the issue together === Common Food Orders === ==== Dominos (~$100) ==== * around 6 large pizzas (said to feed 3 to 5 people each) and some kind of side, like wings or bread bites. * Make sure you check the [https://www.dominos.com/en/pages/order/#!/section/Coupons/category/All/ coupons page] periodically * Try to order at least an hour before the meeting to ensure it will arrive by meeting time and schedule it for 15 minutes before the meeting. ** Tip! It’s a big order, and it keeps us on their good side for sure. ** Also: ask for plates/napkins - they provide them with the order for no additional charge, but normally you have to ask to have them included * When you place the order, have it delivered to Davie Hall, as Howell is not easily accessible by car. They normally turn into the parking lot across from Davie (near Davis library). * You will likely need one if not two people helping you (ask exec folks to help if they can come early) * If you run into any issues with their orders, call them! Their customer service has always been good with us, especially since we’re such a regular customer. The Carrboro location has been bringing HGAPS pizza for years now, they know we bring consistent business. ==== Jimmy John’s (~140-50) ==== * Normally 2 platters of minis or boxes are sufficient for a Thursday meeting. * Make sure you include veggie options for any vegetarian/vegan HGAPers. ** Pickles are also pretty good and Eric-approved/endorsed * Not super expensive, but you should save JJ for when you need to change things up (about once per semester). ==== Other delivery services ==== Keep deliveries through third-party services like Doordash and UberEats to a minimum as a) the timing can be very inconsistent b) they normally come with additional fees c) most places it’s more difficult to place bulk orders Places like Spicy 9, Mint, and Moe’s were fan-favorites with the exec meetings, and budget-permitting can be a nice option for those smaller meetings qxegmo4c3aoit6vxngwjaocnjwhw8wa 2414650 2414649 2022-08-15T05:56:28Z Carovinc2 2845156 /* UNC Treasurer Tasks Instructable */ wikitext text/x-wiki = UNC Treasurer Tasks Instructable = This Instructable details all tasks for the UNC Treasurer other than SGA funding and reimbursement which is located [[Helping Give Away Psychological Science/Standard Operating Procedures/ Officer Roles/ Treasurer Instructable|here]]. == Grant Writing Tips & Tricks for UNC HGAPS == Pretty much everything done in the grant writing space is in the Google Drive Folder. The Grant Writing 101 presentation covers most of the essentials for what you need to know at an undergrad level. Bigger grants (foundations, institutes, national-level things) should be discussed with the board, and you may not even end up doing the bulk of the work, but smaller grants (community-level, campus/UNC student org grants) are fair game! The two essential things to keep in mind are to know your audience and to know your mission. If you’re on the HGAPS exec board, you probably already know the mission in far greater depth than most student orgs on UNC’s campus. Knowing your audience will help you pinpoint which projects and/or individuals would make sense to put at the front of the grant. Definitely refer to previous grants in the drive folder for some examples of approaching our projects from different angles (e.g., dissemination-heavy for Wiki, community service-focused for public service grants). == Overseeing the Bank Account == * Once you visit Truist and obtain an HGAPS UNC debit card, you will officially be one of two people in the chapter with access to the bank account, so it is your responsibility to track your spending from that card. * Locate the bank account login info on the Usernames and Passwords sheet within the HGAPS Google Drive login (not linked for security) * If you have any issues, let Eric know, as his cell phone is linked to the account * Check the account periodically (recommended at least once a month, preferably bi-weekly) just to make sure there is no fraudulent activity and to keep track of spending rate * Let Eric know of anything unusual * Meet with the bank to discuss bank activities as necessary (probably once or twice a year) * We are aiming for ~$2,000 per chapter each year but this may vary * Any chapter that is making more than 5,000 dollars has implications for their tax status. == Ordering Food! == * Download the Honey browser extension to check for coupons * Make sure you have the card handy - I have never been asked for the card directly, but it is good practice to have it on you in case anything goes wrong * Make sure that you’re using the correct card and address for HGAPS orders if you also have your personal card on the account you’re using ** Double check when you checkout from these apps if you save the cards to make sure you do not use the HGAPS card for personal purchases. If you do, accidents happen and it’s not the end of the world, but notify Eric straight away to resolve the issue together === Common Food Orders === ==== Dominos (~$100) ==== * around 6 large pizzas (said to feed 3 to 5 people each) and some kind of side, like wings or bread bites. * Make sure you check the [https://www.dominos.com/en/pages/order/#!/section/Coupons/category/All/ coupons page] periodically * Try to order at least an hour before the meeting to ensure it will arrive by meeting time and schedule it for 15 minutes before the meeting. ** Tip! It’s a big order, and it keeps us on their good side for sure. ** Also: ask for plates/napkins - they provide them with the order for no additional charge, but normally you have to ask to have them included * When you place the order, have it delivered to Davie Hall, as Howell is not easily accessible by car. They normally turn into the parking lot across from Davie (near Davis library). * You will likely need one if not two people helping you (ask exec folks to help if they can come early) * If you run into any issues with their orders, call them! Their customer service has always been good with us, especially since we’re such a regular customer. The Carrboro location has been bringing HGAPS pizza for years now, they know we bring consistent business. ==== Jimmy John’s (~140-50) ==== * Normally 2 platters of minis or boxes are sufficient for a Thursday meeting. * Make sure you include veggie options for any vegetarian/vegan HGAPers. ** Pickles are also pretty good and Eric-approved/endorsed * Not super expensive, but you should save JJ for when you need to change things up (about once per semester). ==== Other delivery services ==== Keep deliveries through third-party services like Doordash and UberEats to a minimum as a) the timing can be very inconsistent b) they normally come with additional fees c) most places it’s more difficult to place bulk orders Places like Spicy 9, Mint, and Moe’s were fan-favorites with the exec meetings, and budget-permitting can be a nice option for those smaller meetings negob69cc92g4tmqqul73nltbfutfzd 2414651 2414650 2022-08-15T05:56:54Z Carovinc2 2845156 /* UNC Treasurer Tasks Instructable */ wikitext text/x-wiki = UNC Treasurer Tasks Instructable = This Instructable details all tasks for the UNC Treasurer other than SGA funding and reimbursement which is located. == Grant Writing Tips & Tricks for UNC HGAPS == Pretty much everything done in the grant writing space is in the Google Drive Folder. The Grant Writing 101 presentation covers most of the essentials for what you need to know at an undergrad level. Bigger grants (foundations, institutes, national-level things) should be discussed with the board, and you may not even end up doing the bulk of the work, but smaller grants (community-level, campus/UNC student org grants) are fair game! The two essential things to keep in mind are to know your audience and to know your mission. If you’re on the HGAPS exec board, you probably already know the mission in far greater depth than most student orgs on UNC’s campus. Knowing your audience will help you pinpoint which projects and/or individuals would make sense to put at the front of the grant. Definitely refer to previous grants in the drive folder for some examples of approaching our projects from different angles (e.g., dissemination-heavy for Wiki, community service-focused for public service grants). == Overseeing the Bank Account == * Once you visit Truist and obtain an HGAPS UNC debit card, you will officially be one of two people in the chapter with access to the bank account, so it is your responsibility to track your spending from that card. * Locate the bank account login info on the Usernames and Passwords sheet within the HGAPS Google Drive login (not linked for security) * If you have any issues, let Eric know, as his cell phone is linked to the account * Check the account periodically (recommended at least once a month, preferably bi-weekly) just to make sure there is no fraudulent activity and to keep track of spending rate * Let Eric know of anything unusual * Meet with the bank to discuss bank activities as necessary (probably once or twice a year) * We are aiming for ~$2,000 per chapter each year but this may vary * Any chapter that is making more than 5,000 dollars has implications for their tax status. == Ordering Food! == * Download the Honey browser extension to check for coupons * Make sure you have the card handy - I have never been asked for the card directly, but it is good practice to have it on you in case anything goes wrong * Make sure that you’re using the correct card and address for HGAPS orders if you also have your personal card on the account you’re using ** Double check when you checkout from these apps if you save the cards to make sure you do not use the HGAPS card for personal purchases. If you do, accidents happen and it’s not the end of the world, but notify Eric straight away to resolve the issue together === Common Food Orders === ==== Dominos (~$100) ==== * around 6 large pizzas (said to feed 3 to 5 people each) and some kind of side, like wings or bread bites. * Make sure you check the [https://www.dominos.com/en/pages/order/#!/section/Coupons/category/All/ coupons page] periodically * Try to order at least an hour before the meeting to ensure it will arrive by meeting time and schedule it for 15 minutes before the meeting. ** Tip! It’s a big order, and it keeps us on their good side for sure. ** Also: ask for plates/napkins - they provide them with the order for no additional charge, but normally you have to ask to have them included * When you place the order, have it delivered to Davie Hall, as Howell is not easily accessible by car. They normally turn into the parking lot across from Davie (near Davis library). * You will likely need one if not two people helping you (ask exec folks to help if they can come early) * If you run into any issues with their orders, call them! Their customer service has always been good with us, especially since we’re such a regular customer. The Carrboro location has been bringing HGAPS pizza for years now, they know we bring consistent business. ==== Jimmy John’s (~140-50) ==== * Normally 2 platters of minis or boxes are sufficient for a Thursday meeting. * Make sure you include veggie options for any vegetarian/vegan HGAPers. ** Pickles are also pretty good and Eric-approved/endorsed * Not super expensive, but you should save JJ for when you need to change things up (about once per semester). ==== Other delivery services ==== Keep deliveries through third-party services like Doordash and UberEats to a minimum as a) the timing can be very inconsistent b) they normally come with additional fees c) most places it’s more difficult to place bulk orders Places like Spicy 9, Mint, and Moe’s were fan-favorites with the exec meetings, and budget-permitting can be a nice option for those smaller meetings 1bmqe328end0udhogquk4o5gbm0ou38 2414653 2414651 2022-08-15T05:58:27Z Carovinc2 2845156 /* UNC Treasurer Tasks Instructable */ wikitext text/x-wiki = UNC Treasurer Tasks Instructable = This Instructable details all tasks for the UNC Treasurer other than SGA funding and reimbursement which is located here. == Grant Writing Tips & Tricks for UNC HGAPS == Pretty much everything done in the grant writing space is in the Google Drive Folder. The Grant Writing 101 presentation covers most of the essentials for what you need to know at an undergrad level. Bigger grants (foundations, institutes, national-level things) should be discussed with the board, and you may not even end up doing the bulk of the work, but smaller grants (community-level, campus/UNC student org grants) are fair game! The two essential things to keep in mind are to know your audience and to know your mission. If you’re on the HGAPS exec board, you probably already know the mission in far greater depth than most student orgs on UNC’s campus. Knowing your audience will help you pinpoint which projects and/or individuals would make sense to put at the front of the grant. Definitely refer to previous grants in the drive folder for some examples of approaching our projects from different angles (e.g., dissemination-heavy for Wiki, community service-focused for public service grants). == Overseeing the Bank Account == * Once you visit Truist and obtain an HGAPS UNC debit card, you will officially be one of two people in the chapter with access to the bank account, so it is your responsibility to track your spending from that card. * Locate the bank account login info on the Usernames and Passwords sheet within the HGAPS Google Drive login (not linked for security) * If you have any issues, let Eric know, as his cell phone is linked to the account * Check the account periodically (recommended at least once a month, preferably bi-weekly) just to make sure there is no fraudulent activity and to keep track of spending rate * Let Eric know of anything unusual * Meet with the bank to discuss bank activities as necessary (probably once or twice a year) * We are aiming for ~$2,000 per chapter each year but this may vary * Any chapter that is making more than 5,000 dollars has implications for their tax status. == Ordering Food! == * Download the Honey browser extension to check for coupons * Make sure you have the card handy - I have never been asked for the card directly, but it is good practice to have it on you in case anything goes wrong * Make sure that you’re using the correct card and address for HGAPS orders if you also have your personal card on the account you’re using ** Double check when you checkout from these apps if you save the cards to make sure you do not use the HGAPS card for personal purchases. If you do, accidents happen and it’s not the end of the world, but notify Eric straight away to resolve the issue together === Common Food Orders === ==== Dominos (~$100) ==== * around 6 large pizzas (said to feed 3 to 5 people each) and some kind of side, like wings or bread bites. * Make sure you check the [https://www.dominos.com/en/pages/order/#!/section/Coupons/category/All/ coupons page] periodically * Try to order at least an hour before the meeting to ensure it will arrive by meeting time and schedule it for 15 minutes before the meeting. ** Tip! It’s a big order, and it keeps us on their good side for sure. ** Also: ask for plates/napkins - they provide them with the order for no additional charge, but normally you have to ask to have them included * When you place the order, have it delivered to Davie Hall, as Howell is not easily accessible by car. They normally turn into the parking lot across from Davie (near Davis library). * You will likely need one if not two people helping you (ask exec folks to help if they can come early) * If you run into any issues with their orders, call them! Their customer service has always been good with us, especially since we’re such a regular customer. The Carrboro location has been bringing HGAPS pizza for years now, they know we bring consistent business. ==== Jimmy John’s (~140-50) ==== * Normally 2 platters of minis or boxes are sufficient for a Thursday meeting. * Make sure you include veggie options for any vegetarian/vegan HGAPers. ** Pickles are also pretty good and Eric-approved/endorsed * Not super expensive, but you should save JJ for when you need to change things up (about once per semester). ==== Other delivery services ==== Keep deliveries through third-party services like Doordash and UberEats to a minimum as a) the timing can be very inconsistent b) they normally come with additional fees c) most places it’s more difficult to place bulk orders Places like Spicy 9, Mint, and Moe’s were fan-favorites with the exec meetings, and budget-permitting can be a nice option for those smaller meetings ji2lwkrjs73ujsz6ghrettgyuf74rc6 14 284680 2414490 2401988 2022-08-14T21:40:32Z Watchduck 137431 wikitext text/x-wiki Styles: * {{tl|WalshPermMatInv/style.css}} for {{tl|WalshPermMatInv}} * {{tl|3-bit Walsh permutation/matrix column permutations/style.css}} for page [[3-bit Walsh permutation/matrix column permutations]] [[Category:Walsh permutation]] g7drdq0fkxre5j3tofkfislf4eljjxz 2414518 2414490 2022-08-14T23:11:32Z Watchduck 137431 wikitext text/x-wiki Styles: * {{tl|WalshPermMatInv/style.css}} for {{tl|WalshPermMatInv}} * {{tl|3-bit Walsh permutation/matrix columns/style.css}} for page [[3-bit Walsh permutation/matrix columns]] [[Category:Walsh permutation]] mzip9p32o6avnwp0p4z5jjvg1k73v58 2414519 2414518 2022-08-14T23:12:04Z Watchduck 137431 wikitext text/x-wiki Styles: * {{tl|WalshPermMatInv/style.css}} for {{tl|WalshPermMatInv}} * {{tl|3-bit Walsh permutation/matrix columns/style.css}} for {{tl|3-bit Walsh permutation/matrix columns}}- [[Category:Walsh permutation]] p4mjbrlz45jjvp9xcobu24j780ih95v 2414565 2414519 2022-08-15T00:57:57Z Watchduck 137431 wikitext text/x-wiki Styles: * {{tl|WalshPermMatInv/style.css}} for {{tl|WalshPermMatInv}} * {{tl|3-bit Walsh permutation/matrix columns/style.css}} for {{tl|3-bit Walsh permutation/matrix columns}} [[Category:Walsh permutation]] q09n4hhy3l6929cieofhdju38kerit9 2414573 2414565 2022-08-15T01:05:39Z Watchduck 137431 wikitext text/x-wiki Styles: * {{tl|WalshPermMatInv/style.css}} for {{tl|WalshPermMatInv}} * {{tl|3-bit Walsh permutation/matrix columns/style.css}} for {{tl|3-bit Walsh permutation/matrix columns}} * {{tl|3-bit Walsh permutation/matrix columns/comp pattern overview/style.css}} for {{tl|3-bit Walsh permutation/matrix columns/comp pattern overview}} [[Category:Walsh permutation]] 7vhh8x8m5r11c8stufrk10dryn6dxjf 10 284695 2414680 2402149 2022-08-15T09:16:50Z Watchduck 137431 wikitext text/x-wiki <templatestyles src="WalshPermMatInv/style.css" /> <div class="walsh-perm-3-link-and-matrix"> <div class="link-wrapper"> [[commons:Category:Related images of Walsh permutation {{{1}}}|{{{1}}}]] </div> <div class="matrix-wrapper"> <table class="matrix"> <tr> <td class="entry-{{str index|{{WalshPermMatInvStr|{{{1}}}}}|1}}"></td> <td class="entry-{{str index|{{WalshPermMatInvStr|{{{1}}}}}|2}}"></td> <td class="entry-{{str index|{{WalshPermMatInvStr|{{{1}}}}}|3}}"></td> </tr><tr> <td class="entry-{{str index|{{WalshPermMatInvStr|{{{1}}}}}|4}}"></td> <td class="entry-{{str index|{{WalshPermMatInvStr|{{{1}}}}}|5}}"></td> <td class="entry-{{str index|{{WalshPermMatInvStr|{{{1}}}}}|6}}"></td> </tr><tr> <td class="entry-{{str index|{{WalshPermMatInvStr|{{{1}}}}}|7}}"></td> <td class="entry-{{str index|{{WalshPermMatInvStr|{{{1}}}}}|8}}"></td> <td class="entry-{{str index|{{WalshPermMatInvStr|{{{1}}}}}|9}}"></td> </tr> </table> </div> </div><noinclude> ---- <code><nowiki><div style="width: 100px; border: 1px solid gray;">{{WalshPermMatInv|724}}</div></nowiki></code> gives <div style="width: 100px; border: 1px solid gray;">{{WalshPermMatInv|724}}</div> uses {{tl|WalshPermMatInvStr}} used in {{tl|FanoColl}} [[Category:Walsh permutation; templates]]</noinclude> d9oai05wqklwcwzbdq8ndzi158u0l4e 4 284702 2414397 2402077 2022-08-14T14:09:53Z Dave Braunschweig 426084 Archive wikitext text/x-wiki == Let's talk about the Desktop Improvements == [[File:New table of contents shown on English wikipedia.png|thumb]] Hello! Have you noticed that some wikis have a different desktop interface? Are you curious about the next steps? Maybe you have questions or ideas regarding the design or technical matters? Join an online meeting with the team working on the [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements|Desktop Improvements]]! It will take place on '''29 April 2022 at [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20220429T1300 13:00 UTC] and [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20220429T1800 18:00 UTC]''' on Zoom. [https://wikimedia.zoom.us/j/88045453898 '''Click here to join''']. Meeting ID: 88045453898. [https://wikimedia.zoom.us/u/kcOMICmyyA Dial by your location]. '''Agenda''' * Update on the recent developments * Questions and answers, discussion '''Format''' The meeting will not be recorded or streamed. Notes will be taken in a [https://docs.google.com/document/d/1G4tfss-JBVxyZMxGlOj5MCBhOO-0sLekquFoa2XiQb8/edit# Google Docs file]. [[mw:User:OVasileva_(WMF)|Olga Vasileva]] (the Product Manager) will be hosting this meeting. The presentation part will be given in English. We can answer questions asked in English, French, Italian, and Polish. If you would like to ask questions in advance, add them on the [[mw:Talk:Reading/Web/Desktop_Improvements|talk page]] or send them to sgrabarczuk@wikimedia.org. At this meeting, both [[foundation:Friendly_space_policy|Friendly space policy]] and the [[mw:Special:MyLanguage/Code_of_Conduct|Code of Conduct]] for Wikimedia technical spaces apply. Zoom is not subject to the [[foundation:Privacy_policy|WMF Privacy Policy]]. We hope to see you! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|talk]]) 00:35, 26 April 2022 (UTC) <!-- Message sent by User:SGrabarczuk (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=User:SGrabarczuk_(WMF)/sandbox/MM/En_fallback&oldid=23142195 --> == Wikimedia Foundation Board of Trustees election 2022 Call for Candidates == {{nutshell|what=section|1=The Wikimedia Foundation Board of Trustees oversees the Wikimedia Foundation's operations. Community-and-affiliate selected trustees and Board-appointed trustees make up the Board of Trustees. Each trustee serves a three year term. The Wikimedia community has the opportunity to vote for community-and-affiliate selected trustees. The Wikimedia community will vote to fill two seats on the Board in 2022. This is an opportunity to improve the representation, diversity, and expertise of the Board as a team. Please consider [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2022/Apply_to_be_a_Candidate|submitting your candidacy to join the Board of Trustees]].<br/>''–Movement Strategy and Governance on behalf of the Elections Committee and the Board of Trustees ([[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/Call for Candidates/Short|full announcement]])''}} Hello everyone! There is an open [[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/Call for Candidates|'''Call for Candidates''']] for the [[m:Special:MyLanguage/Wikimedia Foundation elections/2022|2022 Board of Trustees election]]. Find out more on the [[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Apply to be a Candidate|Apply to be a Candidate page]]. [[User:Xeno (WMF)|Xeno (WMF)]] ([[User talk:Xeno (WMF)|discuss]] • [[Special:Contributions/Xeno (WMF)|contribs]]) 01:16, 26 April 2022 (UTC) ---- :The seats to be filled this year were previously selected by affiliates in the [[m:Affiliate-selected Board seats/2019]] process. This year, a different method will be used: :# Candidates submit their applications (by May 9; this deadline may be slightly extended); :#: Any community member can become a candidate if they meet the general and special conditions outlined [[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Apply to be a Candidate|here.]] :# Affiliates vote to shortlist six (6) names from the candidates' pool. :#: Each affiliate carries one vote. The affiliate vote is scheduled to take place in early July. :# The Community votes to elect two of the six shortlisted candidates. :#: '''Community Voting is scheduled to begin on August 15 and end on August 29.''' :# The Board will appoint the two newly-elected candidates as the new Trustees. :#: This final step, which will conclude the election process, is expected to take place in early October 2022. ---- The [[m:Special:MyLanguage/Movement Strategy and Governance|Movement Strategy and Governance]] team is inviting local users to help publicize the different stages of the election . Feel free to [[m:Template:Movement_Strategy_and_Governance/Election_Volunteers/Register|add your name here]]. Thanks in advance, and to those who have already registered. If you have any questions, please post them here, on Meta-wiki, or reach out to me directly. Kindly cross-post and advertise widely. Best regards, <br /> [[User:Xeno (WMF)|Xeno (WMF)]] ([[User talk:Xeno (WMF)|discuss]] • [[Special:Contributions/Xeno (WMF)|contribs]]) 01:16, 26 April 2022 (UTC) === Wikimedia Foundation Board of Trustees election 2022 - Call for Election Volunteers === <section begin="announcement-content" /> :''[[m:Special:MyLanguage/Movement Strategy and Governance/Election Volunteers/2022/Call for Election Volunteers|You can find this message translated into additional languages on Meta-wiki.]]'' :''<div class="plainlinks">[[m:Special:MyLanguage/Movement Strategy and Governance/Election Volunteers/2022/Call for Election Volunteers|{{int:interlanguage-link-mul}}]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&group=page-{{urlencode:Movement Strategy and Governance/Election Volunteers/2022/Call for Election Volunteers}}&language=&action=page&filter= {{int:please-translate}}]</div>'' The Movement Strategy and Governance team is looking for community members to serve as election volunteers in the upcoming Board of Trustees election. The idea of the Election Volunteer Program came up during the 2021 Wikimedia Board of Trustees Election. This program turned out to be successful. With the help of Election Volunteers we were able to increase outreach and participation in the election by 1,753 voters over 2017. Overall turnout was 10.13%, 1.1 percentage points more, and 214 wikis were represented in the election. There were a total of 74 wikis that did not participate in 2017 that produced voters in the 2021 election. Can you help increase the participation even more? Election volunteers will help in the following areas: * Translate short messages and announce the ongoing election process in community channels * Optional: Monitor community channels for community comments and questions Volunteers should: * Maintain the friendly space policy during conversations and events * Present the guidelines and voting information to the community in a neutral manner Do you want to be an election volunteer and ensure your community is represented in the vote? [[m:Special:MyLanguage/Movement Strategy and Governance/Election Volunteers/About|'''Sign up here to receive updates.''']] You can use the [[m:Special:MyLanguage/Talk:Movement Strategy and Governance/Election Volunteers/About|talk page]] for questions about translation.<br /><section end="announcement-content" /> [[User:Xeno (WMF)|Xeno (WMF)]] ([[User talk:Xeno (WMF)|discuss]] • [[Special:Contributions/Xeno (WMF)|contribs]]) 01:12, 6 May 2022 (UTC) :@[[User:Xeno (WMF)|Xeno (WMF)]], Are you saying that more wmf-members should participate in Board elections? If so, I support this aim. What can someone like me do to help? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 13:38, 6 May 2022 (UTC) ::{{u|Ottawahitech}}: Thanks for your support - election volunteers help to publicize the vote on their local projects. For example, there may be places on Wikiversity that can be notified of the upcoming election that I'm not aware of. A local election volunteer could place a posting there about the announcements that come out during the ongoing election (like the one below!). [[User:Xeno (WMF)|Xeno (WMF)]] ([[User talk:Xeno (WMF)|discuss]] • [[Special:Contributions/Xeno (WMF)|contribs]]) 02:23, 2 June 2022 (UTC) === Board of Trustees election 2022 Candidates === <section begin="announcement-content" /> :''[[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/2022 Candidates for the Board of Trustees|You can find this message translated into additional languages on Meta-wiki.]]'' :''<div class="plainlinks">[[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/2022 Candidates for the Board of Trustees|{{int:interlanguage-link-mul}}]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&group=page-{{urlencode:Wikimedia Foundation elections/2022/Announcement/2022 Candidates for the Board of Trustees}}&language=&action=page&filter= {{int:please-translate}}]</div>'' The [[m:Special:MyLanguage/Wikimedia Foundation elections/2022|2022 Board of Trustees election]] Call for Candidates has now closed. This Call led 12 candidates from the community to submit their applications. Learn more about the [[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Candidates|2022 Board of Trustees candidates]]. The Analysis Committee will now consider the candidates’ applications with the skills and criteria provided by the Board. The trustees seek certain skills and competencies to improve the capacity of the Board. After the Analysis Committee completes their review, the ratings of each candidate will be published. These ratings are for informational purposes only. For more information about the 2022 Board election, you may find the timeline, voting information and other ways to get involved [[m:Special:MyLanguage/Wikimedia Foundation elections/2022|on Meta-wiki]]. Thank you for your support, Movement Strategy and Governance on behalf of the Elections Committee and the Board of Trustees <br /><section end="announcement-content" /> [[User:Xeno (WMF)|Xeno (WMF)]] ([[User talk:Xeno (WMF)|discuss]] • [[Special:Contributions/Xeno (WMF)|contribs]]) 02:23, 2 June 2022 (UTC) == Warning templates == We do not have any warning templates here at Wikiversity yet. Why not import them? [[User:Lightbluerain|Lightbluerain]] ([[User talk:Lightbluerain|discuss]] • [[Special:Contributions/Lightbluerain|contribs]]) 17:40, 13 May 2022 (UTC) :@[[User:Lightbluerain|Lightbluerain]]: I'm not sure which warnings you are looking for, but see [[Wikiversity:Import]] to add you request(s). Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 23:38, 13 May 2022 (UTC) :We do have a couple of templates in [[:Category:User warning templates]]. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 21:40, 17 June 2022 (UTC) == Next steps on the Universal Code of Conduct (UCoC) Enforcement guidelines == Hey all - I have an update on the [[m:Special:MyLanguage/Universal Code of Conduct/Project|Universal Code of Conduct (UCoC) project]]. [[m:Special:MyLanguage/Universal Code of Conduct/Enforcement guidelines/Voting/Report|'''A report is available on Meta-Wiki''']]. about the [[m:Special:MyLanguage/Universal Code of Conduct/Enforcement guidelines/Vote|2022 March ratification vote]] on the [[m:Special:MyLanguage/Universal Code of Conduct/Enforcement guidelines|UCoC Enforcement guidelines]]. Voters cast votes from at least 137 communities. At least 650 participants added comments with their vote. ''([[m:Special:MyLanguage/Universal Code of Conduct/Enforcement guidelines/Voting/Report/Announcement|See full announcement]])'' Following the vote, the [[m:Special:MyLanguage/Wikimedia Foundation Community Affairs Committee|Community Affairs committee (CAC)]] of the Wikimedia Foundation Board of Trustees [https://lists.wikimedia.org/hyperkitty/list/wikimedia-l@lists.wikimedia.org/thread/JAYQN3NYKCHQHONMUONYTI6WRKZFQNSC/ asked that several areas be reviewed for improvements]. A [[m:Special:MyLanguage/Universal Code of Conduct/Drafting committee#Revisions Committee|Revision Drafting Committee]] will refine the enforcement guidelines based on community feedback. To help the Revisions committee, input from the community is requested. Visit the Meta-wiki pages ([[m:Special:MyLanguage/Universal_Code_of_Conduct/Enforcement_guidelines/Revision_discussions|Enforcement Guidelines revision discussions]], [[m:Special:MyLanguage/Universal_Code_of_Conduct/Policy text/Revision_discussions|Policy text revision discussions]]) to provide thoughts for the new drafting committee. ''([[m:Universal Code of Conduct/Enforcement guidelines/Revision discussions/Announcement|See full announcement]])'' Let me know if you have any questions about these next steps. [[User:Xeno (WMF)|Xeno (WMF)]] ([[User talk:Xeno (WMF)|discuss]] • [[Special:Contributions/Xeno (WMF)|contribs]]) 02:23, 2 June 2022 (UTC) == Chris Tolworthy == A blogger by the name of [https://answersanswers.com/index.html Chris Tolworthy] has written a lot of essays about the Bible and other subjects. Personally, I think that while some of these essays are pretty much just drivel, others might be worth including on Wikiversity. However, I don't know what kind of license Tolworthy uses on his work- the main page just says, "If you find these pages useful please share and copy them." How that would be expressed in the form of a Creative Commons license, I'm not entirely sure. Also, if we did include Tolworthy's works, he has [https://www.facebook.com/HeyLookThatsMe/ a Facebook account], which would satisfy criteria no. 3 on the [[Help:Essay]] page. What do you think? --[[User:Lizardcreator|Lizardcreator]] ([[User talk:Lizardcreator|discuss]] • [[Special:Contributions/Lizardcreator|contribs]]) 23:34, 15 June 2022 (UTC) :@[[User:Lizardcreator|Lizardcreator]] You are welcome to link to these resources and create learning projects around them. You cannot copy them and host them at Wikiversity. Only Chris Tolworthy can do that. Any resource that doesn't explicitly include a Creative Commons or other open license isn't licensed for sharing on Wikiversity. [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 13:57, 16 June 2022 (UTC) == Desktop Improvements update == [[File:Table of contents shown on English Wikipedia 02.webm|thumb]] ; Making this the new default Hello. I wanted to give you an update about the [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements|Desktop Improvements]] project, which the Wikimedia Foundation Web team has been working on for the past few years. Our work is almost finished! 🎉 We would love to see these improvements become the default for readers and editors across all wikis. <span style="background-color:#fc3;">In the coming weeks, we will begin conversations on more wikis, including yours. 🗓️</span> We will gladly read your suggestions! The goals of the project are to make the interface more welcoming and comfortable for readers and useful for advanced users. The project consists of a series of feature improvements which make it easier to read and learn, navigate within the page, search, switch between languages, use article tabs and the user menu, and more. The improvements are already visible by default for readers and editors on more than 30 wikis, including Wikipedias in [[:fr:|French]], [[:pt:|Portuguese]], and [[:fa:|Persian]]. The changes apply to the [{{fullurl:{{FULLPAGENAMEE}}|useskin=vector}} Vector] skin only, although it will always be possible to revert to the previous version on an individual basis. [{{fullurl:{{FULLPAGENAMEE}}|useskin=monobook}} Monobook] or [{{fullurl:{{FULLPAGENAMEE}}|useskin=timeless}} Timeless] users will not notice any changes. ; The newest features * [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Features/Table of contents|Table of contents]] - our version is easier to reach, gain context of the page, and navigate throughout the page without needing to scroll. It is currently tested across our pilot wikis. It is also available for editors who have opted into the Vector 2022 skin. * [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Features/Page tools|Page tools]] - now, there are two types of links in the sidebar. There are actions and tools for individual pages (like [[Special:RecentChangesLinked|Related changes]]) and links of the wiki-wide nature (like [[Special:RecentChanges|Recent changes]]). We are going to separate these into two intuitive menus. ; How to enable/disable the improvements [[File:Desktop Improvements - how to enable globally.png|thumb|[[Special:GlobalPreferences#mw-prefsection-rendering|{{int:globalpreferences}}]]]] * It is possible to opt-in individually [[Special:Preferences#mw-prefsection-rendering|in the appearance tab within the preferences]] by selecting "{{int:skinname-vector-2022}}". Also, it is possible to opt-in on all wikis using the [[Special:GlobalPreferences#mw-prefsection-rendering|global preferences]]. * On wikis where the changes are visible by default for all, logged-in users can always opt-out to the Legacy Vector. There is an easily accessible link in the sidebar of the new Vector. ; Learn more and join our events If you would like to follow the progress of our project, you can [[mw:Special:Newsletter/28/subscribe|subscribe to our newsletter]]. You can read the [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements|pages of the project]], check [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Frequently_asked_questions|our FAQ]], write on the [[mw:Talk:Reading/Web/Desktop_Improvements|project talk page]], and [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|join an online meeting with us]]. Thank you! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|talk]]) 16:59, 21 June 2022 (UTC) <!-- Message sent by User:SGrabarczuk (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=User:SGrabarczuk_(WMF)/sandbox/MM/En_fallback&oldid=23430301 --> 9pfyloz8nbhxhqpa188o2z19wewqdnr 0 285547 2414611 2408508 2022-08-15T03:21:39Z Ardenguo 2944162 /* Recommended diagnostic interviews for PTSD */ added some diagnostic instruments 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 this page feel like too much information? Click [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)|here]] for the condensed version. == [[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" |- ! Setting ! Base Rate ! Demography ! Diagnostic Method !Best Recommended For |- | 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% | United States, nationally representative, age 18 and older | National Comorbidity Survey - Replication | |- | 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% | Netherlands, nationally representative, age 18-80 | Composite International Diagnostic Interview (CIDI) | |- | 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% | United States, nationally representative, age 18 and older | Wave 2 National Epidemiologic Survey on Alcohol and Related Conditions | |- | 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, representative sample, age 18 and older | Northern Ireland Study of Health and Stress | |- | 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 Africa, nationally representative sample, age 18 and older | South African Stress and Health Study, using the Composite International Diagnostic Interview (CIDI) | |- | 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% ♦ | U.S. Army and Marine Soldiers Deployed to Iraq and Afghanistan | PTSD Checklist | |- |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% |United States, nationally representative, ages 13-18 |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 sortable" |- ! Measure !Format (Reporter) !Age Range !Administration/ Completion Time !Inter-rater reliability !Test-retest reliability !Construct validity !Content validity !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 |N/A |G |E |G |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 |E |E |E |E |X |- |[https://www.appi.org/products/structured-clinical-interview-for-dsm-5-scid-5 SCID-IV (Structured Clinical Interview for DSM-IV)] |Clinician Administered Interview |adult |1-2 hours |A |A |G |G |X |- |[https://div12.org/wp-content/uploads/2014/11/PSSI-5-Manual.pdf PSS-I (PTSD Symptom Scale Interview)] |Clinician Administered Interview |adult |20 minutes |E |G |G |G | |- |[https://psychiatry.duke.edu/sites/default/files/field/image/sip_scale.pdf SI-PTSD (Structured Interview for PTSD)] |Clinician Administered Interview |adult |20-30 minutes |E |A |G |G | |- |[https://global.oup.com/academic/product/anxiety-and-related-disorders-interview-schedule-for-dsm-5-adis-5---adult-version-9780199325160?cc=us&lang=en& ADIS (Anxiety Disorder Interview Schedule)] |Clinician Administered Interview |adult |2-4 hours |G |A |G |G | |- |[https://www.reactionindex.com/index.php/ UCLA PTSD Reaction Index for DSM-5] |Clinician Administered |child, school age, adolescents | |G | |G |G |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://consultgeri.org/try-this/general-assessment/issue-19.pdf IES-R (Impact of Event Scale-Revised)] |Self-Report |adult |10-15 minutes |N/A |A |G |G | |- |[https://www.ptsd.va.gov/professional/assessment/adult-sr/mississippi-scale-m-ptsd.asp M-PTSD (Mississippi Scale for Combat Related PTSD)] |Self-Report |adult, specific versions for veterans and civilians |10-15 minutes |N/A |G |E |E | |- |[https://www.pearsonclinical.com/psychology/products/100000461/minnesota-multiphasic-personality-inventory-2-mmpi-2.html PK Scale (Keane PTSD Scale of the MMPI-2)] |Self-report |adult |60-90 minutes (entire MMPI-2) |N/A |G |E |G | |- |[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)] |Self-Report |adult |10-20 minutes |N/A |G |E |G |X |- |[http://www.oregon.gov/oha/HSD/AMH/Trauma%20Policy/lsac-adult-form.pdf LASC (Los Angeles Symptoms Checklist)] |Self-Report |adult |5-10 minutes |N/A |G |G |G | |- |[https://pathwaysu.com/pluginfile.php/12797/mod_resource/content/1/UCLA%20PTSD%20RI%20-%20DSM-5%20%28Final%29.pdf Child’s Reaction to Traumatic Events Scale-Revised] |Self-Report |7-16 |5-10 Minutes | | |G |G | |- |[http://www.som.uq.edu.au/childtrauma/ctsq.aspx Child Trauma Screening Questionnaire (CTSQ)] |Self-Report |child |5-10 minutes | | |G |G | |- |[https://www.corc.uk.net/media/1268/cries_selfreported.pdf Children’s Revised Impact of Events Scale (CRIES-8)] |Self-Report |8+ (must be able to read) |5-10 minutes | | | | | |- |[https://www.parinc.com/Products/Pkey/461 Trauma Symptoms Checklist for Young Children (TSCYC)] |Parent Report on Child |3-12 years old |15-20 minutes |For validities, norms vary based on gender and age group, since each has different scales. | | | | |- |[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)] |Parent Report |child |13 items |G | |G |G |Yes |- |[https://www.apa.org/depression-guideline/child-behavior-checklist.pdf Child Behavior Checklist-Posttraumatic Stress Disorder Scale (CBCL-PTSD)] |Parent Report |6-18 years old |10-15 minutes | | |G | | |- |[https://static1.squarespace.com/static/56983ac169492ecf0c7dc1c7/t/5ba262de575d1f6ea0cf4298/1537368799744/International+Trauma+Questionnaire.pdf International Trauma Questionnaire (ITQ) – Youth Version] |Self-Report |child |10 minutes | | | | | |} '''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable === Likelihood ratios and AUCs of screening measures for PTSD === * '''''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 !Download |- | || || || || | |- | || || || || | |- | || || || || | |- | || || || || | |- | || || || || | |- | || || || || | |- | || || || || | |- | || || || || | |- | || || || || | |- | || || || || | |- | || || || || | |- |} === 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 |- | [https://www.ptsd.va.gov/professional/assessment/adult-int/caps.asp CAPS-5 (Clinician Administered PTSD Scale)] | Clinician Administered Interview | adult | 40-60 minutes | | | | | | |- | PTSD Symptom Scale Interview (PSS-I-5) |Clinician Administered Interview |adult and child version available |24 items | | | | | | |- | colspan="4" | '''For Children and Adolescents Specifically''' | | | | | | |- |[https://www.ptsd.va.gov/professional/assessment/child/caps-ca.asp CAPS-CA-5 (Clinician-Administered PTSD Scale for DSM-5 - Child/Adolescent Version)] |Clinician Administered Interview |child |30 items | | | | | | |- |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}}]] aobt69oueyy8tv1pzwtehiz9qxhmkkr 0 285673 2414414 2414362 2022-08-14T16:45:12Z Elominius 2911372 [[:Category:Computer science]] wikitext text/x-wiki This guide describes what could be causing performance bottlenecks and provides tips on how to improve the performance of your computer. == Random access memory == The capacity of the [[:w:Computer_memory|system memory]] is among the most important things for a computer's performance. Not only does it store running programs, but a higher capacity allows for more caching, meaning the operating system copies locally stored data to the RAM where it remains so long as the space is not needed by running programs themselves, allowing them to be accessed much faster from there. This reduces the need for memory paging (if activated), a process that is both weary on the disk and slow. The system memory is also used for [[:w:Write buffer|write buffering]], meaning data to be written to a data storage device is first stored there to prevent blocking read requests, which have a higher priority. In web browsers, more RAM allows for more [[:w:tabbed browsing|tabs]]' content to remain in memory so it can immediately be recalled if the tab is opened. When a browser detects that the system memory is getting exhausted, it might unload the page content of tabs that have not been opened for the longest time. When the tab is opened again, the browser needs to download the page content from the server again, which adds a delay. == Exhausted space storage == If the operating system's partition is nearly exhausted, not only could failed writes lead to loss of data and user preferences for programs not optimized for such condition, but the performance will suffer, since the operating system has to [[:w:File system fragmentation|fragment]] files more aggressively. == Disk latency == Since the reading head of hard disk drives has to move to the location of the data to access it, many programs requesting many files at random locations in a short amount of time could cause noticeable lags. Data storage might temporarily stop responding to prevent it from overheating. This is particularly an issue with live USB operating systems, where the operating system is run off a small flash drive which is not designed for such a workload. == Background processes == Too many active background processes deteriorate performance since they take up processor cycles, and might affect disk latency if they read from and write to the disk as well. Tabs can be unloaded without being closed by terminating the browser's web content sub processes. == Browser caching == It might be helpful to deactivate the browser cache on a live USB operating system to decrease the workload, which prevents temporarily blocking I/O requests to prevent overheating. But it increases the amount of internet traffic consumption, since static resources like style sheets and scripts need to be downloaded repeatedly from the server. However, on a landline Internet connection, that difference should be marginal and insignificant. [[Category:Computer science]] r43fm67o5aqqw616bzkgcl3pkikaak9 0 285677 2414391 2413957 2022-08-14T13:56:44Z 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= ==Introduction== 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> {| class="wikitable" |- !<math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | <math>5p+0</math>||<math>25p^2+\ \ 0p+\ \ 0</math>||<math>25p^2+\ \ 0p+\ \ 0\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+\ \ 0p\ \ -\ \ 5k-\ \ 2</math> |- | <math>5p+1</math>||<math>25p^2+10p+\ \ 1</math>||<math>25p^2+10p+\ \ 1\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+10p\ \ -\ \ 5k-\ \ 1</math> |- | <math>5p+2</math>||<math>25p^2+20p+\ \ 4</math>||<math>25p^2+20p+\ \ 4\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+20p\ \ -\ \ 5k+\ \ 2</math> |- | <math>5p+3</math>||<math>25p^2+30p+\ \ 9</math>||<math>25p^2+30p+\ \ 9\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+30p\ \ -\ \ 5k+\ \ 7</math> |- | <math>5p+4</math>||<math>25p^2+40p+16</math>||<math>25p^2+40p+16\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+40p\ \ -\ \ 5k+14</math> |} 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> |- | <math>\ \ </math><code>7</code>||<math>\ \ \ \ </math><code>49</code>||<code>-4122</code><math>\ \ \ \ \ \ </math> |- | <math>\ \ </math><code>8</code>||<math>\ \ \ \ </math><code>64</code>||<code>-4107</code><math>\ \ </math><code>**</code> |- | <math>\ \ </math><code>9</code>||<math>\ \ \ \ </math><code>81</code>||<code>-4090</code><math>\ \ \ \ \ \ </math> |- | <code>10</code>||<math>\ \ </math><code>100</code>||<code>-4071</code><math>\ \ \ \ \ \ </math> |- | <code>11</code>||<math>\ \ </math><code>121</code>||<code>-4050</code><math>\ \ </math><code>!!</code> |- | <code>12</code>||<math>\ \ </math><code>144</code>||<code>-4027</code><math>\ \ \ \ \ \ </math> |- | <code>60</code>||<code>3600</code>||<math>\ \ </math><code>-571</code><math>\ \ \ \ \ \ </math> |- | <code>61</code>||<code>3721</code>||<math>\ \ </math><code>-450</code><math>\ \ </math><code>!!</code> |- | <code>62</code>||<code>3844</code>||<math>\ \ </math><code>-327</code><math>\ \ \ \ \ \ </math> |- | <code>63</code>||<code>3969</code>||<math>\ \ </math><code>-220</code><math>\ \ \ \ \ \ </math> |- | <code>64</code>||<code>4096</code>||<math>\ \ \ \ </math><code>-75</code><math>\ \ </math><code>**</code> |} =====Non-trivial result 1===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | <math>\ \ </math><code>8</code>||<math>\ \ \ \ </math><code>64</code>||<code>-4107</code><math>\ \ </math><code>**</code> |- | <code>64</code>||<code>4096</code>||<math>\ \ \ \ </math><code>-75</code><math>\ \ </math><code>**</code> |} :<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> |- | <math>\ \ </math><code>65</code>||<math>\ \ </math><code>4225</code>||<math>\ \ \ \ \ \ </math><code>54</code><math>\ \ </math><code>**</code><math>\ \ \ \ </math> |- | <math>\ \ </math><code>66</code>||<math>\ \ </math><code>4356</code>||<math>\ \ \ \ </math><code>185</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <math>\ \ </math><code>88</code>||<math>\ \ </math><code>7744</code>||<math>\ \ </math><code>3573</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <math>\ \ </math><code>89</code>||<math>\ \ </math><code>7921</code>||<math>\ \ </math><code>3750</code><math>\ \ </math><code>**!!</code> |- | <math>\ \ </math><code>90</code>||<math>\ \ </math><code>8100</code>||<math>\ \ </math><code>3929</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <code>144</code>||<code>20736</code>||<code>16565</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <code>145</code>||<code>21025</code>||<code>16854</code><math>\ \ \ \ \ \ </math><code>!!</code> |- | <code>146</code>||<code>21316</code>||<code>17145</code><math>\ \ \ \ \ \ \ \ \ \ </math> |} =====Non-trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | <code>65</code>||<code>4225</code>||<math>\ \ \ \ </math><code>54</code><math>\ \ </math><code>**</code><math>\ \ \ \ </math> |- | <code>89</code>||<code>7921</code>||<code>3750</code><math>\ \ </math><code>**!!</code> |} :<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> |- | <math>\ \ </math><code>89</code>||<math>\ \ </math><code>7921</code>||<math>\ \ </math><code>3750</code><math>\ \ </math><code>**!!</code> |- | <code>145</code>||<code>21025</code>||<code>16854</code><math>\ \ \ \ \ \ </math><code>!!</code> |} :<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> |- | <math>\ \ </math><code>56</code>||<math>\ \ </math><code>3136</code>||<code>-1035</code> |- | <math>\ \ </math><code>59</code>||<math>\ \ </math><code>3481</code>||<math>\ \ </math><code>-690</code> |- | <code>145</code>||<code>21025</code>||<code>16854</code> |} :<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] 2oua22ek9repk1e3hq5vkxmq6fnohi8 2414435 2414391 2022-08-14T19:01:10Z ThaniosAkro 2805358 /* Introduction */ 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= ==Introduction== 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> and <math>y\ %\ 5:</math> {| class="wikitable" |- !<math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | <math>5p+0</math>||<math>25p^2+\ \ 0p+\ \ 0</math>||<math>25p^2+\ \ 0p+\ \ 0\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+\ \ 0p\ \ -\ \ 5k-\ \ 2</math> |- | <math>5p+1</math>||<math>25p^2+10p+\ \ 1</math>||<math>25p^2+10p+\ \ 1\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+10p\ \ -\ \ 5k-\ \ 1</math> |- | <math>5p+2</math>||<math>25p^2+20p+\ \ 4</math>||<math>25p^2+20p+\ \ 4\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+20p\ \ -\ \ 5k+\ \ 2</math> |- | <math>5p+3</math>||<math>25p^2+30p+\ \ 9</math>||<math>25p^2+30p+\ \ 9\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+30p\ \ -\ \ 5k+\ \ 7</math> |- | <math>5p+4</math>||<math>25p^2+40p+16</math>||<math>25p^2+40p+16\ \ -\ \ (5k+2)\ \ =\ \ 25p^2+40p\ \ -\ \ 5k+14</math> |} 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> or <math>7.</math> However, you can see at least one value of <math>y</math> exactly divisible by <math>11</math> and at least one value of <math>y</math> exactly divisible by <math>13.</math> The table shows all possible values of <math>x\ %\ 11</math> and <math>y\ %\ 11:</math> {| class="wikitable" |- !<math>x</math> !! <math>x^2</math> !! <math>y= x^2 - N</math> |- | <math>11p+\ \ 0</math>||<math>121p^2+\ \ </math><math>\ \ 0p+\ \ </math><math>\ \ 0</math>||<math>121p^2+\ \ </math><math>\ \ 0p-11k-\ \ 4\ \ =\ \ 121p^2+\ \ </math><math>\ \ 0p-11(k+1)+\ \ 7\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 1</math>||<math>121p^2+\ \ 22p+\ \ </math><math>\ \ 1</math>||<math>121p^2+\ \ 22p-11k-\ \ 3\ \ =\ \ 121p^2+\ \ 22p-11(k+1)+\ \ 8\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 2</math>||<math>121p^2+\ \ 44p+\ \ </math><math>\ \ 4</math>||<math>121p^2+\ \ 20p-11k+\ \ 0\ \ =\ \ 121p^2+\ \ 20p-11k+\ \ 0\ \ </math><math>\ \ </math><math>\ \ </math><math>\ \ </math><math>\ \ *</math> |- | <math>11p+\ \ 3</math>||<math>121p^2+\ \ 66p+\ \ </math><math>\ \ 9</math>||<math>121p^2+\ \ 66p-11k+\ \ 5\ \ =\ \ 121p^2+\ \ 66p-11k+\ \ 5\ \ </math><math>\ \ </math><math>\ \ </math><math>\ \ </math><math>\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 4</math>||<math>121p^2+\ \ 88p+\ \ 16</math>||<math>121p^2+\ \ 88p-11k+12\ \ =\ \ 121p^2+\ \ 88p-11(k-1)+\ \ 1\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 5</math>||<math>121p^2+110p+\ \ 25</math>||<math>121p^2+110p-11k+21\ \ =\ \ 121p^2+110p-11(k-1)+10\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 6</math>||<math>121p^2+132p+\ \ 36</math>||<math>121p^2+132p-11k+32\ \ =\ \ 121p^2+132p-11(k-2)+10\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 7</math>||<math>121p^2+154p+\ \ 49</math>||<math>121p^2+154p-11k+45\ \ =\ \ 121p^2+154p-11(k-4)+\ \ 1\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 8</math>||<math>121p^2+176p+\ \ 64</math>||<math>121p^2+176p-11k+60\ \ =\ \ 121p^2+176p-11(k-5)+\ \ 5\ \ </math><math>\ \ </math> |- | <math>11p+\ \ 9</math>||<math>121p^2+198p+\ \ 81</math>||<math>121p^2+198p-11k+77\ \ =\ \ 121p^2+198p-11(k-7)+\ \ 0\ \ *</math> |- | <math>11p+10</math>||<math>121p^2+220p+100</math>||<math>121p^2+220p-11k+96\ \ =\ \ 121p^2+220p-11(k-8)+\ \ 8\ \ </math><math>\ \ </math> |} The two lines marked by an <math>*</math> show values of <math>y</math> exactly divisible by <math>11.</math> The two values of <math>x,</math> <math>11p+2</math> and <math>11p+9,</math> or <math>11p \pm 2</math> are solutions of the congruence. Why are values of <math>y</math> divisible by some primes and not divisible by other primes? 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> |- | <math>\ \ </math><code>7</code>||<math>\ \ \ \ </math><code>49</code>||<code>-4122</code><math>\ \ \ \ \ \ </math> |- | <math>\ \ </math><code>8</code>||<math>\ \ \ \ </math><code>64</code>||<code>-4107</code><math>\ \ </math><code>**</code> |- | <math>\ \ </math><code>9</code>||<math>\ \ \ \ </math><code>81</code>||<code>-4090</code><math>\ \ \ \ \ \ </math> |- | <code>10</code>||<math>\ \ </math><code>100</code>||<code>-4071</code><math>\ \ \ \ \ \ </math> |- | <code>11</code>||<math>\ \ </math><code>121</code>||<code>-4050</code><math>\ \ </math><code>!!</code> |- | <code>12</code>||<math>\ \ </math><code>144</code>||<code>-4027</code><math>\ \ \ \ \ \ </math> |- | <code>60</code>||<code>3600</code>||<math>\ \ </math><code>-571</code><math>\ \ \ \ \ \ </math> |- | <code>61</code>||<code>3721</code>||<math>\ \ </math><code>-450</code><math>\ \ </math><code>!!</code> |- | <code>62</code>||<code>3844</code>||<math>\ \ </math><code>-327</code><math>\ \ \ \ \ \ </math> |- | <code>63</code>||<code>3969</code>||<math>\ \ </math><code>-220</code><math>\ \ \ \ \ \ </math> |- | <code>64</code>||<code>4096</code>||<math>\ \ \ \ </math><code>-75</code><math>\ \ </math><code>**</code> |} =====Non-trivial result 1===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | <math>\ \ </math><code>8</code>||<math>\ \ \ \ </math><code>64</code>||<code>-4107</code><math>\ \ </math><code>**</code> |- | <code>64</code>||<code>4096</code>||<math>\ \ \ \ </math><code>-75</code><math>\ \ </math><code>**</code> |} :<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> |- | <math>\ \ </math><code>65</code>||<math>\ \ </math><code>4225</code>||<math>\ \ \ \ \ \ </math><code>54</code><math>\ \ </math><code>**</code><math>\ \ \ \ </math> |- | <math>\ \ </math><code>66</code>||<math>\ \ </math><code>4356</code>||<math>\ \ \ \ </math><code>185</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <math>\ \ </math><code>88</code>||<math>\ \ </math><code>7744</code>||<math>\ \ </math><code>3573</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <math>\ \ </math><code>89</code>||<math>\ \ </math><code>7921</code>||<math>\ \ </math><code>3750</code><math>\ \ </math><code>**!!</code> |- | <math>\ \ </math><code>90</code>||<math>\ \ </math><code>8100</code>||<math>\ \ </math><code>3929</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <code>144</code>||<code>20736</code>||<code>16565</code><math>\ \ \ \ \ \ \ \ \ \ </math> |- | <code>145</code>||<code>21025</code>||<code>16854</code><math>\ \ \ \ \ \ </math><code>!!</code> |- | <code>146</code>||<code>21316</code>||<code>17145</code><math>\ \ \ \ \ \ \ \ \ \ </math> |} =====Non-trivial result===== The congruences: {| class="wikitable" |- ! <math>x</math> !! <math>x^2</math> !! <math>y = x^2 - N</math> |- | <code>65</code>||<code>4225</code>||<math>\ \ \ \ </math><code>54</code><math>\ \ </math><code>**</code><math>\ \ \ \ </math> |- | <code>89</code>||<code>7921</code>||<code>3750</code><math>\ \ </math><code>**!!</code> |} :<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> |- | <math>\ \ </math><code>89</code>||<math>\ \ </math><code>7921</code>||<math>\ \ </math><code>3750</code><math>\ \ </math><code>**!!</code> |- | <code>145</code>||<code>21025</code>||<code>16854</code><math>\ \ \ \ \ \ </math><code>!!</code> |} :<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> |- | <math>\ \ </math><code>56</code>||<math>\ \ </math><code>3136</code>||<code>-1035</code> |- | <math>\ \ </math><code>59</code>||<math>\ \ </math><code>3481</code>||<math>\ \ </math><code>-690</code> |- | <code>145</code>||<code>21025</code>||<code>16854</code> |} :<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] 8lllcggw7zgx8hfty5l3kxin50mw8px 0 285720 2414687 2409418 2022-08-15T10:36:38Z U3086459 2947112 /* See also */ 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? 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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== * [[Motivation and emotion/Book/2014/Death and emotion|Death and emotion]] (Book chapter, 2014) * [[w: death drive|Death drive]] (Wikipedia) * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[w: sigmund freud|Sigmund Freud]] (Wikipedia) * [[w: psychoanalysis|Psychoanalysis]] (Wikipedia) ==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}}]] spkfmx8rkvg1a44zydd3v9zc42868o7 2414688 2414687 2022-08-15T10:38:00Z U3086459 2947112 changed title wikitext text/x-wiki {{title|Death drive:<br>What is the death drive and how can it be negotiated?}} {{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== * [[Motivation and emotion/Book/2014/Death and emotion|Death and emotion]] (Book chapter, 2014) * [[w: death drive|Death drive]] (Wikipedia) * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[w: sigmund freud|Sigmund Freud]] (Wikipedia) * [[w: psychoanalysis|Psychoanalysis]] (Wikipedia) ==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}}]] s4659kh1ak4zfv915w2snp8cf41ol7w 2414689 2414688 2022-08-15T10:47:09Z U3086459 2947112 /* Overview */ wikitext text/x-wiki {{title|Death drive:<br>What is the death drive and how can it be negotiated?}} {{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. }} ==History== 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. }} === Sigmund Freud === * dajsdnajsnd === Jacques Lacan === * jdbfckshjdb === Gilles Deleuze === * kdnjfkjfhskjd ==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|Answers to the focus questions/ take home messages? * example 1 * example 2 * example 3 }} ==See also== * [[Motivation and emotion/Book/2014/Death and emotion|Death and emotion]] (Book chapter, 2014) * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[w: death drive|Death drive]] (Wikipedia) * [[w: psychoanalysis|Psychoanalysis]] (Wikipedia) * [[w: sigmund freud|Sigmund Freud]] (Wikipedia) ==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}}]] 58uzeizar7c6rofzgmdgaqxctr144cq 2414690 2414689 2022-08-15T10:48:43Z U3086459 2947112 /* Sigmund Freud */ wikitext text/x-wiki {{title|Death drive:<br>What is the death drive and how can it be negotiated?}} {{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. }} ==History== 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. }} === Sigmund Freud === * [[w: Sigmund Freud|Sigmund Freud]] === Jacques Lacan === * [[w: Jacques Lacan|Jacques Lacan]] === Gilles Deleuze === * [[w: Gilles Deleuze|Gilles Deleuze]] ==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|Answers to the focus questions/ take home messages? * example 1 * example 2 * example 3 }} ==See also== * [[Motivation and emotion/Book/2014/Death and emotion|Death and emotion]] (Book chapter, 2014) * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[w: death drive|Death drive]] (Wikipedia) * [[w: psychoanalysis|Psychoanalysis]] (Wikipedia) * [[w: sigmund freud|Sigmund Freud]] (Wikipedia) ==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}}]] 5p4sh1lm3jgi8qk4igpgjkqj2i0px7l 2414691 2414690 2022-08-15T10:56:18Z U3086459 2947112 /* See also */ added image wikitext text/x-wiki {{title|Death drive:<br>What is the death drive and how can it be negotiated?}} {{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. }} ==History== 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. }} === Sigmund Freud === * [[w: Sigmund Freud|Sigmund Freud]] === Jacques Lacan === * [[w: Jacques Lacan|Jacques Lacan]] === Gilles Deleuze === * [[w: Gilles Deleuze|Gilles Deleuze]] ==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:The death.svg|thumb|217x217px|''Figure 1''. The death]] 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|Answers to the focus questions/ take home messages? * example 1 * example 2 * example 3 }} ==See also== * [[Motivation and emotion/Book/2014/Death and emotion|Death and emotion]] (Book chapter, 2014) * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[w: death drive|Death drive]] (Wikipedia) * [[w: psychoanalysis|Psychoanalysis]] (Wikipedia) * [[w: sigmund freud|Sigmund Freud]] (Wikipedia) * [[w: Suicide|Suicide]] (Wikipedia) ==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}}]] 7isuu1cty5s5z87m5cbubdwq32u8nw1 2414695 2414691 2022-08-15T11:06:27Z U3086459 2947112 /* Sigmund Freud */ wikitext text/x-wiki {{title|Death drive:<br>What is the death drive and how can it be negotiated?}} {{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. }} ==History== 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. }} === Sigmund Freud === * [[w: Sigmund Freud|Sigmund Freud]] * Eros / Thanatos === Jacques Lacan === * [[w: Jacques Lacan|Jacques Lacan]] === Gilles Deleuze === * [[w: Gilles Deleuze|Gilles Deleuze]] {{RoundBoxTop|theme=3}}"The goal of life is death" (Beyond the Pleasure Principle, 1920){{RoundBoxBottom}} ==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 ===Figures=== [[File:The death.svg|thumb|217x217px|''Figure 1''. The death]] 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|Answers to the focus questions/ take home messages? * example 1 * example 2 * example 3 }} ==See also== * [[Motivation and emotion/Book/2014/Death and emotion|Death and emotion]] (Book chapter, 2014) * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[w: death drive|Death drive]] (Wikipedia) * [[w: psychoanalysis|Psychoanalysis]] (Wikipedia) * [[w: sigmund freud|Sigmund Freud]] (Wikipedia) * [[w: Suicide|Suicide]] (Wikipedia) ==References== {{Hanging indent|1= Freud, S. (2015). Beyond the pleasure principle. Dover Publications. (double check this is the correct reference) }} {{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}}]] az1ykt8ykvfy27pgdl6vxikw1i8bws3 2414698 2414695 2022-08-15T11:11:16Z U3086459 2947112 /* Sigmund Freud */ wikitext text/x-wiki {{title|Death drive:<br>What is the death drive and how can it be negotiated?}} {{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. }} ==History / Important people? (could be two seperate 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. }} === Sigmund Freud === * [[w: Sigmund Freud|Sigmund Freud]] * Eros / Thanatos * Repetition compulsion / pleasure principle === Jacques Lacan === * [[w: Jacques Lacan|Jacques Lacan]] === Gilles Deleuze === * [[w: Gilles Deleuze|Gilles Deleuze]] === Arthur Schopenhauer === * [[w: Arthur Schopenhauer|Arthur Schopenhauer]] {{RoundBoxTop|theme=3}}"The goal of life is death" (Beyond the Pleasure Principle, 1920){{RoundBoxBottom}} ==Psychoanalysis== - <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|Answers to the focus questions/ take home messages? * example 1 * example 2 * example 3 }} ==See also== * [[Motivation and emotion/Book/2014/Death and emotion|Death and emotion]] (Book chapter, 2014) * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[w: death drive|Death drive]] (Wikipedia) * [[w: psychoanalysis|Psychoanalysis]] (Wikipedia) * [[w: sigmund freud|Sigmund Freud]] (Wikipedia) * [[w: Suicide|Suicide]] (Wikipedia) ==References== {{Hanging indent|1= Freud, S. (2015). Beyond the pleasure principle. Dover Publications. (double check this is the correct reference) }} {{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}}]] 4qzrkvsn6m8uu6r8097sjgwlf6wjejm 2414699 2414698 2022-08-15T11:12:53Z U3086459 2947112 /* Psychoanalysis */ wikitext text/x-wiki {{title|Death drive:<br>What is the death drive and how can it be negotiated?}} {{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. }} ==History / Important people? (could be two seperate 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. }} === Sigmund Freud === * [[w: Sigmund Freud|Sigmund Freud]] * Eros / Thanatos * Repetition compulsion / pleasure principle === Jacques Lacan === * [[w: Jacques Lacan|Jacques Lacan]] === Gilles Deleuze === * [[w: Gilles Deleuze|Gilles Deleuze]] === Arthur Schopenhauer === * [[w: Arthur Schopenhauer|Arthur Schopenhauer]] {{RoundBoxTop|theme=3}}"The goal of life is death" (Beyond the Pleasure Principle, 1920){{RoundBoxBottom}} ==Psychoanalysis== * jdnskjnf === Theory === * ldjajds === Treatment === * asdas <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|Answers to the focus questions/ take home messages? * example 1 * example 2 * example 3 }} ==See also== * [[Motivation and emotion/Book/2014/Death and emotion|Death and emotion]] (Book chapter, 2014) * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[w: death drive|Death drive]] (Wikipedia) * [[w: psychoanalysis|Psychoanalysis]] (Wikipedia) * [[w: sigmund freud|Sigmund Freud]] (Wikipedia) * [[w: Suicide|Suicide]] (Wikipedia) ==References== {{Hanging indent|1= Freud, S. (2015). Beyond the pleasure principle. Dover Publications. (double check this is the correct reference) }} {{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}}]] p1fox1ia69z8w5zgz6wp9awtx9br8ke 2414701 2414699 2022-08-15T11:16:06Z U3086459 2947112 /* Psychoanalysis */ wikitext text/x-wiki {{title|Death drive:<br>What is the death drive and how can it be negotiated?}} {{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. * Agression * Risky behaviour * Reliving trauma {{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. }} ==History / Important people? (could be two seperate 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. }} === Sigmund Freud === * [[w: Sigmund Freud|Sigmund Freud]] * Eros / Thanatos * Repetition compulsion / pleasure principle === Jacques Lacan === * [[w: Jacques Lacan|Jacques Lacan]] === Gilles Deleuze === * [[w: Gilles Deleuze|Gilles Deleuze]] === Arthur Schopenhauer === * [[w: Arthur Schopenhauer|Arthur Schopenhauer]] {{RoundBoxTop|theme=3}}"The goal of life is death" (Beyond the Pleasure Principle, 1920){{RoundBoxBottom}} ==Psychoanalysis== * jdnskjnf === Theory === * ldjajds === Treatment === * asdas === Psychopathology === ==== include some sub heading for this 2-3 ==== == How can we negotiate the death drive? == ijsdasjd <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|Answers to the focus questions/ take home messages? * example 1 * example 2 * example 3 }} ==See also== * [[Motivation and emotion/Book/2014/Death and emotion|Death and emotion]] (Book chapter, 2014) * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[w: death drive|Death drive]] (Wikipedia) * [[w: psychoanalysis|Psychoanalysis]] (Wikipedia) * [[w: sigmund freud|Sigmund Freud]] (Wikipedia) * [[w: Suicide|Suicide]] (Wikipedia) ==References== {{Hanging indent|1= Freud, S. (2015). Beyond the pleasure principle. Dover Publications. (double check this is the correct reference) }} {{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}}]] ttuss1e528tfdvz3d42u29ex35x1opx 2414702 2414701 2022-08-15T11:17:04Z U3086459 2947112 /* History / Important people? (could be two seperate headings) */ wikitext text/x-wiki {{title|Death drive:<br>What is the death drive and how can it be negotiated?}} {{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. * Agression * Risky behaviour * Reliving trauma {{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. }} ==History / Important people? (could be two seperate 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. }} ==== Sigmund Freud ==== * [[w: Sigmund Freud|Sigmund Freud]] * Eros / Thanatos * Repetition compulsion / pleasure principle ==== Jacques Lacan ==== * [[w: Jacques Lacan|Jacques Lacan]] ==== Gilles Deleuze ==== * [[w: Gilles Deleuze|Gilles Deleuze]] ==== Arthur Schopenhauer ==== * [[w: Arthur Schopenhauer|Arthur Schopenhauer]] {{RoundBoxTop|theme=3}}"The goal of life is death" (Beyond the Pleasure Principle, 1920){{RoundBoxBottom}} ==Psychoanalysis== * jdnskjnf === Theory === * ldjajds === Treatment === * asdas === Psychopathology === ==== include some sub heading for this 2-3 ==== == How can we negotiate the death drive? == ijsdasjd <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|Answers to the focus questions/ take home messages? * example 1 * example 2 * example 3 }} ==See also== * [[Motivation and emotion/Book/2014/Death and emotion|Death and emotion]] (Book chapter, 2014) * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[w: death drive|Death drive]] (Wikipedia) * [[w: psychoanalysis|Psychoanalysis]] (Wikipedia) * [[w: sigmund freud|Sigmund Freud]] (Wikipedia) * [[w: Suicide|Suicide]] (Wikipedia) ==References== {{Hanging indent|1= Freud, S. (2015). Beyond the pleasure principle. Dover Publications. (double check this is the correct reference) }} {{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}}]] 66fq52gtrehk0iv3z0omk7y15d2wmod 2414703 2414702 2022-08-15T11:18:45Z U3086459 2947112 /* Overview */ wikitext text/x-wiki {{title|Death drive:<br>What is the death drive and how can it be negotiated?}} {{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. * Agression * Risky behaviour * Reliving trauma {{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. }} ==History== 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. }} === Crucial / influential people (might reword this?) === ==== Sigmund Freud ==== * [[w: Sigmund Freud|Sigmund Freud]] * Eros / Thanatos * Repetition compulsion / pleasure principle ==== Jacques Lacan ==== * [[w: Jacques Lacan|Jacques Lacan]] ==== Gilles Deleuze ==== * [[w: Gilles Deleuze|Gilles Deleuze]] ==== Arthur Schopenhauer ==== * [[w: Arthur Schopenhauer|Arthur Schopenhauer]] {{RoundBoxTop|theme=3}}"The goal of life is death" (Beyond the Pleasure Principle, 1920){{RoundBoxBottom}} ==Psychoanalysis== * jdnskjnf === Theory === * ldjajds === Treatment === * asdas === Psychopathology === ==== include some sub heading for this 2-3 ==== == How can we negotiate the death drive? == ijsdasjd <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|Answers to the focus questions/ take home messages? * example 1 * example 2 * example 3 }} ==See also== * [[Motivation and emotion/Book/2014/Death and emotion|Death and emotion]] (Book chapter, 2014) * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[w: death drive|Death drive]] (Wikipedia) * [[w: psychoanalysis|Psychoanalysis]] (Wikipedia) * [[w: sigmund freud|Sigmund Freud]] (Wikipedia) * [[w: Suicide|Suicide]] (Wikipedia) ==References== {{Hanging indent|1= Freud, S. (2015). Beyond the pleasure principle. Dover Publications. (double check this is the correct reference) }} {{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}}]] s9tyuuhdy0ki82oysfk30hg8l0cbbic 0 285911 2414654 2411219 2022-08-15T06:01:52Z 159.196.150.70 Added overview dot points. wikitext text/x-wiki {{title|Retrospective Regret:<br>What is the function of negative retrospection?}} {{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. * What is regret? * What are some functional theories of regret? * What is the function of retrospection and what is the relationship between retrospection and memory? * Towards a theory of retrospective regret. {{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}}]] 0q4yfvqxkjhx4xske95uwkum6wsvb51 0 285927 2414364 2414363 2022-08-14T12:09:19Z Icantchooseone 2947542 /* Evolutionary perspective */ wikitext text/x-wiki {{title|Fear<br>What is fear, what causes it, and how can it be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * definition of fear (fundamental life task: threat or danger present) ** expression of fear (facial expression, heart rate, sweat level) ** types of fear ** coping function (protect, avoid) * outline the similarities and differences between fear and anxiety * outline the cause of fear (psychologically, biologically and socially) * overview of fear and phobia * strategies to manage fear (in and out of clinical setting) Fear can offer both advantage and disadvantage in everyday life. Understand the meaning and causation of fear can lead to course of action that helps to manage fear. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is fear? * What is the difference between fear and anxiety? * What causes fear? * When does fear lead to phobia? * How can fear be managed? {{RoundBoxBottom}} == What is fear? == * what is the definition of fear? ** fear is one of the human basic emotions (Gu et al., 2019) ** fear defined by ethologist (Steimer, 2002) ** fear as a motivator (Bates, 2014) == The difference between fear and anxiety == * Are fear and anxiety truly distinct? (Daniel-Watanabe & Fletcher, 2021) * Neurobehavioral perspectives on the distinction between fear and anxiety (Perusini & Fanselow, 2015) * Fear and anxiety as separable emotions (Perkins et al., 2007) * Interaction between fear and anxiety (Meulders et al., 2012) == What causes fear? == * genetic and environmental cause of fear (Sundet et al., 2003) * the hierarchic structure of fears (Taylor, 1998) === Biological perspective === * fear is caused by particular threat related stimuli (Adolphs, 2013) * fear response starts in the amygdala - fight or flight (Ressler, 2010) * explicit fear processing activate the pulvinar and parahippocampal gyrus (Tao et al., 2021) * release stress hormones and sympathetic nervous system (Steimer, 2002) ===Evolutionary perspective=== * fear serve an adaptive role for survival (Mobbs, 2015) * culture of fear (Tudor, 2003) === Social perspective === * are we born with fear of learn it overtime? (Debiec & Olsson, 2017) * Pavlovian fear conditioning (Hadley et al., 2011) == When does fear become a phobia? == * what is phobia? (Eaton, 2018) * fear becomes excessive beyond that which is justified by external threat (Du et al., 2008) * phobia as the psychology of irrational fear (Milosevic & McCabe, 2015) * neurobiology of fear and specific phobias (Garcia, 2017) == How can fear be managed? == === Within everyday life === ==== Mindfulness ==== * mindfulness exercise and fear extinction (Kummar, 2017) * the effects of mindfulness and fear inducing stimuli on avoidance behaviour (Carlin & Ahrens, 2014) ==== Self-control instruction ==== * fear reduction using self-control instruction with home-based practice (Graziano et al., 1979) * systematic desensitisation (Goldfield, 1971) * will power is more than a metaphor (Galliot et al., 2007) === Within clinical settings === ==== Cognitive behavioural therapy ==== * case study report of cancer survivor on fear of recurrence (Montel, 2010) * treating fear in anxiety disorders (Kaczkurkin, 2015) * NMDA receptor and fear extinction (Davis, 2022) * reducing fear-avoidance-beliefs among individuals with chronic pain (Lohnberg, 2007) ==== Exposure therapy ==== * face your fear (Frankland & Josselyn, 2018) * an inhibitory approach (Craske et al., 2014) ==Conclusion== == Recap quizzes == <quiz display="simple"> {Fear induce risk taking behaviour |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz>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}}]] [[Category:Motivation and emotion/Book/Fear]] 2sbi4fv2fbpvnsnpnu3dl5z8xott4ss 2414365 2414364 2022-08-14T12:19:59Z Icantchooseone 2947542 /* Social perspective */ wikitext text/x-wiki {{title|Fear<br>What is fear, what causes it, and how can it be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * definition of fear (fundamental life task: threat or danger present) ** expression of fear (facial expression, heart rate, sweat level) ** types of fear ** coping function (protect, avoid) * outline the similarities and differences between fear and anxiety * outline the cause of fear (psychologically, biologically and socially) * overview of fear and phobia * strategies to manage fear (in and out of clinical setting) Fear can offer both advantage and disadvantage in everyday life. Understand the meaning and causation of fear can lead to course of action that helps to manage fear. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is fear? * What is the difference between fear and anxiety? * What causes fear? * When does fear lead to phobia? * How can fear be managed? {{RoundBoxBottom}} == What is fear? == * what is the definition of fear? ** fear is one of the human basic emotions (Gu et al., 2019) ** fear defined by ethologist (Steimer, 2002) ** fear as a motivator (Bates, 2014) == The difference between fear and anxiety == * Are fear and anxiety truly distinct? (Daniel-Watanabe & Fletcher, 2021) * Neurobehavioral perspectives on the distinction between fear and anxiety (Perusini & Fanselow, 2015) * Fear and anxiety as separable emotions (Perkins et al., 2007) * Interaction between fear and anxiety (Meulders et al., 2012) == What causes fear? == * genetic and environmental cause of fear (Sundet et al., 2003) * the hierarchic structure of fears (Taylor, 1998) === Biological perspective === * fear is caused by particular threat related stimuli (Adolphs, 2013) * fear response starts in the amygdala - fight or flight (Ressler, 2010) * explicit fear processing activate the pulvinar and parahippocampal gyrus (Tao et al., 2021) * release stress hormones and sympathetic nervous system (Steimer, 2002) ===Evolutionary perspective=== * fear serve an adaptive role for survival (Mobbs, 2015) * cultural evolution of fear (Tudor, 2003) === Social perspective === * are we born with fear of learn it overtime? (Debiec & Olsson, 2017) * Bandura's social learning theory (Olsson & Phelps, 2007) === Psychological perspective === * Pavlovian fear conditioning (Hadley et al., 2011) == When does fear become a phobia? == * what is phobia? (Eaton, 2018) * fear becomes excessive beyond that which is justified by external threat (Du et al., 2008) * phobia as the psychology of irrational fear (Milosevic & McCabe, 2015) * neurobiology of fear and specific phobias (Garcia, 2017) == How can fear be managed? == === Within everyday life === ==== Mindfulness ==== * mindfulness exercise and fear extinction (Kummar, 2017) * the effects of mindfulness and fear inducing stimuli on avoidance behaviour (Carlin & Ahrens, 2014) ==== Self-control instruction ==== * fear reduction using self-control instruction with home-based practice (Graziano et al., 1979) * systematic desensitisation (Goldfield, 1971) * will power is more than a metaphor (Galliot et al., 2007) === Within clinical settings === ==== Cognitive behavioural therapy ==== * case study report of cancer survivor on fear of recurrence (Montel, 2010) * treating fear in anxiety disorders (Kaczkurkin, 2015) * NMDA receptor and fear extinction (Davis, 2022) * reducing fear-avoidance-beliefs among individuals with chronic pain (Lohnberg, 2007) ==== Exposure therapy ==== * face your fear (Frankland & Josselyn, 2018) * an inhibitory approach (Craske et al., 2014) ==Conclusion== == Recap quizzes == <quiz display="simple"> {Fear induce risk taking behaviour |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz>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}}]] [[Category:Motivation and emotion/Book/Fear]] j1n83xk7zpr5zg63ywx5kxf2l58qncd 2414366 2414365 2022-08-14T12:24:36Z Icantchooseone 2947542 /* Biological perspective */ wikitext text/x-wiki {{title|Fear<br>What is fear, what causes it, and how can it be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * definition of fear (fundamental life task: threat or danger present) ** expression of fear (facial expression, heart rate, sweat level) ** types of fear ** coping function (protect, avoid) * outline the similarities and differences between fear and anxiety * outline the cause of fear (psychologically, biologically and socially) * overview of fear and phobia * strategies to manage fear (in and out of clinical setting) Fear can offer both advantage and disadvantage in everyday life. Understand the meaning and causation of fear can lead to course of action that helps to manage fear. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is fear? * What is the difference between fear and anxiety? * What causes fear? * When does fear lead to phobia? * How can fear be managed? {{RoundBoxBottom}} == What is fear? == * what is the definition of fear? ** fear is one of the human basic emotions (Gu et al., 2019) ** fear defined by ethologist (Steimer, 2002) ** fear as a motivator (Bates, 2014) == The difference between fear and anxiety == * Are fear and anxiety truly distinct? (Daniel-Watanabe & Fletcher, 2021) * Neurobehavioral perspectives on the distinction between fear and anxiety (Perusini & Fanselow, 2015) * Fear and anxiety as separable emotions (Perkins et al., 2007) * Interaction between fear and anxiety (Meulders et al., 2012) == What causes fear? == * genetic and environmental cause of fear (Sundet et al., 2003) * the hierarchic structure of fears (Taylor, 1998) === Biological perspective === * fear response starts in the amygdala - fight or flight (Ressler, 2010) * explicit fear processing activate the pulvinar and parahippocampal gyrus (Tao et al., 2021) * release stress hormones and sympathetic nervous system (Steimer, 2002) ===Evolutionary perspective=== * fear serve an adaptive role for survival (Mobbs, 2015) * cultural evolution of fear (Tudor, 2003) === Social perspective === * are we born with fear of learn it overtime? (Debiec & Olsson, 2017) * Bandura's social learning theory (Olsson & Phelps, 2007) === Psychological perspective === * Pavlovian fear conditioning (Hadley et al., 2011) * fear is caused by particular perceived threat related stimuli - physically and psychologically (Rapee, 1997) == When does fear become a phobia? == * what is phobia? (Eaton, 2018) * fear becomes excessive beyond that which is justified by external threat (Du et al., 2008) * phobia as the psychology of irrational fear (Milosevic & McCabe, 2015) * neurobiology of fear and specific phobias (Garcia, 2017) == How can fear be managed? == === Within everyday life === ==== Mindfulness ==== * mindfulness exercise and fear extinction (Kummar, 2017) * the effects of mindfulness and fear inducing stimuli on avoidance behaviour (Carlin & Ahrens, 2014) ==== Self-control instruction ==== * fear reduction using self-control instruction with home-based practice (Graziano et al., 1979) * systematic desensitisation (Goldfield, 1971) * will power is more than a metaphor (Galliot et al., 2007) === Within clinical settings === ==== Cognitive behavioural therapy ==== * case study report of cancer survivor on fear of recurrence (Montel, 2010) * treating fear in anxiety disorders (Kaczkurkin, 2015) * NMDA receptor and fear extinction (Davis, 2022) * reducing fear-avoidance-beliefs among individuals with chronic pain (Lohnberg, 2007) ==== Exposure therapy ==== * face your fear (Frankland & Josselyn, 2018) * an inhibitory approach (Craske et al., 2014) ==Conclusion== == Recap quizzes == <quiz display="simple"> {Fear induce risk taking behaviour |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz>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}}]] [[Category:Motivation and emotion/Book/Fear]] 6i1az3t8zq33iah02xmyssj20h5s5he 2414367 2414366 2022-08-14T12:39:44Z Icantchooseone 2947542 /* Evolutionary perspective */ wikitext text/x-wiki {{title|Fear<br>What is fear, what causes it, and how can it be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * definition of fear (fundamental life task: threat or danger present) ** expression of fear (facial expression, heart rate, sweat level) ** types of fear ** coping function (protect, avoid) * outline the similarities and differences between fear and anxiety * outline the cause of fear (psychologically, biologically and socially) * overview of fear and phobia * strategies to manage fear (in and out of clinical setting) Fear can offer both advantage and disadvantage in everyday life. Understand the meaning and causation of fear can lead to course of action that helps to manage fear. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is fear? * What is the difference between fear and anxiety? * What causes fear? * When does fear lead to phobia? * How can fear be managed? {{RoundBoxBottom}} == What is fear? == * what is the definition of fear? ** fear is one of the human basic emotions (Gu et al., 2019) ** fear defined by ethologist (Steimer, 2002) ** fear as a motivator (Bates, 2014) == The difference between fear and anxiety == * Are fear and anxiety truly distinct? (Daniel-Watanabe & Fletcher, 2021) * Neurobehavioral perspectives on the distinction between fear and anxiety (Perusini & Fanselow, 2015) * Fear and anxiety as separable emotions (Perkins et al., 2007) * Interaction between fear and anxiety (Meulders et al., 2012) == What causes fear? == * genetic and environmental cause of fear (Sundet et al., 2003) * the hierarchic structure of fears (Taylor, 1998) === Biological perspective === * fear response starts in the amygdala - fight or flight (Ressler, 2010) * explicit fear processing activate the pulvinar and parahippocampal gyrus (Tao et al., 2021) * release stress hormones and sympathetic nervous system (Steimer, 2002) * James-Lange theory () ===Evolutionary perspective=== * fear serve an adaptive role for survival - Darwin's theory (Mobbs, 2015) * cultural evolution of fear (Tudor, 2003) === Social perspective === * are we born with fear of learn it overtime? (Debiec & Olsson, 2017) * Bandura's social learning theory (Olsson & Phelps, 2007) === Psychological perspective === * Pavlovian fear conditioning (Hadley et al., 2011) * fear is caused by particular perceived threat related stimuli - physically and psychologically (Rapee, 1997) * cognitive appraisal theory () == When does fear become a phobia? == * what is phobia? (Eaton, 2018) * fear becomes excessive beyond that which is justified by external threat (Du et al., 2008) * phobia as the psychology of irrational fear (Milosevic & McCabe, 2015) * neurobiology of fear and specific phobias (Garcia, 2017) == How can fear be managed? == === Within everyday life === ==== Mindfulness ==== * mindfulness exercise and fear extinction (Kummar, 2017) * the effects of mindfulness and fear inducing stimuli on avoidance behaviour (Carlin & Ahrens, 2014) ==== Self-control instruction ==== * fear reduction using self-control instruction with home-based practice (Graziano et al., 1979) * systematic desensitisation (Goldfield, 1971) * will power is more than a metaphor (Galliot et al., 2007) === Within clinical settings === ==== Cognitive behavioural therapy ==== * case study report of cancer survivor on fear of recurrence (Montel, 2010) * treating fear in anxiety disorders (Kaczkurkin, 2015) * NMDA receptor and fear extinction (Davis, 2022) * reducing fear-avoidance-beliefs among individuals with chronic pain (Lohnberg, 2007) ==== Exposure therapy ==== * face your fear (Frankland & Josselyn, 2018) * an inhibitory approach (Craske et al., 2014) ==Conclusion== == Recap quizzes == <quiz display="simple"> {Fear induce risk taking behaviour |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz>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}}]] [[Category:Motivation and emotion/Book/Fear]] fp68zgrgioxzhjoi52l79vfkjehh8iu 2414682 2414367 2022-08-15T09:33:40Z Icantchooseone 2947542 /* Evolutionary perspective */ wikitext text/x-wiki {{title|Fear<br>What is fear, what causes it, and how can it be managed?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * definition of fear (fundamental life task: threat or danger present) ** expression of fear (facial expression, heart rate, sweat level) ** types of fear ** coping function (protect, avoid) * outline the similarities and differences between fear and anxiety * outline the cause of fear (psychologically, biologically and socially) * overview of fear and phobia * strategies to manage fear (in and out of clinical setting) Fear can offer both advantage and disadvantage in everyday life. Understand the meaning and causation of fear can lead to course of action that helps to manage fear. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is fear? * What is the difference between fear and anxiety? * What causes fear? * When does fear lead to phobia? * How can fear be managed? {{RoundBoxBottom}} == What is fear? == * what is the definition of fear? ** fear is one of the human basic emotions (Gu et al., 2019) ** fear defined by ethologist (Steimer, 2002) ** fear as a motivator (Bates, 2014) == The difference between fear and anxiety == * Are fear and anxiety truly distinct? (Daniel-Watanabe & Fletcher, 2021) * Neurobehavioral perspectives on the distinction between fear and anxiety (Perusini & Fanselow, 2015) * Fear and anxiety as separable emotions (Perkins et al., 2007) * Interaction between fear and anxiety (Meulders et al., 2012) == What causes fear? == * genetic and environmental cause of fear (Sundet et al., 2003) * the hierarchic structure of fears (Taylor, 1998) === Biological perspective === * fear response starts in the amygdala - fight or flight (Ressler, 2010) * explicit fear processing activate the pulvinar and parahippocampal gyrus (Tao et al., 2021) * release stress hormones and sympathetic nervous system (Steimer, 2002) * James-Lange theory () ===Evolutionary perspective=== * fear serve an adaptive role for survival - Darwin's theory (Mobbs, 2015) * cultural evolution of fear (Tudor, 2003) ** example: the fear of air siren back then (during war time) compare to modern days. === Social perspective === * are we born with fear of learn it overtime? (Debiec & Olsson, 2017) * Bandura's social learning theory (Olsson & Phelps, 2007) === Psychological perspective === * Pavlovian fear conditioning (Hadley et al., 2011) * fear is caused by particular perceived threat related stimuli - physically and psychologically (Rapee, 1997) * cognitive appraisal theory () == When does fear become a phobia? == * what is phobia? (Eaton, 2018) * fear becomes excessive beyond that which is justified by external threat (Du et al., 2008) * phobia as the psychology of irrational fear (Milosevic & McCabe, 2015) * neurobiology of fear and specific phobias (Garcia, 2017) == How can fear be managed? == === Within everyday life === ==== Mindfulness ==== * mindfulness exercise and fear extinction (Kummar, 2017) * the effects of mindfulness and fear inducing stimuli on avoidance behaviour (Carlin & Ahrens, 2014) ==== Self-control instruction ==== * fear reduction using self-control instruction with home-based practice (Graziano et al., 1979) * systematic desensitisation (Goldfield, 1971) * will power is more than a metaphor (Galliot et al., 2007) === Within clinical settings === ==== Cognitive behavioural therapy ==== * case study report of cancer survivor on fear of recurrence (Montel, 2010) * treating fear in anxiety disorders (Kaczkurkin, 2015) * NMDA receptor and fear extinction (Davis, 2022) * reducing fear-avoidance-beliefs among individuals with chronic pain (Lohnberg, 2007) ==== Exposure therapy ==== * face your fear (Frankland & Josselyn, 2018) * an inhibitory approach (Craske et al., 2014) ==Conclusion== == Recap quizzes == <quiz display="simple"> {Fear induce risk taking behaviour |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz>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}}]] [[Category:Motivation and emotion/Book/Fear]] smh6nwtay3v4re8iz4u8zgegpby06ru 0 286001 2414630 2411628 2022-08-15T04:12:52Z U3210264 2947526 /* Main headings */ 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== == The link between humour and leadership: Background == == Humour and Motivation: == == Humours Role in the workplace: == * Humour plays a critical part in the functioning of a workplace environment and in leadership to guide employees. === Workplace Culture: === === Job Satisfaction/Motivation: === == Affirmative vs negative humour effects == * Affirmative humour has been found to 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}}]] 700w6w7li611yce3zmb0lqcywsnd61m 2414638 2414630 2022-08-15T05:16:20Z U3210264 2947526 /* References */ Subheadings, Paragraphs 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. }} == The link between humour and motivation: Background == * Workplace morale * Advertising * Physical exercise * As we will discuss further humour is used as an appeal to increase (and sometimes decrease) motivation for many types of behaviours == Types of humour and motivation: == == Humour and leadership : == == Humours Role in the workplace: == * Humour plays a critical part in the functioning of a workplace environment and in leadership to guide employees. === Workplace Culture: === === Job Satisfaction/Motivation: === <blockquote>"Leader humour has been found to help establish high-quality relationships between leaders and followers" (Pundt and Herrmann, 2014) </blockquote> Management and corporations will often also use humour as a device to increase the effectivity of initiatives for * employees, training employees using humour or implementing humour into taught sales techniques * Brand identity/Advertising campaigns In this way humour can be used as a tool to increase likability of a brand, and thus increase motivation for potential customers to purchase a product. == Criticism of Humour as a form of motivation. == * Studies showcase the importance of using the correct type of humour- Affirmative vs negative. * Sincerity plays a key role in developing trust with employees- A humourless boss should not attempt to force humour * Humour needs to be appropriate for an individuals contexts 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= Akyol, M. E., & Gündüz, H. B. (2014). The Motivation Level of the Teachers According to the School Managers’ Senses of Humour. Procedia - Social and Behavioral Sciences, 152, 205–213. https://doi.org/10.1016/j.sbspro.2014.09.182 Davis, A., & Kleiner, B. H. (1989). The value of humour in effective leadership. Leadership & Organization Development Journal, 10(1), i–iii. Pundt, A., & Herrmann, F. (2014). Affiliative and aggressive humour in leadership and their relationship to leader-member exchange. Journal of Occupational and Organizational Psychology, 88(1), 108–125. https://doi.org/10.1111/joop.12081 Jin Yoon, H., & Mark Mayer, J. (2014). Do humour and threat work well together? International Journal of Advertising, 33(4), 725–740. https://doi.org/10.2501/ija-33-4-725-740 }} {{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}}]] e56cmaoulypp48m1stx9pupjgztp2kw 0 286028 2414550 2414357 2022-08-15T00:40:03Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_q = (N+1) \widetilde T_q = (N+1)(\left(T_q+\Delta T_q\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_q<<1</math> this simplifies to: :<math> T_q \approx -N\Delta T_q </math> ... or ... <math>N\approx\frac{T_q}{-\Delta T_q}\,,</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\frac{\Delta T_q}{T_q^2}</math> ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- 1oa2czrvp1zp2gswd6xls8ufiorsmga 2414551 2414550 2022-08-15T00:40:30Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_q = (N+1) \widetilde T_q = (N+1)(\left(T_q+\Delta T_q\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_q<<1</math> this simplifies to: :<math> T_q \approx -N\Delta T_q </math> ... or ... <math>N\approx\frac{T_q}{-\Delta T_q}\,,</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=-\frac{\Delta T_q}{T_q^2}</math> ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- dcqtvkskdrgw7qj1joqswescduuqmx3 2414552 2414551 2022-08-15T00:41:08Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_q = (N+1) \widetilde T_q = (N+1)(\left(T_q+\Delta T_q\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_q<<1</math> this simplifies to: :<math> T_q \approx -N\Delta T_q </math> ... or ... <math>N\approx\frac{T_q}{-\Delta T_q}\,,</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\left|\frac{\Delta T_q}{T_q^2}\right|</math> ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- bmxpj4ico6zgu9z9tfp4nzfpkd13pt0 2414556 2414552 2022-08-15T00:47:44Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_q = (N+1) \widetilde T_q = (N+1)(\left(T_q+\Delta T_q\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_q<<1</math> this simplifies to: :<math> T_q \approx -N\Delta T_q </math> ... or ... <math>N\approx\frac{T_q}{-\Delta T_q}\,,</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\left|\frac{\Delta T_q}{T_q^2}\right|=\frac{p}{q}\left|\frac{\Delta T_q}{T_q^2} \right|</math> ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- q8kjupmskesqjtmylk0lzza2fvc9dg6 2414558 2414556 2022-08-15T00:48:09Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_q = (N+1) \widetilde T_q = (N+1)(\left(T_q+\Delta T_q\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_q<<1</math> this simplifies to: :<math> T_q \approx -N\Delta T_q </math> ... or ... <math>N\approx\frac{T_q}{-\Delta T_q}\,,</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\left|\frac{\Delta T_q}{T_q^2}\right|=\frac{p}{q}\left|\frac{\Delta T_q}{T_pT_q} \right|</math> ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- hft578hle538mtgwd120c3475iijga7 2414560 2414558 2022-08-15T00:50:12Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_q = (N+1) \widetilde T_q = (N+1)(\left(T_q+\Delta T_q\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_q<<1</math> this simplifies to: :<math> T_q \approx -N\Delta T_q </math> ... or ... <math>N\approx\frac{T_q}{-\Delta T_q}\,,</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\left|\frac{\Delta T_q}{T_q^2}\right|=\frac{p}{q}\left|\frac{\Delta T_q}{T_pT_q} \right|=\frac 1 2 T_b</math> ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- ih7og4zx18eqoeqezzcp0gon5zcg9fl 2414562 2414560 2022-08-15T00:52:03Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) EMPHASIZE THAT WE ARE RESTRICTING OURSELVES TO PERFECT FIFTH :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_q = (N+1) \widetilde T_q = (N+1)(\left(T_q+\Delta T_q\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_q<<1</math> this simplifies to: :<math> T_q \approx -N\Delta T_q </math> ... or ... <math>N\approx\frac{T_q}{-\Delta T_q}\,,</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\left|\frac{\Delta T_q}{T_q^2}\right|=\frac{p}{q}\left|\frac{\Delta T_q}{T_pT_q} \right|=\frac 1 2 T_b</math> ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- 1liu648lvarmxupar2eog19tnojmqk6 2414592 2414562 2022-08-15T02:54:00Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) EMPHASIZE THAT WE ARE RESTRICTING OURSELVES TO PERFECT FIFTH :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_q = (N+1) \widetilde T_q = (N+1)(\left(T_q+\Delta T_q\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_q<<1</math> this simplifies to: :<math> T_q \approx -N\Delta T_q </math> ... or ... <math>N\approx\frac{T_q}{-\Delta T_q}\,,</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\left|\frac{\Delta T_q}{T_q^2}\right|= \frac{p}{q}\left|\frac{\Delta T_q}{T_pT_q} \right|= \frac 1 2 \frac {1}{T_b}</math> ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- cz1udllwov6t6bqmwzzwen6vvvcj4et 2414604 2414592 2022-08-15T03:05:40Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) EMPHASIZE THAT WE ARE RESTRICTING OURSELVES TO PERFECT FIFTH :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_q = (N+1) \widetilde T_q = (N+1)(\left(T_q+\Delta T_q\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_q<<1</math> this simplifies to: :<math> T_q \approx -N\Delta T_q </math> ... or ... <math>N\approx\frac{T_q}{-\Delta T_q}\,,</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\left|\frac{\Delta T_q}{T_q^2}\right|= \frac{p}{q}\left|\frac{\Delta T_q}{T_pT_q} \right|= \frac 1 2 \frac {1}{T_b}</math> THIS IS BACKWARDS ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- t4kd4ayr11vsizflcggfbacf9ry824a 2414608 2414604 2022-08-15T03:14:47Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) EMPHASIZE THAT WE ARE RESTRICTING OURSELVES TO PERFECT FIFTH :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_q = (N+1) \widetilde T_q = (N+1)(\left(T_q+\Delta T_q\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_q<<1</math> this simplifies to: :<math> T_q \approx -N\Delta T_q </math> ... or ... <math>N\approx\frac{T_q}{-\Delta T_q}\,,</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\left|\frac{\Delta T_q}{T_q^2}\right|= \frac{p}{q^2}\left|\frac{q\Delta T_q}{T_pT_q} \right|= </math> THIS IS BACKWARDS ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- kszcbdcg4amxa2t9hqirgzwaqsjpvit 2414700 2414608 2022-08-15T11:15:57Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) EMPHASIZE THAT WE ARE RESTRICTING OURSELVES TO PERFECT FIFTH :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_0 = (N+1) \widetilde T_0 = (N+1)(\left(T_0+\Delta T_0\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_q<<1</math> this simplifies to: :<math> T_q \approx -N\Delta T_q </math> ... or ... <math>N\approx\frac{T_q}{-\Delta T_q}\,,</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\left|\frac{\Delta T_q}{T_q^2}\right|= \frac{p}{q^2}\left|\frac{q\Delta T_q}{T_pT_q} \right|= </math> THIS IS BACKWARDS ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- femze6uul8ytcovbtk9x7xtiasy5aqw 2414704 2414700 2022-08-15T11:28:47Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHING ABOUT THE DISTINCTION BETWEEN T_c and T_b (cycles versus beats) EMPHASIZE THAT WE ARE RESTRICTING OURSELVES TO PERFECT FIFTH :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> Next we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>NT_0 = (N+1) \widetilde T_0 = (N+1)(\left(T_0+\Delta T_0\right)</math> In the approximation that, <math>N>>1</math> and <math>\Delta T_0<<T_0</math> this simplifies to:<ref>The absolute value sign is needed because in this example, \Delta T_0 <0.</ref> :<math>N=\left|\frac{T_0}{\Delta T_0}\right|=\left|\frac{T_q}{\Delta T_q}\right|</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N</math> cycles of <math>T_q</math>, we have: :<math>T_c= NT_q</math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\left|\frac{\Delta T_q}{T_q^2}\right|= \frac{p}{q^2}\left|\frac{q\Delta T_q}{T_pT_q} \right|= </math> THIS IS BACKWARDS ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- c899p0pzbudioa5as06jkw27x7xeio2 2414706 2414704 2022-08-15T11:56:17Z Guy vandegrift 813252 /* Cycle repetition */ wikitext text/x-wiki __TOC__ ==Consonance and musical intervals== {{center|''The reader should know that this section is poorly understood. Look elsewhere if you want simple answers or a full discussion. <br>Here, the intent is to create an excuse for [https://www.pinterest.com/pin/164662930098107644/ "messing around"] with mathematical and computational methods.''}} [[Image:Beating Frequency.svg|thumb|300px|Diagram of beat frequency]] [[w:special:permalink/1102305761|Wikipedia has defined]] a '''beat''' as an [[w:Interference (wave propagation)|interference]] pattern between two [[w:sound|sounds]] of slightly different [[w:frequency|frequencies]], ''perceived'' as a periodic variation in [[w:amplitude (music)|volume]] whose rate is the [[w:Difference (mathematics)|difference]] of the two frequencies. [[w:Special:Permalink/1102305761#Mathematics_and_physics_of_beat_tones|The mathematics of beating]] can be summarized by the figure to the left, which leads to the following: ::<math> f_\text{beat} = f_2 - f_1 = \frac{1}{T_b} = \frac{\left|\omega_2-\omega_1\right|}{2\pi}</math> ::where, ::<math>fT =1</math>, and <math>\omega T = 2\pi,</math> ::are easy ways to remember the relation between frequency <math>f</math>, period <math>T</math>, and angular frequency, <math>\omega</math>. ===Helmholtz model=== [[w:special:permalink/1101504020#Consonant_and_dissonant|Helmholtz]] proposed that beats produced by the consonant musical intervals are caused by beating between pairs of harmonics of the two pitches which have nearly the same frequency. It is not difficult to calculate the beat frequency associated with this model: Define interval ratio, <math>1<p/q<2</math>, where: <math>\omega_p=p\omega_0</math> and <math>\omega_q=q\omega_0</math> The the lowest common harmonic of <math>\omega_p</math> and <math>\omega_q</math> is <math>\omega_h=pq\omega_0</math> Replace <math>p\to p+\Delta p </math> and <math>q\to q+\Delta q </math> :<math>2\pi / T_b = \omega_\text{beat}=\left| (p+\Delta p)q\omega_0 - p(q+\Delta q)\omega_0 \right| = \left|p\Delta\omega_q - q\Delta\omega_p\right| \implies</math> :<math>f_b=\left|\frac{p\Delta\omega_q - q\Delta\omega_p}{2\pi}\right|= \left| p\Delta f_q - q\Delta f_p\right|</math> Use <math>q\omega_p=p\omega_q \equiv qf_p=pf_q \equiv pT_p = qT_q</math> where <math>T=1/f</math> denotes period. It is easy to show<ref>Let <math>f(t)=T^{-1}</math>, and take the derivative to get, <math>df/dt=-T^{-2}</math>, which leads to: <math>df/f=-dT/T</math></ref> that :<math>\frac{\Delta f}{f}=-\frac{\Delta T}{T}</math><math>\implies \Delta f = -\frac{\Delta T}{T^2}</math>. Hence we can also express the beat frequency in terms of beat periods: :<math>f_b=\frac{1}{T_b}=\left| \frac{q\Delta T_p}{T_p^2} - \frac{p\Delta T_q}{T_q^2} \right|= \left| \frac{p\Delta T_p-q\Delta T_q}{T_pT_q}\right|</math> These formulas should be trusted only in the limit that <math>\Delta f/f</math> is small. '''It is also essential to understand both formulas might be wrong!''' ==Cycle repetition== [[File:Perfect fifth phase shift.svg|thumb|230px|Range of phase shifts for a just perfect fifth musical interval]] [[File:Beats 310.0 to 200.0.svg|Beats 310.0 to 200.0|thumb|700px|See also [[Special:Permalink/2414190#First_Effort]]]] Consider a just interval between the two periods, <math>T_p=pT_0</math>, and <math>T_q=qT_0</math>, where <math>p=3</math> and <math>q=2</math> as shown in the figure. Because <math>T_p</math> and <math>T_q</math> make an exactly just interval, we have: SAY SOMETHIN_0G ABOUT THE DISTIN_0CTION_0 BETWEEN_0 T_c and T_b (cycles versus beats) EMPHASIZE THAT WE ARE RESTRICTIN_0G OURSELVES TO PERFECT FIFTH :<math>q T_p =p T_q</math> ... or ... <math>3 T_p = 2T_q</math> N_0ext we consider a new value of the shorter period, <math>\widetilde T_q=T_q-\Delta T_q</math>. After one beat period, <math>T_c</math>, we arrange for an extra cycle to be present: :<math>N_0T_0 = (N_0+1) \widetilde T_0 = (N_0+1)(\left(T_0+\Delta T_0\right)</math> In the approximation that, <math>N_0>>1</math> and <math>\Delta T_0<<T_0</math> this simplifies to:<ref>The absolute value sign is needed because in this example, \Delta T_0 <0.</ref> :<math>N_0=\left|\frac{T_0}{\Delta T_0}\right|=\left|\frac{T_q}{\Delta T_q}\right|</math> where in this example, <math>-\Delta T_q>0\,.</math> Since the phase shift between the two waves has returned to its original value after <math>N_0</math> cycles of <math>T_q</math>, we have: :<math>T_c= N_0T_0=\left|\frac{T_q}{\Delta T_q}\right|\cdot\frac{T_q}{2} </math> Using <math>q T_p =p T_q</math>, we obtain: :<math>\frac{1}{T_c}=\left|\frac{\Delta T_q}{T_q^2}\right|= \frac{p}{q^2}\left|\frac{q\Delta T_q}{T_pT_q} \right|= </math> THIS IS BACKWARDS ==Fourier analysis== {{cot|Not yet needed}} ''See also'' [[w:Kramers–Kronig relations]], [[w:Cauchy principal value]], [https://wiki.seg.org/wiki/Dictionary:Hilbert_transform]and [[w:Sokhotski–Plemelj theorem]] <math> \int_\infty^\infty e^{i\omega t}d\omega=2\pi\delta(t)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - i \pi \delta(X)</math> <math>\frac{1}{X+i\epsilon} = \frac {X}{X^2+ \epsilon^2} - \frac {i\epsilon}{X^2+ \epsilon^2}</math> <math>\frac 1 X = \text{pp} \frac 1 X -i\pi \delta(X)</math> {{cob}} ==Links== '''Basic''' * <u>[[Wikipedia:Beat (acoustics)]]</u>: The fact that Wikipedia only covers the basic ideas supports my contention that material beyond these well known topics will always be murky.<ref>{{cite journal |last= Weinberger |first= Norman |date= September 2006 |title= Music And The Brain |url= https://www.scientificamerican.com/article/music-and-the-brain-2006-09/ |journal= Scientific American |volume= 16 |issue= 3 |pages= 36-43 |doi= 10.1038/scientificamerican0906-36sp |accessdate=2022-08-04 }}</ref><ref>Note the inserted footnote templates regarding "verification" and "original research?" at [[w:special:permalink/1102305761]]. </ref> * <u>[http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html Hyperphysics: Sound/beat:]</u> parallels the Wikipedia article. * [https://www.omnicalculator.com/physics/beat-frequency <u>Omnicalculator's beat frequency demonstration</u>] effectively how the 3:2 rhythm pattern is just an ultra slow version of the consonant perfect fifth in music. '''Advanced (or otherwise different)''' * <u>[https://www.violinist.com/discussion/archive/18551/ Violinist.com]</u> discussion on using beats to tune a violin ----- dm2twpj2fai0xe3pscrrwgjraulubwc 101 286165 2414405 2414128 2022-08-14T14:27:47Z Dave Braunschweig 426084 /* Future of the Core Curriculum & Courses list */ Reply wikitext text/x-wiki == Future of the Core Curriculum & Courses list == It is my vision and hope that the Core Curriculum and Courses list on the School page will eventually be replaced with an 'example list' or whatever equivalent structure not unlike university style degree programs. It will ideally have a Bachelors, Masters, and Doctorate level style program for students and other Open Education institutions to refer to as a potential template for their educational offering in Religions Studies. [[User:SotanScholar|SotanScholar]] ([[User talk:SotanScholar|discuss]] • [[Special:Contributions/SotanScholar|contribs]]) 17:26, 8 August 2022 (UTC) :@[[User:SotanScholar|SotanScholar]]: Be sure to see [[Wikiversity:Scope]]. The focus here should be on Wikiversity courses rather than degrees that Wikiversity can't offer or recommend. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 19:50, 8 August 2022 (UTC) ::It's obvious you did not read what I wrote. I'm starting to notice a pattern that you have been trying to stop me from working on the Religious Studies / Theology topics since the begining. Now presenting policy as if I somehow appear to be breaking it or near so. Is it the topic that offends you? Either way I will am ending this before things becomes full blown harassment. Good luck. [[User:SotanScholar|SotanScholar]] ([[User talk:SotanScholar|discuss]] • [[Special:Contributions/SotanScholar|contribs]]) 15:21, 13 August 2022 (UTC) :::@[[User:SotanScholar|SotanScholar]] Quite the opposite. I have been encouraging you to work on Religious Studies / Theology content from the beginning. Unfortunately, your efforts so far have been on structure vs. content. If you would like to develop content, please do so. Please don't alter any more structure until you have content developed to support it. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:27, 14 August 2022 (UTC) amjxwdjwkf3379lsgdehu9sb8kaj19h 2 286218 2414594 2414032 2022-08-15T02:55:00Z U3203545 2947578 /* Book Chapter I'm Working On */ wikitext text/x-wiki == About Me == Hi, I am a 3rd Year Psychology student studying the unit 'Motivation & Emotion.' My university journey has taught me valuable skills which can be translated into the workplace and has allowed me to expand my knowledge on various topics. == Hobbies == * Reading * Watercolour Painting * Overthinking * Nature Walking == Book Chapter I'm Working On == [[Motivation and emotion/Book/2022/Compassion|Compassion: What is compassion, what are its pros and cons, and how can it be fostered?]] k2tu7aofxks1dbajdthig0rkuf8skz8 2414598 2414594 2022-08-15T02:59:04Z U3203545 2947578 wikitext text/x-wiki == About Me == Hi, I am a 3rd Year Psychology student studying the unit 'Motivation & Emotion.' My university journey has taught me valuable skills which can be translated into the workplace and have allowed me to expand my knowledge on various topics. == Hobbies == * Reading * Watercolour Painting * Overthinking * Nature Walking == Social Contributions == == Book Chapter I'm Working On == [[Motivation and emotion/Book/2022/Compassion|Compassion: What is compassion, what are its pros and cons, and how can it be fostered?]] q2mf8mzpkqyvoaluwc6fezf4wvs4lam 2414625 2414598 2022-08-15T04:00:04Z U3203545 2947578 wikitext text/x-wiki == About Me == Hi, I am a 3rd Year Science in Psychology student, majoring in law, policy and culture. I am currently studying the unit 'Motivation & Emotion.' My university journey has taught me valuable skills which can be translated into the workplace and have allowed me to expand my knowledge on various topics. The book chapter I have created has further expanded these skills. == Hobbies == * Reading * Watercolour Painting * Overthinking * Nature Walking == Book Chapter I'm Working On == [[Motivation and emotion/Book/2022/Compassion|Compassion: What is compassion, what are its pros and cons, and how can it be fostered?]] == Social Contributions == 9itavtn6y91dlo7g4h5a35c0zoqp1aw 0 286321 2414578 2414312 2022-08-15T01:54:22Z U3203545 2947578 /* Emotional Connection */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== List various definitions (Lazarus, Goetz) Common definition. - link to wiki. There are two main types of compassion: '''Ordinary Compassion:''' '''Immeasurable Compassion: LINK''' [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]'''What is the difference between compassion and empathy?''' People can often become confused between the terms empathy and compassion. While they are both emotions, (refer to youtube). == The Evolution of Compassion == An evolutionary perspective on compassion can be traced to Darwin (1871), who stated that “those communities which included the greatest number of the most sympathetic members would flourish best, and rear the greatest number of offspring” (p. 130). Current theorists also note that compassion is reproductively advantageous, being part of the care-giving system that has evolved to nurture and protect the young (e.g. Gilbert, 2005, Goetz et al., 2010). Compassion can be seen as having evolved from an adaptive focus on protecting oneself and one's offspring to a broader focus on protecting others including and beyond one's immediate kinship group (de Waal, 2009). Compassion may also have evolved in primates because it is a desirable criterion in mate selection and facilitates cooperative relationships with non-kin (e.g. de Waal, 2009, Keltner, 2009). REWORD [[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === == What are the Advantages of Compassion? == === Healing === For the person receiving compassion === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] === Compassion Fatigue === === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. {{RoundBoxTop|theme=3}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |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}}]] kej5n7179buizky8m8cih8bbxyxh98r 2414581 2414578 2022-08-15T02:32:45Z U3203545 2947578 /* Overview */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== List various definitions (Lazarus, Goetz) Common definition. - link to wiki. There are two main types of compassion: '''Ordinary Compassion:''' '''Immeasurable Compassion: LINK''' [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]'''What is the difference between compassion and empathy?''' People can often become confused between the terms empathy and compassion. While they are both emotions, (refer to youtube). == The Evolution of Compassion == An evolutionary perspective on compassion can be traced to Darwin (1871), who stated that “those communities which included the greatest number of the most sympathetic members would flourish best, and rear the greatest number of offspring” (p. 130). Current theorists also note that compassion is reproductively advantageous, being part of the care-giving system that has evolved to nurture and protect the young (e.g. Gilbert, 2005, Goetz et al., 2010). Compassion can be seen as having evolved from an adaptive focus on protecting oneself and one's offspring to a broader focus on protecting others including and beyond one's immediate kinship group (de Waal, 2009). Compassion may also have evolved in primates because it is a desirable criterion in mate selection and facilitates cooperative relationships with non-kin (e.g. de Waal, 2009, Keltner, 2009). REWORD [[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === {{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] === Compassion Fatigue === === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. {{RoundBoxTop|theme=3}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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}}]] 52jx6ihjs3xglkuh15xmnwtpk1hcthg 2414585 2414581 2022-08-15T02:41:52Z U3203545 2947578 /* See also */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== List various definitions (Lazarus, Goetz) Common definition. - link to wiki. There are two main types of compassion: '''Ordinary Compassion:''' '''Immeasurable Compassion: LINK''' [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]'''What is the difference between compassion and empathy?''' People can often become confused between the terms empathy and compassion. While they are both emotions, (refer to youtube). == The Evolution of Compassion == An evolutionary perspective on compassion can be traced to Darwin (1871), who stated that “those communities which included the greatest number of the most sympathetic members would flourish best, and rear the greatest number of offspring” (p. 130). Current theorists also note that compassion is reproductively advantageous, being part of the care-giving system that has evolved to nurture and protect the young (e.g. Gilbert, 2005, Goetz et al., 2010). Compassion can be seen as having evolved from an adaptive focus on protecting oneself and one's offspring to a broader focus on protecting others including and beyond one's immediate kinship group (de Waal, 2009). Compassion may also have evolved in primates because it is a desirable criterion in mate selection and facilitates cooperative relationships with non-kin (e.g. de Waal, 2009, Keltner, 2009). REWORD [[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === {{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] === Compassion Fatigue === === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. {{RoundBoxTop|theme=3}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[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}}]] 2j94jvhywl5hcs0jdf18emt3tw4koib 2414586 2414585 2022-08-15T02:44:31Z U3203545 2947578 /* See also */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== List various definitions (Lazarus, Goetz) Common definition. - link to wiki. There are two main types of compassion: '''Ordinary Compassion:''' '''Immeasurable Compassion: LINK''' [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]'''What is the difference between compassion and empathy?''' People can often become confused between the terms empathy and compassion. While they are both emotions, (refer to youtube). == The Evolution of Compassion == An evolutionary perspective on compassion can be traced to Darwin (1871), who stated that “those communities which included the greatest number of the most sympathetic members would flourish best, and rear the greatest number of offspring” (p. 130). Current theorists also note that compassion is reproductively advantageous, being part of the care-giving system that has evolved to nurture and protect the young (e.g. Gilbert, 2005, Goetz et al., 2010). Compassion can be seen as having evolved from an adaptive focus on protecting oneself and one's offspring to a broader focus on protecting others including and beyond one's immediate kinship group (de Waal, 2009). Compassion may also have evolved in primates because it is a desirable criterion in mate selection and facilitates cooperative relationships with non-kin (e.g. de Waal, 2009, Keltner, 2009). REWORD [[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === {{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] === Compassion Fatigue === === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. {{RoundBoxTop|theme=3}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) * [[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}}]] ibvsgdpx5mqplc7rtrqrlyiq2nmpgvp 2414596 2414586 2022-08-15T02:56:48Z U3203545 2947578 /* See also */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== List various definitions (Lazarus, Goetz) Common definition. - link to wiki. There are two main types of compassion: '''Ordinary Compassion:''' '''Immeasurable Compassion: LINK''' [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]'''What is the difference between compassion and empathy?''' People can often become confused between the terms empathy and compassion. While they are both emotions, (refer to youtube). == The Evolution of Compassion == An evolutionary perspective on compassion can be traced to Darwin (1871), who stated that “those communities which included the greatest number of the most sympathetic members would flourish best, and rear the greatest number of offspring” (p. 130). Current theorists also note that compassion is reproductively advantageous, being part of the care-giving system that has evolved to nurture and protect the young (e.g. Gilbert, 2005, Goetz et al., 2010). Compassion can be seen as having evolved from an adaptive focus on protecting oneself and one's offspring to a broader focus on protecting others including and beyond one's immediate kinship group (de Waal, 2009). Compassion may also have evolved in primates because it is a desirable criterion in mate selection and facilitates cooperative relationships with non-kin (e.g. de Waal, 2009, Keltner, 2009). REWORD [[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === {{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] === Compassion Fatigue === === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. {{RoundBoxTop|theme=3}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] eszw357smsg2jof9d5kfm3uoyyh2tbw 2414639 2414596 2022-08-15T05:19:43Z U3203545 2947578 /* What is Compassion? */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]There are many definitions of compassion, with the main ones coming from Richard Lazarus and Jennifer Goetz et al. What Lazarus' and Goetz' definitions had in common was that compassion involved being effected by another persons suffering and having the desire to help them (Baer et al., 2016). In this chapter, we will be referring to a more detailed definition of compassion. [https://www.jstor.org/stable/20027819#metadata_info_tab_contents Compassion]is an emotion expressed in reaction to the suffering or low well-being of others (Nussbaum, 2003). Compassion also involves making a judgement, known as the judgement of seriousness, that someone is not doing well and that the situation is serious (Nussbaum, 2003). Therefore, compassion is not felt for people who loose insignificant items, such as a sock (Nussbaum, 2003). There are two main types of compassion: [https://www.verywellmind.com/what-is-compassion-5207366 Compassion for others]is showing compassion to other people, through acknowledging their pain and coming up with a solution to relieve it (Cherry, 2021). [https://www.verywellmind.com/what-is-compassion-5207366 Self-compassion] is showing compassion to yourself when you make mistakes or dwell on your imperfections (Cherry, 2021). '''What is the difference between compassion and empathy?''' People can often become confused between the terms empathy and compassion. While they are both emotions, (refer to youtube).{{RoundBoxTop|theme=3}}The following case study demonstrates the judgement we make when showing compassion, as we evaluate the seriousness of the person's suffering. Case Study: Samantha is feeling down because she has lost her scrunchie. Her roommate, Alice, evaluates the situation and decides that although Samantha is upset, she is not seriously effected. Alice shows understanding of the loss but chooses not to demonstrate compassion.{{RoundBoxBottom}} == The Evolution of Compassion == An evolutionary perspective on compassion can be traced to Darwin (1871), who stated that “those communities which included the greatest number of the most sympathetic members would flourish best, and rear the greatest number of offspring” (p. 130). Current theorists also note that compassion is reproductively advantageous, being part of the care-giving system that has evolved to nurture and protect the young (e.g. Gilbert, 2005, Goetz et al., 2010). Compassion can be seen as having evolved from an adaptive focus on protecting oneself and one's offspring to a broader focus on protecting others including and beyond one's immediate kinship group (de Waal, 2009). Compassion may also have evolved in primates because it is a desirable criterion in mate selection and facilitates cooperative relationships with non-kin (e.g. de Waal, 2009, Keltner, 2009). REWORD == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === === Taxonomy of Compassion === Paul Eckman{{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion[[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. * {{RoundBoxTop|theme=3}}The following case study demonstrates the moral distress felt when too much importance is placed on situations that don't require compassion. Case Study: Samantha has lost another item, this time it is her earing. The earing has no personal significance to her, as it is a standard sleeper, which can easily be replaced. Alice, again, evaluates the situation and decides that because Samantha became so distraught when Alice did not provide compassion last time, she would show compassion to Samantha this time. However, Alice experiences moral distress, as she knows she should not show compassion to Samantha, as the loss of a trivial item does not require such actions.{{RoundBoxBottom}} === Compassion Fatigue === * [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] {{RoundBoxTop|theme=1}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] hjhygp3k2cnj068ahxl4fmbwzidsn0d 2414640 2414639 2022-08-15T05:21:38Z U3203545 2947578 /* What is Compassion? */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]There are many definitions of compassion, with the main ones coming from Richard Lazarus and Jennifer Goetz et al. What Lazarus' and Goetz' definitions had in common was that compassion involved being effected by another persons suffering and having the desire to help them (Baer et al., 2016). In this chapter, we will be referring to a more detailed definition of compassion. [https://www.jstor.org/stable/20027819#metadata_info_tab_contents Compassion]is an emotion expressed in reaction to the suffering or low well-being of others (Nussbaum, 2003). Compassion also involves making a judgement, known as the judgement of seriousness, that someone is not coping well and that the situation is serious (Nussbaum, 2003). Therefore, compassion is not felt for people who loose insignificant items, such as a sock (Nussbaum, 2003). There are two main types of compassion: [https://www.verywellmind.com/what-is-compassion-5207366 Compassion for others]is showing compassion to other people, through acknowledging their pain and coming up with a solution to relieve it (Cherry, 2021). [https://www.verywellmind.com/what-is-compassion-5207366 Self-compassion] is showing compassion to yourself when you make mistakes or dwell on your imperfections (Cherry, 2021). '''What is the difference between compassion and empathy?''' People can often become confused between the terms empathy and compassion. While they are both emotions, (refer to youtube).{{RoundBoxTop|theme=3}}The following case study demonstrates the judgement we make when showing compassion, as we evaluate the seriousness of the person's suffering. Case Study: Samantha is feeling down because she has lost her scrunchie. Her roommate, Alice, evaluates the situation and decides that although Samantha is upset, she is not seriously effected. Alice shows understanding of the loss but chooses not to demonstrate compassion.{{RoundBoxBottom}} == The Evolution of Compassion == An evolutionary perspective on compassion can be traced to Darwin (1871), who stated that “those communities which included the greatest number of the most sympathetic members would flourish best, and rear the greatest number of offspring” (p. 130). Current theorists also note that compassion is reproductively advantageous, being part of the care-giving system that has evolved to nurture and protect the young (e.g. Gilbert, 2005, Goetz et al., 2010). Compassion can be seen as having evolved from an adaptive focus on protecting oneself and one's offspring to a broader focus on protecting others including and beyond one's immediate kinship group (de Waal, 2009). Compassion may also have evolved in primates because it is a desirable criterion in mate selection and facilitates cooperative relationships with non-kin (e.g. de Waal, 2009, Keltner, 2009). REWORD == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === === Taxonomy of Compassion === Paul Eckman{{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion[[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. * {{RoundBoxTop|theme=3}}The following case study demonstrates the moral distress felt when too much importance is placed on situations that don't require compassion. Case Study: Samantha has lost another item, this time it is her earing. The earing has no personal significance to her, as it is a standard sleeper, which can easily be replaced. Alice, again, evaluates the situation and decides that because Samantha became so distraught when Alice did not provide compassion last time, she would show compassion to Samantha this time. However, Alice experiences moral distress, as she knows she should not show compassion to Samantha, as the loss of a trivial item does not require such actions.{{RoundBoxBottom}} === Compassion Fatigue === * [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] {{RoundBoxTop|theme=1}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] 72ixf50l3vcen1n7uhl7eqxaxy84v3i 2414643 2414640 2022-08-15T05:37:07Z U3203545 2947578 /* What is Compassion? */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]There are many definitions of compassion, with the main ones coming from Richard Lazarus and Jennifer Goetz et al. What Lazarus' and Goetz' definitions had in common was that compassion involved being effected by another persons suffering, having the desire to help them, and taking action to help them (Baer et al., 2016). In this chapter, we will be referring to a more detailed definition of compassion. [https://www.jstor.org/stable/20027819#metadata_info_tab_contents Compassion]is an emotion expressed in reaction to the suffering or low well-being of others (Nussbaum, 2003). Compassion also involves making a judgement, known as the judgement of seriousness, that someone is not coping well and that the situation is serious (Nussbaum, 2003). Therefore, compassion is not felt for people who loose insignificant items, such as a sock (Nussbaum, 2003). There are two main types of compassion: [https://www.verywellmind.com/what-is-compassion-5207366 Compassion for others]is showing compassion to other people, through acknowledging their pain and coming up with a solution to relieve it (Cherry, 2021). [https://www.verywellmind.com/what-is-compassion-5207366 Self-compassion] is showing compassion to yourself when you make mistakes or dwell on your imperfections (Cherry, 2021). '''What is the difference between compassion and empathy?''' People can often become confused between the terms compassion and empathy. While they are both emotions, empathy involves feeling what others are feeling and desiring to help them (Zimmer, 2019). Compassion involves a deep concern for others, a desire to help, AND taking action to help the person (Zimmer, 2019). While empathy and compassion both involve sharing the feelings of others and desiring to help them, compassion involves also taking action to help someone (Zimmer, 2019).{{RoundBoxTop|theme=3}}The following case study demonstrates the judgement we make when showing compassion, as we evaluate the seriousness of the person's suffering. Case Study: Samantha is feeling down because she has lost her scrunchie. Her roommate, Alice, evaluates the situation and decides that although Samantha is upset, she is not seriously effected. Alice shows understanding of the loss but chooses not to demonstrate compassion.{{RoundBoxBottom}} == The Evolution of Compassion == An evolutionary perspective on compassion can be traced to Darwin (1871), who stated that “those communities which included the greatest number of the most sympathetic members would flourish best, and rear the greatest number of offspring” (p. 130). Current theorists also note that compassion is reproductively advantageous, being part of the care-giving system that has evolved to nurture and protect the young (e.g. Gilbert, 2005, Goetz et al., 2010). Compassion can be seen as having evolved from an adaptive focus on protecting oneself and one's offspring to a broader focus on protecting others including and beyond one's immediate kinship group (de Waal, 2009). Compassion may also have evolved in primates because it is a desirable criterion in mate selection and facilitates cooperative relationships with non-kin (e.g. de Waal, 2009, Keltner, 2009). REWORD == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === === Taxonomy of Compassion === Paul Eckman{{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion[[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. * {{RoundBoxTop|theme=3}}The following case study demonstrates the moral distress felt when too much importance is placed on situations that don't require compassion. Case Study: Samantha has lost another item, this time it is her earing. The earing has no personal significance to her, as it is a standard sleeper, which can easily be replaced. Alice, again, evaluates the situation and decides that because Samantha became so distraught when Alice did not provide compassion last time, she would show compassion to Samantha this time. However, Alice experiences moral distress, as she knows she should not show compassion to Samantha, as the loss of a trivial item does not require such actions.{{RoundBoxBottom}} === Compassion Fatigue === * [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] {{RoundBoxTop|theme=1}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] onuok7xvdrlig3zi8yqmtrszla3jgtn 2414646 2414643 2022-08-15T05:45:02Z U3203545 2947578 /* What is Compassion? */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]There are many definitions of compassion, with the main ones stemming from Richard Lazarus and Jennifer Goetz et al. What Lazarus' and Goetz' definitions have in common is that compassion involves being effected by another persons suffering, having the desire to help them, and taking action to help them (Baer et al., 2016). In this chapter, we will be referring to a more detailed definition of compassion. [https://www.jstor.org/stable/20027819#metadata_info_tab_contents Compassion]is an emotion expressed in reaction to the suffering or low well-being of others (Nussbaum, 2003). It involves making a judgement, known as the judgement of seriousness, that someone is not coping well and that the situation is serious (Nussbaum, 2003). Therefore, compassion is not felt for people who loose insignificant items, such as a pair of socks or a hairbrush (Nussbaum, 2003). '''There are two main types of compassion:''' [https://www.verywellmind.com/what-is-compassion-5207366 Compassion for others]involves showing compassion to other people, through acknowledging their pain and coming up with a solution to relieve it (Cherry, 2021). [https://www.verywellmind.com/what-is-compassion-5207366 Self-compassion] involves showing compassion to yourself when you make mistakes or dwell on your imperfections (Cherry, 2021). '''What is the difference between compassion and empathy?''' People can often become confused between the terms compassion and empathy. While they are both emotions, empathy involves feeling what others are feeling and desiring to help them (Zimmer, 2019). Compassion involves a deep concern for others, a desire to help, AND taking action to help the person (Zimmer, 2019). While empathy and compassion both involve sharing the feelings of others and desiring to help them, compassion involves also taking action to help them (Zimmer, 2019).{{RoundBoxTop|theme=3}}The following case study demonstrates the judgement we make when showing compassion, as we evaluate the seriousness of the person's suffering. Case Study: Samantha is feeling down because she has lost her scrunchie. Her roommate, Alice, evaluates the situation and decides that although Samantha is upset, she is not seriously effected. Alice shows understanding of the loss but chooses not to demonstrate compassion.{{RoundBoxBottom}} == The Evolution of Compassion == An evolutionary perspective on compassion can be traced to Darwin (1871), who stated that “those communities which included the greatest number of the most sympathetic members would flourish best, and rear the greatest number of offspring” (p. 130). Current theorists also note that compassion is reproductively advantageous, being part of the care-giving system that has evolved to nurture and protect the young (e.g. Gilbert, 2005, Goetz et al., 2010). Compassion can be seen as having evolved from an adaptive focus on protecting oneself and one's offspring to a broader focus on protecting others including and beyond one's immediate kinship group (de Waal, 2009). Compassion may also have evolved in primates because it is a desirable criterion in mate selection and facilitates cooperative relationships with non-kin (e.g. de Waal, 2009, Keltner, 2009). REWORD == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === === Taxonomy of Compassion === Paul Eckman{{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion[[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. * {{RoundBoxTop|theme=3}}The following case study demonstrates the moral distress felt when too much importance is placed on situations that don't require compassion. Case Study: Samantha has lost another item, this time it is her earing. The earing has no personal significance to her, as it is a standard sleeper, which can easily be replaced. Alice, again, evaluates the situation and decides that because Samantha became so distraught when Alice did not provide compassion last time, she would show compassion to Samantha this time. However, Alice experiences moral distress, as she knows she should not show compassion to Samantha, as the loss of a trivial item does not require such actions.{{RoundBoxBottom}} === Compassion Fatigue === * [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] {{RoundBoxTop|theme=1}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] rhbdt9cacmsbtetg20bt8kc81k9ehpy 2414648 2414646 2022-08-15T05:47:07Z U3203545 2947578 wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]There are many definitions of compassion, with the main ones stemming from Richard Lazarus and Jennifer Goetz et al. What Lazarus' and Goetz' definitions have in common is that compassion involves being effected by another persons suffering, having the desire to help them, and taking action to help them (Baer et al., 2016). In this chapter, we will be referring to a more detailed definition of compassion. [https://www.jstor.org/stable/20027819#metadata_info_tab_contents Compassion]is an emotion expressed in reaction to the suffering or low well-being of others (Nussbaum, 2003). It involves making a judgement, known as the judgement of seriousness, that someone is not coping well and that the situation is serious (Nussbaum, 2003). Therefore, compassion is not felt for people who loose insignificant items, such as a pair of socks or a hairbrush (Nussbaum, 2003). '''There are two main types of compassion:''' [https://www.verywellmind.com/what-is-compassion-5207366 Compassion for others]involves showing compassion to other people, through acknowledging their pain and coming up with a solution to relieve it (Cherry, 2021). [https://www.verywellmind.com/what-is-compassion-5207366 Self-compassion] involves showing compassion to yourself when you make mistakes or dwell on your imperfections (Cherry, 2021). '''What is the difference between compassion and empathy?''' People can often become confused between the terms compassion and empathy. While they are both emotions, empathy involves feeling what others are feeling and desiring to help them (Zimmer, 2019). Compassion involves a deep concern for others, a desire to help, AND taking action to help the person (Zimmer, 2019). While empathy and compassion both involve sharing the feelings of others and desiring to help them, compassion involves also taking action to help them (Zimmer, 2019).{{RoundBoxTop|theme=3}}The following case study demonstrates the judgement we make when choosing whether to show compassion based on the seriousness of the person's suffering. Case Study: Samantha is feeling down because she has lost her scrunchie. Her roommate, Alice, evaluates the situation and decides that although Samantha is upset, she is not seriously effected. Alice shows understanding of the loss but chooses not to show compassion.{{RoundBoxBottom}} == The Evolution of Compassion == An evolutionary perspective on compassion can be traced to Darwin (1871), who stated that “those communities which included the greatest number of the most sympathetic members would flourish best, and rear the greatest number of offspring” (p. 130). Current theorists also note that compassion is reproductively advantageous, being part of the care-giving system that has evolved to nurture and protect the young (e.g. Gilbert, 2005, Goetz et al., 2010). Compassion can be seen as having evolved from an adaptive focus on protecting oneself and one's offspring to a broader focus on protecting others including and beyond one's immediate kinship group (de Waal, 2009). Compassion may also have evolved in primates because it is a desirable criterion in mate selection and facilitates cooperative relationships with non-kin (e.g. de Waal, 2009, Keltner, 2009). REWORD == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === === Taxonomy of Compassion === Paul Eckman{{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion[[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. * {{RoundBoxTop|theme=3}}The following case study demonstrates the moral distress felt when too much importance is placed on situations that don't require compassion. Case Study: Samantha has lost another item, this time it is her earing. The earing has no personal significance to her, as it is a standard sleeper, which can easily be replaced. Alice, again, evaluates the situation and decides that because Samantha became so distraught when Alice did not provide compassion last time, she would show compassion to Samantha this time. However, Alice experiences moral distress, as she knows she should not show compassion to Samantha, as the loss of a trivial item does not require such actions.{{RoundBoxBottom}} === Compassion Fatigue === * [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] {{RoundBoxTop|theme=1}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] cd9ti2n1rz2gf5uzredu56pubu8nxdk 2414652 2414648 2022-08-15T05:58:15Z U3203545 2947578 wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]There are many definitions of compassion, with the main ones stemming from Richard Lazarus and Jennifer Goetz et al. What Lazarus' and Goetz' definitions have in common is that compassion involves being effected by another persons suffering, having the desire to help them, and taking action to help them (Baer et al., 2016). In this chapter, we will be referring to a more detailed definition of compassion. [[wikipedia:Compassion|Compassion]]<nowiki/>is an emotion expressed in reaction to the suffering or low well-being of others (Nussbaum, 2003). It involves making a judgement, known as the judgement of seriousness, that someone is not coping well and that the situation is serious (Nussbaum, 2003). Therefore, compassion is not felt for people who loose insignificant items, such as a pair of socks or a hairbrush (Nussbaum, 2003). '''There are two main types of compassion:''' [[wikipedia:Radical_compassion|Radical compassion]], otherwise known as compassion for others, involves showing compassion to other people, through acknowledging their pain and coming up with a solution to relieve it (Cherry, 2021). [[wikipedia:Self-compassion|Self-compassion]] involves showing compassion to yourself when you make mistakes or dwell on your imperfections (Cherry, 2021). '''What is the difference between compassion and empathy?''' People can often become confused between the terms compassion and empathy. While they are both emotions, empathy involves feeling what others are feeling and desiring to help them (Zimmer, 2019). Compassion involves a deep concern for others, a desire to help, AND taking action to help the person (Zimmer, 2019). While empathy and compassion both involve sharing the feelings of others and desiring to help them, compassion involves also taking action to help them (Zimmer, 2019).{{RoundBoxTop|theme=3}}The following case study demonstrates the judgement we make when choosing whether to show compassion based on the seriousness of the person's suffering. Case Study: Samantha is feeling down because she has lost her scrunchie. Her roommate, Alice, evaluates the situation and decides that although Samantha is upset, she is not seriously effected. Alice shows understanding of the loss but chooses not to show compassion.{{RoundBoxBottom}} == The Evolution of Compassion == An evolutionary perspective on compassion can be traced to Darwin (1871), who stated that “those communities which included the greatest number of the most sympathetic members would flourish best, and rear the greatest number of offspring” (p. 130). Current theorists also note that compassion is reproductively advantageous, being part of the care-giving system that has evolved to nurture and protect the young (e.g. Gilbert, 2005, Goetz et al., 2010). Compassion can be seen as having evolved from an adaptive focus on protecting oneself and one's offspring to a broader focus on protecting others including and beyond one's immediate kinship group (de Waal, 2009). Compassion may also have evolved in primates because it is a desirable criterion in mate selection and facilitates cooperative relationships with non-kin (e.g. de Waal, 2009, Keltner, 2009). REWORD == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === === Taxonomy of Compassion === Paul Eckman{{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion[[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. * {{RoundBoxTop|theme=3}}The following case study demonstrates the moral distress felt when too much importance is placed on situations that don't require compassion. Case Study: Samantha has lost another item, this time it is her earing. The earing has no personal significance to her, as it is a standard sleeper, which can easily be replaced. Alice, again, evaluates the situation and decides that because Samantha became so distraught when Alice did not provide compassion last time, she would show compassion to Samantha this time. However, Alice experiences moral distress, as she knows she should not show compassion to Samantha, as the loss of a trivial item does not require such actions.{{RoundBoxBottom}} === Compassion Fatigue === * [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] {{RoundBoxTop|theme=1}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] rdny6n91yi9vruroyr0sx8azkv5obuj 2414655 2414652 2022-08-15T06:15:58Z U3203545 2947578 /* What is Compassion? */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]There are many definitions of compassion, with the main ones stemming from Richard Lazarus and Jennifer Goetz et al. What Lazarus' and Goetz' definitions have in common is that compassion involves being effected by another persons suffering, having the desire to help them, and taking action to help them (Baer et al., 2016). In this chapter, we will be referring to a more detailed definition of compassion. [[wikipedia:Compassion|Compassion]] is an emotion expressed in reaction to the suffering or low well-being of others (Nussbaum, 2003). It involves making a judgement, known as the judgement of seriousness, that someone is not coping well and that the situation is serious (Nussbaum, 2003). Therefore, compassion is not felt for people who loose insignificant items, such as a pair of socks or a hairbrush (Nussbaum, 2003). '''There are two main types of compassion:''' [[wikipedia:Radical_compassion|Radical compassion]], otherwise known as compassion for others, involves showing compassion to other people, through acknowledging their pain and coming up with a solution to relieve it (Cherry, 2021). [[wikipedia:Self-compassion|Self-compassion]] involves showing compassion to yourself when you make mistakes or dwell on your imperfections (Cherry, 2021). '''What is the difference between compassion and empathy?''' People can often become confused between the terms compassion and empathy. While they are both emotions, empathy involves feeling what others are feeling and desiring to help them (Zimmer, 2019). Compassion involves a deep concern for others, a desire to help, AND taking action to help the person (Zimmer, 2019). While empathy and compassion both involve sharing the feelings of others and desiring to help them, compassion involves also taking action to help them (Zimmer, 2019).{{RoundBoxTop|theme=3}}The following case study demonstrates the judgement we make when choosing whether to show compassion based on the seriousness of the person's suffering. Case Study: Samantha is feeling down because she has lost her scrunchie. Her roommate, Alice, evaluates the situation and decides that although Samantha is upset, she is not seriously effected. Alice shows understanding of the loss but chooses not to show compassion.{{RoundBoxBottom}} == The Evolution of Compassion == * Discuss how compassion leads back to Darwin (1871) and how communities which had the largest number of sympathetic individuals thrived and reproduced the most offspring (Gilbert, 2020). * Discuss how currently, theorists have noted that compassion has reproductive advantages, as it is part of the evolved care-giving system of protecting and caring for the young (Gilbert, 2020). The quality of care impacts the offspring's [[wikipedia:Epigenetics|epigenetics]] and appraisal of threats (Gilbert, 2020). * Compassion has also evolved in primates, as it is an ideal feature in mate selection and allows for effective relationships with other primates (Gilbert, 2020). * == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === === Taxonomy of Compassion === Paul Eckman{{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion[[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 2''. Demonstrates shared positive emotion (joy).]] === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. * {{RoundBoxTop|theme=3}}The following case study demonstrates the moral distress felt when too much importance is placed on situations that don't require compassion. Case Study: Samantha has lost another item, this time it is her earing. The earing has no personal significance to her, as it is a standard sleeper, which can easily be replaced. Alice, again, evaluates the situation and decides that because Samantha became so distraught when Alice did not provide compassion last time, she would show compassion to Samantha this time. However, Alice experiences moral distress, as she knows she should not show compassion to Samantha, as the loss of a trivial item does not require such actions.{{RoundBoxBottom}} === Compassion Fatigue === * [[File:Woman Suffers Burnout At Work.jpg|thumb|''Figure 3.'' An illustration of how compassion fatigue can feel.]] {{RoundBoxTop|theme=1}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] 6hflqxb8mq5d79hvgsx2tpktmcnr5bs 2414662 2414655 2022-08-15T06:53:32Z U3203545 2947578 wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]There are many definitions of compassion, with the main ones stemming from Richard Lazarus and Jennifer Goetz et al. What Lazarus' and Goetz' definitions have in common is that compassion involves being effected by another persons suffering, having the desire to help them, and taking action to help them (Baer et al., 2016). In this chapter, we will be referring to a more detailed definition of compassion. [[wikipedia:Compassion|Compassion]] is an emotion expressed in reaction to the suffering or low well-being of others (Nussbaum, 2003). It involves making a judgement, known as the judgement of seriousness, that someone is not coping well and that the situation is serious (Nussbaum, 2003). Therefore, compassion is not felt for people who loose insignificant items, such as a pair of socks or a hairbrush (Nussbaum, 2003). '''There are two main types of compassion:''' [[wikipedia:Radical_compassion|Radical compassion]], otherwise known as compassion for others, involves showing compassion to other people, through acknowledging their pain and coming up with a solution to relieve it (Cherry, 2021). [[wikipedia:Self-compassion|Self-compassion]] involves showing compassion to yourself when you make mistakes or dwell on your imperfections (Cherry, 2021). '''What is the difference between compassion and empathy?''' People can often become confused between the terms compassion and empathy. While they are both emotions, empathy involves feeling what others are feeling and desiring to help them (Zimmer, 2019). Compassion involves a deep concern for others, a desire to help, AND taking action to help the person (Zimmer, 2019). While empathy and compassion both involve sharing the feelings of others and desiring to help them, compassion involves also taking action to help them (Zimmer, 2019).{{RoundBoxTop|theme=3}}The following case study demonstrates the judgement we make when choosing whether to show compassion based on the seriousness of the person's suffering. Case Study: Samantha is feeling down because she has lost her scrunchie. Her roommate, Alice, evaluates the situation and decides that although Samantha is upset, she is not seriously effected. Alice shows understanding of the loss but chooses not to show compassion.{{RoundBoxBottom}} == The Evolution of Compassion == [[File:Baboon and baby Okavango delta.jpg|thumb|''Figure 2''. Compassion evolved as part of the care-giving system of protecting and caring for the young.]] * Discuss how compassion leads back to Darwin (1871) and how communities which had the largest number of sympathetic individuals thrived and reproduced the most offspring (Gilbert, 2020). * Discuss how currently, theorists have noted that compassion has reproductive advantages, as it is part of the evolved care-giving system of protecting and caring for the young (Gilbert, 2020). The quality of care impacts the offspring's [[wikipedia:Epigenetics|epigenetics]] and appraisal of threats (Gilbert, 2020). * Compassion has also evolved in primates, as it is an ideal feature in mate selection and allows for effective relationships with other primates (Gilbert, 2020). * == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === === Taxonomy of Compassion === Paul Eckman{{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion[[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 3''. Demonstrates shared positive emotion (joy).]] === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. * {{RoundBoxTop|theme=3}}The following case study demonstrates the moral distress felt when too much importance is placed on situations that don't require compassion. Case Study: Samantha has lost another item, this time it is her earing. The earing has no personal significance to her, as it is a standard sleeper, which can easily be replaced. Alice, again, evaluates the situation and decides that because Samantha became so distraught when Alice did not provide compassion last time, she would show compassion to Samantha this time. However, Alice experiences moral distress, as she knows she should not show compassion to Samantha, as the loss of a trivial item does not require such actions.{{RoundBoxBottom}} === Compassion Fatigue === * [[File:Canva - Woman Feeling Emotional Stress.jpg|thumb|''Figure 4.'' An illustration of how compassion fatigue can feel.]] {{RoundBoxTop|theme=1}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == ===Quiz=== 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] p7o6935i5f2bh6ck3jxx3gx7kgzfjd2 2414683 2414662 2022-08-15T09:37:00Z U3203545 2947578 /* Quiz */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]There are many definitions of compassion, with the main ones stemming from Richard Lazarus and Jennifer Goetz et al. What Lazarus' and Goetz' definitions have in common is that compassion involves being effected by another persons suffering, having the desire to help them, and taking action to help them (Baer et al., 2016). In this chapter, we will be referring to a more detailed definition of compassion. [[wikipedia:Compassion|Compassion]] is an emotion expressed in reaction to the suffering or low well-being of others (Nussbaum, 2003). It involves making a judgement, known as the judgement of seriousness, that someone is not coping well and that the situation is serious (Nussbaum, 2003). Therefore, compassion is not felt for people who loose insignificant items, such as a pair of socks or a hairbrush (Nussbaum, 2003). '''There are two main types of compassion:''' [[wikipedia:Radical_compassion|Radical compassion]], otherwise known as compassion for others, involves showing compassion to other people, through acknowledging their pain and coming up with a solution to relieve it (Cherry, 2021). [[wikipedia:Self-compassion|Self-compassion]] involves showing compassion to yourself when you make mistakes or dwell on your imperfections (Cherry, 2021). '''What is the difference between compassion and empathy?''' People can often become confused between the terms compassion and empathy. While they are both emotions, empathy involves feeling what others are feeling and desiring to help them (Zimmer, 2019). Compassion involves a deep concern for others, a desire to help, AND taking action to help the person (Zimmer, 2019). While empathy and compassion both involve sharing the feelings of others and desiring to help them, compassion involves also taking action to help them (Zimmer, 2019).{{RoundBoxTop|theme=3}}The following case study demonstrates the judgement we make when choosing whether to show compassion based on the seriousness of the person's suffering. Case Study: Samantha is feeling down because she has lost her scrunchie. Her roommate, Alice, evaluates the situation and decides that although Samantha is upset, she is not seriously effected. Alice shows understanding of the loss but chooses not to show compassion.{{RoundBoxBottom}} == The Evolution of Compassion == [[File:Baboon and baby Okavango delta.jpg|thumb|''Figure 2''. Compassion evolved as part of the care-giving system of protecting and caring for the young.]] * Discuss how compassion leads back to Darwin (1871) and how communities which had the largest number of sympathetic individuals thrived and reproduced the most offspring (Gilbert, 2020). * Discuss how currently, theorists have noted that compassion has reproductive advantages, as it is part of the evolved care-giving system of protecting and caring for the young (Gilbert, 2020). The quality of care impacts the offspring's [[wikipedia:Epigenetics|epigenetics]] and appraisal of threats (Gilbert, 2020). * Compassion has also evolved in primates, as it is an ideal feature in mate selection and allows for effective relationships with other primates (Gilbert, 2020). * == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === === Taxonomy of Compassion === Paul Eckman{{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion[[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 3''. Demonstrates shared positive emotion (joy).]] === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. * {{RoundBoxTop|theme=3}}The following case study demonstrates the moral distress felt when too much importance is placed on situations that don't require compassion. Case Study: Samantha has lost another item, this time it is her earing. The earing has no personal significance to her, as it is a standard sleeper, which can easily be replaced. Alice, again, evaluates the situation and decides that because Samantha became so distraught when Alice did not provide compassion last time, she would show compassion to Samantha this time. However, Alice experiences moral distress, as she knows she should not show compassion to Samantha, as the loss of a trivial item does not require such actions.{{RoundBoxBottom}} === Compassion Fatigue === * [[File:Canva - Woman Feeling Emotional Stress.jpg|thumb|''Figure 4.'' An illustration of how compassion fatigue can feel.]] {{RoundBoxTop|theme=1}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === ===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. == Conclusion == == Quiz == 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> To learn about different types of quiz questions, see [[Help:Quiz|Quiz]]. 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: * [[wikipedia:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] 3fki5v6uo9c7n5h376yoehx048hnwpk 2414685 2414683 2022-08-15T09:45:43Z U3203545 2947578 /* Links */ wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]There are many definitions of compassion, with the main ones stemming from Richard Lazarus and Jennifer Goetz et al. What Lazarus' and Goetz' definitions have in common is that compassion involves being effected by another persons suffering, having the desire to help them, and taking action to help them (Baer et al., 2016). In this chapter, we will be referring to a more detailed definition of compassion. [[wikipedia:Compassion|Compassion]] is an emotion expressed in reaction to the suffering or low well-being of others (Nussbaum, 2003). It involves making a judgement, known as the judgement of seriousness, that someone is not coping well and that the situation is serious (Nussbaum, 2003). Therefore, compassion is not felt for people who loose insignificant items, such as a pair of socks or a hairbrush (Nussbaum, 2003). '''There are two main types of compassion:''' [[wikipedia:Radical_compassion|Radical compassion]], otherwise known as compassion for others, involves showing compassion to other people, through acknowledging their pain and coming up with a solution to relieve it (Cherry, 2021). [[wikipedia:Self-compassion|Self-compassion]] involves showing compassion to yourself when you make mistakes or dwell on your imperfections (Cherry, 2021). '''What is the difference between compassion and empathy?''' People can often become confused between the terms compassion and empathy. While they are both emotions, empathy involves feeling what others are feeling and desiring to help them (Zimmer, 2019). Compassion involves a deep concern for others, a desire to help, AND taking action to help the person (Zimmer, 2019). While empathy and compassion both involve sharing the feelings of others and desiring to help them, compassion involves also taking action to help them (Zimmer, 2019).{{RoundBoxTop|theme=3}}The following case study demonstrates the judgement we make when choosing whether to show compassion based on the seriousness of the person's suffering. Case Study: Samantha is feeling down because she has lost her scrunchie. Samantha has other scrunchies that she can use and her lost scrunchie has no personal significance to her. Samantha's roommate, Alice, evaluates the situation and decides that although Samantha is upset, she is not seriously affected. Alice shows understanding of the loss but chooses not to show compassion.{{RoundBoxBottom}} == The Evolution of Compassion == [[File:Baboon and baby Okavango delta.jpg|thumb|''Figure 2''. Compassion evolved as part of the care-giving system of protecting and caring for the young]] * Discuss how compassion leads back to Darwin (1871) and how communities which had the largest number of sympathetic individuals thrived and reproduced the most offspring (Gilbert, 2020). * Discuss how currently, theorists have noted that compassion has reproductive advantages, as it is part of the evolved care-giving system of protecting and caring for the young (Gilbert, 2020). The quality of care impacts the offspring's [[wikipedia:Epigenetics|epigenetics]] and appraisal of threats (Gilbert, 2020). * Compassion has also evolved in primates, as it is an ideal feature in mate selection and allows for effective relationships with other primates (Gilbert, 2020). * == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === === Taxonomy of Compassion === Paul Eckman{{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion[[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 3''. Demonstrates shared positive emotion (joy).]] === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. * {{RoundBoxTop|theme=3}}The following case study demonstrates the moral distress felt when too much importance is placed on situations that don't require compassion. Case Study: Samantha has lost another item, this time it is her earing. The earing has no personal significance to her, as it is a standard sleeper, which can easily be replaced. Alice, again, evaluates the situation and decides that because Samantha became so distraught when Alice did not provide compassion last time, she would show compassion to Samantha this time. However, Alice experiences moral distress, as she knows she should not show compassion to Samantha, as the loss of a trivial item does not require such actions.{{RoundBoxBottom}} === Compassion Fatigue === * [[File:Canva - Woman Feeling Emotional Stress.jpg|thumb|''Figure 4.'' An illustration of how compassion fatigue can feel.]] {{RoundBoxTop|theme=1}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === == Conclusion == == Quiz == 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> 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:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] gtmzozn9bv7g7qgiqedeiv7veurldne 2414686 2414685 2022-08-15T09:50:53Z U3203545 2947578 wikitext text/x-wiki {{title|Compassion:<br>What is compassion, what are its pros and cons, and how can it be fostered?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== * Explain why people are compelled to be compassionate or not compelled * Summarize the advantages of compassion * Summarize the disadvantages of compassion * Summarize how we can foster compassion {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is Compassion? * What are the Advantages of Compassion? * What are the Disadvantages of Compassion? * How can we Foster Compassion? {{RoundBoxBottom}} ==What is Compassion?== [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|''Figure 1.'' A common display of compassion through comforting someone who is upset.]]There are many definitions of compassion, with the main ones stemming from Richard Lazarus and Jennifer Goetz et al. What Lazarus' and Goetz' definitions have in common is that compassion involves being effected by another persons suffering, having the desire to help them, and taking action to help them (Baer et al., 2016). In this chapter, we will be referring to a more detailed definition of compassion. [[wikipedia:Compassion|Compassion]] is an emotion expressed in reaction to the suffering or low well-being of others (Nussbaum, 2003). It involves making a judgement, known as the judgement of seriousness, that someone is not coping well and that the situation is serious (Nussbaum, 2003). Therefore, compassion is not felt for people who loose insignificant items, such as a pair of socks or a hairbrush (Nussbaum, 2003). '''There are two main types of compassion:''' [[wikipedia:Radical_compassion|Radical compassion]], otherwise known as compassion for others, involves showing compassion to other people, through acknowledging their pain and coming up with a solution to relieve it (Cherry, 2021). [[wikipedia:Self-compassion|Self-compassion]] involves showing compassion to yourself when you make mistakes or dwell on your imperfections (Cherry, 2021). '''What is the difference between compassion and empathy?''' People can often become confused between the terms compassion and empathy. While they are both emotions, empathy involves feeling what others are feeling and desiring to help them (Zimmer, 2019). Compassion involves a deep concern for others, a desire to help, AND taking action to help the person (Zimmer, 2019). While empathy and compassion both involve sharing the feelings of others and desiring to help them, compassion involves also taking action to help them (Zimmer, 2019).{{RoundBoxTop|theme=3}}The following case study demonstrates the judgement we make when choosing whether to show compassion based on the seriousness of the person's suffering. Case Study: Samantha is feeling down because she has lost her scrunchie. Samantha has other scrunchies that she can use and her lost scrunchie has no personal significance to her. Samantha's roommate, Alice, evaluates the situation and decides that although Samantha is upset, she is not seriously affected. Alice shows understanding of the loss but chooses not to show compassion.{{RoundBoxBottom}} == The Evolution of Compassion == [[File:Baboon and baby Okavango delta.jpg|thumb|''Figure 2''. Compassion evolved as part of the care-giving system of protecting and caring for the young]] * Discuss how compassion leads back to Darwin (1871) and how communities which had the largest number of sympathetic individuals thrived and reproduced the most offspring (Gilbert, 2020). * Discuss how currently, theorists have noted that compassion has reproductive advantages, as it is part of the evolved care-giving system of protecting and caring for the young (Gilbert, 2020). The quality of care impacts the offspring's [[wikipedia:Epigenetics|epigenetics]] and appraisal of threats (Gilbert, 2020). * Compassion has also evolved in primates, as it is an ideal feature in mate selection and allows for effective relationships with other primates (Gilbert, 2020). * == Compassion Theories == === The Emancipatory Theory of Compassion === === The Theory of Compassion Energy === === Taxonomy of Compassion === Paul Eckman{{tip|Summary: * This box will include a summary of the sections 'what is compassion?' 'the evolution of compassion' and 'compassion theories.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == What are the Advantages of Compassion? == === Healing === For the person receiving compassion[[File:The Joy of Playing Together by Rasheedhrasheed.jpg|thumb|''Figure 3''. Demonstrates shared positive emotion (joy).]] === Compassion Satisfaction === - Prosocial identity === Emotional Connection & Shared Positive Emotions === - Stronger connection between people == What are the Disadvantages of Compassion? == === Moral Distress === * Sympathizing with people who actually don't deserve sympathy and withholding sympathy from those who do. Even more frequently, it can get the judgment of seriousness wrong, ascribing too much importance to the wrong things or too little to the things that have great weight. * {{RoundBoxTop|theme=3}}The following case study demonstrates the moral distress felt when too much importance is placed on situations that don't require compassion. Case Study: Samantha has lost another item, this time it is her earing. The earing has no personal significance to her, as it is a standard sleeper, which can easily be replaced. Alice, again, evaluates the situation and decides that because Samantha became so distraught when Alice did not provide compassion last time, she would show compassion to Samantha this time. However, Alice experiences moral distress, as the situation is not serious and the loss of a trivial item does not require the expression of compassion.{{RoundBoxBottom}} === Compassion Fatigue === * [[File:Canva - Woman Feeling Emotional Stress.jpg|thumb|''Figure 4.'' An illustration of how compassion fatigue can feel.]] {{RoundBoxTop|theme=1}}* We need to have a balance of providing compassion, but also receiving compassion ourselves to mitigate the disadvantages of displaying compassion.{{RoundBoxBottom}}{{tip|Summary: * This box will include a summary of the sections 'what are the advantages and disadvantages of compassion.' * Dot points will be used to provide a concise overview * This will help the reader consolidate more complex ideas }} == How can we Foster Compassion? == One of the most promising ways we can foster compassion is through compassion training. There have been many types of effective compassion training, with the main ones being mindful self-compassion, cognitively-based compassion training === Mindful Self-Compassion === === Cognitively-Based Compassion Training === == Conclusion == == Quiz == 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"> {Question 1: |type="()"} + True - False {Question 2: |type="()"} - True + False {Question 3: |type="()"} - True + False </quiz> 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:Compassion|Compassion]] (Wikipedia) * [[What Matters/Compassion]] (Book chapter, 2021) ==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}}]] sae0nnd3xevsh4gesusint8vqi9nfl5 1 286370 2414371 2022-08-14T12:52:14Z Lbeaumont 278565 /* Course Feedback */ new section wikitext text/x-wiki == Course Feedback == Please provide course feedback here. Thanks! [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 12:52, 14 August 2022 (UTC) pkafxlaaxyrp205wdfsmgnf3wwx84z8 0 286371 2414374 2022-08-14T12:59:15Z Lbeaumont 278565 New resource with "—Unleashing collaboration == Introduction == [[File:3d10 fm de vilafranca.jpg|thumb| thumb | Unleash collaboration.]] Almost all people on earth are ruled by obsolete government systems that were developed more than two centuries ago. For example, the constitution of the United States was ratified in 1788, a full 50 years before the first telegram was sent by Samuel Morse in 1838, 115 years before the Wright Brothers first powered airplane flight in 1903, and 140 year..." wikitext text/x-wiki —Unleashing collaboration == Introduction == [[File:3d10 fm de vilafranca.jpg|thumb| thumb | Unleash collaboration.]] Almost all people on earth are ruled by obsolete government systems that were developed more than two centuries ago. For example, the constitution of the United States was ratified in 1788, a full 50 years before the first telegram was sent by Samuel Morse in 1838, 115 years before the Wright Brothers first powered airplane flight in 1903, and 140 years before Alexander Fleming discovered penicillin in 1928, the first antibiotic. {{TOC right |limit=2}} Today we have indoor plumbing, air travel, space exploration, electric automobiles, smartphones, and advanced medical procedures. Technology evolves quickly because many innovations are subjected to selection pressures that test fitness for use. Similarly, we can accelerate the evolvability of government systems by harnessing variability and subjecting government policies to effective selection pressures. == Objectives == {{50%done}}{{By|lbeaumont}} The objective of this course is to accelerate the evolution of governments to better serve the needs of the people as we harness the wisdom of humanity. This is a course in the [[Unleashing_Creativity/possibilities_curriculum|''possibilities'' curriculum]], currently being developed as part of the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Evolving_Governments|discussion page]]. == Evolution == Evolution occurs when variability is subjected to selection pressures. In biological evolution living organisms are selected primarily based on reproductive success. In his book The Evolution of Everything , Matt Ridley describes the evolution of the universe, morality, life, genes, culture, the economy, technology, the mind, personality, education, population, leadership, government, religion, money, the internet and the future. Each of these systems evolves based on specialized generation, variation, and selection mechanisms. Evolvability is the capacity of a system for adaptive evolution. Evolvability increases when more variation is generated and when selection pressures are enhanced. While these ideas are well studied in biological systems, they are not often analyzed and applied to governance systems. This course applies these concepts to governance systems. == Generating Variation == Generating variation is the first component of evolvability. There are several existing and potential sources of variation in governments. These include 1) history, 2) comparisons, 3) leadership and policy changes, and 4) experimentation. These are discussed further below. === History === Historians, political philosophers, political scientists, and others have studied the structure and results of government systems throughout human history. Much is known about the results of various government approaches. By applying criteria for evaluating government results, the effectiveness of various government structures is evaluated. As we discuss in the sections on democracy, various forms of democracy have provided the best results to date. === Comparisons === Businesses routinely use benchmarking to compare the results of various industry practices and identify best practices. Policy makers, government officials, and citizens have a similar opportunity to practice comparative politics and compare the results of various governments. These are forms of natural experiments. Examples of this work include: * The Freedom in the World report compiled by Freedom House, * The Democracy Index, compiled by the Economist Intelligence Unit. * The Democracy ranking compiled by the Association for Development and Advancement of the Democracy Award. * The Index of Freedom in the World, published by Canada’s Fraser Institute. * Indices published by the Varieties of Democracy institute, * The Worldwide Governance Indicators compiled by the World Bank. * World Report 2022, published by Human Rights Watch, * The Human Development Index compiled by the United Nations, and * others in this list of freedom indices. Specialized comparisons, such as the education index, the multidimensional poverty index, the world happiness report, and the Human Capital Index study the performance of various policies. === Assignment === # Find your country on one of the reports or indices listed above, or on some other reliable ranked evaluation. # If your country is ranked at the top, congratulations; enjoy your country’s success, and consider sharing successful ideas and policies with others. # Otherwise, study the policy in place at the highest-ranking countries and work to have them enacted appropriately in your country. === Leadership and Policy Changes === Leadership changes occur because of term limits, elections, succession, coups, or revolution. This provides citizens and researchers with an opportunity to evaluate the results obtained by one leader compared to others. This comparison is often difficult because of the complexity of government and the need to distinguish between local and global effects and short term and long-term effects. Access to reliable information regarding the effectiveness of various policies is often difficult to obtain and evaluate due to propaganda, unreliable reporting, media bias, limited data availability, and the effort required to collect, analyze, and interpret the data. In addition, each of us is constrained by our bounded rationality—the limited capacity of people to direct attention to these issues and make optimal decisions. Policy changes also take place and provide opportunities and difficulties like those in evaluating leadership changes. === Experimentation === An experiment is a procedure carried out to determine the effectiveness of something previously untried. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale but always rely on a repeatable procedure and logical analysis of the results. In a laboratory experiment condition are controlled, one factor to be studied is manipulated and the results are recorded, analyzed, studied, and reported. It is rarely feasible to carry out such experiments in social settings because of the difficulties and ethical concerns of manipulating groups of people. Natural experimental studies are used in these cases. A randomized controlled trial (RCT) or Randomized Field Trial (RFT) is a form of scientific experiment used to control factors not under direct experimental control. Examples of RCTs are clinical trials that compare the effects of drugs, surgical techniques, medical devices, diagnostic procedures, or other medical treatments. Participants who enroll in RCTs differ from one another in known and unknown ways that can influence study outcomes, and yet cannot be directly controlled. By randomly allocating participants among compared treatments, an RCT enables statistical control over these influences. Provided it is designed well, conducted properly, and enrolls enough participants, an RCT may achieve sufficient control over these confounding factors to deliver a useful comparison of the treatments studied. Randomly controlled trials can be used to conduct social experiments, as the following examples show. The Abdul Latif Jameel Poverty Action Lab (J-PAL) is an excellent example of using experimentation to inform policy decisions. The lab is a global research center working to reduce poverty by ensuring that policy is informed by scientific evidence. J-PAL conducts randomized impact evaluations to answer critical questions in the fight against poverty, and builds partnerships with governments, NGOs, donors, and others to generate new research, share knowledge, and scale up effective programs. Other organizations conducting actionable research using social experiments include the EdRedesign Lab , and the work of John A. List in performing field experiments in economics. Experiments in government are carried out in various national and local settings. Ongoing experiments include: * Rank choice voting, also known as instant-runoff voting, is a type of ranked preferential voting. It uses a majority voting rule in single-winner elections where there are more than two candidates. It has a significant and growing history of use around the world, including within the United States where it is advocated by the FairVote organization. * The FairVote organization advocates within the United States for: ** Fair Representation Voting, ** Ranked Choice Voting, ** the Constitutional Right to Vote, and ** the National Popular Vote. * The Institute for Political Innovation advocates for: ** Final-Five Voting which is a variation of a Top-four primary soon to be used in Alaska, and ** Zero-Based Rule Making which promises to eliminate constraints on thinking and open new possibilities for solving problems. This proposal is modeled on zero-based budgeting practices often used in business settings. * Liquid democracy is a form of delegative democracy, whereby an electorate engages in collective decision-making through direct participation and dynamic representation. This democratic system utilizes elements of both direct and representative democracy. Voters in a liquid democracy have the right to vote directly on all policy issues as in a direct democracy; voters also have the option to delegate their votes to someone who will vote on their behalf as in representative democracy. Any individual may be delegated votes (those delegated votes are termed "proxies") and these proxies may in turn delegate their vote as well as any votes they have been delegated by others resulting in "metadelegation". Several implementations are being used. * The GovLab is relying on reproducible experiments and metrics to better understand what works (and what doesn’t) and to translate theory and hypotheses into actionable insights. They collaborate and connect with experts and practitioners across sectors and disciplines, levels of government, and geographies to learn how to govern more effectively and legitimately. * The Forward Party is a political action committee (PAC) that seeks to form a new centrist political party in the United States. Author Jim Manzi advocates institutionalized social experimentation. Decentralized experimentation would be encouraged and would be subjected to standardized experimental evaluation and reporting to Congress. He suggests conducting as many social policy randomized controlled trials as we do clinical trials, about 10,000 each year. ==== Assignment ==== # Choose some local setting where you can run an experiment. This may be a student council election, a committee appointment, a local election, or some other arena. # Choose an innovation from the above list, or some other source. # Run a trial of the chosen innovation in the chosen setting. For example, use rank choice voting to select the student class president at a local school. # Reflect on what was learned from that experiment. # Consider how larger experiments can be carried out. # Engage with at least one of the organizations mentioned above. # Work with them to evolve government. == Selection Pressures == The evolution of government will depend on the selection pressures each government system is subjected to. Selection pressures have two parts 1) selection criteria—identifying what we want—and 2) selection forces—making changes that progress toward the selection criteria. These are the system feedback mechanisms. Each is described below. == Selection Criteria == Selection criteria form the basis for choosing the best alternative from several available choices. Evolution is accelerated when useful selection criteria are coupled with effective selection forces. In this section we develop useful criteria for selecting the best government options. === Selecting Leaders === It may be easier to select wise leaders than it is to understand, evaluate, and select various policy options. Assignment # Assess the intellectual honesty of the candidates. Eliminate any candidate that is not intellectually honest. # Assess the moral reasoning of the candidates. Eliminate any candidate that does not consistently demonstrate well developed moral reasoning. # Complete the Assessing Wisdom section of the Wikiversity course on Wisdom. # Follow the instructions and complete the wisdom assessment form to evaluate the viable candidates. Establish a rank ordering of the most attractive candidates. # Consider supporting, campaigning, and voting for the candidate that scores best. Act to place wise leaders in office. # Make these important decisions wisely. === Policy-based Selections === In addition to choosing wise leaders, it is helpful to advocate for policy positions that lead to good government and good governance. The United Nations is playing an increasing role in promoting good governance. According to former UN Secretary-General Kofi Annan, "Good governance is ensuring respect for human rights and the rule of law; strengthening democracy; promoting transparency and capacity in public administration." To implement this, the UN follows eight principles: * Participation – People can voice their own opinions through legitimate intermediate organizations or representatives. * Rule of Law – Legal frameworks are enforced impartially, especially on human right laws. * Consensus Orientation– Differing interests are mediated to meet the broad consensus on the best interests of a community. * Equity and Inclusiveness – People have opportunities to improve or maintain their well-being. * Effectiveness and Efficiency – Processes and institutions produce results that meet the needs of their community while making the best of their resources. * Accountability – Governmental institutions, private sectors, and civil society organizations are held accountable to the public and institutional stakeholders. * Transparency – Information is accessible to the public and is understandable and monitored. * Responsiveness – Institutions and processes serve all stakeholders. Going beyond these general principles, good government is most likely to mean supporting policies that strengthen the democratic processes. === Defining Democracy === Although not necessarily the best possible governance system, democracy is widely acknowledged as the most effective governance system in wide use today. For example, Derek Bok states “In this regard, it is noteworthy that almost all the countries in the world that rank highest in overall satisfaction with life have been successful democracies for more than 80 years.” Although democracy is generally understood to be defined by voting, no consensus exists on a precise definition of democracy. Karl Popper says that the "classical" view of democracy is "in brief, the theory that democracy is the rule of the people, and that the people have a right to rule." Kofi Annan states that "there are as many different forms of democracy as there are democratic nations in the world." One study identified 2,234 adjectives used in the English language to describe democracy. Democratic principles require all eligible citizens being equal before the law and having equal access to legislative processes. For example, in a representative democracy, every vote has equal weight, no unreasonable restrictions can apply to anyone seeking to become a representative, and the freedom of its eligible citizens is secured by legitimized rights and liberties which are typically protected by a constitution. Freedom House provides this characterization of democracy: <blockquote> “Democracy means more than just majority rule, however. In its ideal form, it is a governing system based on the will and consent of the governed, institutions that are accountable to all citizens, adherence to the rule of law, and respect for human rights. It is a network of mutually reinforcing structures in which those exercising power are subject to checks both within and outside the state, for example, from independent courts, an independent press, and civil society. It requires an openness to alternations in power, with rival candidates or parties competing fairly to govern for the good of the public as a whole, not just themselves or those who voted for them. It creates a level playing field so that all people, no matter the circumstances of their birth or background, can enjoy the universal human rights to which they are entitled and participate in politics and governance.” </blockquote> === Characteristics of Democracy === [[File:Women practice voting in Dayton Oct. 27, 1920.jpg|thumb|Women practice voting in Dayton Oct. 27, 1920]] Freedom House has established detailed criteria for evaluating various forms of democracy. These criteria are summarized below: ==== Electoral process. ==== #Was the current head of government or other chief national authority elected through free and fair elections? Considerations include independent election monitoring, adequate time for candidates to enter and campaign, accurate registration of voters, inclusion of women and minority candidates, opportunities for candidates to address voters, make speeches, hold public meetings, and obtain media access, use of secret ballot, lack of pressure or voter intimidation, transparent vote counting, access to voting places, and the peaceful transfer of power. #Were the current national legislative representatives elected through free and fair elections? The considerations are like the above. #Are the electoral laws and framework fair, and are they implemented impartially by the relevant election management bodies? Considerations include use of a fair legislative framework for conducting elections, an independent election commission, universal suffrage, fair election districts, and fair procedures for electoral reform. ==== Political Pluralism and Participation ==== #Do the people have the right to organize in different political parties or other competitive political groupings of their choice, and is the system free of undue obstacles to the rise and fall of these competing parties or groupings? Considerations include opportunities to form political parties, freedom to hold meetings, rallies, and obtain media access, fair and equitable rules for party financing, freedom of peaceful assembly, and opportunities for independent candidates. #Is there a realistic opportunity for the opposition to increase its support or gain power through elections? Considerations include freedom of opposition parties to increase their support base and compete in elections, are opposition parties in positions of authority, and is there a significant opposition vote? #Are the people’s political choices free from domination by forces that are external to the political sphere, or by political forces that employ extrapolitical means? Considerations include lack of intimidation by military, foreign powers, oligarchies, criminal organizations, or other powerful groups, absence of bribery, corruption, improper quid pro quo, or other improper influences, lack of dominant political doners, transparent campaign financing, and accountability to the voters. #Do various segments of the population (including ethnic, racial, religious, gender, LGBT+, and other relevant groups) have full political rights and electoral opportunities? Considerations include addressing minority issues, participation of minority groups in political life, full inclusion of women, and citizenship opportunities for minorities. ==== Functioning of government ==== #Do the freely elected head of government and national legislative representatives determine the policies of the government? Considerations include installation of the elected officials into office, ability to form a functioning government, non-interference by nonstate actors, lack of military influence on government operations, independence of the executive and legislative branches, and frequency of bipartisan actions. #Are safeguards against official corruption strong and effective? Considerations include effectiveness of anticorruption laws and programs, independent oversight and auditing, investigation of alleged corruption, and whistleblower protections. #Does the government operate with openness and transparency? Considerations include ability of citizens to obtain accurate information about state operations, ability to petition government agencies for information, publication of state information, ability to access and comment on pending legislations, public review of budget processes, transparency in awarding contracts, and public scrutiny of government officials’ financial disclosure. ==== Additional discretionary political rights question ==== #Is the government or occupying power deliberately changing the ethnic composition of a country or territory so as to destroy a culture or tip the political balance in favor of another group? Considerations include providing incentives to change the ethnic composition of a region, forcibly moving people into or out of certain regions, and arresting or killing members of certain ethnic groups. ==== Civil Liberties ==== ==== Freedom of Expression and belief ==== #Are there free and independent media? Considerations include media censorship, pressure or surveillance, punishment of journalists, freedom of speech regarding criticism of government officials, government control of media, editorial independence, nonpartisan coverage, government influence of media coverage, involvement of women and minorities, free expression in works of literature, and other cultural expressions. #Are individuals free to practice and express their religious faith or nonbelief in public and private? Considerations include freedom of religious institutions to function, freedom from harassment of minority faith members, lack of government involvement in appointing religious leaders, freedom to distribute religious writings, freedom to construct and occupy religious buildings, lack of government involvement in religious education, and freedom to eschew religious beliefs and practices. #Is there academic freedom, and is the educational system free from extensive political indoctrination? Considerations include freedom of educators to pursue political activities, non-interference in school curriculums, fair allocation of funding, freedom of student associations to pursue political activities, and freedom of students to support candidates of their choice. #Are individuals free to express their personal views on political or other sensitive topics without fear of surveillance or retribution? Considerations include the ability to engage in discussions, including political discussions, in public, or private places, including online communications, and lack of surveillance of antigovernment conversations. ==== Associational and organizational rights ==== #Is there freedom of assembly? Considerations include freedom to protest peacefully, lack of intimidation or harassment of peaceful protesters, censorship of peaceful protester’s communications, and freedom to petition the public, #Is there freedom for nongovernmental organizations, particularly those that are engaged in human rights– and governance-related work? Considerations include ease of creating nongovernment organizations, fair rules for financing the work, and freedom from government intimidation or harassment. #Is there freedom for trade unions and similar professional or labor organizations? Considerations include unfettered formation and operation of trade unions, lack of pressure to join or not join certain trade unions, ability to strike without reprisals, collective bargaining, and free operation of professional organizations. ==== Rule of Law ==== #Is there an independent judiciary? Considerations include noninterference by the executive branch or other influences, fair appointment of judges, impartial rulings by judges, compliance with judicial decisions, and the absence of powerful influences over judicial decisions. #Does due process prevail in civil and criminal matters? Considerations include presumption of innocence, access to effective counsel, fair trial, fair access to the court system, independent prosecutors, fair and effective law enforcement, and upholding of due process without interference. #Is there protection from the illegitimate use of physical force and freedom from war and insurgencies? Considerations include absence of excessive force during arrest and detainment, humane conditions in pretrial detention facilities and prisons, effective redress of abuse, absence of corporal punishment, minimal application of capital punishment, lack of violent crime, and safety for the population. #Do laws, policies, and practices guarantee equal treatment of various segments of the population? Considerations include the ability of distinctive or minority groups to exercise their human rights, lack of violence against such groups, lack of discrimination against such groups, granting of asylum, and protection of human rights. ==== Personal autonomy and individual rights ==== #Do individuals enjoy freedom of movement, including the ability to change their place of residence, employment, or education? Considerations include freedom of foreign travel, freedom of movement within the country, lack of bribery and other corruption, safe travel, and equal rights for women. #Are individuals able to exercise the right to own property and establish private businesses without undue interference from state or nonstate actors? Considerations include the ability to purchase or sell land and other property, equal rights for women, lack of favoritism, cronyism, bribery, extortion, and other forms of corruption, and ease of doing business, #Do individuals enjoy personal social freedoms, including choice of marriage partner and size of family, protection from domestic violence, and control over appearance? Considerations include lack of personal and domestic violence, freedom to marry your chosen partner, fair divorce and child custody decisions, and free choice of dress and appearance. #Do individuals enjoy equality of opportunity and freedom from economic exploitation? Considerations include lack of worker exploitation, economic opportunity, fair competition, and absence of human trafficking. While the Freedom House characteristics of democracy criteria are extensive, a more extensive set of criteria is used by the V-Dem institute to evaluate democracies around the world. Their document “V-Dem Methodology v11.1” describes their methodology in detail. Interested students can study that document for more detail. Other authors advocate for additional characteristics including increasing human capital through more effective and relevant education , improving our shared knowledge base, increasing emotional intelligence, and increasing our collective intelligence. , === Assignment === # Study the above criteria used to evaluate democracies. # Find where your country ranks on the Freedom House Freedom in the world report. # Identify areas for improvement. # Advocate for policies that improve attainment of these criteria within your government. === Results-based selections === Better governance systems attain better results. A governance system can be evaluated by the contribution it makes toward helping the governed organization reach its goals. If the governed organization is a corporation, then the best governance system is the one that results in the most profits, along with consideration of customer satisfaction, employee satisfaction, relevant regulations, and social responsibility. For other organizations, the effectiveness of a governance system can be judged by how well the governed organization meets its stated mission. In the case of international, national, state, regional, or local governments the mission will be assumed to be the well-being of the people. One attractive option recognizes that “There are powerful arguments for making happiness a focal point for government policy.” Because happiness is often fleeting, we propose a more substantial and enduring basis for evaluating and selecting government systems. [[File:Evaluating Good Government.jpg|thumb|Better governments allow more people to meet more of their needs.]] Here we suggest that <blockquote> '''The government that meets more of the needs of more of the people is the better system.''' </blockquote> To be specific, in this definition we use Maslow’s hierarchy of needs as our reference standard for defining the needs of the people. A population where more people are meeting more of their higher-level needs is benefiting from the better governance system. The fewer people who have unmet needs the better. The more people who have high level needs met the better. Alternative standards might include measures of: * Adherence to the Universal Declaration of Human Rights, * Well-being, * Subjective well-being, or * Some blend, weighing, or aggregation of these. In any case, the question of “what is the better government system?” can be answered empirically rather than hypothetically or speculatively. Evaluating results would require an independent rating agency, such as the Government Accountability Office, a nationally recognized statistical rating organization, or other organizations, such as Freedom House, to study, analyze, and publish results. === Assignment === # Read the essay Good Government. # Estimate where you are now on Maslow’s needs hierarchy. # Use your estimate of the well-being of the population of your country or region to draw a diagram like the one shown above on the right. == Selection Forces == [[File:Vote Carefully.jpg|thumb|Vote conscientiously to evolve governments.]] Selection forces—actions that select for the preferred outcome—are the engine of evolution. Within a nation with a functioning democracy, selection forces include: * Voting. There are good arguments supporting the conclusion that citizens in a democracy have a moral duty to vote. Register to vote, study the candidates and the issues, and vote in every election you are eligible to vote in. * Campaigning; * supporting desirable candidates; * Supporting desirable policy and legislation; * Communicating with elected officials; * Financial contributions; * influencing public opinion, and * running for office. Options are more difficult in non-democratic nations. In this case, read the book From Dictatorship to Democracy: A Conceptual Framework for Liberation and complete the final assignment in the Intentional Evolution course. The Wikiversity course Confronting Tyranny may also be helpful. == Possibilities == Imagine how it can be! === Assignment === This assignment is entirely optional, and it is likely that most students will skip it. The assignment is provided here to stimulate the imagination of interested students. # Read the book The Listening Society: A Metamodern Guide to Politics. # Read the book Nordic Ideology: A Metamodern Guide to Politics. # Study the work of the Level 5 Research Center. # Study the work of the Wisdom and the Future Research Center. # Study the course A Journey to GameB. # Participate in the research project to improve our social operating systems. # Read the essay “3 Design principles for Protopian Governance. # Study courses in the possibilities curriculum. # Read the essay Beyond Olympic gold. ## Work to advance human rights worldwide. # Read the Stanford Encyclopedia of Philosophy article on Global Democracy. # Complete the Wikiversity course Intentional evolution. ##Complete the final assignment in the Intentional Evolution course. # Complete the Wikiversity course Envisioning Our Future. ## Write down your vision of our future. ## Use the essay you wrote as a guide toward action. ## Act to make the future you envision a reality. == Assignment == # Live wisely. # Read the essay Aligning Worldviews. ## Align your worldview with reality. # Complete the course Intentional Evolution. ## Apply the principles taught in the Intentional Evolution course to accelerate the evolution of governments. # Become an informed and engaged citizen. # Practice pro-social values. # Collaborate with others who practice pro-social values. # Without compromising your values, seek common ground with those who do not practice pro-social values. ## Complete the Wikiversity course Transcending conflict. ### Work to transcend conflict. ## Complete the Wikiversity course Finding common ground. ### Seek common ground # Challenge, confront, and persuade those who do not practice pro-social values. ## Seek first to understand, then to be understood. ## As a gentle starting point, become comfortable using these phrases in dialogue to encourage the participants to act in good faith. ## Support and vote for political leaders who support values and policies that advance this evolutionary worldview. ## Protect your own safety. ## Complete the Wikiversity course Finding Courage. ###Find the moral courage to act according to your well-chosen values and confront antagonists. ## Apply suitable techniques discussed in the book Sharp, Gene (September 4, 2012). From Dictatorship to Democracy: A Conceptual Framework for Liberation. The New Press. pp. 160. ISBN 978-1595588500. ## Complete the Wikiversity course on Confronting Tyranny. ###Confront tyranny # Unleash collaboration. # Seek real good. == Further Reading == Students who are interested in learning more about evolving governments may wish to read these books: * {{cite book |last=Bevir |first=Mark |author-link= |date=October 25, 2012 |title=Governance: A Very Short Introduction |publisher=OUP Oxford |pages=147 |isbn=978-0199606412}} * {{cite book |last=Crick |first=Bernard |author-link= |date=October 10, 2002 | title=Democracy: A Very Short Introduction |publisher=OUP Oxford |pages=145 |isbn=978-0192802507}} * {{cite book |last=Snyder |first=Timothy |author-link=w:Timothy_D._Snyder |date=February 28, 2017 |title=On Tyranny: Twenty Lessons from the Twentieth Century |publisher=Crown |pages=128 |isbn=978-0804190114}} * {{cite book |last=Freinacht |first=Hanzi |date=March 10, 2017 |title=The Listening Society: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=414 |isbn=978-8799973903}} * {{cite book |last=Freinacht |first=Hanzi |date=May 29, 2019 |title=Nordic Ideology: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=495 |isbn=978-8799973927}} Nordic Ideology * {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} * {{cite book |last=Manzi |first=Jim |author-link=w:Jim_Manzi_(software_entrepreneur) |date=May 1, 2012 |title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society |publisher=Basic Books |pages=320 |isbn=978-0465023240}} * {{cite book |last1=Gehl |first1=Katherine M. |last2=Porter |first2=Michael E. |author-link=w:Michael_Porter |date=June 23, 2020 |title=The Politics Industry: How Political Innovation Can Break Partisan Gridlock and Save Our Democracy |publisher=Harvard Business Review Press |pages=272 |isbn=978-1633699236}} * {{cite book |last=Bok |first=Derek |author-link=w:Derek_Bok |date=February 21, 2010 |title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being |publisher=Princeton University Press |pages=272 |isbn=978-0691144894}} * {{cite book |last=Reich |first=Robert B. |date=February 20, 2018 |title=The Common Good |publisher=Knopf |pages=208 |isbn=978-0525520498 |author-link=w:Robert_Reich }} * {{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} * {{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} * {{cite book |last=Camp |first=Robert C. |date=May 1, 1989 |title=Benchmarking: The Search for Industry Best Practices That Lead to Superior Performance |publisher=Amer Society for Quality |pages=299 |isbn=978-0873890588}} * The Modern Political Traditions: Hobbes to Habermas, Wondrium I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. *The Why Axis, John A. List. == References == <references/> [[Category:Government]] [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Courses]] {{Possibilities}} a7edqgk4oxvz8siyj9ur7n7341554jz 2414379 2414374 2022-08-14T13:08:37Z Lbeaumont 278565 /* Introduction */ wikitext text/x-wiki —Unleashing collaboration == Introduction == [[File:3d10 fm de vilafranca.jpg|thumb| thumb | Unleash [[w:Collaboration|collaboration]].]] Almost all people on earth are ruled by obsolete [[w:Government|government]] systems that were developed centuries ago. For example, the [[w:Constitution_of_the_United_States|constitution of the United States]] was ratified in 1788, a full 50 years before the [[w:Electrical_telegraph|first telegram]] was sent by Samuel Morse in 1838, 115 years before the Wright Brothers [[w:Wright_brothers#First_powered_flight|first powered airplane flight]] in 1903, and 140 years before [[w:Alexander_Fleming|Alexander Fleming]] discovered [[w:Penicillin|penicillin]] in 1928, the first antibiotic. {{TOC right |limit=2}} Today we have indoor plumbing, air travel, space exploration, electric automobiles, smartphones, and advanced medical procedures. Technology evolves quickly because many innovations are subjected to selection pressures that test fitness for use. Similarly, we can accelerate the [[w:Evolvability|evolvability]] of government systems by harnessing variability and subjecting government policies to effective selection pressures. == Objectives == {{50%done}}{{By|lbeaumont}} The objective of this course is to accelerate the evolution of governments to better serve the needs of the people as we harness the wisdom of humanity. This is a course in the [[Unleashing_Creativity/possibilities_curriculum|''possibilities'' curriculum]], currently being developed as part of the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Evolving_Governments|discussion page]]. == Evolution == Evolution occurs when variability is subjected to selection pressures. In biological evolution living organisms are selected primarily based on reproductive success. In his book The Evolution of Everything , Matt Ridley describes the evolution of the universe, morality, life, genes, culture, the economy, technology, the mind, personality, education, population, leadership, government, religion, money, the internet and the future. Each of these systems evolves based on specialized generation, variation, and selection mechanisms. Evolvability is the capacity of a system for adaptive evolution. Evolvability increases when more variation is generated and when selection pressures are enhanced. While these ideas are well studied in biological systems, they are not often analyzed and applied to governance systems. This course applies these concepts to governance systems. == Generating Variation == Generating variation is the first component of evolvability. There are several existing and potential sources of variation in governments. These include 1) history, 2) comparisons, 3) leadership and policy changes, and 4) experimentation. These are discussed further below. === History === Historians, political philosophers, political scientists, and others have studied the structure and results of government systems throughout human history. Much is known about the results of various government approaches. By applying criteria for evaluating government results, the effectiveness of various government structures is evaluated. As we discuss in the sections on democracy, various forms of democracy have provided the best results to date. === Comparisons === Businesses routinely use benchmarking to compare the results of various industry practices and identify best practices. Policy makers, government officials, and citizens have a similar opportunity to practice comparative politics and compare the results of various governments. These are forms of natural experiments. Examples of this work include: * The Freedom in the World report compiled by Freedom House, * The Democracy Index, compiled by the Economist Intelligence Unit. * The Democracy ranking compiled by the Association for Development and Advancement of the Democracy Award. * The Index of Freedom in the World, published by Canada’s Fraser Institute. * Indices published by the Varieties of Democracy institute, * The Worldwide Governance Indicators compiled by the World Bank. * World Report 2022, published by Human Rights Watch, * The Human Development Index compiled by the United Nations, and * others in this list of freedom indices. Specialized comparisons, such as the education index, the multidimensional poverty index, the world happiness report, and the Human Capital Index study the performance of various policies. === Assignment === # Find your country on one of the reports or indices listed above, or on some other reliable ranked evaluation. # If your country is ranked at the top, congratulations; enjoy your country’s success, and consider sharing successful ideas and policies with others. # Otherwise, study the policy in place at the highest-ranking countries and work to have them enacted appropriately in your country. === Leadership and Policy Changes === Leadership changes occur because of term limits, elections, succession, coups, or revolution. This provides citizens and researchers with an opportunity to evaluate the results obtained by one leader compared to others. This comparison is often difficult because of the complexity of government and the need to distinguish between local and global effects and short term and long-term effects. Access to reliable information regarding the effectiveness of various policies is often difficult to obtain and evaluate due to propaganda, unreliable reporting, media bias, limited data availability, and the effort required to collect, analyze, and interpret the data. In addition, each of us is constrained by our bounded rationality—the limited capacity of people to direct attention to these issues and make optimal decisions. Policy changes also take place and provide opportunities and difficulties like those in evaluating leadership changes. === Experimentation === An experiment is a procedure carried out to determine the effectiveness of something previously untried. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale but always rely on a repeatable procedure and logical analysis of the results. In a laboratory experiment condition are controlled, one factor to be studied is manipulated and the results are recorded, analyzed, studied, and reported. It is rarely feasible to carry out such experiments in social settings because of the difficulties and ethical concerns of manipulating groups of people. Natural experimental studies are used in these cases. A randomized controlled trial (RCT) or Randomized Field Trial (RFT) is a form of scientific experiment used to control factors not under direct experimental control. Examples of RCTs are clinical trials that compare the effects of drugs, surgical techniques, medical devices, diagnostic procedures, or other medical treatments. Participants who enroll in RCTs differ from one another in known and unknown ways that can influence study outcomes, and yet cannot be directly controlled. By randomly allocating participants among compared treatments, an RCT enables statistical control over these influences. Provided it is designed well, conducted properly, and enrolls enough participants, an RCT may achieve sufficient control over these confounding factors to deliver a useful comparison of the treatments studied. Randomly controlled trials can be used to conduct social experiments, as the following examples show. The Abdul Latif Jameel Poverty Action Lab (J-PAL) is an excellent example of using experimentation to inform policy decisions. The lab is a global research center working to reduce poverty by ensuring that policy is informed by scientific evidence. J-PAL conducts randomized impact evaluations to answer critical questions in the fight against poverty, and builds partnerships with governments, NGOs, donors, and others to generate new research, share knowledge, and scale up effective programs. Other organizations conducting actionable research using social experiments include the EdRedesign Lab , and the work of John A. List in performing field experiments in economics. Experiments in government are carried out in various national and local settings. Ongoing experiments include: * Rank choice voting, also known as instant-runoff voting, is a type of ranked preferential voting. It uses a majority voting rule in single-winner elections where there are more than two candidates. It has a significant and growing history of use around the world, including within the United States where it is advocated by the FairVote organization. * The FairVote organization advocates within the United States for: ** Fair Representation Voting, ** Ranked Choice Voting, ** the Constitutional Right to Vote, and ** the National Popular Vote. * The Institute for Political Innovation advocates for: ** Final-Five Voting which is a variation of a Top-four primary soon to be used in Alaska, and ** Zero-Based Rule Making which promises to eliminate constraints on thinking and open new possibilities for solving problems. This proposal is modeled on zero-based budgeting practices often used in business settings. * Liquid democracy is a form of delegative democracy, whereby an electorate engages in collective decision-making through direct participation and dynamic representation. This democratic system utilizes elements of both direct and representative democracy. Voters in a liquid democracy have the right to vote directly on all policy issues as in a direct democracy; voters also have the option to delegate their votes to someone who will vote on their behalf as in representative democracy. Any individual may be delegated votes (those delegated votes are termed "proxies") and these proxies may in turn delegate their vote as well as any votes they have been delegated by others resulting in "metadelegation". Several implementations are being used. * The GovLab is relying on reproducible experiments and metrics to better understand what works (and what doesn’t) and to translate theory and hypotheses into actionable insights. They collaborate and connect with experts and practitioners across sectors and disciplines, levels of government, and geographies to learn how to govern more effectively and legitimately. * The Forward Party is a political action committee (PAC) that seeks to form a new centrist political party in the United States. Author Jim Manzi advocates institutionalized social experimentation. Decentralized experimentation would be encouraged and would be subjected to standardized experimental evaluation and reporting to Congress. He suggests conducting as many social policy randomized controlled trials as we do clinical trials, about 10,000 each year. ==== Assignment ==== # Choose some local setting where you can run an experiment. This may be a student council election, a committee appointment, a local election, or some other arena. # Choose an innovation from the above list, or some other source. # Run a trial of the chosen innovation in the chosen setting. For example, use rank choice voting to select the student class president at a local school. # Reflect on what was learned from that experiment. # Consider how larger experiments can be carried out. # Engage with at least one of the organizations mentioned above. # Work with them to evolve government. == Selection Pressures == The evolution of government will depend on the selection pressures each government system is subjected to. Selection pressures have two parts 1) selection criteria—identifying what we want—and 2) selection forces—making changes that progress toward the selection criteria. These are the system feedback mechanisms. Each is described below. == Selection Criteria == Selection criteria form the basis for choosing the best alternative from several available choices. Evolution is accelerated when useful selection criteria are coupled with effective selection forces. In this section we develop useful criteria for selecting the best government options. === Selecting Leaders === It may be easier to select wise leaders than it is to understand, evaluate, and select various policy options. Assignment # Assess the intellectual honesty of the candidates. Eliminate any candidate that is not intellectually honest. # Assess the moral reasoning of the candidates. Eliminate any candidate that does not consistently demonstrate well developed moral reasoning. # Complete the Assessing Wisdom section of the Wikiversity course on Wisdom. # Follow the instructions and complete the wisdom assessment form to evaluate the viable candidates. Establish a rank ordering of the most attractive candidates. # Consider supporting, campaigning, and voting for the candidate that scores best. Act to place wise leaders in office. # Make these important decisions wisely. === Policy-based Selections === In addition to choosing wise leaders, it is helpful to advocate for policy positions that lead to good government and good governance. The United Nations is playing an increasing role in promoting good governance. According to former UN Secretary-General Kofi Annan, "Good governance is ensuring respect for human rights and the rule of law; strengthening democracy; promoting transparency and capacity in public administration." To implement this, the UN follows eight principles: * Participation – People can voice their own opinions through legitimate intermediate organizations or representatives. * Rule of Law – Legal frameworks are enforced impartially, especially on human right laws. * Consensus Orientation– Differing interests are mediated to meet the broad consensus on the best interests of a community. * Equity and Inclusiveness – People have opportunities to improve or maintain their well-being. * Effectiveness and Efficiency – Processes and institutions produce results that meet the needs of their community while making the best of their resources. * Accountability – Governmental institutions, private sectors, and civil society organizations are held accountable to the public and institutional stakeholders. * Transparency – Information is accessible to the public and is understandable and monitored. * Responsiveness – Institutions and processes serve all stakeholders. Going beyond these general principles, good government is most likely to mean supporting policies that strengthen the democratic processes. === Defining Democracy === Although not necessarily the best possible governance system, democracy is widely acknowledged as the most effective governance system in wide use today. For example, Derek Bok states “In this regard, it is noteworthy that almost all the countries in the world that rank highest in overall satisfaction with life have been successful democracies for more than 80 years.” Although democracy is generally understood to be defined by voting, no consensus exists on a precise definition of democracy. Karl Popper says that the "classical" view of democracy is "in brief, the theory that democracy is the rule of the people, and that the people have a right to rule." Kofi Annan states that "there are as many different forms of democracy as there are democratic nations in the world." One study identified 2,234 adjectives used in the English language to describe democracy. Democratic principles require all eligible citizens being equal before the law and having equal access to legislative processes. For example, in a representative democracy, every vote has equal weight, no unreasonable restrictions can apply to anyone seeking to become a representative, and the freedom of its eligible citizens is secured by legitimized rights and liberties which are typically protected by a constitution. Freedom House provides this characterization of democracy: <blockquote> “Democracy means more than just majority rule, however. In its ideal form, it is a governing system based on the will and consent of the governed, institutions that are accountable to all citizens, adherence to the rule of law, and respect for human rights. It is a network of mutually reinforcing structures in which those exercising power are subject to checks both within and outside the state, for example, from independent courts, an independent press, and civil society. It requires an openness to alternations in power, with rival candidates or parties competing fairly to govern for the good of the public as a whole, not just themselves or those who voted for them. It creates a level playing field so that all people, no matter the circumstances of their birth or background, can enjoy the universal human rights to which they are entitled and participate in politics and governance.” </blockquote> === Characteristics of Democracy === [[File:Women practice voting in Dayton Oct. 27, 1920.jpg|thumb|Women practice voting in Dayton Oct. 27, 1920]] Freedom House has established detailed criteria for evaluating various forms of democracy. These criteria are summarized below: ==== Electoral process. ==== #Was the current head of government or other chief national authority elected through free and fair elections? Considerations include independent election monitoring, adequate time for candidates to enter and campaign, accurate registration of voters, inclusion of women and minority candidates, opportunities for candidates to address voters, make speeches, hold public meetings, and obtain media access, use of secret ballot, lack of pressure or voter intimidation, transparent vote counting, access to voting places, and the peaceful transfer of power. #Were the current national legislative representatives elected through free and fair elections? The considerations are like the above. #Are the electoral laws and framework fair, and are they implemented impartially by the relevant election management bodies? Considerations include use of a fair legislative framework for conducting elections, an independent election commission, universal suffrage, fair election districts, and fair procedures for electoral reform. ==== Political Pluralism and Participation ==== #Do the people have the right to organize in different political parties or other competitive political groupings of their choice, and is the system free of undue obstacles to the rise and fall of these competing parties or groupings? Considerations include opportunities to form political parties, freedom to hold meetings, rallies, and obtain media access, fair and equitable rules for party financing, freedom of peaceful assembly, and opportunities for independent candidates. #Is there a realistic opportunity for the opposition to increase its support or gain power through elections? Considerations include freedom of opposition parties to increase their support base and compete in elections, are opposition parties in positions of authority, and is there a significant opposition vote? #Are the people’s political choices free from domination by forces that are external to the political sphere, or by political forces that employ extrapolitical means? Considerations include lack of intimidation by military, foreign powers, oligarchies, criminal organizations, or other powerful groups, absence of bribery, corruption, improper quid pro quo, or other improper influences, lack of dominant political doners, transparent campaign financing, and accountability to the voters. #Do various segments of the population (including ethnic, racial, religious, gender, LGBT+, and other relevant groups) have full political rights and electoral opportunities? Considerations include addressing minority issues, participation of minority groups in political life, full inclusion of women, and citizenship opportunities for minorities. ==== Functioning of government ==== #Do the freely elected head of government and national legislative representatives determine the policies of the government? Considerations include installation of the elected officials into office, ability to form a functioning government, non-interference by nonstate actors, lack of military influence on government operations, independence of the executive and legislative branches, and frequency of bipartisan actions. #Are safeguards against official corruption strong and effective? Considerations include effectiveness of anticorruption laws and programs, independent oversight and auditing, investigation of alleged corruption, and whistleblower protections. #Does the government operate with openness and transparency? Considerations include ability of citizens to obtain accurate information about state operations, ability to petition government agencies for information, publication of state information, ability to access and comment on pending legislations, public review of budget processes, transparency in awarding contracts, and public scrutiny of government officials’ financial disclosure. ==== Additional discretionary political rights question ==== #Is the government or occupying power deliberately changing the ethnic composition of a country or territory so as to destroy a culture or tip the political balance in favor of another group? Considerations include providing incentives to change the ethnic composition of a region, forcibly moving people into or out of certain regions, and arresting or killing members of certain ethnic groups. ==== Civil Liberties ==== ==== Freedom of Expression and belief ==== #Are there free and independent media? Considerations include media censorship, pressure or surveillance, punishment of journalists, freedom of speech regarding criticism of government officials, government control of media, editorial independence, nonpartisan coverage, government influence of media coverage, involvement of women and minorities, free expression in works of literature, and other cultural expressions. #Are individuals free to practice and express their religious faith or nonbelief in public and private? Considerations include freedom of religious institutions to function, freedom from harassment of minority faith members, lack of government involvement in appointing religious leaders, freedom to distribute religious writings, freedom to construct and occupy religious buildings, lack of government involvement in religious education, and freedom to eschew religious beliefs and practices. #Is there academic freedom, and is the educational system free from extensive political indoctrination? Considerations include freedom of educators to pursue political activities, non-interference in school curriculums, fair allocation of funding, freedom of student associations to pursue political activities, and freedom of students to support candidates of their choice. #Are individuals free to express their personal views on political or other sensitive topics without fear of surveillance or retribution? Considerations include the ability to engage in discussions, including political discussions, in public, or private places, including online communications, and lack of surveillance of antigovernment conversations. ==== Associational and organizational rights ==== #Is there freedom of assembly? Considerations include freedom to protest peacefully, lack of intimidation or harassment of peaceful protesters, censorship of peaceful protester’s communications, and freedom to petition the public, #Is there freedom for nongovernmental organizations, particularly those that are engaged in human rights– and governance-related work? Considerations include ease of creating nongovernment organizations, fair rules for financing the work, and freedom from government intimidation or harassment. #Is there freedom for trade unions and similar professional or labor organizations? Considerations include unfettered formation and operation of trade unions, lack of pressure to join or not join certain trade unions, ability to strike without reprisals, collective bargaining, and free operation of professional organizations. ==== Rule of Law ==== #Is there an independent judiciary? Considerations include noninterference by the executive branch or other influences, fair appointment of judges, impartial rulings by judges, compliance with judicial decisions, and the absence of powerful influences over judicial decisions. #Does due process prevail in civil and criminal matters? Considerations include presumption of innocence, access to effective counsel, fair trial, fair access to the court system, independent prosecutors, fair and effective law enforcement, and upholding of due process without interference. #Is there protection from the illegitimate use of physical force and freedom from war and insurgencies? Considerations include absence of excessive force during arrest and detainment, humane conditions in pretrial detention facilities and prisons, effective redress of abuse, absence of corporal punishment, minimal application of capital punishment, lack of violent crime, and safety for the population. #Do laws, policies, and practices guarantee equal treatment of various segments of the population? Considerations include the ability of distinctive or minority groups to exercise their human rights, lack of violence against such groups, lack of discrimination against such groups, granting of asylum, and protection of human rights. ==== Personal autonomy and individual rights ==== #Do individuals enjoy freedom of movement, including the ability to change their place of residence, employment, or education? Considerations include freedom of foreign travel, freedom of movement within the country, lack of bribery and other corruption, safe travel, and equal rights for women. #Are individuals able to exercise the right to own property and establish private businesses without undue interference from state or nonstate actors? Considerations include the ability to purchase or sell land and other property, equal rights for women, lack of favoritism, cronyism, bribery, extortion, and other forms of corruption, and ease of doing business, #Do individuals enjoy personal social freedoms, including choice of marriage partner and size of family, protection from domestic violence, and control over appearance? Considerations include lack of personal and domestic violence, freedom to marry your chosen partner, fair divorce and child custody decisions, and free choice of dress and appearance. #Do individuals enjoy equality of opportunity and freedom from economic exploitation? Considerations include lack of worker exploitation, economic opportunity, fair competition, and absence of human trafficking. While the Freedom House characteristics of democracy criteria are extensive, a more extensive set of criteria is used by the V-Dem institute to evaluate democracies around the world. Their document “V-Dem Methodology v11.1” describes their methodology in detail. Interested students can study that document for more detail. Other authors advocate for additional characteristics including increasing human capital through more effective and relevant education , improving our shared knowledge base, increasing emotional intelligence, and increasing our collective intelligence. , === Assignment === # Study the above criteria used to evaluate democracies. # Find where your country ranks on the Freedom House Freedom in the world report. # Identify areas for improvement. # Advocate for policies that improve attainment of these criteria within your government. === Results-based selections === Better governance systems attain better results. A governance system can be evaluated by the contribution it makes toward helping the governed organization reach its goals. If the governed organization is a corporation, then the best governance system is the one that results in the most profits, along with consideration of customer satisfaction, employee satisfaction, relevant regulations, and social responsibility. For other organizations, the effectiveness of a governance system can be judged by how well the governed organization meets its stated mission. In the case of international, national, state, regional, or local governments the mission will be assumed to be the well-being of the people. One attractive option recognizes that “There are powerful arguments for making happiness a focal point for government policy.” Because happiness is often fleeting, we propose a more substantial and enduring basis for evaluating and selecting government systems. [[File:Evaluating Good Government.jpg|thumb|Better governments allow more people to meet more of their needs.]] Here we suggest that <blockquote> '''The government that meets more of the needs of more of the people is the better system.''' </blockquote> To be specific, in this definition we use Maslow’s hierarchy of needs as our reference standard for defining the needs of the people. A population where more people are meeting more of their higher-level needs is benefiting from the better governance system. The fewer people who have unmet needs the better. The more people who have high level needs met the better. Alternative standards might include measures of: * Adherence to the Universal Declaration of Human Rights, * Well-being, * Subjective well-being, or * Some blend, weighing, or aggregation of these. In any case, the question of “what is the better government system?” can be answered empirically rather than hypothetically or speculatively. Evaluating results would require an independent rating agency, such as the Government Accountability Office, a nationally recognized statistical rating organization, or other organizations, such as Freedom House, to study, analyze, and publish results. === Assignment === # Read the essay Good Government. # Estimate where you are now on Maslow’s needs hierarchy. # Use your estimate of the well-being of the population of your country or region to draw a diagram like the one shown above on the right. == Selection Forces == [[File:Vote Carefully.jpg|thumb|Vote conscientiously to evolve governments.]] Selection forces—actions that select for the preferred outcome—are the engine of evolution. Within a nation with a functioning democracy, selection forces include: * Voting. There are good arguments supporting the conclusion that citizens in a democracy have a moral duty to vote. Register to vote, study the candidates and the issues, and vote in every election you are eligible to vote in. * Campaigning; * supporting desirable candidates; * Supporting desirable policy and legislation; * Communicating with elected officials; * Financial contributions; * influencing public opinion, and * running for office. Options are more difficult in non-democratic nations. In this case, read the book From Dictatorship to Democracy: A Conceptual Framework for Liberation and complete the final assignment in the Intentional Evolution course. The Wikiversity course Confronting Tyranny may also be helpful. == Possibilities == Imagine how it can be! === Assignment === This assignment is entirely optional, and it is likely that most students will skip it. The assignment is provided here to stimulate the imagination of interested students. # Read the book The Listening Society: A Metamodern Guide to Politics. # Read the book Nordic Ideology: A Metamodern Guide to Politics. # Study the work of the Level 5 Research Center. # Study the work of the Wisdom and the Future Research Center. # Study the course A Journey to GameB. # Participate in the research project to improve our social operating systems. # Read the essay “3 Design principles for Protopian Governance. # Study courses in the possibilities curriculum. # Read the essay Beyond Olympic gold. ## Work to advance human rights worldwide. # Read the Stanford Encyclopedia of Philosophy article on Global Democracy. # Complete the Wikiversity course Intentional evolution. ##Complete the final assignment in the Intentional Evolution course. # Complete the Wikiversity course Envisioning Our Future. ## Write down your vision of our future. ## Use the essay you wrote as a guide toward action. ## Act to make the future you envision a reality. == Assignment == # Live wisely. # Read the essay Aligning Worldviews. ## Align your worldview with reality. # Complete the course Intentional Evolution. ## Apply the principles taught in the Intentional Evolution course to accelerate the evolution of governments. # Become an informed and engaged citizen. # Practice pro-social values. # Collaborate with others who practice pro-social values. # Without compromising your values, seek common ground with those who do not practice pro-social values. ## Complete the Wikiversity course Transcending conflict. ### Work to transcend conflict. ## Complete the Wikiversity course Finding common ground. ### Seek common ground # Challenge, confront, and persuade those who do not practice pro-social values. ## Seek first to understand, then to be understood. ## As a gentle starting point, become comfortable using these phrases in dialogue to encourage the participants to act in good faith. ## Support and vote for political leaders who support values and policies that advance this evolutionary worldview. ## Protect your own safety. ## Complete the Wikiversity course Finding Courage. ###Find the moral courage to act according to your well-chosen values and confront antagonists. ## Apply suitable techniques discussed in the book Sharp, Gene (September 4, 2012). From Dictatorship to Democracy: A Conceptual Framework for Liberation. The New Press. pp. 160. ISBN 978-1595588500. ## Complete the Wikiversity course on Confronting Tyranny. ###Confront tyranny # Unleash collaboration. # Seek real good. == Further Reading == Students who are interested in learning more about evolving governments may wish to read these books: * {{cite book |last=Bevir |first=Mark |author-link= |date=October 25, 2012 |title=Governance: A Very Short Introduction |publisher=OUP Oxford |pages=147 |isbn=978-0199606412}} * {{cite book |last=Crick |first=Bernard |author-link= |date=October 10, 2002 | title=Democracy: A Very Short Introduction |publisher=OUP Oxford |pages=145 |isbn=978-0192802507}} * {{cite book |last=Snyder |first=Timothy |author-link=w:Timothy_D._Snyder |date=February 28, 2017 |title=On Tyranny: Twenty Lessons from the Twentieth Century |publisher=Crown |pages=128 |isbn=978-0804190114}} * {{cite book |last=Freinacht |first=Hanzi |date=March 10, 2017 |title=The Listening Society: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=414 |isbn=978-8799973903}} * {{cite book |last=Freinacht |first=Hanzi |date=May 29, 2019 |title=Nordic Ideology: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=495 |isbn=978-8799973927}} Nordic Ideology * {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} * {{cite book |last=Manzi |first=Jim |author-link=w:Jim_Manzi_(software_entrepreneur) |date=May 1, 2012 |title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society |publisher=Basic Books |pages=320 |isbn=978-0465023240}} * {{cite book |last1=Gehl |first1=Katherine M. |last2=Porter |first2=Michael E. |author-link=w:Michael_Porter |date=June 23, 2020 |title=The Politics Industry: How Political Innovation Can Break Partisan Gridlock and Save Our Democracy |publisher=Harvard Business Review Press |pages=272 |isbn=978-1633699236}} * {{cite book |last=Bok |first=Derek |author-link=w:Derek_Bok |date=February 21, 2010 |title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being |publisher=Princeton University Press |pages=272 |isbn=978-0691144894}} * {{cite book |last=Reich |first=Robert B. |date=February 20, 2018 |title=The Common Good |publisher=Knopf |pages=208 |isbn=978-0525520498 |author-link=w:Robert_Reich }} * {{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} * {{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} * {{cite book |last=Camp |first=Robert C. |date=May 1, 1989 |title=Benchmarking: The Search for Industry Best Practices That Lead to Superior Performance |publisher=Amer Society for Quality |pages=299 |isbn=978-0873890588}} * The Modern Political Traditions: Hobbes to Habermas, Wondrium I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. *The Why Axis, John A. List. == References == <references/> [[Category:Government]] [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Courses]] {{Possibilities}} bk1daanep6fskkm7xhqufc5dlze6noz 2414407 2414379 2022-08-14T15:01:06Z Lbeaumont 278565 Wikilinked Text wikitext text/x-wiki —Unleashing collaboration == Introduction == [[File:3d10 fm de vilafranca.jpg|thumb| thumb | Unleash [[w:Collaboration|collaboration]].]] Almost all people on earth are ruled by obsolete [[w:Government|government]] systems that were developed centuries ago. For example, the [[w:Constitution_of_the_United_States|constitution of the United States]] was ratified in 1788, a full 50 years before the [[w:Electrical_telegraph|first telegram]] was sent by Samuel Morse in 1838, 115 years before the Wright Brothers [[w:Wright_brothers#First_powered_flight|first powered airplane flight]] in 1903, and 140 years before [[w:Alexander_Fleming|Alexander Fleming]] discovered [[w:Penicillin|penicillin]] in 1928, the first antibiotic. {{TOC right |limit=2}} Today we have indoor plumbing, air travel, space exploration, electric automobiles, smartphones, and advanced medical procedures. Technology evolves quickly because many innovations are subjected to selection pressures that test fitness for use. Similarly, we can accelerate the [[w:Evolvability|evolvability]] of government systems by harnessing variability and subjecting government policies to effective selection pressures. == Objectives == {{50%done}}{{By|lbeaumont}} The objective of this course is to accelerate the evolution of governments to better serve the needs of the people as we harness the [[wisdom]] of humanity. This is a course in the [[Unleashing_Creativity/possibilities_curriculum|''possibilities'' curriculum]], currently being developed as part of the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Evolving_Governments|discussion page]]. == Evolution == [[w:Evolution|Evolution]] occurs when variability is subjected to selection pressures. In [[w:Evolution|biological evolution]] living organisms are selected primarily based on reproductive success. In his book ''The Evolution of Everything''<ref>{{cite book|title=The Evolution of Everything: How New Ideas Emerge|last=Ridley|first=Matt|date=October 25, 2016|publisher=Harper Perennial|isbn=978-0062296016|pages=368|author-link=w:Matt_Ridley}}</ref> , [[w:Matt Ridley|Matt Ridley]] describes the evolution of the universe, morality, life, genes, culture, the economy, technology, the mind, personality, education, population, leadership, government, religion, money, the internet and the future. Each of these systems evolves based on specialized generation, variation, and selection mechanisms. [[w:Evolvability|Evolvability]] is the capacity of a system for [[w:Adaptation|adaptive evolution]]. Evolvability increases when [[w:Evolvability#Generating%20more%20variation|more variation is generated]] and when [[w:Evolvability#Enhancement%20of%20selection|selection pressures]] are enhanced. While these ideas are well studied in biological systems, they are not often analyzed and applied to [[w:Governance|governance]] systems. This course applies these concepts to governance systems. == Generating Variation == Generating variation is the first component of evolvability. There are several existing and potential sources of variation in governments. These include 1) history, 2) comparisons, 3) leadership and policy changes, and 4) experimentation. These are discussed further below. === History === Historians, [[w:Political philosophy|political philosophers]], [[w:Political science|political scientists]], and others have studied the structure and results of government systems throughout human history. Much is known about the results of various government approaches. By applying criteria for evaluating government results, the effectiveness of various government structures is evaluated. As we discuss in the [[Evolving Governments#Defining Democracy|sections on democracy]], various [[w:Types of democracy|forms of democracy]] have provided the best results to date. === Comparisons === Businesses routinely use [[w:Benchmarking|benchmarking]] to compare the results of various industry practices and identify best practices. Policy makers, government officials, and citizens have a similar opportunity to practice [[w:Comparative politics|comparative politics]] and compare the results of various governments. These are forms of [[w:Natural experiment|natural experiments]]. Examples of this work include: * The ''[[w:Freedom in the World|Freedom in the Worl]]''d report<ref>Freedom in the World, Freedom House, <nowiki>https://freedomhouse.org/report/freedom-world</nowiki></ref> compiled by [[w:Freedom House|Freedom House]], * The [[w:Democracy Index|Democracy Index]], compiled by the [[w:Economist Intelligence Unit|Economist Intelligence Unit]]. * The [[w:Democracy Ranking|Democracy ranking]] compiled by the Association for Development and Advancement of the Democracy Award. * The [[w:Index of Freedom in the World|Index of Freedom in the World]], published by Canada’s Fraser Institute. * Indices published by the [[w:V-Dem Institute|Varieties of Democracy institute]], * The [[w:Worldwide Governance Indicators|Worldwide Governance Indicators]] compiled by the World Bank. * World Report 2022<ref>[[Worldwide Governance Indicators]]</ref>, published by Human Rights Watch, * The [[w:Human Development Index|Human Development Index]] compiled by the United Nations, and * others in this [[w:List of freedom indices|list of freedom indices]]. Specialized comparisons, such as the [[w:Education Index|education index]], the [[w:Multidimensional Poverty Index|multidimensional poverty index]], the [[w:World Happiness Report|world happiness report]], and the [[w:Human Capital Index|Human Capital Index]] study the performance of various policies. === Assignment === # Find your country on one of the reports or indices listed above, or on some other reliable ranked evaluation. # If your country is ranked at the top, congratulations; enjoy your country’s success, and consider sharing successful ideas and policies with others. # Otherwise, study the policy in place at the highest-ranking countries and work to have them enacted appropriately in your country. === Leadership and Policy Changes === Leadership changes occur because of [[w:Term limit|term limits]], [[w:Election|elections]], [[w:Order of succession|succession]], [[w:Coup d'état|coups]], or [[w:Revolution|revolution]]. This provides citizens and researchers with an opportunity to evaluate the results obtained by one leader compared to others. This comparison is often difficult because of the complexity of government and the need to distinguish between local and global effects and short term and long-term effects. Access to reliable information regarding the effectiveness of various policies is often difficult to obtain and evaluate due to [[w:Propaganda|propaganda]], unreliable reporting, [[w:Media bias|media bias]], limited data availability, and the effort required to collect, analyze, and interpret the data. In addition, each of us is constrained by our [[w:Bounded rationality|bounded rationality]]—the limited capacity of people to direct attention to these issues and make optimal decisions. Policy changes also take place and provide opportunities and difficulties like those in evaluating leadership changes. === Experimentation === An [[w:Experiment|experiment]] is a procedure carried out to determine the effectiveness of something previously untried. Experiments provide insight into [[w:Causality|cause-and-effect]] by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale but always rely on a repeatable procedure and logical analysis of the results. In a laboratory experiment condition are controlled, one factor to be studied is manipulated and the results are recorded, analyzed, studied, and reported. It is rarely feasible to carry out such experiments in social settings because of the difficulties and ethical concerns of manipulating groups of people. [[w:Natural experiment|Natural experimental studies]] are used in these cases. A [[w:Randomized controlled trial|randomized controlled trial]] (RCT) or Randomized Field Trial (RFT) is a form of scientific experiment used to control factors not under direct experimental control. Examples of RCTs are [[w:Clinical trial|clinical trials]] that compare the effects of drugs, surgical techniques, medical devices, diagnostic procedures, or other medical treatments. Participants who enroll in RCTs differ from one another in known and unknown ways that can influence study outcomes, and yet cannot be directly controlled. By randomly allocating participants among compared treatments, an RCT enables statistical control over these influences. Provided it is designed well, conducted properly, and enrolls enough participants, an RCT may achieve sufficient control over these confounding factors to deliver a useful comparison of the treatments studied. Randomly controlled trials can be used to conduct [[w:Policy experimentation|social experiments]], as the following examples show. The [[w:Abdul Latif Jameel Poverty Action Lab|Abdul Latif Jameel Poverty Action Lab]] (J-PAL) is an excellent example of using experimentation to inform policy decisions. The lab is a global research center working to reduce poverty by ensuring that policy is informed by [[Thinking Scientifically|scientific evidence]]. J-PAL conducts randomized impact evaluations to answer critical questions in the fight against poverty, and builds partnerships with governments, [[w:Non-governmental organization|NGOs]], donors, and others to generate new research, share knowledge, and scale up effective programs. Other organizations conducting actionable research using social experiments include the EdRedesign Lab<ref>The EdRedesign Lab, Harvard Graduate School of Education. See: <nowiki>https://edredesign.org/</nowiki></ref> , and the work of [[w:John A. List|John A. List]] in performing [[w:Field experiments|field experiments]] in economics. Experiments in government are carried out in various national and local settings. Ongoing experiments include: * Rank choice voting, also known as [[w:Instant-runoff voting|instant-runoff voting]], is a type of ranked preferential voting. It uses a majority voting rule in single-winner elections where there are more than two candidates. It has a significant and [[w:History and use of instant-runoff voting|growing history of use]] around the world, including [[w:Ranked-choice voting in the United States|within the United States]] where it is advocated by the [[w:FairVote|FairVote]] organization. * The [[w:FairVote|FairVote]] organization advocates within the United States for: ** [[w:Single transferable vote|Fair]] [[w:Proportional representation|Representation Voting]], ** [[w:Instant-runoff voting|Ranked Choice Voting]], ** the Constitutional Right to Vote, and ** the [[w:National Popular Vote Interstate Compact|National Popular Vote]]. * The Institute for Political Innovation<ref>The Institute for Political Innovation. See: <nowiki>https://political-innovation.org</nowiki></ref> advocates for: ** [[w:Top-four primary#Final%20Five%20Voting|Final-Five Voting]] which is a variation of a [[w:Top-four primary|Top-four primary]] soon to be used in Alaska, and ** Zero-Based Rule Making<ref>See: <nowiki>https://political-innovation.org/zero-basedrulemaking/</nowiki></ref> which promises to eliminate constraints on thinking and open new possibilities for [[Solving Problems|solving problems]]. This proposal is modeled on [[w:Zero-based budgeting|zero-based budgeting]] practices often used in business settings. * [[w:Liquid democracy|Liquid democracy]] is a form of [[w:Delegative democracy|delegative democracy]], whereby an electorate engages in collective decision-making through [[w:Direct democracy|direct]] participation and dynamic representation. This democratic system utilizes elements of both [[w:Direct democracy|direct]] and [[w:Representative democracy|representative democracy]]. Voters in a liquid democracy have the right to vote directly on all policy issues as in a direct democracy; voters also have the option to delegate their votes to someone who will vote on their behalf as in representative democracy. Any individual may be delegated votes (those delegated votes are termed "proxies") and these proxies may in turn delegate their vote as well as any votes they have been delegated by others resulting in "metadelegation". Several [[w:Liquid democracy#Examples|implementations are being used]]. * The GovLab<ref>https://thegovlab.org</ref> is relying on reproducible experiments and metrics to better understand what works (and what doesn’t) and to translate theory and hypotheses into actionable insights. They collaborate and connect with experts and practitioners across sectors and disciplines, levels of government, and geographies to learn how to govern more effectively and legitimately. * The [[w:Forward (United States)|Forward Party]] is a political action committee (PAC) that seeks to form a new centrist political party in the United States. Author Jim Manzi advocates institutionalized social experimentation.<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> Decentralized experimentation would be encouraged and would be subjected to standardized experimental evaluation and reporting to Congress. He suggests conducting as many social policy randomized controlled trials as we do clinical trials, about 10,000 each year. ==== Assignment ==== # Choose some local setting where you can run an experiment. This may be a [[w:Student council|student council election]], a committee appointment, a local election, or some other arena. # Choose an innovation from the above list, or some other source. # Run a trial of the chosen innovation in the chosen setting. For example, use rank choice voting to select the student class president at a local school. # Reflect on what was learned from that experiment. # Consider how larger experiments can be carried out. # Engage with at least one of the organizations mentioned above. # Work with them to evolve government. == Selection Pressures == The evolution of government will depend on the selection pressures each government system is subjected to. Selection pressures have two parts 1) selection ''criteria''—identifying what we want—and 2) selection ''forces''—making changes that progress toward the selection criteria. These are the system [[w:Feedback|feedback]] mechanisms. Each is described below. == Selection Criteria == Selection criteria form the basis for choosing the best alternative from several available choices. Evolution is accelerated when useful selection criteria are coupled with effective selection forces. In this section we develop useful criteria for selecting the best government options. == Selecting Leaders == It may be easier to select [[Wisdom|wise]] leaders than it is to understand, evaluate, and select various policy options. === Assignment === # Assess the [[intellectual honesty]] of the candidates. Eliminate any candidate that is not intellectually honest. # Assess the [[Moral Reasoning|moral reasoning]] of the candidates. Eliminate any candidate that does not consistently demonstrate well developed moral reasoning. # Complete the [[Wisdom#Assessing Wisdom|Assessing Wisdom section]] of the Wikiversity course on [[Wisdom]]. # Follow the instructions and complete the [[Wisdom/wisdom assessment form|wisdom assessment form]] to evaluate the viable candidates. Establish a rank ordering of the most attractive candidates. # Consider supporting, campaigning, and voting for the candidate that scores best. Act to place wise leaders in office. # Make these important [[Wisdom#Wise Decision Making|decisions wisely]]. === Policy-based Selections === In addition to choosing wise leaders, it is helpful to advocate for policy positions that lead to [[w:Good government|good government]] and [[w:Good governance|good governance]]. The [[w:United Nations|United Nations]] is playing an increasing role in promoting good governance. According to former UN Secretary-General Kofi Annan, "Good governance is ensuring respect for human rights and the rule of law; strengthening democracy; promoting transparency and capacity in public administration." To implement this, the UN follows eight principles:<ref>What is Good Governance, UN ESCAP Report, July 10, 2009. See: <nowiki>https://www.unescap.org/resources/what-good-governance</nowiki></ref> * Participation – People can voice their own opinions through legitimate intermediate organizations or representatives. * [[w:Rule of law|Rule of Law]] – Legal frameworks are enforced impartially, especially on human right laws. * Consensus Orientation– Differing interests are mediated to meet the broad consensus on the best interests of a community. * Equity and Inclusiveness – People have opportunities to improve or maintain their well-being. * Effectiveness and Efficiency – Processes and institutions produce results that meet the needs of their community while making the best of their resources. * Accountability – Governmental institutions, private sectors, and civil society organizations are held accountable to the public and institutional stakeholders. * Transparency – Information is accessible to the public and is understandable and monitored. * Responsiveness – Institutions and processes serve all stakeholders. Going beyond these general principles, good government is most likely to mean supporting policies that strengthen the democratic processes. === Defining Democracy === Although not necessarily the best possible governance system, [[w:Democracy|democracy]] is widely acknowledged as the most effective governance system in wide use today. For example, [[w:Derek Bok|Derek Bok]] states “In this regard, it is noteworthy that almost all the countries in the world that rank highest in overall satisfaction with life have been successful democracies for more than 80 years.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Although democracy is generally understood to be defined by voting, no consensus exists on a precise definition of democracy. Karl Popper says that the "classical" view of democracy is "in brief, the theory that democracy is the rule of the people, and that the people have a right to rule." Kofi Annan states that "there are as many different forms of democracy as there are democratic nations in the world." One study identified 2,234 adjectives used in the English language to describe democracy.<ref>Gagnon, Jean-Paul (1 June 2018). "2,234 Descriptions of Democracy". Democratic Theory. 5 (1): 92–113. doi:10.3167/dt.2018.050107. ISSN 2332-8894. S2CID 149825810.</ref> Democratic principles require all eligible citizens being equal before the law and having equal access to legislative processes. For example, in a representative democracy, every vote has equal weight, no unreasonable restrictions can apply to anyone seeking to become a representative, and the freedom of its eligible citizens is secured by legitimized rights and liberties which are typically protected by a constitution. Freedom House provides this characterization of democracy: <blockquote> “Democracy means more than just majority rule, however. In its ideal form, it is a governing system based on the will and consent of the governed, institutions that are accountable to all citizens, adherence to the rule of law, and respect for human rights. It is a network of mutually reinforcing structures in which those exercising power are subject to checks both within and outside the state, for example, from independent courts, an independent press, and civil society. It requires an openness to alternations in power, with rival candidates or parties competing fairly to govern for the good of the public as a whole, not just themselves or those who voted for them. It creates a level playing field so that all people, no matter the circumstances of their birth or background, can enjoy the universal human rights to which they are entitled and participate in politics and governance.”<ref>Freedom in the World 2022, Freedom House, Page 5</ref> </blockquote> === Characteristics of Democracy === [[File:Women practice voting in Dayton Oct. 27, 1920.jpg|thumb|Women practice voting in Dayton Oct. 27, 1920]] [[w:Freedom House|Freedom House]] has established detailed criteria for evaluating various forms of democracy. These criteria are summarized below: ==== Electoral process. ==== #'''Was the current head of government or other chief national authority elected through free and fair elections?''' Considerations include independent [[w:Election monitoring|election monitoring]], adequate time for candidates to enter and campaign, accurate [[w:Voter registration|registration of voters]], inclusion of women and minority candidates, opportunities for candidates to address voters, make speeches, hold public meetings, and obtain media access, use of [[w:Secret ballot|secret ballot]], lack of pressure or voter intimidation, transparent vote counting, access to voting places, and the [[w:Peaceful transition of power|peaceful transfer of power]]. #'''Were the current national legislative representatives elected through free and fair elections?''' The considerations are like the above. #'''Are the electoral laws and framework fair, and are they implemented impartially by the relevant election management bodies?''' Considerations include use of a fair legislative framework for conducting elections, an independent election commission, [[w:Universal suffrage|universal suffrage]], fair [[w:Electoral district|election districts]], and fair procedures for [[w:Electoral reform|electoral reform]]. ==== Political Pluralism and Participation ==== #'''Do the people have the right to organize in different political parties or other competitive political groupings of their choice, and is the system free of undue obstacles to the rise and fall of these competing parties or groupings?''' Considerations include opportunities to form [[w:Political party|political parties]], freedom to hold meetings, rallies, and obtain media access, fair and equitable rules for party financing, freedom of [[w:Freedom of assembly|peaceful assembly]], and opportunities for [[w:Independent politician|independent candidates]]. #'''Is there a realistic opportunity for the opposition to increase its support or gain power through elections?''' Considerations include freedom of opposition parties to increase their support base and compete in elections, are opposition parties in positions of authority, and is there a significant opposition vote? #'''Are the people’s political choices free from domination by forces that are external to the political sphere, or by political forces that employ extrapolitical means?''' Considerations include lack of intimidation by military, foreign powers, oligarchies, criminal organizations, or other powerful groups, absence of [[w:Bribery|bribery]], [[w:Corruption|corruption]], improper [[w:Quid pro quo|quid pro quo]], or other improper influences, lack of dominant political donors, transparent [[w:Campaign finance|campaign financing]], and accountability to the voters. #'''Do various segments of the population (including ethnic, racial, religious, gender, LGBT+, and other relevant groups) have full political rights and electoral opportunities?''' Considerations include addressing minority issues, participation of [[w:Minority group|minority groups]] in political life, full inclusion of women, and [[w:Citizenship|citizenship]] opportunities for minorities. ==== Functioning of government ==== #'''Do the freely elected head of government and national legislative representatives determine the policies of the government?''' Considerations include installation of the elected officials into office, ability to form a functioning government, non-interference by [[w:Non-state actor|nonstate actors]], lack of military influence on government operations, independence of the executive and legislative branches, and frequency of [[w:Bipartisanship|bipartisan]] actions. #'''Are safeguards against official corruption strong and effective?''' Considerations include effectiveness of anticorruption laws and programs, independent oversight and auditing, investigation of alleged corruption, and [[w:Whistleblower|whistleblower]] protections. #'''Does the government operate with openness and transparency?''' Considerations include ability of citizens to obtain accurate information about state operations, ability to petition government agencies for information, publication of state information, ability to access and comment on pending legislations, public review of budget processes, transparency in awarding contracts, and public scrutiny of [[w:Financial disclosure of public servants|government officials’ financial disclosure]]. ==== Additional discretionary political rights question ==== #'''Is the government or occupying power deliberately changing the ethnic composition of a country or territory so as to destroy a culture or tip the political balance in favor of another group?''' Considerations include providing incentives to change the [[w:Ethnic group|ethnic composition]] of a region, forcibly moving people into or out of certain regions, and arresting or killing members of certain ethnic groups. ==== Civil Liberties ==== ==== Freedom of Expression and belief ==== #Are there free and independent media? Considerations include media censorship, pressure or surveillance, punishment of journalists, freedom of speech regarding criticism of government officials, government control of media, editorial independence, nonpartisan coverage, government influence of media coverage, involvement of women and minorities, free expression in works of literature, and other cultural expressions. #Are individuals free to practice and express their religious faith or nonbelief in public and private? Considerations include freedom of religious institutions to function, freedom from harassment of minority faith members, lack of government involvement in appointing religious leaders, freedom to distribute religious writings, freedom to construct and occupy religious buildings, lack of government involvement in religious education, and freedom to eschew religious beliefs and practices. #Is there academic freedom, and is the educational system free from extensive political indoctrination? Considerations include freedom of educators to pursue political activities, non-interference in school curriculums, fair allocation of funding, freedom of student associations to pursue political activities, and freedom of students to support candidates of their choice. #Are individuals free to express their personal views on political or other sensitive topics without fear of surveillance or retribution? Considerations include the ability to engage in discussions, including political discussions, in public, or private places, including online communications, and lack of surveillance of antigovernment conversations. ==== Associational and organizational rights ==== #Is there freedom of assembly? Considerations include freedom to protest peacefully, lack of intimidation or harassment of peaceful protesters, censorship of peaceful protester’s communications, and freedom to petition the public, #Is there freedom for nongovernmental organizations, particularly those that are engaged in human rights– and governance-related work? Considerations include ease of creating nongovernment organizations, fair rules for financing the work, and freedom from government intimidation or harassment. #Is there freedom for trade unions and similar professional or labor organizations? Considerations include unfettered formation and operation of trade unions, lack of pressure to join or not join certain trade unions, ability to strike without reprisals, collective bargaining, and free operation of professional organizations. ==== Rule of Law ==== #Is there an independent judiciary? Considerations include noninterference by the executive branch or other influences, fair appointment of judges, impartial rulings by judges, compliance with judicial decisions, and the absence of powerful influences over judicial decisions. #Does due process prevail in civil and criminal matters? Considerations include presumption of innocence, access to effective counsel, fair trial, fair access to the court system, independent prosecutors, fair and effective law enforcement, and upholding of due process without interference. #Is there protection from the illegitimate use of physical force and freedom from war and insurgencies? Considerations include absence of excessive force during arrest and detainment, humane conditions in pretrial detention facilities and prisons, effective redress of abuse, absence of corporal punishment, minimal application of capital punishment, lack of violent crime, and safety for the population. #Do laws, policies, and practices guarantee equal treatment of various segments of the population? Considerations include the ability of distinctive or minority groups to exercise their human rights, lack of violence against such groups, lack of discrimination against such groups, granting of asylum, and protection of human rights. ==== Personal autonomy and individual rights ==== #Do individuals enjoy freedom of movement, including the ability to change their place of residence, employment, or education? Considerations include freedom of foreign travel, freedom of movement within the country, lack of bribery and other corruption, safe travel, and equal rights for women. #Are individuals able to exercise the right to own property and establish private businesses without undue interference from state or nonstate actors? Considerations include the ability to purchase or sell land and other property, equal rights for women, lack of favoritism, cronyism, bribery, extortion, and other forms of corruption, and ease of doing business, #Do individuals enjoy personal social freedoms, including choice of marriage partner and size of family, protection from domestic violence, and control over appearance? Considerations include lack of personal and domestic violence, freedom to marry your chosen partner, fair divorce and child custody decisions, and free choice of dress and appearance. #Do individuals enjoy equality of opportunity and freedom from economic exploitation? Considerations include lack of worker exploitation, economic opportunity, fair competition, and absence of human trafficking. While the Freedom House characteristics of democracy criteria are extensive, a more extensive set of criteria is used by the V-Dem institute to evaluate democracies around the world. Their document “V-Dem Methodology v11.1” describes their methodology in detail. Interested students can study that document for more detail. Other authors advocate for additional characteristics including increasing human capital through more effective and relevant education , improving our shared knowledge base, increasing emotional intelligence, and increasing our collective intelligence. , === Assignment === # Study the above criteria used to evaluate democracies. # Find where your country ranks on the Freedom House Freedom in the world report. # Identify areas for improvement. # Advocate for policies that improve attainment of these criteria within your government. === Results-based selections === Better governance systems attain better results. A governance system can be evaluated by the contribution it makes toward helping the governed organization reach its goals. If the governed organization is a corporation, then the best governance system is the one that results in the most profits, along with consideration of customer satisfaction, employee satisfaction, relevant regulations, and social responsibility. For other organizations, the effectiveness of a governance system can be judged by how well the governed organization meets its stated mission. In the case of international, national, state, regional, or local governments the mission will be assumed to be the well-being of the people. One attractive option recognizes that “There are powerful arguments for making happiness a focal point for government policy.” Because happiness is often fleeting, we propose a more substantial and enduring basis for evaluating and selecting government systems. [[File:Evaluating Good Government.jpg|thumb|Better governments allow more people to meet more of their needs.]] Here we suggest that <blockquote> '''The government that meets more of the needs of more of the people is the better system.''' </blockquote> To be specific, in this definition we use Maslow’s hierarchy of needs as our reference standard for defining the needs of the people. A population where more people are meeting more of their higher-level needs is benefiting from the better governance system. The fewer people who have unmet needs the better. The more people who have high level needs met the better. Alternative standards might include measures of: * Adherence to the Universal Declaration of Human Rights, * Well-being, * Subjective well-being, or * Some blend, weighing, or aggregation of these. In any case, the question of “what is the better government system?” can be answered empirically rather than hypothetically or speculatively. Evaluating results would require an independent rating agency, such as the Government Accountability Office, a nationally recognized statistical rating organization, or other organizations, such as Freedom House, to study, analyze, and publish results. === Assignment === # Read the essay Good Government. # Estimate where you are now on Maslow’s needs hierarchy. # Use your estimate of the well-being of the population of your country or region to draw a diagram like the one shown above on the right. == Selection Forces == [[File:Vote Carefully.jpg|thumb|Vote conscientiously to evolve governments.]] Selection forces—actions that select for the preferred outcome—are the engine of evolution. Within a nation with a functioning democracy, selection forces include: * Voting. There are good arguments supporting the conclusion that citizens in a democracy have a moral duty to vote. Register to vote, study the candidates and the issues, and vote in every election you are eligible to vote in. * Campaigning; * supporting desirable candidates; * Supporting desirable policy and legislation; * Communicating with elected officials; * Financial contributions; * influencing public opinion, and * running for office. Options are more difficult in non-democratic nations. In this case, read the book From Dictatorship to Democracy: A Conceptual Framework for Liberation and complete the final assignment in the Intentional Evolution course. The Wikiversity course Confronting Tyranny may also be helpful. == Possibilities == Imagine how it can be! === Assignment === This assignment is entirely optional, and it is likely that most students will skip it. The assignment is provided here to stimulate the imagination of interested students. # Read the book The Listening Society: A Metamodern Guide to Politics. # Read the book Nordic Ideology: A Metamodern Guide to Politics. # Study the work of the Level 5 Research Center. # Study the work of the Wisdom and the Future Research Center. # Study the course A Journey to GameB. # Participate in the research project to improve our social operating systems. # Read the essay “3 Design principles for Protopian Governance. # Study courses in the possibilities curriculum. # Read the essay Beyond Olympic gold. ## Work to advance human rights worldwide. # Read the Stanford Encyclopedia of Philosophy article on Global Democracy. # Complete the Wikiversity course Intentional evolution. ##Complete the final assignment in the Intentional Evolution course. # Complete the Wikiversity course Envisioning Our Future. ## Write down your vision of our future. ## Use the essay you wrote as a guide toward action. ## Act to make the future you envision a reality. == Assignment == # Live wisely. # Read the essay Aligning Worldviews. ## Align your worldview with reality. # Complete the course Intentional Evolution. ## Apply the principles taught in the Intentional Evolution course to accelerate the evolution of governments. # Become an informed and engaged citizen. # Practice pro-social values. # Collaborate with others who practice pro-social values. # Without compromising your values, seek common ground with those who do not practice pro-social values. ## Complete the Wikiversity course Transcending conflict. ### Work to transcend conflict. ## Complete the Wikiversity course Finding common ground. ### Seek common ground # Challenge, confront, and persuade those who do not practice pro-social values. ## Seek first to understand, then to be understood. ## As a gentle starting point, become comfortable using these phrases in dialogue to encourage the participants to act in good faith. ## Support and vote for political leaders who support values and policies that advance this evolutionary worldview. ## Protect your own safety. ## Complete the Wikiversity course Finding Courage. ###Find the moral courage to act according to your well-chosen values and confront antagonists. ## Apply suitable techniques discussed in the book Sharp, Gene (September 4, 2012). From Dictatorship to Democracy: A Conceptual Framework for Liberation. The New Press. pp. 160. ISBN 978-1595588500. ## Complete the Wikiversity course on Confronting Tyranny. ###Confront tyranny # Unleash collaboration. # Seek real good. == Further Reading == Students who are interested in learning more about evolving governments may wish to read these books: * {{cite book |last=Bevir |first=Mark |author-link= |date=October 25, 2012 |title=Governance: A Very Short Introduction |publisher=OUP Oxford |pages=147 |isbn=978-0199606412}} * {{cite book |last=Crick |first=Bernard |author-link= |date=October 10, 2002 | title=Democracy: A Very Short Introduction |publisher=OUP Oxford |pages=145 |isbn=978-0192802507}} * {{cite book |last=Snyder |first=Timothy |author-link=w:Timothy_D._Snyder |date=February 28, 2017 |title=On Tyranny: Twenty Lessons from the Twentieth Century |publisher=Crown |pages=128 |isbn=978-0804190114}} * {{cite book |last=Freinacht |first=Hanzi |date=March 10, 2017 |title=The Listening Society: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=414 |isbn=978-8799973903}} * {{cite book |last=Freinacht |first=Hanzi |date=May 29, 2019 |title=Nordic Ideology: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=495 |isbn=978-8799973927}} Nordic Ideology * {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} * {{cite book |last=Manzi |first=Jim |author-link=w:Jim_Manzi_(software_entrepreneur) |date=May 1, 2012 |title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society |publisher=Basic Books |pages=320 |isbn=978-0465023240}} * {{cite book |last1=Gehl |first1=Katherine M. |last2=Porter |first2=Michael E. |author-link=w:Michael_Porter |date=June 23, 2020 |title=The Politics Industry: How Political Innovation Can Break Partisan Gridlock and Save Our Democracy |publisher=Harvard Business Review Press |pages=272 |isbn=978-1633699236}} * {{cite book |last=Bok |first=Derek |author-link=w:Derek_Bok |date=February 21, 2010 |title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being |publisher=Princeton University Press |pages=272 |isbn=978-0691144894}} * {{cite book |last=Reich |first=Robert B. |date=February 20, 2018 |title=The Common Good |publisher=Knopf |pages=208 |isbn=978-0525520498 |author-link=w:Robert_Reich }} * {{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} * {{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} * {{cite book |last=Camp |first=Robert C. |date=May 1, 1989 |title=Benchmarking: The Search for Industry Best Practices That Lead to Superior Performance |publisher=Amer Society for Quality |pages=299 |isbn=978-0873890588}} * The Modern Political Traditions: Hobbes to Habermas, Wondrium I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. *The Why Axis, John A. List. == References == <references/> [[Category:Government]] [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Courses]] {{Possibilities}} 0h3d3w945eto4tmniedcd71i2rtxbw0 2414408 2414407 2022-08-14T16:07:21Z Lbeaumont 278565 Wikilinked many topics. wikitext text/x-wiki —Unleashing collaboration == Introduction == [[File:3d10 fm de vilafranca.jpg|thumb| thumb | Unleash [[w:Collaboration|collaboration]].]] Almost all people on earth are ruled by obsolete [[w:Government|government]] systems that were developed centuries ago. For example, the [[w:Constitution_of_the_United_States|constitution of the United States]] was ratified in 1788, a full 50 years before the [[w:Electrical_telegraph|first telegram]] was sent by Samuel Morse in 1838, 115 years before the Wright Brothers [[w:Wright_brothers#First_powered_flight|first powered airplane flight]] in 1903, and 140 years before [[w:Alexander_Fleming|Alexander Fleming]] discovered [[w:Penicillin|penicillin]] in 1928, the first antibiotic. {{TOC right |limit=2}} Today we have indoor plumbing, air travel, space exploration, electric automobiles, smartphones, and advanced medical procedures. Technology evolves quickly because many innovations are subjected to selection pressures that test fitness for use. Similarly, we can accelerate the [[w:Evolvability|evolvability]] of government systems by harnessing variability and subjecting government policies to effective selection pressures. == Objectives == {{50%done}}{{By|lbeaumont}} The objective of this course is to accelerate the evolution of governments to better serve the needs of the people as we harness the [[wisdom]] of humanity. This is a course in the [[Unleashing_Creativity/possibilities_curriculum|''possibilities'' curriculum]], currently being developed as part of the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Evolving_Governments|discussion page]]. == Evolution == [[w:Evolution|Evolution]] occurs when variability is subjected to selection pressures. In [[w:Evolution|biological evolution]] living organisms are selected primarily based on reproductive success. In his book ''The Evolution of Everything''<ref>{{cite book|title=The Evolution of Everything: How New Ideas Emerge|last=Ridley|first=Matt|date=October 25, 2016|publisher=Harper Perennial|isbn=978-0062296016|pages=368|author-link=w:Matt_Ridley}}</ref> , [[w:Matt Ridley|Matt Ridley]] describes the evolution of the universe, morality, life, genes, culture, the economy, technology, the mind, personality, education, population, leadership, government, religion, money, the internet and the future. Each of these systems evolves based on specialized generation, variation, and selection mechanisms. [[w:Evolvability|Evolvability]] is the capacity of a system for [[w:Adaptation|adaptive evolution]]. Evolvability increases when [[w:Evolvability#Generating%20more%20variation|more variation is generated]] and when [[w:Evolvability#Enhancement%20of%20selection|selection pressures]] are enhanced. While these ideas are well studied in biological systems, they are not often analyzed and applied to [[w:Governance|governance]] systems. This course applies these concepts to governance systems. == Generating Variation == Generating variation is the first component of evolvability. There are several existing and potential sources of variation in governments. These include 1) history, 2) comparisons, 3) leadership and policy changes, and 4) experimentation. These are discussed further below. === History === Historians, [[w:Political philosophy|political philosophers]], [[w:Political science|political scientists]], and others have studied the structure and results of government systems throughout human history. Much is known about the results of various government approaches. By applying criteria for evaluating government results, the effectiveness of various government structures is evaluated. As we discuss in the [[Evolving Governments#Defining Democracy|sections on democracy]], various [[w:Types of democracy|forms of democracy]] have provided the best results to date. === Comparisons === Businesses routinely use [[w:Benchmarking|benchmarking]] to compare the results of various industry practices and identify best practices. Policy makers, government officials, and citizens have a similar opportunity to practice [[w:Comparative politics|comparative politics]] and compare the results of various governments. These are forms of [[w:Natural experiment|natural experiments]]. Examples of this work include: * The ''[[w:Freedom in the World|Freedom in the Worl]]''d report<ref>Freedom in the World, Freedom House, <nowiki>https://freedomhouse.org/report/freedom-world</nowiki></ref> compiled by [[w:Freedom House|Freedom House]], * The [[w:Democracy Index|Democracy Index]], compiled by the [[w:Economist Intelligence Unit|Economist Intelligence Unit]]. * The [[w:Democracy Ranking|Democracy ranking]] compiled by the Association for Development and Advancement of the Democracy Award. * The [[w:Index of Freedom in the World|Index of Freedom in the World]], published by Canada’s Fraser Institute. * Indices published by the [[w:V-Dem Institute|Varieties of Democracy institute]], * The [[w:Worldwide Governance Indicators|Worldwide Governance Indicators]] compiled by the World Bank. * World Report 2022<ref>[[Worldwide Governance Indicators]]</ref>, published by Human Rights Watch, * The [[w:Human Development Index|Human Development Index]] compiled by the United Nations, and * others in this [[w:List of freedom indices|list of freedom indices]]. Specialized comparisons, such as the [[w:Education Index|education index]], the [[w:Multidimensional Poverty Index|multidimensional poverty index]], the [[w:World Happiness Report|world happiness report]], and the [[w:Human Capital Index|Human Capital Index]] study the performance of various policies. === Assignment === # Find your country on one of the reports or indices listed above, or on some other reliable ranked evaluation. # If your country is ranked at the top, congratulations; enjoy your country’s success, and consider sharing successful ideas and policies with others. # Otherwise, study the policy in place at the highest-ranking countries and work to have them enacted appropriately in your country. === Leadership and Policy Changes === Leadership changes occur because of [[w:Term limit|term limits]], [[w:Election|elections]], [[w:Order of succession|succession]], [[w:Coup d'état|coups]], or [[w:Revolution|revolution]]. This provides citizens and researchers with an opportunity to evaluate the results obtained by one leader compared to others. This comparison is often difficult because of the complexity of government and the need to distinguish between local and global effects and short term and long-term effects. Access to reliable information regarding the effectiveness of various policies is often difficult to obtain and evaluate due to [[w:Propaganda|propaganda]], unreliable reporting, [[w:Media bias|media bias]], limited data availability, and the effort required to collect, analyze, and interpret the data. In addition, each of us is constrained by our [[w:Bounded rationality|bounded rationality]]—the limited capacity of people to direct attention to these issues and make optimal decisions. Policy changes also take place and provide opportunities and difficulties like those in evaluating leadership changes. === Experimentation === An [[w:Experiment|experiment]] is a procedure carried out to determine the effectiveness of something previously untried. Experiments provide insight into [[w:Causality|cause-and-effect]] by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale but always rely on a repeatable procedure and logical analysis of the results. In a laboratory experiment condition are controlled, one factor to be studied is manipulated and the results are recorded, analyzed, studied, and reported. It is rarely feasible to carry out such experiments in social settings because of the difficulties and ethical concerns of manipulating groups of people. [[w:Natural experiment|Natural experimental studies]] are used in these cases. A [[w:Randomized controlled trial|randomized controlled trial]] (RCT) or Randomized Field Trial (RFT) is a form of scientific experiment used to control factors not under direct experimental control. Examples of RCTs are [[w:Clinical trial|clinical trials]] that compare the effects of drugs, surgical techniques, medical devices, diagnostic procedures, or other medical treatments. Participants who enroll in RCTs differ from one another in known and unknown ways that can influence study outcomes, and yet cannot be directly controlled. By randomly allocating participants among compared treatments, an RCT enables statistical control over these influences. Provided it is designed well, conducted properly, and enrolls enough participants, an RCT may achieve sufficient control over these confounding factors to deliver a useful comparison of the treatments studied. Randomly controlled trials can be used to conduct [[w:Policy experimentation|social experiments]], as the following examples show. The [[w:Abdul Latif Jameel Poverty Action Lab|Abdul Latif Jameel Poverty Action Lab]] (J-PAL) is an excellent example of using experimentation to inform policy decisions. The lab is a global research center working to reduce poverty by ensuring that policy is informed by [[Thinking Scientifically|scientific evidence]]. J-PAL conducts randomized impact evaluations to answer critical questions in the fight against poverty, and builds partnerships with governments, [[w:Non-governmental organization|NGOs]], donors, and others to generate new research, share knowledge, and scale up effective programs. Other organizations conducting actionable research using social experiments include the EdRedesign Lab<ref>The EdRedesign Lab, Harvard Graduate School of Education. See: <nowiki>https://edredesign.org/</nowiki></ref> , and the work of [[w:John A. List|John A. List]] in performing [[w:Field experiments|field experiments]] in economics. Experiments in government are carried out in various national and local settings. Ongoing experiments include: * Rank choice voting, also known as [[w:Instant-runoff voting|instant-runoff voting]], is a type of ranked preferential voting. It uses a majority voting rule in single-winner elections where there are more than two candidates. It has a significant and [[w:History and use of instant-runoff voting|growing history of use]] around the world, including [[w:Ranked-choice voting in the United States|within the United States]] where it is advocated by the [[w:FairVote|FairVote]] organization. * The [[w:FairVote|FairVote]] organization advocates within the United States for: ** [[w:Single transferable vote|Fair]] [[w:Proportional representation|Representation Voting]], ** [[w:Instant-runoff voting|Ranked Choice Voting]], ** the Constitutional Right to Vote, and ** the [[w:National Popular Vote Interstate Compact|National Popular Vote]]. * The Institute for Political Innovation<ref>The Institute for Political Innovation. See: <nowiki>https://political-innovation.org</nowiki></ref> advocates for: ** [[w:Top-four primary#Final%20Five%20Voting|Final-Five Voting]] which is a variation of a [[w:Top-four primary|Top-four primary]] soon to be used in Alaska, and ** Zero-Based Rule Making<ref>See: <nowiki>https://political-innovation.org/zero-basedrulemaking/</nowiki></ref> which promises to eliminate constraints on thinking and open new possibilities for [[Solving Problems|solving problems]]. This proposal is modeled on [[w:Zero-based budgeting|zero-based budgeting]] practices often used in business settings. * [[w:Liquid democracy|Liquid democracy]] is a form of [[w:Delegative democracy|delegative democracy]], whereby an electorate engages in collective decision-making through [[w:Direct democracy|direct]] participation and dynamic representation. This democratic system utilizes elements of both [[w:Direct democracy|direct]] and [[w:Representative democracy|representative democracy]]. Voters in a liquid democracy have the right to vote directly on all policy issues as in a direct democracy; voters also have the option to delegate their votes to someone who will vote on their behalf as in representative democracy. Any individual may be delegated votes (those delegated votes are termed "proxies") and these proxies may in turn delegate their vote as well as any votes they have been delegated by others resulting in "metadelegation". Several [[w:Liquid democracy#Examples|implementations are being used]]. * The GovLab<ref>https://thegovlab.org</ref> is relying on reproducible experiments and metrics to better understand what works (and what doesn’t) and to translate theory and hypotheses into actionable insights. They collaborate and connect with experts and practitioners across sectors and disciplines, levels of government, and geographies to learn how to govern more effectively and legitimately. * The [[w:Forward (United States)|Forward Party]] is a political action committee (PAC) that seeks to form a new centrist political party in the United States. Author Jim Manzi advocates institutionalized social experimentation.<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> Decentralized experimentation would be encouraged and would be subjected to standardized experimental evaluation and reporting to Congress. He suggests conducting as many social policy randomized controlled trials as we do clinical trials, about 10,000 each year. ==== Assignment ==== # Choose some local setting where you can run an experiment. This may be a [[w:Student council|student council election]], a committee appointment, a local election, or some other arena. # Choose an innovation from the above list, or some other source. # Run a trial of the chosen innovation in the chosen setting. For example, use rank choice voting to select the student class president at a local school. # Reflect on what was learned from that experiment. # Consider how larger experiments can be carried out. # Engage with at least one of the organizations mentioned above. # Work with them to evolve government. == Selection Pressures == The evolution of government will depend on the selection pressures each government system is subjected to. Selection pressures have two parts 1) selection ''criteria''—identifying what we want—and 2) selection ''forces''—making changes that progress toward the selection criteria. These are the system [[w:Feedback|feedback]] mechanisms. Each is described below. == Selection Criteria == Selection criteria form the basis for choosing the best alternative from several available choices. Evolution is accelerated when useful selection criteria are coupled with effective selection forces. In this section we develop useful criteria for selecting the best government options. == Selecting Leaders == It may be easier to select [[Wisdom|wise]] leaders than it is to understand, evaluate, and select various policy options. === Assignment === # Assess the [[intellectual honesty]] of the candidates. Eliminate any candidate that is not intellectually honest. # Assess the [[Moral Reasoning|moral reasoning]] of the candidates. Eliminate any candidate that does not consistently demonstrate well developed moral reasoning. # Complete the [[Wisdom#Assessing Wisdom|Assessing Wisdom section]] of the Wikiversity course on [[Wisdom]]. # Follow the instructions and complete the [[Wisdom/wisdom assessment form|wisdom assessment form]] to evaluate the viable candidates. Establish a rank ordering of the most attractive candidates. # Consider supporting, campaigning, and voting for the candidate that scores best. Act to place wise leaders in office. # Make these important [[Wisdom#Wise Decision Making|decisions wisely]]. === Policy-based Selections === In addition to choosing wise leaders, it is helpful to advocate for policy positions that lead to [[w:Good government|good government]] and [[w:Good governance|good governance]]. The [[w:United Nations|United Nations]] is playing an increasing role in promoting good governance. According to former UN Secretary-General Kofi Annan, "Good governance is ensuring respect for human rights and the rule of law; strengthening democracy; promoting transparency and capacity in public administration." To implement this, the UN follows eight principles:<ref>What is Good Governance, UN ESCAP Report, July 10, 2009. See: <nowiki>https://www.unescap.org/resources/what-good-governance</nowiki></ref> * Participation – People can voice their own opinions through legitimate intermediate organizations or representatives. * [[w:Rule of law|Rule of Law]] – Legal frameworks are enforced impartially, especially on human right laws. * Consensus Orientation– Differing interests are mediated to meet the broad consensus on the best interests of a community. * Equity and Inclusiveness – People have opportunities to improve or maintain their well-being. * Effectiveness and Efficiency – Processes and institutions produce results that meet the needs of their community while making the best of their resources. * Accountability – Governmental institutions, private sectors, and civil society organizations are held accountable to the public and institutional stakeholders. * Transparency – Information is accessible to the public and is understandable and monitored. * Responsiveness – Institutions and processes serve all stakeholders. Going beyond these general principles, good government is most likely to mean supporting policies that strengthen the democratic processes. === Defining Democracy === Although not necessarily the best possible governance system, [[w:Democracy|democracy]] is widely acknowledged as the most effective governance system in wide use today. For example, [[w:Derek Bok|Derek Bok]] states “In this regard, it is noteworthy that almost all the countries in the world that rank highest in overall satisfaction with life have been successful democracies for more than 80 years.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Although democracy is generally understood to be defined by voting, no consensus exists on a precise definition of democracy. Karl Popper says that the "classical" view of democracy is "in brief, the theory that democracy is the rule of the people, and that the people have a right to rule." Kofi Annan states that "there are as many different forms of democracy as there are democratic nations in the world." One study identified 2,234 adjectives used in the English language to describe democracy.<ref>Gagnon, Jean-Paul (1 June 2018). "2,234 Descriptions of Democracy". Democratic Theory. 5 (1): 92–113. doi:10.3167/dt.2018.050107. ISSN 2332-8894. S2CID 149825810.</ref> Democratic principles require all eligible citizens being equal before the law and having equal access to legislative processes. For example, in a representative democracy, every vote has equal weight, no unreasonable restrictions can apply to anyone seeking to become a representative, and the freedom of its eligible citizens is secured by legitimized rights and liberties which are typically protected by a constitution. Freedom House provides this characterization of democracy: <blockquote> “Democracy means more than just majority rule, however. In its ideal form, it is a governing system based on the will and consent of the governed, institutions that are accountable to all citizens, adherence to the rule of law, and respect for human rights. It is a network of mutually reinforcing structures in which those exercising power are subject to checks both within and outside the state, for example, from independent courts, an independent press, and civil society. It requires an openness to alternations in power, with rival candidates or parties competing fairly to govern for the good of the public as a whole, not just themselves or those who voted for them. It creates a level playing field so that all people, no matter the circumstances of their birth or background, can enjoy the universal human rights to which they are entitled and participate in politics and governance.”<ref>Freedom in the World 2022, Freedom House, Page 5</ref> </blockquote> === Characteristics of Democracy === [[File:Women practice voting in Dayton Oct. 27, 1920.jpg|thumb|Women practice voting in Dayton Oct. 27, 1920]] [[w:Freedom House|Freedom House]] has established detailed criteria for evaluating various forms of democracy.<ref>Freedom in the World Research Methodology. See: <nowiki>https://freedomhouse.org/reports/freedom-world/freedom-world-research-methodology</nowiki> </ref> These criteria are summarized below: ==== Electoral process. ==== #'''Was the current head of government or other chief national authority elected through free and fair elections?''' Considerations include independent [[w:Election monitoring|election monitoring]], adequate time for candidates to enter and campaign, accurate [[w:Voter registration|registration of voters]], inclusion of women and minority candidates, opportunities for candidates to address voters, make speeches, hold public meetings, and obtain media access, use of [[w:Secret ballot|secret ballot]], lack of pressure or voter intimidation, transparent vote counting, access to voting places, and the [[w:Peaceful transition of power|peaceful transfer of power]]. #'''Were the current national legislative representatives elected through free and fair elections?''' The considerations are like the above. #'''Are the electoral laws and framework fair, and are they implemented impartially by the relevant election management bodies?''' Considerations include use of a fair legislative framework for conducting elections, an independent election commission, [[w:Universal suffrage|universal suffrage]], fair [[w:Electoral district|election districts]], and fair procedures for [[w:Electoral reform|electoral reform]]. ==== Political Pluralism and Participation ==== #'''Do the people have the right to organize in different political parties or other competitive political groupings of their choice, and is the system free of undue obstacles to the rise and fall of these competing parties or groupings?''' Considerations include opportunities to form [[w:Political party|political parties]], freedom to hold meetings, rallies, and obtain media access, fair and equitable rules for party financing, freedom of [[w:Freedom of assembly|peaceful assembly]], and opportunities for [[w:Independent politician|independent candidates]]. #'''Is there a realistic opportunity for the opposition to increase its support or gain power through elections?''' Considerations include freedom of opposition parties to increase their support base and compete in elections, are opposition parties in positions of authority, and is there a significant opposition vote? #'''Are the people’s political choices free from domination by forces that are external to the political sphere, or by political forces that employ extrapolitical means?''' Considerations include lack of intimidation by military, foreign powers, oligarchies, criminal organizations, or other powerful groups, absence of [[w:Bribery|bribery]], [[w:Corruption|corruption]], improper [[w:Quid pro quo|quid pro quo]], or other improper influences, lack of dominant political donors, transparent [[w:Campaign finance|campaign financing]], and accountability to the voters. #'''Do various segments of the population (including ethnic, racial, religious, gender, LGBT+, and other relevant groups) have full political rights and electoral opportunities?''' Considerations include addressing minority issues, participation of [[w:Minority group|minority groups]] in political life, full inclusion of women, and [[w:Citizenship|citizenship]] opportunities for minorities. ==== Functioning of government ==== #'''Do the freely elected head of government and national legislative representatives determine the policies of the government?''' Considerations include installation of the elected officials into office, ability to form a functioning government, non-interference by [[w:Non-state actor|nonstate actors]], lack of military influence on government operations, independence of the executive and legislative branches, and frequency of [[w:Bipartisanship|bipartisan]] actions. #'''Are safeguards against official corruption strong and effective?''' Considerations include effectiveness of anticorruption laws and programs, independent oversight and auditing, investigation of alleged corruption, and [[w:Whistleblower|whistleblower]] protections. #'''Does the government operate with openness and transparency?''' Considerations include ability of citizens to obtain accurate information about state operations, ability to petition government agencies for information, publication of state information, ability to access and comment on pending legislations, public review of budget processes, transparency in awarding contracts, and public scrutiny of [[w:Financial disclosure of public servants|government officials’ financial disclosure]]. ==== Additional discretionary political rights question ==== #'''Is the government or occupying power deliberately changing the ethnic composition of a country or territory so as to destroy a culture or tip the political balance in favor of another group?''' Considerations include providing incentives to change the [[w:Ethnic group|ethnic composition]] of a region, forcibly moving people into or out of certain regions, and arresting or killing members of certain ethnic groups. ==== Civil Liberties ==== ==== Freedom of Expression and belief ==== #'''Are there free and independent media?''' Considerations include [[w:Media (communication)|media]] [[w:Censorship|censorship]], pressure or surveillance, punishment of journalists, [[w:Freedom of speech|freedom of speech]] regarding criticism of government officials, government control of media, [[w:Editorial independence|editorial independence,]] nonpartisan coverage, government influence of media coverage, involvement of women and minorities, free expression in works of literature, and other cultural expressions. #'''Are individuals free to practice and express their religious faith or nonbelief in public and private?''' Considerations include [[w:Freedom of religion|freedom of religious]] institutions to function, freedom from harassment of minority faith members, lack of government involvement in appointing religious leaders, freedom to distribute religious writings, freedom to construct and occupy religious buildings, lack of government involvement in religious education, and freedom to eschew religious beliefs and practices. #'''Is there academic freedom, and is the educational system free from extensive political indoctrination?''' Considerations include [[w:Academic freedom|freedom of educators]] to pursue political activities, non-interference in school [[w:Curriculum|curriculums]], fair allocation of funding, freedom of student associations to pursue political activities, and freedom of students to support candidates of their choice. #'''Are individuals free to express their personal views on political or other sensitive topics without fear of surveillance or retribution?''' Considerations include the ability to engage in discussions, including [[w:Political criticism|political discussions]], in public, or private places, including online communications, and lack of surveillance of antigovernment conversations. ==== Associational and organizational rights ==== #I'''s there [[w:Freedom of assembly|freedom of assembly]]?''' Considerations include freedom to protest peacefully, lack of intimidation or harassment of peaceful protesters, censorship of peaceful protester’s communications, and freedom to petition the public, #'''Is there freedom for nongovernmental organizations, particularly those that are engaged in human rights– and governance-related work?''' Considerations include ease of creating [[w:Non-governmental organization|nongovernment organizations]], fair rules for financing the work, and freedom from government intimidation or harassment. #'''Is there freedom for trade unions and similar professional or labor organizations?''' Considerations include unfettered formation and operation of [[w:Trade union|trade unions]], lack of pressure to join or not join certain trade unions, ability to [[w:Strike action|strike]] without reprisals, [[w:Collective bargaining|collective bargaining]], and free operation of professional organizations. ==== Rule of Law ==== #'''Is there an independent judiciary?''' Considerations include noninterference by the executive branch or other influences, fair appointment of judges, impartial rulings by judges, compliance with judicial decisions, and the absence of powerful influences over judicial decisions. #'''Does due process prevail in civil and criminal matters?''' Considerations include [[w:Presumption of innocence|presumption of innocence]], access to effective [[w:Counsel|counsel]], fair [[w:Trial|trial]], fair access to the [[w:Judiciary|court system]], independent [[w:Prosecutor|prosecutors]], fair and effective law enforcement, and upholding of [[w:Due process|due process]] without interference. #'''Is there protection from the illegitimate use of physical force and freedom from war and insurgencies?''' Considerations include absence of excessive force during arrest and detainment, humane conditions in pretrial detention facilities and prisons, effective redress of abuse, absence of [[w:Corporal punishment|corporal punishment]], minimal application of [[w:Corporal punishment|capital punishment]], lack of violent crime, and safety for the population. #'''Do laws, policies, and practices guarantee equal treatment of various segments of the population?''' Considerations include the ability of distinctive or minority groups to exercise their [[w:Human rights|human rights]], lack of violence against such groups, lack of discrimination against such groups, granting of [[w:Right of asylum|asylum]], and protection of [[w:Human rights|human rights]]. ==== Personal autonomy and individual rights ==== #'''Do individuals enjoy freedom of movement, including the ability to change their place of residence, employment, or education?''' Considerations include freedom of foreign travel, freedom of movement within the country, lack of bribery and other corruption, safe travel, and equal rights for women. #'''Are individuals able to exercise the right to own property and establish private businesses without undue interference from state or nonstate actors?''' Considerations include the ability to purchase or sell land and other property, equal [[w:Women'27s rights|rights for women]], lack of favoritism, [[w:Cronyism|cronyism]], [[w:Bribery|bribery]], [[w:Extortion|extortion]], and other forms of [[w:Political corruption|corruption]], and ease of doing business, #'''Do individuals enjoy personal social freedoms, including choice of marriage partner and size of family, protection from domestic violence, and control over appearance?''' Considerations include lack of personal and domestic violence, freedom to [[w:Same-sex marriage|marry your chosen partner]], fair divorce and child custody decisions, and free choice of dress and appearance. #'''Do individuals enjoy equality of opportunity and freedom from economic exploitation?''' Considerations include lack of worker exploitation, economic opportunity, fair competition, and absence of [[w:Human trafficking|human trafficking]]. While the Freedom House characteristics of democracy criteria are extensive, a more extensive set of criteria is used by the [[w:V-Dem Institute|V-Dem institute]] to evaluate democracies around the world. Their document “V-Dem Methodology v11.1”<ref>V-Dem Methodology v11.1 See: <nowiki>https://www.v-dem.net/static/website/img/refs/methodologyv111.pdf</nowiki></ref> describes their methodology in detail. Interested students can study that document for more detail. Other authors advocate for additional characteristics including increasing [[w:Human capital|human capital]]<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> through more effective and relevant education<ref>The Relevant Education Project. See: <nowiki>https://relevant.education</nowiki></ref>, improving our shared knowledge base, increasing [[Emotional Competency|emotional intelligence]], and increasing our collective intelligence.<ref>{{cite book|title=The Listening Society: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=March 10, 2017|publisher=Metamoderna ApS|isbn=978-8799973903|pages=414}} Page 91 of 405</ref>^,<ref>See, for example the MIT Center for Collective Intelligence. <nowiki>https://cci.mit.edu</nowiki></ref> === Assignment === # Study the above criteria used to evaluate democracies. # Find where your country ranks on the Freedom House Freedom in the world report. # Identify areas for improvement. # Advocate for policies that improve attainment of these criteria within your government. === Results-based selections === Better governance systems attain better results. A governance system can be evaluated by the contribution it makes toward helping the governed organization reach its goals. If the governed organization is a corporation, then the best governance system is the one that results in the most profits, along with consideration of customer satisfaction, employee satisfaction, relevant regulations, and social responsibility. For other organizations, the effectiveness of a governance system can be judged by how well the governed organization meets its stated mission. In the case of international, national, state, regional, or local governments the mission will be assumed to be the well-being of the people. One attractive option recognizes that “There are powerful arguments for making happiness a focal point for government policy.” Because happiness is often fleeting, we propose a more substantial and enduring basis for evaluating and selecting government systems. [[File:Evaluating Good Government.jpg|thumb|Better governments allow more people to meet more of their needs.]] Here we suggest that <blockquote> '''The government that meets more of the needs of more of the people is the better system.''' </blockquote> To be specific, in this definition we use Maslow’s hierarchy of needs as our reference standard for defining the needs of the people. A population where more people are meeting more of their higher-level needs is benefiting from the better governance system. The fewer people who have unmet needs the better. The more people who have high level needs met the better. Alternative standards might include measures of: * Adherence to the Universal Declaration of Human Rights, * Well-being, * Subjective well-being, or * Some blend, weighing, or aggregation of these. In any case, the question of “what is the better government system?” can be answered empirically rather than hypothetically or speculatively. Evaluating results would require an independent rating agency, such as the Government Accountability Office, a nationally recognized statistical rating organization, or other organizations, such as Freedom House, to study, analyze, and publish results. === Assignment === # Read the essay Good Government. # Estimate where you are now on Maslow’s needs hierarchy. # Use your estimate of the well-being of the population of your country or region to draw a diagram like the one shown above on the right. == Selection Forces == [[File:Vote Carefully.jpg|thumb|Vote conscientiously to evolve governments.]] Selection forces—actions that select for the preferred outcome—are the engine of evolution. Within a nation with a functioning democracy, selection forces include: * Voting. There are good arguments supporting the conclusion that citizens in a democracy have a moral duty to vote. Register to vote, study the candidates and the issues, and vote in every election you are eligible to vote in. * Campaigning; * supporting desirable candidates; * Supporting desirable policy and legislation; * Communicating with elected officials; * Financial contributions; * influencing public opinion, and * running for office. Options are more difficult in non-democratic nations. In this case, read the book From Dictatorship to Democracy: A Conceptual Framework for Liberation and complete the final assignment in the Intentional Evolution course. The Wikiversity course Confronting Tyranny may also be helpful. == Possibilities == Imagine how it can be! === Assignment === This assignment is entirely optional, and it is likely that most students will skip it. The assignment is provided here to stimulate the imagination of interested students. # Read the book The Listening Society: A Metamodern Guide to Politics. # Read the book Nordic Ideology: A Metamodern Guide to Politics. # Study the work of the Level 5 Research Center. # Study the work of the Wisdom and the Future Research Center. # Study the course A Journey to GameB. # Participate in the research project to improve our social operating systems. # Read the essay “3 Design principles for Protopian Governance. # Study courses in the possibilities curriculum. # Read the essay Beyond Olympic gold. ## Work to advance human rights worldwide. # Read the Stanford Encyclopedia of Philosophy article on Global Democracy. # Complete the Wikiversity course Intentional evolution. ##Complete the final assignment in the Intentional Evolution course. # Complete the Wikiversity course Envisioning Our Future. ## Write down your vision of our future. ## Use the essay you wrote as a guide toward action. ## Act to make the future you envision a reality. == Assignment == # Live wisely. # Read the essay Aligning Worldviews. ## Align your worldview with reality. # Complete the course Intentional Evolution. ## Apply the principles taught in the Intentional Evolution course to accelerate the evolution of governments. # Become an informed and engaged citizen. # Practice pro-social values. # Collaborate with others who practice pro-social values. # Without compromising your values, seek common ground with those who do not practice pro-social values. ## Complete the Wikiversity course Transcending conflict. ### Work to transcend conflict. ## Complete the Wikiversity course Finding common ground. ### Seek common ground # Challenge, confront, and persuade those who do not practice pro-social values. ## Seek first to understand, then to be understood. ## As a gentle starting point, become comfortable using these phrases in dialogue to encourage the participants to act in good faith. ## Support and vote for political leaders who support values and policies that advance this evolutionary worldview. ## Protect your own safety. ## Complete the Wikiversity course Finding Courage. ###Find the moral courage to act according to your well-chosen values and confront antagonists. ## Apply suitable techniques discussed in the book Sharp, Gene (September 4, 2012). From Dictatorship to Democracy: A Conceptual Framework for Liberation. The New Press. pp. 160. ISBN 978-1595588500. ## Complete the Wikiversity course on Confronting Tyranny. ###Confront tyranny # Unleash collaboration. # Seek real good. == Further Reading == Students who are interested in learning more about evolving governments may wish to read these books: * {{cite book |last=Bevir |first=Mark |author-link= |date=October 25, 2012 |title=Governance: A Very Short Introduction |publisher=OUP Oxford |pages=147 |isbn=978-0199606412}} * {{cite book |last=Crick |first=Bernard |author-link= |date=October 10, 2002 | title=Democracy: A Very Short Introduction |publisher=OUP Oxford |pages=145 |isbn=978-0192802507}} * {{cite book |last=Snyder |first=Timothy |author-link=w:Timothy_D._Snyder |date=February 28, 2017 |title=On Tyranny: Twenty Lessons from the Twentieth Century |publisher=Crown |pages=128 |isbn=978-0804190114}} * {{cite book |last=Freinacht |first=Hanzi |date=March 10, 2017 |title=The Listening Society: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=414 |isbn=978-8799973903}} * {{cite book |last=Freinacht |first=Hanzi |date=May 29, 2019 |title=Nordic Ideology: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=495 |isbn=978-8799973927}} Nordic Ideology * {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} * {{cite book |last=Manzi |first=Jim |author-link=w:Jim_Manzi_(software_entrepreneur) |date=May 1, 2012 |title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society |publisher=Basic Books |pages=320 |isbn=978-0465023240}} * {{cite book |last1=Gehl |first1=Katherine M. |last2=Porter |first2=Michael E. |author-link=w:Michael_Porter |date=June 23, 2020 |title=The Politics Industry: How Political Innovation Can Break Partisan Gridlock and Save Our Democracy |publisher=Harvard Business Review Press |pages=272 |isbn=978-1633699236}} * {{cite book |last=Bok |first=Derek |author-link=w:Derek_Bok |date=February 21, 2010 |title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being |publisher=Princeton University Press |pages=272 |isbn=978-0691144894}} * {{cite book |last=Reich |first=Robert B. |date=February 20, 2018 |title=The Common Good |publisher=Knopf |pages=208 |isbn=978-0525520498 |author-link=w:Robert_Reich }} * {{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} * {{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} * {{cite book |last=Camp |first=Robert C. |date=May 1, 1989 |title=Benchmarking: The Search for Industry Best Practices That Lead to Superior Performance |publisher=Amer Society for Quality |pages=299 |isbn=978-0873890588}} * The Modern Political Traditions: Hobbes to Habermas, Wondrium I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. *The Why Axis, John A. List. == References == <references/> [[Category:Government]] [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Courses]] {{Possibilities}} jp6ryp19ci92j8ncn6laryrp57z7s83 2414436 2414408 2022-08-14T19:05:36Z Lbeaumont 278565 Wikilinked many topics. wikitext text/x-wiki —Unleashing collaboration == Introduction == [[File:3d10 fm de vilafranca.jpg|thumb| thumb | Unleash [[w:Collaboration|collaboration]].]] Almost all people on earth are ruled by obsolete [[w:Government|government]] systems that were developed centuries ago. For example, the [[w:Constitution_of_the_United_States|constitution of the United States]] was ratified in 1788, a full 50 years before the [[w:Electrical_telegraph|first telegram]] was sent by Samuel Morse in 1838, 115 years before the Wright Brothers [[w:Wright_brothers#First_powered_flight|first powered airplane flight]] in 1903, and 140 years before [[w:Alexander_Fleming|Alexander Fleming]] discovered [[w:Penicillin|penicillin]] in 1928, the first antibiotic. {{TOC right |limit=2}} Today we have indoor plumbing, air travel, space exploration, electric automobiles, smartphones, and advanced medical procedures. Technology evolves quickly because many innovations are subjected to selection pressures that test fitness for use. Similarly, we can accelerate the [[w:Evolvability|evolvability]] of government systems by harnessing variability and subjecting government policies to effective selection pressures. == Objectives == {{50%done}}{{By|lbeaumont}} The objective of this course is to accelerate the evolution of governments to better serve the needs of the people as we harness the [[wisdom]] of humanity. This is a course in the [[Unleashing_Creativity/possibilities_curriculum|''possibilities'' curriculum]], currently being developed as part of the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Evolving_Governments|discussion page]]. == Evolution == [[w:Evolution|Evolution]] occurs when variability is subjected to selection pressures. In [[w:Evolution|biological evolution]] living organisms are selected primarily based on reproductive success. In his book ''The Evolution of Everything''<ref>{{cite book|title=The Evolution of Everything: How New Ideas Emerge|last=Ridley|first=Matt|date=October 25, 2016|publisher=Harper Perennial|isbn=978-0062296016|pages=368|author-link=w:Matt_Ridley}}</ref> , [[w:Matt Ridley|Matt Ridley]] describes the evolution of the universe, morality, life, genes, culture, the economy, technology, the mind, personality, education, population, leadership, government, religion, money, the internet and the future. Each of these systems evolves based on specialized generation, variation, and selection mechanisms. [[w:Evolvability|Evolvability]] is the capacity of a system for [[w:Adaptation|adaptive evolution]]. Evolvability increases when [[w:Evolvability#Generating%20more%20variation|more variation is generated]] and when [[w:Evolvability#Enhancement%20of%20selection|selection pressures]] are enhanced. While these ideas are well studied in biological systems, they are not often analyzed and applied to [[w:Governance|governance]] systems. This course applies these concepts to governance systems. == Generating Variation == Generating variation is the first component of evolvability. There are several existing and potential sources of variation in governments. These include 1) history, 2) comparisons, 3) leadership and policy changes, and 4) experimentation. These are discussed further below. === History === Historians, [[w:Political philosophy|political philosophers]], [[w:Political science|political scientists]], and others have studied the structure and results of government systems throughout human history. Much is known about the results of various government approaches. By applying criteria for evaluating government results, the effectiveness of various government structures is evaluated. As we discuss in the [[Evolving Governments#Defining Democracy|sections on democracy]], various [[w:Types of democracy|forms of democracy]] have provided the best results to date. === Comparisons === Businesses routinely use [[w:Benchmarking|benchmarking]] to compare the results of various industry practices and identify best practices. Policy makers, government officials, and citizens have a similar opportunity to practice [[w:Comparative politics|comparative politics]] and compare the results of various governments. These are forms of [[w:Natural experiment|natural experiments]]. Examples of this work include: * The ''[[w:Freedom in the World|Freedom in the Worl]]''d report<ref>Freedom in the World, Freedom House, <nowiki>https://freedomhouse.org/report/freedom-world</nowiki></ref> compiled by [[w:Freedom House|Freedom House]], * The [[w:Democracy Index|Democracy Index]], compiled by the [[w:Economist Intelligence Unit|Economist Intelligence Unit]]. * The [[w:Democracy Ranking|Democracy ranking]] compiled by the Association for Development and Advancement of the Democracy Award. * The [[w:Index of Freedom in the World|Index of Freedom in the World]], published by Canada’s Fraser Institute. * Indices published by the [[w:V-Dem Institute|Varieties of Democracy institute]], * The [[w:Worldwide Governance Indicators|Worldwide Governance Indicators]] compiled by the World Bank. * [[w:Worldwide Governance Indicators|World Report 2022]], published by Human Rights Watch, * The [[w:Human Development Index|Human Development Index]] compiled by the United Nations, and * others in this [[w:List of freedom indices|list of freedom indices]]. Specialized comparisons, such as the [[w:Education Index|education index]], the [[w:Multidimensional Poverty Index|multidimensional poverty index]], the [[w:World Happiness Report|world happiness report]], and the [[w:Human Capital Index|Human Capital Index]] study the performance of various policies. === Assignment === # Find your country on one of the reports or indices listed above, or on some other reliable ranked evaluation. # If your country is ranked at the top, congratulations; enjoy your country’s success, and consider sharing successful ideas and policies with others. # Otherwise, study the policy in place at the highest-ranking countries and work to have them enacted appropriately in your country. === Leadership and Policy Changes === Leadership changes occur because of [[w:Term limit|term limits]], [[w:Election|elections]], [[w:Order of succession|succession]], [[w:Coup d'état|coups]], or [[w:Revolution|revolution]]. This provides citizens and researchers with an opportunity to evaluate the results obtained by one leader compared to others. This comparison is often difficult because of the complexity of government and the need to distinguish between local and global effects and short term and long-term effects. Access to reliable information regarding the effectiveness of various policies is often difficult to obtain and evaluate due to [[w:Propaganda|propaganda]], unreliable reporting, [[w:Media bias|media bias]], limited data availability, and the effort required to collect, analyze, and interpret the data. In addition, each of us is constrained by our [[w:Bounded rationality|bounded rationality]]—the limited capacity of people to direct attention to these issues and make optimal decisions. Policy changes also take place and provide opportunities and difficulties like those in evaluating leadership changes. === Experimentation === An [[w:Experiment|experiment]] is a procedure carried out to determine the effectiveness of something previously untried. Experiments provide insight into [[w:Causality|cause-and-effect]] by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale but always rely on a repeatable procedure and logical analysis of the results. In a laboratory experiment condition are controlled, one factor to be studied is manipulated and the results are recorded, analyzed, studied, and reported. It is rarely feasible to carry out such experiments in social settings because of the difficulties and ethical concerns of manipulating groups of people. [[w:Natural experiment|Natural experimental studies]] are used in these cases. A [[w:Randomized controlled trial|randomized controlled trial]] (RCT) or Randomized Field Trial (RFT) is a form of scientific experiment used to control factors not under direct experimental control. Examples of RCTs are [[w:Clinical trial|clinical trials]] that compare the effects of drugs, surgical techniques, medical devices, diagnostic procedures, or other medical treatments. Participants who enroll in RCTs differ from one another in known and unknown ways that can influence study outcomes, and yet cannot be directly controlled. By randomly allocating participants among compared treatments, an RCT enables statistical control over these influences. Provided it is designed well, conducted properly, and enrolls enough participants, an RCT may achieve sufficient control over these confounding factors to deliver a useful comparison of the treatments studied. Randomly controlled trials can be used to conduct [[w:Policy experimentation|social experiments]], as the following examples show. The [[w:Abdul Latif Jameel Poverty Action Lab|Abdul Latif Jameel Poverty Action Lab]] (J-PAL) is an excellent example of using experimentation to inform policy decisions. The lab is a global research center working to reduce poverty by ensuring that policy is informed by [[Thinking Scientifically|scientific evidence]]. J-PAL conducts randomized impact evaluations to answer critical questions in the fight against poverty, and builds partnerships with governments, [[w:Non-governmental organization|NGOs]], donors, and others to generate new research, share knowledge, and scale up effective programs. Other organizations conducting actionable research using social experiments include the EdRedesign Lab<ref>The EdRedesign Lab, Harvard Graduate School of Education. See: <nowiki>https://edredesign.org/</nowiki></ref> , and the work of [[w:John A. List|John A. List]] in performing [[w:Field experiments|field experiments]] in economics. Experiments in government are carried out in various national and local settings. Ongoing experiments include: * Rank choice voting, also known as [[w:Instant-runoff voting|instant-runoff voting]], is a type of ranked preferential voting. It uses a majority voting rule in single-winner elections where there are more than two candidates. It has a significant and [[w:History and use of instant-runoff voting|growing history of use]] around the world, including [[w:Ranked-choice voting in the United States|within the United States]] where it is advocated by the [[w:FairVote|FairVote]] organization. * The [[w:FairVote|FairVote]] organization advocates within the United States for: ** [[w:Single transferable vote|Fair]] [[w:Proportional representation|Representation Voting]], ** [[w:Instant-runoff voting|Ranked Choice Voting]], ** the Constitutional Right to Vote, and ** the [[w:National Popular Vote Interstate Compact|National Popular Vote]]. * The Institute for Political Innovation<ref>The Institute for Political Innovation. See: <nowiki>https://political-innovation.org</nowiki></ref> advocates for: ** [[w:Top-four primary#Final%20Five%20Voting|Final-Five Voting]] which is a variation of a [[w:Top-four primary|Top-four primary]] soon to be used in Alaska, and ** Zero-Based Rule Making<ref>See: <nowiki>https://political-innovation.org/zero-basedrulemaking/</nowiki></ref> which promises to eliminate constraints on thinking and open new possibilities for [[Solving Problems|solving problems]]. This proposal is modeled on [[w:Zero-based budgeting|zero-based budgeting]] practices often used in business settings. * [[w:Liquid democracy|Liquid democracy]] is a form of [[w:Delegative democracy|delegative democracy]], whereby an electorate engages in collective decision-making through [[w:Direct democracy|direct]] participation and dynamic representation. This democratic system utilizes elements of both [[w:Direct democracy|direct]] and [[w:Representative democracy|representative democracy]]. Voters in a liquid democracy have the right to vote directly on all policy issues as in a direct democracy; voters also have the option to delegate their votes to someone who will vote on their behalf as in representative democracy. Any individual may be delegated votes (those delegated votes are termed "proxies") and these proxies may in turn delegate their vote as well as any votes they have been delegated by others resulting in "metadelegation". Several [[w:Liquid democracy#Examples|implementations are being used]]. * The GovLab<ref>https://thegovlab.org</ref> is relying on reproducible experiments and metrics to better understand what works (and what doesn’t) and to translate theory and hypotheses into actionable insights. They collaborate and connect with experts and practitioners across sectors and disciplines, levels of government, and geographies to learn how to govern more effectively and legitimately. * The [[w:Forward (United States)|Forward Party]] is a political action committee (PAC) that seeks to form a new centrist political party in the United States. Author Jim Manzi advocates institutionalized social experimentation.<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> Decentralized experimentation would be encouraged and would be subjected to standardized experimental evaluation and reporting to Congress. He suggests conducting as many social policy randomized controlled trials as we do clinical trials, about 10,000 each year. ==== Assignment ==== # Choose some local setting where you can run an experiment. This may be a [[w:Student council|student council election]], a committee appointment, a local election, or some other arena. # Choose an innovation from the above list, or some other source. # Run a trial of the chosen innovation in the chosen setting. For example, use rank choice voting to select the student class president at a local school. # Reflect on what was learned from that experiment. # Consider how larger experiments can be carried out. # Engage with at least one of the organizations mentioned above. # Work with them to evolve government. == Selection Pressures == The evolution of government will depend on the selection pressures each government system is subjected to. Selection pressures have two parts 1) selection ''criteria''—identifying what we want—and 2) selection ''forces''—making changes that progress toward the selection criteria. These are the system [[w:Feedback|feedback]] mechanisms. Each is described below. == Selection Criteria == Selection criteria form the basis for choosing the best alternative from several available choices. Evolution is accelerated when useful selection criteria are coupled with effective selection forces. In this section we develop useful criteria for selecting the best government options. == Selecting Leaders == It may be easier to select [[Wisdom|wise]] leaders than it is to understand, evaluate, and select various policy options. === Assignment === # Assess the [[intellectual honesty]] of the candidates. Eliminate any candidate that is not intellectually honest. # Assess the [[Moral Reasoning|moral reasoning]] of the candidates. Eliminate any candidate that does not consistently demonstrate well developed moral reasoning. # Complete the [[Wisdom#Assessing Wisdom|Assessing Wisdom section]] of the Wikiversity course on [[Wisdom]]. # Follow the instructions and complete the [[Wisdom/wisdom assessment form|wisdom assessment form]] to evaluate the viable candidates. Establish a rank ordering of the most attractive candidates. # Consider supporting, campaigning, and voting for the candidate that scores best. Act to place wise leaders in office. # Make these important [[Wisdom#Wise Decision Making|decisions wisely]]. === Policy-based Selections === In addition to choosing wise leaders, it is helpful to advocate for policy positions that lead to [[w:Good government|good government]] and [[w:Good governance|good governance]]. The [[w:United Nations|United Nations]] is playing an increasing role in promoting good governance. According to former UN Secretary-General Kofi Annan, "Good governance is ensuring respect for human rights and the rule of law; strengthening democracy; promoting transparency and capacity in public administration." To implement this, the UN follows eight principles:<ref>What is Good Governance, UN ESCAP Report, July 10, 2009. See: <nowiki>https://www.unescap.org/resources/what-good-governance</nowiki></ref> * Participation – People can voice their own opinions through legitimate intermediate organizations or representatives. * [[w:Rule of law|Rule of Law]] – Legal frameworks are enforced impartially, especially on human right laws. * Consensus Orientation– Differing interests are mediated to meet the broad consensus on the best interests of a community. * Equity and Inclusiveness – People have opportunities to improve or maintain their well-being. * Effectiveness and Efficiency – Processes and institutions produce results that meet the needs of their community while making the best of their resources. * Accountability – Governmental institutions, private sectors, and civil society organizations are held accountable to the public and institutional stakeholders. * Transparency – Information is accessible to the public and is understandable and monitored. * Responsiveness – Institutions and processes serve all stakeholders. Going beyond these general principles, good government is most likely to mean supporting policies that strengthen the democratic processes. === Defining Democracy === Although not necessarily the best possible governance system, [[w:Democracy|democracy]] is widely acknowledged as the most effective governance system in wide use today. For example, [[w:Derek Bok|Derek Bok]] states “In this regard, it is noteworthy that almost all the countries in the world that rank highest in overall satisfaction with life have been successful democracies for more than 80 years.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Although democracy is generally understood to be defined by voting, no consensus exists on a precise definition of democracy. Karl Popper says that the "classical" view of democracy is "in brief, the theory that democracy is the rule of the people, and that the people have a right to rule." Kofi Annan states that "there are as many different forms of democracy as there are democratic nations in the world." One study identified 2,234 adjectives used in the English language to describe democracy.<ref>Gagnon, Jean-Paul (1 June 2018). "2,234 Descriptions of Democracy". Democratic Theory. 5 (1): 92–113. doi:10.3167/dt.2018.050107. ISSN 2332-8894. S2CID 149825810.</ref> Democratic principles require all eligible citizens being equal before the law and having equal access to legislative processes. For example, in a representative democracy, every vote has equal weight, no unreasonable restrictions can apply to anyone seeking to become a representative, and the freedom of its eligible citizens is secured by legitimized rights and liberties which are typically protected by a constitution. Freedom House provides this characterization of democracy: <blockquote> “Democracy means more than just majority rule, however. In its ideal form, it is a governing system based on the will and consent of the governed, institutions that are accountable to all citizens, adherence to the rule of law, and respect for human rights. It is a network of mutually reinforcing structures in which those exercising power are subject to checks both within and outside the state, for example, from independent courts, an independent press, and civil society. It requires an openness to alternations in power, with rival candidates or parties competing fairly to govern for the good of the public as a whole, not just themselves or those who voted for them. It creates a level playing field so that all people, no matter the circumstances of their birth or background, can enjoy the universal human rights to which they are entitled and participate in politics and governance.”<ref>Freedom in the World 2022, Freedom House, Page 5</ref> </blockquote> === Characteristics of Democracy === [[File:Women practice voting in Dayton Oct. 27, 1920.jpg|thumb|Women practice voting in Dayton Oct. 27, 1920]] [[w:Freedom House|Freedom House]] has established detailed criteria for evaluating various forms of democracy.<ref>Freedom in the World Research Methodology. See: <nowiki>https://freedomhouse.org/reports/freedom-world/freedom-world-research-methodology</nowiki> </ref> These criteria are summarized below: ==== Electoral process. ==== #'''Was the current head of government or other chief national authority elected through free and fair elections?''' Considerations include independent [[w:Election monitoring|election monitoring]], adequate time for candidates to enter and campaign, accurate [[w:Voter registration|registration of voters]], inclusion of women and minority candidates, opportunities for candidates to address voters, make speeches, hold public meetings, and obtain media access, use of [[w:Secret ballot|secret ballot]], lack of pressure or voter intimidation, transparent vote counting, access to voting places, and the [[w:Peaceful transition of power|peaceful transfer of power]]. #'''Were the current national legislative representatives elected through free and fair elections?''' The considerations are like the above. #'''Are the electoral laws and framework fair, and are they implemented impartially by the relevant election management bodies?''' Considerations include use of a fair legislative framework for conducting elections, an independent election commission, [[w:Universal suffrage|universal suffrage]], fair [[w:Electoral district|election districts]], and fair procedures for [[w:Electoral reform|electoral reform]]. ==== Political Pluralism and Participation ==== #'''Do the people have the right to organize in different political parties or other competitive political groupings of their choice, and is the system free of undue obstacles to the rise and fall of these competing parties or groupings?''' Considerations include opportunities to form [[w:Political party|political parties]], freedom to hold meetings, rallies, and obtain media access, fair and equitable rules for party financing, freedom of [[w:Freedom of assembly|peaceful assembly]], and opportunities for [[w:Independent politician|independent candidates]]. #'''Is there a realistic opportunity for the opposition to increase its support or gain power through elections?''' Considerations include freedom of opposition parties to increase their support base and compete in elections, are opposition parties in positions of authority, and is there a significant opposition vote? #'''Are the people’s political choices free from domination by forces that are external to the political sphere, or by political forces that employ extrapolitical means?''' Considerations include lack of intimidation by military, foreign powers, oligarchies, criminal organizations, or other powerful groups, absence of [[w:Bribery|bribery]], [[w:Corruption|corruption]], improper [[w:Quid pro quo|quid pro quo]], or other improper influences, lack of dominant political donors, transparent [[w:Campaign finance|campaign financing]], and accountability to the voters. #'''Do various segments of the population (including ethnic, racial, religious, gender, LGBT+, and other relevant groups) have full political rights and electoral opportunities?''' Considerations include addressing minority issues, participation of [[w:Minority group|minority groups]] in political life, full inclusion of women, and [[w:Citizenship|citizenship]] opportunities for minorities. ==== Functioning of government ==== #'''Do the freely elected head of government and national legislative representatives determine the policies of the government?''' Considerations include installation of the elected officials into office, ability to form a functioning government, non-interference by [[w:Non-state actor|nonstate actors]], lack of military influence on government operations, independence of the executive and legislative branches, and frequency of [[w:Bipartisanship|bipartisan]] actions. #'''Are safeguards against official corruption strong and effective?''' Considerations include effectiveness of anticorruption laws and programs, independent oversight and auditing, investigation of alleged corruption, and [[w:Whistleblower|whistleblower]] protections. #'''Does the government operate with openness and transparency?''' Considerations include ability of citizens to obtain accurate information about state operations, ability to petition government agencies for information, publication of state information, ability to access and comment on pending legislations, public review of budget processes, transparency in awarding contracts, and public scrutiny of [[w:Financial disclosure of public servants|government officials’ financial disclosure]]. ==== Additional discretionary political rights question ==== #'''Is the government or occupying power deliberately changing the ethnic composition of a country or territory so as to destroy a culture or tip the political balance in favor of another group?''' Considerations include providing incentives to change the [[w:Ethnic group|ethnic composition]] of a region, forcibly moving people into or out of certain regions, and arresting or killing members of certain ethnic groups. ==== Civil Liberties ==== ==== Freedom of Expression and belief ==== #'''Are there free and independent media?''' Considerations include [[w:Media (communication)|media]] [[w:Censorship|censorship]], pressure or surveillance, punishment of journalists, [[w:Freedom of speech|freedom of speech]] regarding criticism of government officials, government control of media, [[w:Editorial independence|editorial independence,]] nonpartisan coverage, government influence of media coverage, involvement of women and minorities, free expression in works of literature, and other cultural expressions. #'''Are individuals free to practice and express their religious faith or nonbelief in public and private?''' Considerations include [[w:Freedom of religion|freedom of religious]] institutions to function, freedom from harassment of minority faith members, lack of government involvement in appointing religious leaders, freedom to distribute religious writings, freedom to construct and occupy religious buildings, lack of government involvement in religious education, and freedom to eschew religious beliefs and practices. #'''Is there academic freedom, and is the educational system free from extensive political indoctrination?''' Considerations include [[w:Academic freedom|freedom of educators]] to pursue political activities, non-interference in school [[w:Curriculum|curriculums]], fair allocation of funding, freedom of student associations to pursue political activities, and freedom of students to support candidates of their choice. #'''Are individuals free to express their personal views on political or other sensitive topics without fear of surveillance or retribution?''' Considerations include the ability to engage in discussions, including [[w:Political criticism|political discussions]], in public, or private places, including online communications, and lack of surveillance of antigovernment conversations. ==== Associational and organizational rights ==== #I'''s there [[w:Freedom of assembly|freedom of assembly]]?''' Considerations include freedom to protest peacefully, lack of intimidation or harassment of peaceful protesters, censorship of peaceful protester’s communications, and freedom to petition the public, #'''Is there freedom for nongovernmental organizations, particularly those that are engaged in human rights– and governance-related work?''' Considerations include ease of creating [[w:Non-governmental organization|nongovernment organizations]], fair rules for financing the work, and freedom from government intimidation or harassment. #'''Is there freedom for trade unions and similar professional or labor organizations?''' Considerations include unfettered formation and operation of [[w:Trade union|trade unions]], lack of pressure to join or not join certain trade unions, ability to [[w:Strike action|strike]] without reprisals, [[w:Collective bargaining|collective bargaining]], and free operation of professional organizations. ==== Rule of Law ==== #'''Is there an independent judiciary?''' Considerations include noninterference by the executive branch or other influences, fair appointment of judges, impartial rulings by judges, compliance with judicial decisions, and the absence of powerful influences over judicial decisions. #'''Does due process prevail in civil and criminal matters?''' Considerations include [[w:Presumption of innocence|presumption of innocence]], access to effective [[w:Counsel|counsel]], fair [[w:Trial|trial]], fair access to the [[w:Judiciary|court system]], independent [[w:Prosecutor|prosecutors]], fair and effective law enforcement, and upholding of [[w:Due process|due process]] without interference. #'''Is there protection from the illegitimate use of physical force and freedom from war and insurgencies?''' Considerations include absence of excessive force during arrest and detainment, humane conditions in pretrial detention facilities and prisons, effective redress of abuse, absence of [[w:Corporal punishment|corporal punishment]], minimal application of [[w:Corporal punishment|capital punishment]], lack of violent crime, and safety for the population. #'''Do laws, policies, and practices guarantee equal treatment of various segments of the population?''' Considerations include the ability of distinctive or minority groups to exercise their [[w:Human rights|human rights]], lack of violence against such groups, lack of discrimination against such groups, granting of [[w:Right of asylum|asylum]], and protection of [[w:Human rights|human rights]]. ==== Personal autonomy and individual rights ==== #'''Do individuals enjoy freedom of movement, including the ability to change their place of residence, employment, or education?''' Considerations include freedom of foreign travel, freedom of movement within the country, lack of bribery and other corruption, safe travel, and equal rights for women. #'''Are individuals able to exercise the right to own property and establish private businesses without undue interference from state or nonstate actors?''' Considerations include the ability to purchase or sell land and other property, equal [[w:Women'27s rights|rights for women]], lack of favoritism, [[w:Cronyism|cronyism]], [[w:Bribery|bribery]], [[w:Extortion|extortion]], and other forms of [[w:Political corruption|corruption]], and ease of doing business, #'''Do individuals enjoy personal social freedoms, including choice of marriage partner and size of family, protection from domestic violence, and control over appearance?''' Considerations include lack of personal and domestic violence, freedom to [[w:Same-sex marriage|marry your chosen partner]], fair divorce and child custody decisions, and free choice of dress and appearance. #'''Do individuals enjoy equality of opportunity and freedom from economic exploitation?''' Considerations include lack of worker exploitation, economic opportunity, fair competition, and absence of [[w:Human trafficking|human trafficking]]. While the Freedom House characteristics of democracy criteria are extensive, a more extensive set of criteria is used by the [[w:V-Dem Institute|V-Dem institute]] to evaluate democracies around the world. Their document “V-Dem Methodology v11.1”<ref>V-Dem Methodology v11.1 See: <nowiki>https://www.v-dem.net/static/website/img/refs/methodologyv111.pdf</nowiki></ref> describes their methodology in detail. Interested students can study that document for more detail. Other authors advocate for additional characteristics including increasing [[w:Human capital|human capital]]<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> through more effective and relevant education<ref>The Relevant Education Project. See: <nowiki>https://relevant.education</nowiki></ref>, improving our shared knowledge base, increasing [[Emotional Competency|emotional intelligence]], and increasing our collective intelligence.<ref>{{cite book|title=The Listening Society: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=March 10, 2017|publisher=Metamoderna ApS|isbn=978-8799973903|pages=414}} Page 91 of 405</ref>^,<ref>See, for example the MIT Center for Collective Intelligence. <nowiki>https://cci.mit.edu</nowiki></ref> === Assignment === # Study the above criteria used to evaluate democracies. # Find where your country ranks on the Freedom House Freedom in the world report. # Identify areas for improvement. # Advocate for policies that improve attainment of these criteria within your government. === Results-based selections === Better governance systems attain better results. A governance system can be evaluated by the contribution it makes toward helping the governed organization reach its goals. If the governed organization is a corporation, then the best governance system is the one that results in the most profits, along with consideration of customer satisfaction, employee satisfaction, relevant regulations, and social responsibility. For other organizations, the effectiveness of a governance system can be judged by how well the governed organization meets its stated mission. In the case of international, national, state, regional, or local governments the mission will be assumed to be the [[w:Well-being|well-being]] of the people. One attractive option recognizes that “There are powerful arguments for making happiness a focal point for government policy.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Because happiness is often fleeting, we propose a more substantial and enduring basis for evaluating and selecting government systems. [[File:Evaluating Good Government.jpg|thumb|Better governments allow more people to meet more of their needs.]] Here we suggest that <blockquote> '''The government that meets more of the needs of more of the people is the better system.'''<ref>Good Government, Substack Article, Leland Beaumont, July 17, 2022</ref> </blockquote> To be specific, in this definition we use [[w:Maslow's hierarchy of needs|Maslow’s hierarchy of needs]]<ref>Researchers continue to refine and extend Maslow’s original thesis. It may be wise to use these updated views rather than Maslow’s original thesis.  </ref> as our reference standard for defining the needs of the people. A population where more people are meeting more of their higher-level needs is benefiting from the better governance system. The fewer people who have unmet needs the better. The more people who have high level needs met the better.<ref>It may be wise to consider it unacceptable to leave the basic needs of anyone unmet. Therefore, it may be important to meet everyone’s basic needs before turning attention to meeting the higher-level needs of the few. This suggests a [[Minimax#Maximin|Maximin]] approach and is consistent with the doctrine of sufficiency.</ref> Alternative standards might include measures of: * Adherence to the [[w:Universal Declaration of Human Rights|Universal Declaration of Human Rights]], * [[w:Well-being|Well-being]], * [[w:Subjective well-being|Subjective well-being]], or * Some blend, weighing, or aggregation of these. In any case, the question of “what is the better government system?” can be answered [[w:Empiricism|empirically]] rather than hypothetically or speculatively. Evaluating results would require an independent rating agency, such as the [[w:Government Accountability Office|Government Accountability Office]], a [[w:Nationally recognized statistical rating organization|nationally recognized statistical rating organization]], or other organizations, such as [[w:Freedom House|Freedom House]], to study, analyze, and publish results. === Assignment === # Read the essay Good Government. # Estimate where you are now on Maslow’s needs hierarchy. # Use your estimate of the well-being of the population of your country or region to draw a diagram like the one shown above on the right. == Selection Forces == [[File:Vote Carefully.jpg|thumb|Vote conscientiously to evolve governments.]] Selection forces—actions that select for the preferred outcome—are the engine of evolution. Within a nation with a functioning democracy, selection forces include: * Voting. There are good arguments supporting the conclusion that citizens in a democracy have a moral duty to vote.<ref>Christiano, Tom and Sameer Bajaj, "Democracy", ''The Stanford Encyclopedia of Philosophy'' (Spring 2022 Edition), Edward N. Zalta (ed.), URL = <<nowiki>https://plato.stanford.edu/archives/spr2022/entries/democracy/</nowiki>>. Section 4.3.1.</ref> Register to vote, study the candidates and the issues, and vote in every election you are eligible to vote in. * Campaigning; * supporting desirable candidates; * Supporting desirable policy and legislation; * Communicating with elected officials; * Financial contributions; * influencing public opinion, and * running for office. Options are more difficult in non-democratic nations. In this case, read the book ''From Dictatorship to Democracy: A Conceptual Framework for Liberation''<ref>{{cite book|title=From Dictatorship to Democracy: A Conceptual Framework for Liberation|last=Sharp|first=Gene|date=September 4, 2012|publisher=The New Press|isbn=978-1595588500|pages=160|author-link=w:Gene_Sharp}}</ref> and complete the [[Intentional Evolution#Assignment 18|final assignment]] in the [[Intentional Evolution]] course. The Wikiversity course [[Confronting Tyranny]] may also be helpful. == Possibilities == Imagine how it can be! === Assignment === This assignment is entirely optional, and it is likely that most students will skip it. The assignment is provided here to stimulate the imagination of interested students. # Read the book ''The Listening Society: A Metamodern Guide to Politics''.<ref>{{cite book|title=The Listening Society: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=March 10, 2017|publisher=Metamoderna ApS|isbn=978-8799973903|pages=414}}</ref> # Read the book ''Nordic Ideology: A Metamodern Guide to Politics''.<ref>[1] {{cite book|title=Nordic Ideology: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=May 29, 2019|publisher=Metamoderna ApS|isbn=978-8799973927|pages=495}}</ref> # Study the work of the [[Level 5 Research Center]]. # Study the work of the [[Wisdom Research|Wisdom and the Future Research Center]]. # Study the course [[A Journey to GameB]]. # Participate in the research project to [[Living Wisely/Improving our Social Operating Systems|improve our social operating systems]]. # Read the essay “3 Design principles for Protopian Governance".<ref>3 Design principles for Protopian Governance, Hanzi Freinacht, May 22, 2022, See: <nowiki>https://medium.com/@hanzifreinacht/3-design-principles-for-protopian-governance-bc2bfa7faa9a</nowiki></ref> # Study courses in the [[Unleashing Creativity/possibilities curriculum|possibilities curriculum]]. # Read the essay [[Assessing Human Rights/Beyond Olympic Gold|Beyond Olympic gold]]. ## Work to [[Assessing Human Rights|advance human rights worldwide]]. # Read the [[w:Stanford Encyclopedia of Philosophy|Stanford Encyclopedia of Philosophy]] article on Global Democracy.<ref>Kuyper, Jonathan, "Global Democracy", The Stanford Encyclopedia of Philosophy (Winter 2016 Edition), Edward N. Zalta (ed.), URL = <<nowiki>https://plato.stanford.edu/archives/win2016/entries/global-democracy/</nowiki>>.</ref> # Complete the Wikiversity course [[Intentional Evolution|Intentional evolution]]. ##Complete the [[Intentional Evolution#Assignment 18|final assignment]] in the [[Intentional Evolution]] course. # Complete the Wikiversity course [[Envisioning Our Future]]. ## Write down [[Envisioning Our Future#Write Down Your Vision of Our Future|your vision of our future]]. ## Use the essay you wrote as a guide toward action. ## Act to make the future you envision a reality. == Assignment == # [[Living Wisely|Live wisely]]. # Read the essay [[Exploring Worldviews/Aligning worldviews|Aligning Worldviews]]. ## Align your worldview with reality. # Complete the course [[Intentional Evolution]]. ## Apply the principles taught in the Intentional Evolution course to accelerate the evolution of governments. # Become an informed and engaged citizen. # Practice [[Level 5 Research Center#Values|pro-social values]]. # Collaborate with others who practice [[Level 5 Research Center#Values|pro-social values]]. # Without compromising your values, [[Finding Common Ground|seek common ground]] with those who do not practice [[Level 5 Research Center#Values|pro-social values]]. ## Complete the Wikiversity course [[Transcending Conflict|Transcending conflict]]. ### Work to transcend conflict. ## Complete the Wikiversity course [[Finding Common Ground|Finding common ground]]. ### Seek common ground # Challenge, confront, and [[w:Persuasion|persuade]] those who do not practice [[Level 5 Research Center#Values|pro-social values]]. ## [[w:The 7 Habits of Highly Effective People#Habit%205:%20%22Seek%20first%20to%20understand%2C%20then%20to%20be%20understood%22|Seek first to understand, then to be understood]]. ## As a gentle starting point, become comfortable using [[w:The 7 Habits of Highly Effective People#Habit%205:%20%22Seek%20first%20to%20understand%2C%20then%20to%20be%20understood%22|these phrases]] in [[Practicing Dialogue|dialogue]] to encourage the participants to act in good faith. ## Support and vote for political leaders who support values and policies that advance this evolutionary worldview. ## Protect your own safety. ## Complete the Wikiversity course [[Finding Courage]]. ###Find the moral courage to act according to your well-chosen values and confront antagonists. ## Apply suitable techniques discussed in the book ''From Dictatorship to Democracy: A Conceptual Framework for Liberation''.<ref>Sharp, Gene (September 4, 2012). From Dictatorship to Democracy: A Conceptual Framework for Liberation. The New Press. pp. 160. ISBN 978-1595588500.</ref> ## Complete the Wikiversity course on [[Confronting Tyranny]]. ###Confront tyranny # Unleash [[w:Collaboration|collaboration]]. # [[Living Wisely/Seeking Real Good|Seek real good]]. == Further Reading == Students who are interested in learning more about evolving governments may wish to read these books: * {{cite book |last=Bevir |first=Mark |author-link= |date=October 25, 2012 |title=Governance: A Very Short Introduction |publisher=OUP Oxford |pages=147 |isbn=978-0199606412}} * {{cite book |last=Crick |first=Bernard |author-link= |date=October 10, 2002 | title=Democracy: A Very Short Introduction |publisher=OUP Oxford |pages=145 |isbn=978-0192802507}} * {{cite book |last=Snyder |first=Timothy |author-link=w:Timothy_D._Snyder |date=February 28, 2017 |title=On Tyranny: Twenty Lessons from the Twentieth Century |publisher=Crown |pages=128 |isbn=978-0804190114}} * {{cite book |last=Freinacht |first=Hanzi |date=March 10, 2017 |title=The Listening Society: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=414 |isbn=978-8799973903}} * {{cite book |last=Freinacht |first=Hanzi |date=May 29, 2019 |title=Nordic Ideology: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=495 |isbn=978-8799973927}} Nordic Ideology * {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} * {{cite book |last=Manzi |first=Jim |author-link=w:Jim_Manzi_(software_entrepreneur) |date=May 1, 2012 |title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society |publisher=Basic Books |pages=320 |isbn=978-0465023240}} * {{cite book |last1=Gehl |first1=Katherine M. |last2=Porter |first2=Michael E. |author-link=w:Michael_Porter |date=June 23, 2020 |title=The Politics Industry: How Political Innovation Can Break Partisan Gridlock and Save Our Democracy |publisher=Harvard Business Review Press |pages=272 |isbn=978-1633699236}} * {{cite book |last=Bok |first=Derek |author-link=w:Derek_Bok |date=February 21, 2010 |title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being |publisher=Princeton University Press |pages=272 |isbn=978-0691144894}} * {{cite book |last=Reich |first=Robert B. |date=February 20, 2018 |title=The Common Good |publisher=Knopf |pages=208 |isbn=978-0525520498 |author-link=w:Robert_Reich }} * {{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} * {{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} * {{cite book |last=Camp |first=Robert C. |date=May 1, 1989 |title=Benchmarking: The Search for Industry Best Practices That Lead to Superior Performance |publisher=Amer Society for Quality |pages=299 |isbn=978-0873890588}} * The Modern Political Traditions: Hobbes to Habermas, Wondrium I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. *The Why Axis, John A. List. == References == <references/> [[Category:Government]] [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Courses]] {{Possibilities}} p9ol06zyhv6tfx1jp3gy59a9ryjmbf2 2414440 2414436 2022-08-14T19:26:27Z Lbeaumont 278565 /* Assignment */ wikitext text/x-wiki —Unleashing collaboration == Introduction == [[File:3d10 fm de vilafranca.jpg|thumb| thumb | Unleash [[w:Collaboration|collaboration]].]] Almost all people on earth are ruled by obsolete [[w:Government|government]] systems that were developed centuries ago. For example, the [[w:Constitution_of_the_United_States|constitution of the United States]] was ratified in 1788, a full 50 years before the [[w:Electrical_telegraph|first telegram]] was sent by Samuel Morse in 1838, 115 years before the Wright Brothers [[w:Wright_brothers#First_powered_flight|first powered airplane flight]] in 1903, and 140 years before [[w:Alexander_Fleming|Alexander Fleming]] discovered [[w:Penicillin|penicillin]] in 1928, the first antibiotic. {{TOC right |limit=2}} Today we have indoor plumbing, air travel, space exploration, electric automobiles, smartphones, and advanced medical procedures. Technology evolves quickly because many innovations are subjected to selection pressures that test fitness for use. Similarly, we can accelerate the [[w:Evolvability|evolvability]] of government systems by harnessing variability and subjecting government policies to effective selection pressures. == Objectives == {{50%done}}{{By|lbeaumont}} The objective of this course is to accelerate the evolution of governments to better serve the needs of the people as we harness the [[wisdom]] of humanity. This is a course in the [[Unleashing_Creativity/possibilities_curriculum|''possibilities'' curriculum]], currently being developed as part of the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Evolving_Governments|discussion page]]. == Evolution == [[w:Evolution|Evolution]] occurs when variability is subjected to selection pressures. In [[w:Evolution|biological evolution]] living organisms are selected primarily based on reproductive success. In his book ''The Evolution of Everything''<ref>{{cite book|title=The Evolution of Everything: How New Ideas Emerge|last=Ridley|first=Matt|date=October 25, 2016|publisher=Harper Perennial|isbn=978-0062296016|pages=368|author-link=w:Matt_Ridley}}</ref> , [[w:Matt Ridley|Matt Ridley]] describes the evolution of the universe, morality, life, genes, culture, the economy, technology, the mind, personality, education, population, leadership, government, religion, money, the internet and the future. Each of these systems evolves based on specialized generation, variation, and selection mechanisms. [[w:Evolvability|Evolvability]] is the capacity of a system for [[w:Adaptation|adaptive evolution]]. Evolvability increases when [[w:Evolvability#Generating%20more%20variation|more variation is generated]] and when [[w:Evolvability#Enhancement%20of%20selection|selection pressures]] are enhanced. While these ideas are well studied in biological systems, they are not often analyzed and applied to [[w:Governance|governance]] systems. This course applies these concepts to governance systems. == Generating Variation == Generating variation is the first component of evolvability. There are several existing and potential sources of variation in governments. These include 1) history, 2) comparisons, 3) leadership and policy changes, and 4) experimentation. These are discussed further below. === History === Historians, [[w:Political philosophy|political philosophers]], [[w:Political science|political scientists]], and others have studied the structure and results of government systems throughout human history. Much is known about the results of various government approaches. By applying criteria for evaluating government results, the effectiveness of various government structures is evaluated. As we discuss in the [[Evolving Governments#Defining Democracy|sections on democracy]], various [[w:Types of democracy|forms of democracy]] have provided the best results to date. === Comparisons === Businesses routinely use [[w:Benchmarking|benchmarking]] to compare the results of various industry practices and identify best practices. Policy makers, government officials, and citizens have a similar opportunity to practice [[w:Comparative politics|comparative politics]] and compare the results of various governments. These are forms of [[w:Natural experiment|natural experiments]]. Examples of this work include: * The ''[[w:Freedom in the World|Freedom in the Worl]]''d report<ref>Freedom in the World, Freedom House, <nowiki>https://freedomhouse.org/report/freedom-world</nowiki></ref> compiled by [[w:Freedom House|Freedom House]], * The [[w:Democracy Index|Democracy Index]], compiled by the [[w:Economist Intelligence Unit|Economist Intelligence Unit]]. * The [[w:Democracy Ranking|Democracy ranking]] compiled by the Association for Development and Advancement of the Democracy Award. * The [[w:Index of Freedom in the World|Index of Freedom in the World]], published by Canada’s Fraser Institute. * Indices published by the [[w:V-Dem Institute|Varieties of Democracy institute]], * The [[w:Worldwide Governance Indicators|Worldwide Governance Indicators]] compiled by the World Bank. * [[w:Worldwide Governance Indicators|World Report 2022]], published by Human Rights Watch, * The [[w:Human Development Index|Human Development Index]] compiled by the United Nations, and * others in this [[w:List of freedom indices|list of freedom indices]]. Specialized comparisons, such as the [[w:Education Index|education index]], the [[w:Multidimensional Poverty Index|multidimensional poverty index]], the [[w:World Happiness Report|world happiness report]], and the [[w:Human Capital Index|Human Capital Index]] study the performance of various policies. === Assignment === # Find your country on one of the reports or indices listed above, or on some other reliable ranked evaluation. # If your country is ranked at the top, congratulations; enjoy your country’s success, and consider sharing successful ideas and policies with others. # Otherwise, study the policy in place at the highest-ranking countries and work to have them enacted appropriately in your country. === Leadership and Policy Changes === Leadership changes occur because of [[w:Term limit|term limits]], [[w:Election|elections]], [[w:Order of succession|succession]], [[w:Coup d'état|coups]], or [[w:Revolution|revolution]]. This provides citizens and researchers with an opportunity to evaluate the results obtained by one leader compared to others. This comparison is often difficult because of the complexity of government and the need to distinguish between local and global effects and short term and long-term effects. Access to reliable information regarding the effectiveness of various policies is often difficult to obtain and evaluate due to [[w:Propaganda|propaganda]], unreliable reporting, [[w:Media bias|media bias]], limited data availability, and the effort required to collect, analyze, and interpret the data. In addition, each of us is constrained by our [[w:Bounded rationality|bounded rationality]]—the limited capacity of people to direct attention to these issues and make optimal decisions. Policy changes also take place and provide opportunities and difficulties like those in evaluating leadership changes. === Experimentation === An [[w:Experiment|experiment]] is a procedure carried out to determine the effectiveness of something previously untried. Experiments provide insight into [[w:Causality|cause-and-effect]] by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale but always rely on a repeatable procedure and logical analysis of the results. In a laboratory experiment condition are controlled, one factor to be studied is manipulated and the results are recorded, analyzed, studied, and reported. It is rarely feasible to carry out such experiments in social settings because of the difficulties and ethical concerns of manipulating groups of people. [[w:Natural experiment|Natural experimental studies]] are used in these cases. A [[w:Randomized controlled trial|randomized controlled trial]] (RCT) or Randomized Field Trial (RFT) is a form of scientific experiment used to control factors not under direct experimental control. Examples of RCTs are [[w:Clinical trial|clinical trials]] that compare the effects of drugs, surgical techniques, medical devices, diagnostic procedures, or other medical treatments. Participants who enroll in RCTs differ from one another in known and unknown ways that can influence study outcomes, and yet cannot be directly controlled. By randomly allocating participants among compared treatments, an RCT enables statistical control over these influences. Provided it is designed well, conducted properly, and enrolls enough participants, an RCT may achieve sufficient control over these confounding factors to deliver a useful comparison of the treatments studied. Randomly controlled trials can be used to conduct [[w:Policy experimentation|social experiments]], as the following examples show. The [[w:Abdul Latif Jameel Poverty Action Lab|Abdul Latif Jameel Poverty Action Lab]] (J-PAL) is an excellent example of using experimentation to inform policy decisions. The lab is a global research center working to reduce poverty by ensuring that policy is informed by [[Thinking Scientifically|scientific evidence]]. J-PAL conducts randomized impact evaluations to answer critical questions in the fight against poverty, and builds partnerships with governments, [[w:Non-governmental organization|NGOs]], donors, and others to generate new research, share knowledge, and scale up effective programs. Other organizations conducting actionable research using social experiments include the EdRedesign Lab<ref>The EdRedesign Lab, Harvard Graduate School of Education. See: <nowiki>https://edredesign.org/</nowiki></ref> , and the work of [[w:John A. List|John A. List]] in performing [[w:Field experiments|field experiments]] in economics. Experiments in government are carried out in various national and local settings. Ongoing experiments include: * Rank choice voting, also known as [[w:Instant-runoff voting|instant-runoff voting]], is a type of ranked preferential voting. It uses a majority voting rule in single-winner elections where there are more than two candidates. It has a significant and [[w:History and use of instant-runoff voting|growing history of use]] around the world, including [[w:Ranked-choice voting in the United States|within the United States]] where it is advocated by the [[w:FairVote|FairVote]] organization. * The [[w:FairVote|FairVote]] organization advocates within the United States for: ** [[w:Single transferable vote|Fair]] [[w:Proportional representation|Representation Voting]], ** [[w:Instant-runoff voting|Ranked Choice Voting]], ** the Constitutional Right to Vote, and ** the [[w:National Popular Vote Interstate Compact|National Popular Vote]]. * The Institute for Political Innovation<ref>The Institute for Political Innovation. See: <nowiki>https://political-innovation.org</nowiki></ref> advocates for: ** [[w:Top-four primary#Final%20Five%20Voting|Final-Five Voting]] which is a variation of a [[w:Top-four primary|Top-four primary]] soon to be used in Alaska, and ** Zero-Based Rule Making<ref>See: <nowiki>https://political-innovation.org/zero-basedrulemaking/</nowiki></ref> which promises to eliminate constraints on thinking and open new possibilities for [[Solving Problems|solving problems]]. This proposal is modeled on [[w:Zero-based budgeting|zero-based budgeting]] practices often used in business settings. * [[w:Liquid democracy|Liquid democracy]] is a form of [[w:Delegative democracy|delegative democracy]], whereby an electorate engages in collective decision-making through [[w:Direct democracy|direct]] participation and dynamic representation. This democratic system utilizes elements of both [[w:Direct democracy|direct]] and [[w:Representative democracy|representative democracy]]. Voters in a liquid democracy have the right to vote directly on all policy issues as in a direct democracy; voters also have the option to delegate their votes to someone who will vote on their behalf as in representative democracy. Any individual may be delegated votes (those delegated votes are termed "proxies") and these proxies may in turn delegate their vote as well as any votes they have been delegated by others resulting in "metadelegation". Several [[w:Liquid democracy#Examples|implementations are being used]]. * The GovLab<ref>https://thegovlab.org</ref> is relying on reproducible experiments and metrics to better understand what works (and what doesn’t) and to translate theory and hypotheses into actionable insights. They collaborate and connect with experts and practitioners across sectors and disciplines, levels of government, and geographies to learn how to govern more effectively and legitimately. * The [[w:Forward (United States)|Forward Party]] is a political action committee (PAC) that seeks to form a new centrist political party in the United States. Author Jim Manzi advocates institutionalized social experimentation.<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> Decentralized experimentation would be encouraged and would be subjected to standardized experimental evaluation and reporting to Congress. He suggests conducting as many social policy randomized controlled trials as we do clinical trials, about 10,000 each year. ==== Assignment ==== # Choose some local setting where you can run an experiment. This may be a [[w:Student council|student council election]], a committee appointment, a local election, or some other arena. # Choose an innovation from the above list, or some other source. # Run a trial of the chosen innovation in the chosen setting. For example, use rank choice voting to select the student class president at a local school. # Reflect on what was learned from that experiment. # Consider how larger experiments can be carried out. # Engage with at least one of the organizations mentioned above. # Work with them to evolve government. == Selection Pressures == The evolution of government will depend on the selection pressures each government system is subjected to. Selection pressures have two parts 1) selection ''criteria''—identifying what we want—and 2) selection ''forces''—making changes that progress toward the selection criteria. These are the system [[w:Feedback|feedback]] mechanisms. Each is described below. == Selection Criteria == Selection criteria form the basis for choosing the best alternative from several available choices. Evolution is accelerated when useful selection criteria are coupled with effective selection forces. In this section we develop useful criteria for selecting the best government options. == Selecting Leaders == It may be easier to select [[Wisdom|wise]] leaders than it is to understand, evaluate, and select various policy options. === Assignment === # Assess the [[intellectual honesty]] of the candidates. Eliminate any candidate that is not intellectually honest. # Assess the [[Moral Reasoning|moral reasoning]] of the candidates. Eliminate any candidate that does not consistently demonstrate well developed moral reasoning. # Complete the [[Wisdom#Assessing Wisdom|Assessing Wisdom section]] of the Wikiversity course on [[Wisdom]]. # Follow the instructions and complete the [[Wisdom/wisdom assessment form|wisdom assessment form]] to evaluate the viable candidates. Establish a rank ordering of the most attractive candidates. # Consider supporting, campaigning, and voting for the candidate that scores best. Act to place wise leaders in office. # Make these important [[Wisdom#Wise Decision Making|decisions wisely]]. === Policy-based Selections === In addition to choosing wise leaders, it is helpful to advocate for policy positions that lead to [[w:Good government|good government]] and [[w:Good governance|good governance]]. The [[w:United Nations|United Nations]] is playing an increasing role in promoting good governance. According to former UN Secretary-General Kofi Annan, "Good governance is ensuring respect for human rights and the rule of law; strengthening democracy; promoting transparency and capacity in public administration." To implement this, the UN follows eight principles:<ref>What is Good Governance, UN ESCAP Report, July 10, 2009. See: <nowiki>https://www.unescap.org/resources/what-good-governance</nowiki></ref> * Participation – People can voice their own opinions through legitimate intermediate organizations or representatives. * [[w:Rule of law|Rule of Law]] – Legal frameworks are enforced impartially, especially on human right laws. * Consensus Orientation– Differing interests are mediated to meet the broad consensus on the best interests of a community. * Equity and Inclusiveness – People have opportunities to improve or maintain their well-being. * Effectiveness and Efficiency – Processes and institutions produce results that meet the needs of their community while making the best of their resources. * Accountability – Governmental institutions, private sectors, and civil society organizations are held accountable to the public and institutional stakeholders. * Transparency – Information is accessible to the public and is understandable and monitored. * Responsiveness – Institutions and processes serve all stakeholders. Going beyond these general principles, good government is most likely to mean supporting policies that strengthen the democratic processes. === Defining Democracy === Although not necessarily the best possible governance system, [[w:Democracy|democracy]] is widely acknowledged as the most effective governance system in wide use today. For example, [[w:Derek Bok|Derek Bok]] states “In this regard, it is noteworthy that almost all the countries in the world that rank highest in overall satisfaction with life have been successful democracies for more than 80 years.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Although democracy is generally understood to be defined by voting, no consensus exists on a precise definition of democracy. Karl Popper says that the "classical" view of democracy is "in brief, the theory that democracy is the rule of the people, and that the people have a right to rule." Kofi Annan states that "there are as many different forms of democracy as there are democratic nations in the world." One study identified 2,234 adjectives used in the English language to describe democracy.<ref>Gagnon, Jean-Paul (1 June 2018). "2,234 Descriptions of Democracy". Democratic Theory. 5 (1): 92–113. doi:10.3167/dt.2018.050107. ISSN 2332-8894. S2CID 149825810.</ref> Democratic principles require all eligible citizens being equal before the law and having equal access to legislative processes. For example, in a representative democracy, every vote has equal weight, no unreasonable restrictions can apply to anyone seeking to become a representative, and the freedom of its eligible citizens is secured by legitimized rights and liberties which are typically protected by a constitution. Freedom House provides this characterization of democracy: <blockquote> “Democracy means more than just majority rule, however. In its ideal form, it is a governing system based on the will and consent of the governed, institutions that are accountable to all citizens, adherence to the rule of law, and respect for human rights. It is a network of mutually reinforcing structures in which those exercising power are subject to checks both within and outside the state, for example, from independent courts, an independent press, and civil society. It requires an openness to alternations in power, with rival candidates or parties competing fairly to govern for the good of the public as a whole, not just themselves or those who voted for them. It creates a level playing field so that all people, no matter the circumstances of their birth or background, can enjoy the universal human rights to which they are entitled and participate in politics and governance.”<ref>Freedom in the World 2022, Freedom House, Page 5</ref> </blockquote> === Characteristics of Democracy === [[File:Women practice voting in Dayton Oct. 27, 1920.jpg|thumb|Women practice voting in Dayton Oct. 27, 1920]] [[w:Freedom House|Freedom House]] has established detailed criteria for evaluating various forms of democracy.<ref>Freedom in the World Research Methodology. See: <nowiki>https://freedomhouse.org/reports/freedom-world/freedom-world-research-methodology</nowiki> </ref> These criteria are summarized below: ==== Electoral process. ==== #'''Was the current head of government or other chief national authority elected through free and fair elections?''' Considerations include independent [[w:Election monitoring|election monitoring]], adequate time for candidates to enter and campaign, accurate [[w:Voter registration|registration of voters]], inclusion of women and minority candidates, opportunities for candidates to address voters, make speeches, hold public meetings, and obtain media access, use of [[w:Secret ballot|secret ballot]], lack of pressure or voter intimidation, transparent vote counting, access to voting places, and the [[w:Peaceful transition of power|peaceful transfer of power]]. #'''Were the current national legislative representatives elected through free and fair elections?''' The considerations are like the above. #'''Are the electoral laws and framework fair, and are they implemented impartially by the relevant election management bodies?''' Considerations include use of a fair legislative framework for conducting elections, an independent election commission, [[w:Universal suffrage|universal suffrage]], fair [[w:Electoral district|election districts]], and fair procedures for [[w:Electoral reform|electoral reform]]. ==== Political Pluralism and Participation ==== #'''Do the people have the right to organize in different political parties or other competitive political groupings of their choice, and is the system free of undue obstacles to the rise and fall of these competing parties or groupings?''' Considerations include opportunities to form [[w:Political party|political parties]], freedom to hold meetings, rallies, and obtain media access, fair and equitable rules for party financing, freedom of [[w:Freedom of assembly|peaceful assembly]], and opportunities for [[w:Independent politician|independent candidates]]. #'''Is there a realistic opportunity for the opposition to increase its support or gain power through elections?''' Considerations include freedom of opposition parties to increase their support base and compete in elections, are opposition parties in positions of authority, and is there a significant opposition vote? #'''Are the people’s political choices free from domination by forces that are external to the political sphere, or by political forces that employ extrapolitical means?''' Considerations include lack of intimidation by military, foreign powers, oligarchies, criminal organizations, or other powerful groups, absence of [[w:Bribery|bribery]], [[w:Corruption|corruption]], improper [[w:Quid pro quo|quid pro quo]], or other improper influences, lack of dominant political donors, transparent [[w:Campaign finance|campaign financing]], and accountability to the voters. #'''Do various segments of the population (including ethnic, racial, religious, gender, LGBT+, and other relevant groups) have full political rights and electoral opportunities?''' Considerations include addressing minority issues, participation of [[w:Minority group|minority groups]] in political life, full inclusion of women, and [[w:Citizenship|citizenship]] opportunities for minorities. ==== Functioning of government ==== #'''Do the freely elected head of government and national legislative representatives determine the policies of the government?''' Considerations include installation of the elected officials into office, ability to form a functioning government, non-interference by [[w:Non-state actor|nonstate actors]], lack of military influence on government operations, independence of the executive and legislative branches, and frequency of [[w:Bipartisanship|bipartisan]] actions. #'''Are safeguards against official corruption strong and effective?''' Considerations include effectiveness of anticorruption laws and programs, independent oversight and auditing, investigation of alleged corruption, and [[w:Whistleblower|whistleblower]] protections. #'''Does the government operate with openness and transparency?''' Considerations include ability of citizens to obtain accurate information about state operations, ability to petition government agencies for information, publication of state information, ability to access and comment on pending legislations, public review of budget processes, transparency in awarding contracts, and public scrutiny of [[w:Financial disclosure of public servants|government officials’ financial disclosure]]. ==== Additional discretionary political rights question ==== #'''Is the government or occupying power deliberately changing the ethnic composition of a country or territory so as to destroy a culture or tip the political balance in favor of another group?''' Considerations include providing incentives to change the [[w:Ethnic group|ethnic composition]] of a region, forcibly moving people into or out of certain regions, and arresting or killing members of certain ethnic groups. ==== Civil Liberties ==== ==== Freedom of Expression and belief ==== #'''Are there free and independent media?''' Considerations include [[w:Media (communication)|media]] [[w:Censorship|censorship]], pressure or surveillance, punishment of journalists, [[w:Freedom of speech|freedom of speech]] regarding criticism of government officials, government control of media, [[w:Editorial independence|editorial independence,]] nonpartisan coverage, government influence of media coverage, involvement of women and minorities, free expression in works of literature, and other cultural expressions. #'''Are individuals free to practice and express their religious faith or nonbelief in public and private?''' Considerations include [[w:Freedom of religion|freedom of religious]] institutions to function, freedom from harassment of minority faith members, lack of government involvement in appointing religious leaders, freedom to distribute religious writings, freedom to construct and occupy religious buildings, lack of government involvement in religious education, and freedom to eschew religious beliefs and practices. #'''Is there academic freedom, and is the educational system free from extensive political indoctrination?''' Considerations include [[w:Academic freedom|freedom of educators]] to pursue political activities, non-interference in school [[w:Curriculum|curriculums]], fair allocation of funding, freedom of student associations to pursue political activities, and freedom of students to support candidates of their choice. #'''Are individuals free to express their personal views on political or other sensitive topics without fear of surveillance or retribution?''' Considerations include the ability to engage in discussions, including [[w:Political criticism|political discussions]], in public, or private places, including online communications, and lack of surveillance of antigovernment conversations. ==== Associational and organizational rights ==== #I'''s there [[w:Freedom of assembly|freedom of assembly]]?''' Considerations include freedom to protest peacefully, lack of intimidation or harassment of peaceful protesters, censorship of peaceful protester’s communications, and freedom to petition the public, #'''Is there freedom for nongovernmental organizations, particularly those that are engaged in human rights– and governance-related work?''' Considerations include ease of creating [[w:Non-governmental organization|nongovernment organizations]], fair rules for financing the work, and freedom from government intimidation or harassment. #'''Is there freedom for trade unions and similar professional or labor organizations?''' Considerations include unfettered formation and operation of [[w:Trade union|trade unions]], lack of pressure to join or not join certain trade unions, ability to [[w:Strike action|strike]] without reprisals, [[w:Collective bargaining|collective bargaining]], and free operation of professional organizations. ==== Rule of Law ==== #'''Is there an independent judiciary?''' Considerations include noninterference by the executive branch or other influences, fair appointment of judges, impartial rulings by judges, compliance with judicial decisions, and the absence of powerful influences over judicial decisions. #'''Does due process prevail in civil and criminal matters?''' Considerations include [[w:Presumption of innocence|presumption of innocence]], access to effective [[w:Counsel|counsel]], fair [[w:Trial|trial]], fair access to the [[w:Judiciary|court system]], independent [[w:Prosecutor|prosecutors]], fair and effective law enforcement, and upholding of [[w:Due process|due process]] without interference. #'''Is there protection from the illegitimate use of physical force and freedom from war and insurgencies?''' Considerations include absence of excessive force during arrest and detainment, humane conditions in pretrial detention facilities and prisons, effective redress of abuse, absence of [[w:Corporal punishment|corporal punishment]], minimal application of [[w:Corporal punishment|capital punishment]], lack of violent crime, and safety for the population. #'''Do laws, policies, and practices guarantee equal treatment of various segments of the population?''' Considerations include the ability of distinctive or minority groups to exercise their [[w:Human rights|human rights]], lack of violence against such groups, lack of discrimination against such groups, granting of [[w:Right of asylum|asylum]], and protection of [[w:Human rights|human rights]]. ==== Personal autonomy and individual rights ==== #'''Do individuals enjoy freedom of movement, including the ability to change their place of residence, employment, or education?''' Considerations include freedom of foreign travel, freedom of movement within the country, lack of bribery and other corruption, safe travel, and equal rights for women. #'''Are individuals able to exercise the right to own property and establish private businesses without undue interference from state or nonstate actors?''' Considerations include the ability to purchase or sell land and other property, equal [[w:Women'27s rights|rights for women]], lack of favoritism, [[w:Cronyism|cronyism]], [[w:Bribery|bribery]], [[w:Extortion|extortion]], and other forms of [[w:Political corruption|corruption]], and ease of doing business, #'''Do individuals enjoy personal social freedoms, including choice of marriage partner and size of family, protection from domestic violence, and control over appearance?''' Considerations include lack of personal and domestic violence, freedom to [[w:Same-sex marriage|marry your chosen partner]], fair divorce and child custody decisions, and free choice of dress and appearance. #'''Do individuals enjoy equality of opportunity and freedom from economic exploitation?''' Considerations include lack of worker exploitation, economic opportunity, fair competition, and absence of [[w:Human trafficking|human trafficking]]. While the Freedom House characteristics of democracy criteria are extensive, a more extensive set of criteria is used by the [[w:V-Dem Institute|V-Dem institute]] to evaluate democracies around the world. Their document “V-Dem Methodology v11.1”<ref>V-Dem Methodology v11.1 See: <nowiki>https://www.v-dem.net/static/website/img/refs/methodologyv111.pdf</nowiki></ref> describes their methodology in detail. Interested students can study that document for more detail. Other authors advocate for additional characteristics including increasing [[w:Human capital|human capital]]<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> through more effective and relevant education<ref>The Relevant Education Project. See: <nowiki>https://relevant.education</nowiki></ref>, improving our shared knowledge base, increasing [[Emotional Competency|emotional intelligence]], and increasing our collective intelligence.<ref>{{cite book|title=The Listening Society: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=March 10, 2017|publisher=Metamoderna ApS|isbn=978-8799973903|pages=414}} Page 91 of 405</ref>^,<ref>See, for example the MIT Center for Collective Intelligence. <nowiki>https://cci.mit.edu</nowiki></ref> === Assignment === # Study the above criteria used to evaluate democracies. # Find where your country ranks on the Freedom House Freedom in the world report. # Identify areas for improvement. # Advocate for policies that improve attainment of these criteria within your government. === Results-based selections === Better governance systems attain better results. A governance system can be evaluated by the contribution it makes toward helping the governed organization reach its goals. If the governed organization is a corporation, then the best governance system is the one that results in the most profits, along with consideration of customer satisfaction, employee satisfaction, relevant regulations, and social responsibility. For other organizations, the effectiveness of a governance system can be judged by how well the governed organization meets its stated mission. In the case of international, national, state, regional, or local governments the mission will be assumed to be the [[w:Well-being|well-being]] of the people. One attractive option recognizes that “There are powerful arguments for making happiness a focal point for government policy.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Because happiness is often fleeting, we propose a more substantial and enduring basis for evaluating and selecting government systems. [[File:Evaluating Good Government.jpg|thumb|Better governments allow more people to meet more of their needs.]] Here we suggest that <blockquote> '''The government that meets more of the needs of more of the people is the better system.'''<ref>Good Government, Substack Article, Leland Beaumont, July 17, 2022</ref> </blockquote> To be specific, in this definition we use [[w:Maslow's hierarchy of needs|Maslow’s hierarchy of needs]]<ref>Researchers continue to refine and extend Maslow’s original thesis. It may be wise to use these updated views rather than Maslow’s original thesis.  </ref> as our reference standard for defining the needs of the people. A population where more people are meeting more of their higher-level needs is benefiting from the better governance system. The fewer people who have unmet needs the better. The more people who have high level needs met the better.<ref>It may be wise to consider it unacceptable to leave the basic needs of anyone unmet. Therefore, it may be important to meet everyone’s basic needs before turning attention to meeting the higher-level needs of the few. This suggests a [[Minimax#Maximin|Maximin]] approach and is consistent with the doctrine of sufficiency.</ref> Alternative standards might include measures of: * Adherence to the [[w:Universal Declaration of Human Rights|Universal Declaration of Human Rights]], * [[w:Well-being|Well-being]], * [[w:Subjective well-being|Subjective well-being]], or * Some blend, weighing, or aggregation of these. In any case, the question of “what is the better government system?” can be answered [[w:Empiricism|empirically]] rather than hypothetically or speculatively. Evaluating results would require an independent rating agency, such as the [[w:Government Accountability Office|Government Accountability Office]], a [[w:Nationally recognized statistical rating organization|nationally recognized statistical rating organization]], or other organizations, such as [[w:Freedom House|Freedom House]], to study, analyze, and publish results. === Assignment === # Read the essay [[/Good Government/]]. # Estimate where you are now on Maslow’s needs hierarchy. # Use your estimate of the well-being of the population of your country or region to draw a diagram like the one shown above on the right. == Selection Forces == [[File:Vote Carefully.jpg|thumb|Vote conscientiously to evolve governments.]] Selection forces—actions that select for the preferred outcome—are the engine of evolution. Within a nation with a functioning democracy, selection forces include: * Voting. There are good arguments supporting the conclusion that citizens in a democracy have a moral duty to vote.<ref>Christiano, Tom and Sameer Bajaj, "Democracy", ''The Stanford Encyclopedia of Philosophy'' (Spring 2022 Edition), Edward N. Zalta (ed.), URL = <<nowiki>https://plato.stanford.edu/archives/spr2022/entries/democracy/</nowiki>>. Section 4.3.1.</ref> Register to vote, study the candidates and the issues, and vote in every election you are eligible to vote in. * Campaigning; * supporting desirable candidates; * Supporting desirable policy and legislation; * Communicating with elected officials; * Financial contributions; * influencing public opinion, and * running for office. Options are more difficult in non-democratic nations. In this case, read the book ''From Dictatorship to Democracy: A Conceptual Framework for Liberation''<ref>{{cite book|title=From Dictatorship to Democracy: A Conceptual Framework for Liberation|last=Sharp|first=Gene|date=September 4, 2012|publisher=The New Press|isbn=978-1595588500|pages=160|author-link=w:Gene_Sharp}}</ref> and complete the [[Intentional Evolution#Assignment 18|final assignment]] in the [[Intentional Evolution]] course. The Wikiversity course [[Confronting Tyranny]] may also be helpful. == Possibilities == Imagine how it can be! === Assignment === This assignment is entirely optional, and it is likely that most students will skip it. The assignment is provided here to stimulate the imagination of interested students. # Read the book ''The Listening Society: A Metamodern Guide to Politics''.<ref>{{cite book|title=The Listening Society: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=March 10, 2017|publisher=Metamoderna ApS|isbn=978-8799973903|pages=414}}</ref> # Read the book ''Nordic Ideology: A Metamodern Guide to Politics''.<ref>[1] {{cite book|title=Nordic Ideology: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=May 29, 2019|publisher=Metamoderna ApS|isbn=978-8799973927|pages=495}}</ref> # Study the work of the [[Level 5 Research Center]]. # Study the work of the [[Wisdom Research|Wisdom and the Future Research Center]]. # Study the course [[A Journey to GameB]]. # Participate in the research project to [[Living Wisely/Improving our Social Operating Systems|improve our social operating systems]]. # Read the essay “3 Design principles for Protopian Governance".<ref>3 Design principles for Protopian Governance, Hanzi Freinacht, May 22, 2022, See: <nowiki>https://medium.com/@hanzifreinacht/3-design-principles-for-protopian-governance-bc2bfa7faa9a</nowiki></ref> # Study courses in the [[Unleashing Creativity/possibilities curriculum|possibilities curriculum]]. # Read the essay [[Assessing Human Rights/Beyond Olympic Gold|Beyond Olympic gold]]. ## Work to [[Assessing Human Rights|advance human rights worldwide]]. # Read the [[w:Stanford Encyclopedia of Philosophy|Stanford Encyclopedia of Philosophy]] article on Global Democracy.<ref>Kuyper, Jonathan, "Global Democracy", The Stanford Encyclopedia of Philosophy (Winter 2016 Edition), Edward N. Zalta (ed.), URL = <<nowiki>https://plato.stanford.edu/archives/win2016/entries/global-democracy/</nowiki>>.</ref> # Complete the Wikiversity course [[Intentional Evolution|Intentional evolution]]. ##Complete the [[Intentional Evolution#Assignment 18|final assignment]] in the [[Intentional Evolution]] course. # Complete the Wikiversity course [[Envisioning Our Future]]. ## Write down [[Envisioning Our Future#Write Down Your Vision of Our Future|your vision of our future]]. ## Use the essay you wrote as a guide toward action. ## Act to make the future you envision a reality. == Assignment == # [[Living Wisely|Live wisely]]. # Read the essay [[Exploring Worldviews/Aligning worldviews|Aligning Worldviews]]. ## Align your worldview with reality. # Complete the course [[Intentional Evolution]]. ## Apply the principles taught in the Intentional Evolution course to accelerate the evolution of governments. # Become an informed and engaged citizen. # Practice [[Level 5 Research Center#Values|pro-social values]]. # Collaborate with others who practice [[Level 5 Research Center#Values|pro-social values]]. # Without compromising your values, [[Finding Common Ground|seek common ground]] with those who do not practice [[Level 5 Research Center#Values|pro-social values]]. ## Complete the Wikiversity course [[Transcending Conflict|Transcending conflict]]. ### Work to transcend conflict. ## Complete the Wikiversity course [[Finding Common Ground|Finding common ground]]. ### Seek common ground # Challenge, confront, and [[w:Persuasion|persuade]] those who do not practice [[Level 5 Research Center#Values|pro-social values]]. ## [[w:The 7 Habits of Highly Effective People#Habit%205:%20%22Seek%20first%20to%20understand%2C%20then%20to%20be%20understood%22|Seek first to understand, then to be understood]]. ## As a gentle starting point, become comfortable using [[w:The 7 Habits of Highly Effective People#Habit%205:%20%22Seek%20first%20to%20understand%2C%20then%20to%20be%20understood%22|these phrases]] in [[Practicing Dialogue|dialogue]] to encourage the participants to act in good faith. ## Support and vote for political leaders who support values and policies that advance this evolutionary worldview. ## Protect your own safety. ## Complete the Wikiversity course [[Finding Courage]]. ###Find the moral courage to act according to your well-chosen values and confront antagonists. ## Apply suitable techniques discussed in the book ''From Dictatorship to Democracy: A Conceptual Framework for Liberation''.<ref>Sharp, Gene (September 4, 2012). From Dictatorship to Democracy: A Conceptual Framework for Liberation. The New Press. pp. 160. ISBN 978-1595588500.</ref> ## Complete the Wikiversity course on [[Confronting Tyranny]]. ###Confront tyranny # Unleash [[w:Collaboration|collaboration]]. # [[Living Wisely/Seeking Real Good|Seek real good]]. == Further Reading == Students who are interested in learning more about evolving governments may wish to read these books: * {{cite book |last=Bevir |first=Mark |author-link= |date=October 25, 2012 |title=Governance: A Very Short Introduction |publisher=OUP Oxford |pages=147 |isbn=978-0199606412}} * {{cite book |last=Crick |first=Bernard |author-link= |date=October 10, 2002 | title=Democracy: A Very Short Introduction |publisher=OUP Oxford |pages=145 |isbn=978-0192802507}} * {{cite book |last=Snyder |first=Timothy |author-link=w:Timothy_D._Snyder |date=February 28, 2017 |title=On Tyranny: Twenty Lessons from the Twentieth Century |publisher=Crown |pages=128 |isbn=978-0804190114}} * {{cite book |last=Freinacht |first=Hanzi |date=March 10, 2017 |title=The Listening Society: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=414 |isbn=978-8799973903}} * {{cite book |last=Freinacht |first=Hanzi |date=May 29, 2019 |title=Nordic Ideology: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=495 |isbn=978-8799973927}} Nordic Ideology * {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} * {{cite book |last=Manzi |first=Jim |author-link=w:Jim_Manzi_(software_entrepreneur) |date=May 1, 2012 |title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society |publisher=Basic Books |pages=320 |isbn=978-0465023240}} * {{cite book |last1=Gehl |first1=Katherine M. |last2=Porter |first2=Michael E. |author-link=w:Michael_Porter |date=June 23, 2020 |title=The Politics Industry: How Political Innovation Can Break Partisan Gridlock and Save Our Democracy |publisher=Harvard Business Review Press |pages=272 |isbn=978-1633699236}} * {{cite book |last=Bok |first=Derek |author-link=w:Derek_Bok |date=February 21, 2010 |title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being |publisher=Princeton University Press |pages=272 |isbn=978-0691144894}} * {{cite book |last=Reich |first=Robert B. |date=February 20, 2018 |title=The Common Good |publisher=Knopf |pages=208 |isbn=978-0525520498 |author-link=w:Robert_Reich }} * {{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} * {{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} * {{cite book |last=Camp |first=Robert C. |date=May 1, 1989 |title=Benchmarking: The Search for Industry Best Practices That Lead to Superior Performance |publisher=Amer Society for Quality |pages=299 |isbn=978-0873890588}} * The Modern Political Traditions: Hobbes to Habermas, Wondrium I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. *The Why Axis, John A. List. == References == <references/> [[Category:Government]] [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Courses]] {{Possibilities}} h60fpmny3kkvxr8cd9vsmgva4hru6zk 2414442 2414440 2022-08-14T19:28:34Z Lbeaumont 278565 /* Objectives */ wikitext text/x-wiki —Unleashing collaboration == Introduction == [[File:3d10 fm de vilafranca.jpg|thumb| thumb | Unleash [[w:Collaboration|collaboration]].]] Almost all people on earth are ruled by obsolete [[w:Government|government]] systems that were developed centuries ago. For example, the [[w:Constitution_of_the_United_States|constitution of the United States]] was ratified in 1788, a full 50 years before the [[w:Electrical_telegraph|first telegram]] was sent by Samuel Morse in 1838, 115 years before the Wright Brothers [[w:Wright_brothers#First_powered_flight|first powered airplane flight]] in 1903, and 140 years before [[w:Alexander_Fleming|Alexander Fleming]] discovered [[w:Penicillin|penicillin]] in 1928, the first antibiotic. {{TOC right |limit=2}} Today we have indoor plumbing, air travel, space exploration, electric automobiles, smartphones, and advanced medical procedures. Technology evolves quickly because many innovations are subjected to selection pressures that test fitness for use. Similarly, we can accelerate the [[w:Evolvability|evolvability]] of government systems by harnessing variability and subjecting government policies to effective selection pressures. == Objectives == {{100%done}}{{By|lbeaumont}} The objective of this course is to accelerate the evolution of governments to better serve the needs of the people as we harness the [[wisdom]] of humanity. This is a course in the [[Unleashing_Creativity/possibilities_curriculum|''possibilities'' curriculum]], currently being developed as part of the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Evolving_Governments|discussion page]]. == Evolution == [[w:Evolution|Evolution]] occurs when variability is subjected to selection pressures. In [[w:Evolution|biological evolution]] living organisms are selected primarily based on reproductive success. In his book ''The Evolution of Everything''<ref>{{cite book|title=The Evolution of Everything: How New Ideas Emerge|last=Ridley|first=Matt|date=October 25, 2016|publisher=Harper Perennial|isbn=978-0062296016|pages=368|author-link=w:Matt_Ridley}}</ref> , [[w:Matt Ridley|Matt Ridley]] describes the evolution of the universe, morality, life, genes, culture, the economy, technology, the mind, personality, education, population, leadership, government, religion, money, the internet and the future. Each of these systems evolves based on specialized generation, variation, and selection mechanisms. [[w:Evolvability|Evolvability]] is the capacity of a system for [[w:Adaptation|adaptive evolution]]. Evolvability increases when [[w:Evolvability#Generating%20more%20variation|more variation is generated]] and when [[w:Evolvability#Enhancement%20of%20selection|selection pressures]] are enhanced. While these ideas are well studied in biological systems, they are not often analyzed and applied to [[w:Governance|governance]] systems. This course applies these concepts to governance systems. == Generating Variation == Generating variation is the first component of evolvability. There are several existing and potential sources of variation in governments. These include 1) history, 2) comparisons, 3) leadership and policy changes, and 4) experimentation. These are discussed further below. === History === Historians, [[w:Political philosophy|political philosophers]], [[w:Political science|political scientists]], and others have studied the structure and results of government systems throughout human history. Much is known about the results of various government approaches. By applying criteria for evaluating government results, the effectiveness of various government structures is evaluated. As we discuss in the [[Evolving Governments#Defining Democracy|sections on democracy]], various [[w:Types of democracy|forms of democracy]] have provided the best results to date. === Comparisons === Businesses routinely use [[w:Benchmarking|benchmarking]] to compare the results of various industry practices and identify best practices. Policy makers, government officials, and citizens have a similar opportunity to practice [[w:Comparative politics|comparative politics]] and compare the results of various governments. These are forms of [[w:Natural experiment|natural experiments]]. Examples of this work include: * The ''[[w:Freedom in the World|Freedom in the Worl]]''d report<ref>Freedom in the World, Freedom House, <nowiki>https://freedomhouse.org/report/freedom-world</nowiki></ref> compiled by [[w:Freedom House|Freedom House]], * The [[w:Democracy Index|Democracy Index]], compiled by the [[w:Economist Intelligence Unit|Economist Intelligence Unit]]. * The [[w:Democracy Ranking|Democracy ranking]] compiled by the Association for Development and Advancement of the Democracy Award. * The [[w:Index of Freedom in the World|Index of Freedom in the World]], published by Canada’s Fraser Institute. * Indices published by the [[w:V-Dem Institute|Varieties of Democracy institute]], * The [[w:Worldwide Governance Indicators|Worldwide Governance Indicators]] compiled by the World Bank. * [[w:Worldwide Governance Indicators|World Report 2022]], published by Human Rights Watch, * The [[w:Human Development Index|Human Development Index]] compiled by the United Nations, and * others in this [[w:List of freedom indices|list of freedom indices]]. Specialized comparisons, such as the [[w:Education Index|education index]], the [[w:Multidimensional Poverty Index|multidimensional poverty index]], the [[w:World Happiness Report|world happiness report]], and the [[w:Human Capital Index|Human Capital Index]] study the performance of various policies. === Assignment === # Find your country on one of the reports or indices listed above, or on some other reliable ranked evaluation. # If your country is ranked at the top, congratulations; enjoy your country’s success, and consider sharing successful ideas and policies with others. # Otherwise, study the policy in place at the highest-ranking countries and work to have them enacted appropriately in your country. === Leadership and Policy Changes === Leadership changes occur because of [[w:Term limit|term limits]], [[w:Election|elections]], [[w:Order of succession|succession]], [[w:Coup d'état|coups]], or [[w:Revolution|revolution]]. This provides citizens and researchers with an opportunity to evaluate the results obtained by one leader compared to others. This comparison is often difficult because of the complexity of government and the need to distinguish between local and global effects and short term and long-term effects. Access to reliable information regarding the effectiveness of various policies is often difficult to obtain and evaluate due to [[w:Propaganda|propaganda]], unreliable reporting, [[w:Media bias|media bias]], limited data availability, and the effort required to collect, analyze, and interpret the data. In addition, each of us is constrained by our [[w:Bounded rationality|bounded rationality]]—the limited capacity of people to direct attention to these issues and make optimal decisions. Policy changes also take place and provide opportunities and difficulties like those in evaluating leadership changes. === Experimentation === An [[w:Experiment|experiment]] is a procedure carried out to determine the effectiveness of something previously untried. Experiments provide insight into [[w:Causality|cause-and-effect]] by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale but always rely on a repeatable procedure and logical analysis of the results. In a laboratory experiment condition are controlled, one factor to be studied is manipulated and the results are recorded, analyzed, studied, and reported. It is rarely feasible to carry out such experiments in social settings because of the difficulties and ethical concerns of manipulating groups of people. [[w:Natural experiment|Natural experimental studies]] are used in these cases. A [[w:Randomized controlled trial|randomized controlled trial]] (RCT) or Randomized Field Trial (RFT) is a form of scientific experiment used to control factors not under direct experimental control. Examples of RCTs are [[w:Clinical trial|clinical trials]] that compare the effects of drugs, surgical techniques, medical devices, diagnostic procedures, or other medical treatments. Participants who enroll in RCTs differ from one another in known and unknown ways that can influence study outcomes, and yet cannot be directly controlled. By randomly allocating participants among compared treatments, an RCT enables statistical control over these influences. Provided it is designed well, conducted properly, and enrolls enough participants, an RCT may achieve sufficient control over these confounding factors to deliver a useful comparison of the treatments studied. Randomly controlled trials can be used to conduct [[w:Policy experimentation|social experiments]], as the following examples show. The [[w:Abdul Latif Jameel Poverty Action Lab|Abdul Latif Jameel Poverty Action Lab]] (J-PAL) is an excellent example of using experimentation to inform policy decisions. The lab is a global research center working to reduce poverty by ensuring that policy is informed by [[Thinking Scientifically|scientific evidence]]. J-PAL conducts randomized impact evaluations to answer critical questions in the fight against poverty, and builds partnerships with governments, [[w:Non-governmental organization|NGOs]], donors, and others to generate new research, share knowledge, and scale up effective programs. Other organizations conducting actionable research using social experiments include the EdRedesign Lab<ref>The EdRedesign Lab, Harvard Graduate School of Education. See: <nowiki>https://edredesign.org/</nowiki></ref> , and the work of [[w:John A. List|John A. List]] in performing [[w:Field experiments|field experiments]] in economics. Experiments in government are carried out in various national and local settings. Ongoing experiments include: * Rank choice voting, also known as [[w:Instant-runoff voting|instant-runoff voting]], is a type of ranked preferential voting. It uses a majority voting rule in single-winner elections where there are more than two candidates. It has a significant and [[w:History and use of instant-runoff voting|growing history of use]] around the world, including [[w:Ranked-choice voting in the United States|within the United States]] where it is advocated by the [[w:FairVote|FairVote]] organization. * The [[w:FairVote|FairVote]] organization advocates within the United States for: ** [[w:Single transferable vote|Fair]] [[w:Proportional representation|Representation Voting]], ** [[w:Instant-runoff voting|Ranked Choice Voting]], ** the Constitutional Right to Vote, and ** the [[w:National Popular Vote Interstate Compact|National Popular Vote]]. * The Institute for Political Innovation<ref>The Institute for Political Innovation. See: <nowiki>https://political-innovation.org</nowiki></ref> advocates for: ** [[w:Top-four primary#Final%20Five%20Voting|Final-Five Voting]] which is a variation of a [[w:Top-four primary|Top-four primary]] soon to be used in Alaska, and ** Zero-Based Rule Making<ref>See: <nowiki>https://political-innovation.org/zero-basedrulemaking/</nowiki></ref> which promises to eliminate constraints on thinking and open new possibilities for [[Solving Problems|solving problems]]. This proposal is modeled on [[w:Zero-based budgeting|zero-based budgeting]] practices often used in business settings. * [[w:Liquid democracy|Liquid democracy]] is a form of [[w:Delegative democracy|delegative democracy]], whereby an electorate engages in collective decision-making through [[w:Direct democracy|direct]] participation and dynamic representation. This democratic system utilizes elements of both [[w:Direct democracy|direct]] and [[w:Representative democracy|representative democracy]]. Voters in a liquid democracy have the right to vote directly on all policy issues as in a direct democracy; voters also have the option to delegate their votes to someone who will vote on their behalf as in representative democracy. Any individual may be delegated votes (those delegated votes are termed "proxies") and these proxies may in turn delegate their vote as well as any votes they have been delegated by others resulting in "metadelegation". Several [[w:Liquid democracy#Examples|implementations are being used]]. * The GovLab<ref>https://thegovlab.org</ref> is relying on reproducible experiments and metrics to better understand what works (and what doesn’t) and to translate theory and hypotheses into actionable insights. They collaborate and connect with experts and practitioners across sectors and disciplines, levels of government, and geographies to learn how to govern more effectively and legitimately. * The [[w:Forward (United States)|Forward Party]] is a political action committee (PAC) that seeks to form a new centrist political party in the United States. Author Jim Manzi advocates institutionalized social experimentation.<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> Decentralized experimentation would be encouraged and would be subjected to standardized experimental evaluation and reporting to Congress. He suggests conducting as many social policy randomized controlled trials as we do clinical trials, about 10,000 each year. ==== Assignment ==== # Choose some local setting where you can run an experiment. This may be a [[w:Student council|student council election]], a committee appointment, a local election, or some other arena. # Choose an innovation from the above list, or some other source. # Run a trial of the chosen innovation in the chosen setting. For example, use rank choice voting to select the student class president at a local school. # Reflect on what was learned from that experiment. # Consider how larger experiments can be carried out. # Engage with at least one of the organizations mentioned above. # Work with them to evolve government. == Selection Pressures == The evolution of government will depend on the selection pressures each government system is subjected to. Selection pressures have two parts 1) selection ''criteria''—identifying what we want—and 2) selection ''forces''—making changes that progress toward the selection criteria. These are the system [[w:Feedback|feedback]] mechanisms. Each is described below. == Selection Criteria == Selection criteria form the basis for choosing the best alternative from several available choices. Evolution is accelerated when useful selection criteria are coupled with effective selection forces. In this section we develop useful criteria for selecting the best government options. == Selecting Leaders == It may be easier to select [[Wisdom|wise]] leaders than it is to understand, evaluate, and select various policy options. === Assignment === # Assess the [[intellectual honesty]] of the candidates. Eliminate any candidate that is not intellectually honest. # Assess the [[Moral Reasoning|moral reasoning]] of the candidates. Eliminate any candidate that does not consistently demonstrate well developed moral reasoning. # Complete the [[Wisdom#Assessing Wisdom|Assessing Wisdom section]] of the Wikiversity course on [[Wisdom]]. # Follow the instructions and complete the [[Wisdom/wisdom assessment form|wisdom assessment form]] to evaluate the viable candidates. Establish a rank ordering of the most attractive candidates. # Consider supporting, campaigning, and voting for the candidate that scores best. Act to place wise leaders in office. # Make these important [[Wisdom#Wise Decision Making|decisions wisely]]. === Policy-based Selections === In addition to choosing wise leaders, it is helpful to advocate for policy positions that lead to [[w:Good government|good government]] and [[w:Good governance|good governance]]. The [[w:United Nations|United Nations]] is playing an increasing role in promoting good governance. According to former UN Secretary-General Kofi Annan, "Good governance is ensuring respect for human rights and the rule of law; strengthening democracy; promoting transparency and capacity in public administration." To implement this, the UN follows eight principles:<ref>What is Good Governance, UN ESCAP Report, July 10, 2009. See: <nowiki>https://www.unescap.org/resources/what-good-governance</nowiki></ref> * Participation – People can voice their own opinions through legitimate intermediate organizations or representatives. * [[w:Rule of law|Rule of Law]] – Legal frameworks are enforced impartially, especially on human right laws. * Consensus Orientation– Differing interests are mediated to meet the broad consensus on the best interests of a community. * Equity and Inclusiveness – People have opportunities to improve or maintain their well-being. * Effectiveness and Efficiency – Processes and institutions produce results that meet the needs of their community while making the best of their resources. * Accountability – Governmental institutions, private sectors, and civil society organizations are held accountable to the public and institutional stakeholders. * Transparency – Information is accessible to the public and is understandable and monitored. * Responsiveness – Institutions and processes serve all stakeholders. Going beyond these general principles, good government is most likely to mean supporting policies that strengthen the democratic processes. === Defining Democracy === Although not necessarily the best possible governance system, [[w:Democracy|democracy]] is widely acknowledged as the most effective governance system in wide use today. For example, [[w:Derek Bok|Derek Bok]] states “In this regard, it is noteworthy that almost all the countries in the world that rank highest in overall satisfaction with life have been successful democracies for more than 80 years.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Although democracy is generally understood to be defined by voting, no consensus exists on a precise definition of democracy. Karl Popper says that the "classical" view of democracy is "in brief, the theory that democracy is the rule of the people, and that the people have a right to rule." Kofi Annan states that "there are as many different forms of democracy as there are democratic nations in the world." One study identified 2,234 adjectives used in the English language to describe democracy.<ref>Gagnon, Jean-Paul (1 June 2018). "2,234 Descriptions of Democracy". Democratic Theory. 5 (1): 92–113. doi:10.3167/dt.2018.050107. ISSN 2332-8894. S2CID 149825810.</ref> Democratic principles require all eligible citizens being equal before the law and having equal access to legislative processes. For example, in a representative democracy, every vote has equal weight, no unreasonable restrictions can apply to anyone seeking to become a representative, and the freedom of its eligible citizens is secured by legitimized rights and liberties which are typically protected by a constitution. Freedom House provides this characterization of democracy: <blockquote> “Democracy means more than just majority rule, however. In its ideal form, it is a governing system based on the will and consent of the governed, institutions that are accountable to all citizens, adherence to the rule of law, and respect for human rights. It is a network of mutually reinforcing structures in which those exercising power are subject to checks both within and outside the state, for example, from independent courts, an independent press, and civil society. It requires an openness to alternations in power, with rival candidates or parties competing fairly to govern for the good of the public as a whole, not just themselves or those who voted for them. It creates a level playing field so that all people, no matter the circumstances of their birth or background, can enjoy the universal human rights to which they are entitled and participate in politics and governance.”<ref>Freedom in the World 2022, Freedom House, Page 5</ref> </blockquote> === Characteristics of Democracy === [[File:Women practice voting in Dayton Oct. 27, 1920.jpg|thumb|Women practice voting in Dayton Oct. 27, 1920]] [[w:Freedom House|Freedom House]] has established detailed criteria for evaluating various forms of democracy.<ref>Freedom in the World Research Methodology. See: <nowiki>https://freedomhouse.org/reports/freedom-world/freedom-world-research-methodology</nowiki> </ref> These criteria are summarized below: ==== Electoral process. ==== #'''Was the current head of government or other chief national authority elected through free and fair elections?''' Considerations include independent [[w:Election monitoring|election monitoring]], adequate time for candidates to enter and campaign, accurate [[w:Voter registration|registration of voters]], inclusion of women and minority candidates, opportunities for candidates to address voters, make speeches, hold public meetings, and obtain media access, use of [[w:Secret ballot|secret ballot]], lack of pressure or voter intimidation, transparent vote counting, access to voting places, and the [[w:Peaceful transition of power|peaceful transfer of power]]. #'''Were the current national legislative representatives elected through free and fair elections?''' The considerations are like the above. #'''Are the electoral laws and framework fair, and are they implemented impartially by the relevant election management bodies?''' Considerations include use of a fair legislative framework for conducting elections, an independent election commission, [[w:Universal suffrage|universal suffrage]], fair [[w:Electoral district|election districts]], and fair procedures for [[w:Electoral reform|electoral reform]]. ==== Political Pluralism and Participation ==== #'''Do the people have the right to organize in different political parties or other competitive political groupings of their choice, and is the system free of undue obstacles to the rise and fall of these competing parties or groupings?''' Considerations include opportunities to form [[w:Political party|political parties]], freedom to hold meetings, rallies, and obtain media access, fair and equitable rules for party financing, freedom of [[w:Freedom of assembly|peaceful assembly]], and opportunities for [[w:Independent politician|independent candidates]]. #'''Is there a realistic opportunity for the opposition to increase its support or gain power through elections?''' Considerations include freedom of opposition parties to increase their support base and compete in elections, are opposition parties in positions of authority, and is there a significant opposition vote? #'''Are the people’s political choices free from domination by forces that are external to the political sphere, or by political forces that employ extrapolitical means?''' Considerations include lack of intimidation by military, foreign powers, oligarchies, criminal organizations, or other powerful groups, absence of [[w:Bribery|bribery]], [[w:Corruption|corruption]], improper [[w:Quid pro quo|quid pro quo]], or other improper influences, lack of dominant political donors, transparent [[w:Campaign finance|campaign financing]], and accountability to the voters. #'''Do various segments of the population (including ethnic, racial, religious, gender, LGBT+, and other relevant groups) have full political rights and electoral opportunities?''' Considerations include addressing minority issues, participation of [[w:Minority group|minority groups]] in political life, full inclusion of women, and [[w:Citizenship|citizenship]] opportunities for minorities. ==== Functioning of government ==== #'''Do the freely elected head of government and national legislative representatives determine the policies of the government?''' Considerations include installation of the elected officials into office, ability to form a functioning government, non-interference by [[w:Non-state actor|nonstate actors]], lack of military influence on government operations, independence of the executive and legislative branches, and frequency of [[w:Bipartisanship|bipartisan]] actions. #'''Are safeguards against official corruption strong and effective?''' Considerations include effectiveness of anticorruption laws and programs, independent oversight and auditing, investigation of alleged corruption, and [[w:Whistleblower|whistleblower]] protections. #'''Does the government operate with openness and transparency?''' Considerations include ability of citizens to obtain accurate information about state operations, ability to petition government agencies for information, publication of state information, ability to access and comment on pending legislations, public review of budget processes, transparency in awarding contracts, and public scrutiny of [[w:Financial disclosure of public servants|government officials’ financial disclosure]]. ==== Additional discretionary political rights question ==== #'''Is the government or occupying power deliberately changing the ethnic composition of a country or territory so as to destroy a culture or tip the political balance in favor of another group?''' Considerations include providing incentives to change the [[w:Ethnic group|ethnic composition]] of a region, forcibly moving people into or out of certain regions, and arresting or killing members of certain ethnic groups. ==== Civil Liberties ==== ==== Freedom of Expression and belief ==== #'''Are there free and independent media?''' Considerations include [[w:Media (communication)|media]] [[w:Censorship|censorship]], pressure or surveillance, punishment of journalists, [[w:Freedom of speech|freedom of speech]] regarding criticism of government officials, government control of media, [[w:Editorial independence|editorial independence,]] nonpartisan coverage, government influence of media coverage, involvement of women and minorities, free expression in works of literature, and other cultural expressions. #'''Are individuals free to practice and express their religious faith or nonbelief in public and private?''' Considerations include [[w:Freedom of religion|freedom of religious]] institutions to function, freedom from harassment of minority faith members, lack of government involvement in appointing religious leaders, freedom to distribute religious writings, freedom to construct and occupy religious buildings, lack of government involvement in religious education, and freedom to eschew religious beliefs and practices. #'''Is there academic freedom, and is the educational system free from extensive political indoctrination?''' Considerations include [[w:Academic freedom|freedom of educators]] to pursue political activities, non-interference in school [[w:Curriculum|curriculums]], fair allocation of funding, freedom of student associations to pursue political activities, and freedom of students to support candidates of their choice. #'''Are individuals free to express their personal views on political or other sensitive topics without fear of surveillance or retribution?''' Considerations include the ability to engage in discussions, including [[w:Political criticism|political discussions]], in public, or private places, including online communications, and lack of surveillance of antigovernment conversations. ==== Associational and organizational rights ==== #I'''s there [[w:Freedom of assembly|freedom of assembly]]?''' Considerations include freedom to protest peacefully, lack of intimidation or harassment of peaceful protesters, censorship of peaceful protester’s communications, and freedom to petition the public, #'''Is there freedom for nongovernmental organizations, particularly those that are engaged in human rights– and governance-related work?''' Considerations include ease of creating [[w:Non-governmental organization|nongovernment organizations]], fair rules for financing the work, and freedom from government intimidation or harassment. #'''Is there freedom for trade unions and similar professional or labor organizations?''' Considerations include unfettered formation and operation of [[w:Trade union|trade unions]], lack of pressure to join or not join certain trade unions, ability to [[w:Strike action|strike]] without reprisals, [[w:Collective bargaining|collective bargaining]], and free operation of professional organizations. ==== Rule of Law ==== #'''Is there an independent judiciary?''' Considerations include noninterference by the executive branch or other influences, fair appointment of judges, impartial rulings by judges, compliance with judicial decisions, and the absence of powerful influences over judicial decisions. #'''Does due process prevail in civil and criminal matters?''' Considerations include [[w:Presumption of innocence|presumption of innocence]], access to effective [[w:Counsel|counsel]], fair [[w:Trial|trial]], fair access to the [[w:Judiciary|court system]], independent [[w:Prosecutor|prosecutors]], fair and effective law enforcement, and upholding of [[w:Due process|due process]] without interference. #'''Is there protection from the illegitimate use of physical force and freedom from war and insurgencies?''' Considerations include absence of excessive force during arrest and detainment, humane conditions in pretrial detention facilities and prisons, effective redress of abuse, absence of [[w:Corporal punishment|corporal punishment]], minimal application of [[w:Corporal punishment|capital punishment]], lack of violent crime, and safety for the population. #'''Do laws, policies, and practices guarantee equal treatment of various segments of the population?''' Considerations include the ability of distinctive or minority groups to exercise their [[w:Human rights|human rights]], lack of violence against such groups, lack of discrimination against such groups, granting of [[w:Right of asylum|asylum]], and protection of [[w:Human rights|human rights]]. ==== Personal autonomy and individual rights ==== #'''Do individuals enjoy freedom of movement, including the ability to change their place of residence, employment, or education?''' Considerations include freedom of foreign travel, freedom of movement within the country, lack of bribery and other corruption, safe travel, and equal rights for women. #'''Are individuals able to exercise the right to own property and establish private businesses without undue interference from state or nonstate actors?''' Considerations include the ability to purchase or sell land and other property, equal [[w:Women'27s rights|rights for women]], lack of favoritism, [[w:Cronyism|cronyism]], [[w:Bribery|bribery]], [[w:Extortion|extortion]], and other forms of [[w:Political corruption|corruption]], and ease of doing business, #'''Do individuals enjoy personal social freedoms, including choice of marriage partner and size of family, protection from domestic violence, and control over appearance?''' Considerations include lack of personal and domestic violence, freedom to [[w:Same-sex marriage|marry your chosen partner]], fair divorce and child custody decisions, and free choice of dress and appearance. #'''Do individuals enjoy equality of opportunity and freedom from economic exploitation?''' Considerations include lack of worker exploitation, economic opportunity, fair competition, and absence of [[w:Human trafficking|human trafficking]]. While the Freedom House characteristics of democracy criteria are extensive, a more extensive set of criteria is used by the [[w:V-Dem Institute|V-Dem institute]] to evaluate democracies around the world. Their document “V-Dem Methodology v11.1”<ref>V-Dem Methodology v11.1 See: <nowiki>https://www.v-dem.net/static/website/img/refs/methodologyv111.pdf</nowiki></ref> describes their methodology in detail. Interested students can study that document for more detail. Other authors advocate for additional characteristics including increasing [[w:Human capital|human capital]]<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> through more effective and relevant education<ref>The Relevant Education Project. See: <nowiki>https://relevant.education</nowiki></ref>, improving our shared knowledge base, increasing [[Emotional Competency|emotional intelligence]], and increasing our collective intelligence.<ref>{{cite book|title=The Listening Society: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=March 10, 2017|publisher=Metamoderna ApS|isbn=978-8799973903|pages=414}} Page 91 of 405</ref>^,<ref>See, for example the MIT Center for Collective Intelligence. <nowiki>https://cci.mit.edu</nowiki></ref> === Assignment === # Study the above criteria used to evaluate democracies. # Find where your country ranks on the Freedom House Freedom in the world report. # Identify areas for improvement. # Advocate for policies that improve attainment of these criteria within your government. === Results-based selections === Better governance systems attain better results. A governance system can be evaluated by the contribution it makes toward helping the governed organization reach its goals. If the governed organization is a corporation, then the best governance system is the one that results in the most profits, along with consideration of customer satisfaction, employee satisfaction, relevant regulations, and social responsibility. For other organizations, the effectiveness of a governance system can be judged by how well the governed organization meets its stated mission. In the case of international, national, state, regional, or local governments the mission will be assumed to be the [[w:Well-being|well-being]] of the people. One attractive option recognizes that “There are powerful arguments for making happiness a focal point for government policy.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Because happiness is often fleeting, we propose a more substantial and enduring basis for evaluating and selecting government systems. [[File:Evaluating Good Government.jpg|thumb|Better governments allow more people to meet more of their needs.]] Here we suggest that <blockquote> '''The government that meets more of the needs of more of the people is the better system.'''<ref>Good Government, Substack Article, Leland Beaumont, July 17, 2022</ref> </blockquote> To be specific, in this definition we use [[w:Maslow's hierarchy of needs|Maslow’s hierarchy of needs]]<ref>Researchers continue to refine and extend Maslow’s original thesis. It may be wise to use these updated views rather than Maslow’s original thesis.  </ref> as our reference standard for defining the needs of the people. A population where more people are meeting more of their higher-level needs is benefiting from the better governance system. The fewer people who have unmet needs the better. The more people who have high level needs met the better.<ref>It may be wise to consider it unacceptable to leave the basic needs of anyone unmet. Therefore, it may be important to meet everyone’s basic needs before turning attention to meeting the higher-level needs of the few. This suggests a [[Minimax#Maximin|Maximin]] approach and is consistent with the doctrine of sufficiency.</ref> Alternative standards might include measures of: * Adherence to the [[w:Universal Declaration of Human Rights|Universal Declaration of Human Rights]], * [[w:Well-being|Well-being]], * [[w:Subjective well-being|Subjective well-being]], or * Some blend, weighing, or aggregation of these. In any case, the question of “what is the better government system?” can be answered [[w:Empiricism|empirically]] rather than hypothetically or speculatively. Evaluating results would require an independent rating agency, such as the [[w:Government Accountability Office|Government Accountability Office]], a [[w:Nationally recognized statistical rating organization|nationally recognized statistical rating organization]], or other organizations, such as [[w:Freedom House|Freedom House]], to study, analyze, and publish results. === Assignment === # Read the essay [[/Good Government/]]. # Estimate where you are now on Maslow’s needs hierarchy. # Use your estimate of the well-being of the population of your country or region to draw a diagram like the one shown above on the right. == Selection Forces == [[File:Vote Carefully.jpg|thumb|Vote conscientiously to evolve governments.]] Selection forces—actions that select for the preferred outcome—are the engine of evolution. Within a nation with a functioning democracy, selection forces include: * Voting. There are good arguments supporting the conclusion that citizens in a democracy have a moral duty to vote.<ref>Christiano, Tom and Sameer Bajaj, "Democracy", ''The Stanford Encyclopedia of Philosophy'' (Spring 2022 Edition), Edward N. Zalta (ed.), URL = <<nowiki>https://plato.stanford.edu/archives/spr2022/entries/democracy/</nowiki>>. Section 4.3.1.</ref> Register to vote, study the candidates and the issues, and vote in every election you are eligible to vote in. * Campaigning; * supporting desirable candidates; * Supporting desirable policy and legislation; * Communicating with elected officials; * Financial contributions; * influencing public opinion, and * running for office. Options are more difficult in non-democratic nations. In this case, read the book ''From Dictatorship to Democracy: A Conceptual Framework for Liberation''<ref>{{cite book|title=From Dictatorship to Democracy: A Conceptual Framework for Liberation|last=Sharp|first=Gene|date=September 4, 2012|publisher=The New Press|isbn=978-1595588500|pages=160|author-link=w:Gene_Sharp}}</ref> and complete the [[Intentional Evolution#Assignment 18|final assignment]] in the [[Intentional Evolution]] course. The Wikiversity course [[Confronting Tyranny]] may also be helpful. == Possibilities == Imagine how it can be! === Assignment === This assignment is entirely optional, and it is likely that most students will skip it. The assignment is provided here to stimulate the imagination of interested students. # Read the book ''The Listening Society: A Metamodern Guide to Politics''.<ref>{{cite book|title=The Listening Society: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=March 10, 2017|publisher=Metamoderna ApS|isbn=978-8799973903|pages=414}}</ref> # Read the book ''Nordic Ideology: A Metamodern Guide to Politics''.<ref>[1] {{cite book|title=Nordic Ideology: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=May 29, 2019|publisher=Metamoderna ApS|isbn=978-8799973927|pages=495}}</ref> # Study the work of the [[Level 5 Research Center]]. # Study the work of the [[Wisdom Research|Wisdom and the Future Research Center]]. # Study the course [[A Journey to GameB]]. # Participate in the research project to [[Living Wisely/Improving our Social Operating Systems|improve our social operating systems]]. # Read the essay “3 Design principles for Protopian Governance".<ref>3 Design principles for Protopian Governance, Hanzi Freinacht, May 22, 2022, See: <nowiki>https://medium.com/@hanzifreinacht/3-design-principles-for-protopian-governance-bc2bfa7faa9a</nowiki></ref> # Study courses in the [[Unleashing Creativity/possibilities curriculum|possibilities curriculum]]. # Read the essay [[Assessing Human Rights/Beyond Olympic Gold|Beyond Olympic gold]]. ## Work to [[Assessing Human Rights|advance human rights worldwide]]. # Read the [[w:Stanford Encyclopedia of Philosophy|Stanford Encyclopedia of Philosophy]] article on Global Democracy.<ref>Kuyper, Jonathan, "Global Democracy", The Stanford Encyclopedia of Philosophy (Winter 2016 Edition), Edward N. Zalta (ed.), URL = <<nowiki>https://plato.stanford.edu/archives/win2016/entries/global-democracy/</nowiki>>.</ref> # Complete the Wikiversity course [[Intentional Evolution|Intentional evolution]]. ##Complete the [[Intentional Evolution#Assignment 18|final assignment]] in the [[Intentional Evolution]] course. # Complete the Wikiversity course [[Envisioning Our Future]]. ## Write down [[Envisioning Our Future#Write Down Your Vision of Our Future|your vision of our future]]. ## Use the essay you wrote as a guide toward action. ## Act to make the future you envision a reality. == Assignment == # [[Living Wisely|Live wisely]]. # Read the essay [[Exploring Worldviews/Aligning worldviews|Aligning Worldviews]]. ## Align your worldview with reality. # Complete the course [[Intentional Evolution]]. ## Apply the principles taught in the Intentional Evolution course to accelerate the evolution of governments. # Become an informed and engaged citizen. # Practice [[Level 5 Research Center#Values|pro-social values]]. # Collaborate with others who practice [[Level 5 Research Center#Values|pro-social values]]. # Without compromising your values, [[Finding Common Ground|seek common ground]] with those who do not practice [[Level 5 Research Center#Values|pro-social values]]. ## Complete the Wikiversity course [[Transcending Conflict|Transcending conflict]]. ### Work to transcend conflict. ## Complete the Wikiversity course [[Finding Common Ground|Finding common ground]]. ### Seek common ground # Challenge, confront, and [[w:Persuasion|persuade]] those who do not practice [[Level 5 Research Center#Values|pro-social values]]. ## [[w:The 7 Habits of Highly Effective People#Habit%205:%20%22Seek%20first%20to%20understand%2C%20then%20to%20be%20understood%22|Seek first to understand, then to be understood]]. ## As a gentle starting point, become comfortable using [[w:The 7 Habits of Highly Effective People#Habit%205:%20%22Seek%20first%20to%20understand%2C%20then%20to%20be%20understood%22|these phrases]] in [[Practicing Dialogue|dialogue]] to encourage the participants to act in good faith. ## Support and vote for political leaders who support values and policies that advance this evolutionary worldview. ## Protect your own safety. ## Complete the Wikiversity course [[Finding Courage]]. ###Find the moral courage to act according to your well-chosen values and confront antagonists. ## Apply suitable techniques discussed in the book ''From Dictatorship to Democracy: A Conceptual Framework for Liberation''.<ref>Sharp, Gene (September 4, 2012). From Dictatorship to Democracy: A Conceptual Framework for Liberation. The New Press. pp. 160. ISBN 978-1595588500.</ref> ## Complete the Wikiversity course on [[Confronting Tyranny]]. ###Confront tyranny # Unleash [[w:Collaboration|collaboration]]. # [[Living Wisely/Seeking Real Good|Seek real good]]. == Further Reading == Students who are interested in learning more about evolving governments may wish to read these books: * {{cite book |last=Bevir |first=Mark |author-link= |date=October 25, 2012 |title=Governance: A Very Short Introduction |publisher=OUP Oxford |pages=147 |isbn=978-0199606412}} * {{cite book |last=Crick |first=Bernard |author-link= |date=October 10, 2002 | title=Democracy: A Very Short Introduction |publisher=OUP Oxford |pages=145 |isbn=978-0192802507}} * {{cite book |last=Snyder |first=Timothy |author-link=w:Timothy_D._Snyder |date=February 28, 2017 |title=On Tyranny: Twenty Lessons from the Twentieth Century |publisher=Crown |pages=128 |isbn=978-0804190114}} * {{cite book |last=Freinacht |first=Hanzi |date=March 10, 2017 |title=The Listening Society: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=414 |isbn=978-8799973903}} * {{cite book |last=Freinacht |first=Hanzi |date=May 29, 2019 |title=Nordic Ideology: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=495 |isbn=978-8799973927}} Nordic Ideology * {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} * {{cite book |last=Manzi |first=Jim |author-link=w:Jim_Manzi_(software_entrepreneur) |date=May 1, 2012 |title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society |publisher=Basic Books |pages=320 |isbn=978-0465023240}} * {{cite book |last1=Gehl |first1=Katherine M. |last2=Porter |first2=Michael E. |author-link=w:Michael_Porter |date=June 23, 2020 |title=The Politics Industry: How Political Innovation Can Break Partisan Gridlock and Save Our Democracy |publisher=Harvard Business Review Press |pages=272 |isbn=978-1633699236}} * {{cite book |last=Bok |first=Derek |author-link=w:Derek_Bok |date=February 21, 2010 |title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being |publisher=Princeton University Press |pages=272 |isbn=978-0691144894}} * {{cite book |last=Reich |first=Robert B. |date=February 20, 2018 |title=The Common Good |publisher=Knopf |pages=208 |isbn=978-0525520498 |author-link=w:Robert_Reich }} * {{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} * {{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} * {{cite book |last=Camp |first=Robert C. |date=May 1, 1989 |title=Benchmarking: The Search for Industry Best Practices That Lead to Superior Performance |publisher=Amer Society for Quality |pages=299 |isbn=978-0873890588}} * The Modern Political Traditions: Hobbes to Habermas, Wondrium I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. *The Why Axis, John A. List. == References == <references/> [[Category:Government]] [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Courses]] {{Possibilities}} p7xd0lp8beojmap62j0gnjyzdfs712u 2414444 2414442 2022-08-14T19:45:38Z Lbeaumont 278565 /* Selecting Leaders */ wikitext text/x-wiki —Unleashing collaboration == Introduction == [[File:3d10 fm de vilafranca.jpg|thumb| thumb | Unleash [[w:Collaboration|collaboration]].]] Almost all people on earth are ruled by obsolete [[w:Government|government]] systems that were developed centuries ago. For example, the [[w:Constitution_of_the_United_States|constitution of the United States]] was ratified in 1788, a full 50 years before the [[w:Electrical_telegraph|first telegram]] was sent by Samuel Morse in 1838, 115 years before the Wright Brothers [[w:Wright_brothers#First_powered_flight|first powered airplane flight]] in 1903, and 140 years before [[w:Alexander_Fleming|Alexander Fleming]] discovered [[w:Penicillin|penicillin]] in 1928, the first antibiotic. {{TOC right |limit=2}} Today we have indoor plumbing, air travel, space exploration, electric automobiles, smartphones, and advanced medical procedures. Technology evolves quickly because many innovations are subjected to selection pressures that test fitness for use. Similarly, we can accelerate the [[w:Evolvability|evolvability]] of government systems by harnessing variability and subjecting government policies to effective selection pressures. == Objectives == {{100%done}}{{By|lbeaumont}} The objective of this course is to accelerate the evolution of governments to better serve the needs of the people as we harness the [[wisdom]] of humanity. This is a course in the [[Unleashing_Creativity/possibilities_curriculum|''possibilities'' curriculum]], currently being developed as part of the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Evolving_Governments|discussion page]]. == Evolution == [[w:Evolution|Evolution]] occurs when variability is subjected to selection pressures. In [[w:Evolution|biological evolution]] living organisms are selected primarily based on reproductive success. In his book ''The Evolution of Everything''<ref>{{cite book|title=The Evolution of Everything: How New Ideas Emerge|last=Ridley|first=Matt|date=October 25, 2016|publisher=Harper Perennial|isbn=978-0062296016|pages=368|author-link=w:Matt_Ridley}}</ref> , [[w:Matt Ridley|Matt Ridley]] describes the evolution of the universe, morality, life, genes, culture, the economy, technology, the mind, personality, education, population, leadership, government, religion, money, the internet and the future. Each of these systems evolves based on specialized generation, variation, and selection mechanisms. [[w:Evolvability|Evolvability]] is the capacity of a system for [[w:Adaptation|adaptive evolution]]. Evolvability increases when [[w:Evolvability#Generating%20more%20variation|more variation is generated]] and when [[w:Evolvability#Enhancement%20of%20selection|selection pressures]] are enhanced. While these ideas are well studied in biological systems, they are not often analyzed and applied to [[w:Governance|governance]] systems. This course applies these concepts to governance systems. == Generating Variation == Generating variation is the first component of evolvability. There are several existing and potential sources of variation in governments. These include 1) history, 2) comparisons, 3) leadership and policy changes, and 4) experimentation. These are discussed further below. === History === Historians, [[w:Political philosophy|political philosophers]], [[w:Political science|political scientists]], and others have studied the structure and results of government systems throughout human history. Much is known about the results of various government approaches. By applying criteria for evaluating government results, the effectiveness of various government structures is evaluated. As we discuss in the [[Evolving Governments#Defining Democracy|sections on democracy]], various [[w:Types of democracy|forms of democracy]] have provided the best results to date. === Comparisons === Businesses routinely use [[w:Benchmarking|benchmarking]] to compare the results of various industry practices and identify best practices. Policy makers, government officials, and citizens have a similar opportunity to practice [[w:Comparative politics|comparative politics]] and compare the results of various governments. These are forms of [[w:Natural experiment|natural experiments]]. Examples of this work include: * The ''[[w:Freedom in the World|Freedom in the Worl]]''d report<ref>Freedom in the World, Freedom House, <nowiki>https://freedomhouse.org/report/freedom-world</nowiki></ref> compiled by [[w:Freedom House|Freedom House]], * The [[w:Democracy Index|Democracy Index]], compiled by the [[w:Economist Intelligence Unit|Economist Intelligence Unit]]. * The [[w:Democracy Ranking|Democracy ranking]] compiled by the Association for Development and Advancement of the Democracy Award. * The [[w:Index of Freedom in the World|Index of Freedom in the World]], published by Canada’s Fraser Institute. * Indices published by the [[w:V-Dem Institute|Varieties of Democracy institute]], * The [[w:Worldwide Governance Indicators|Worldwide Governance Indicators]] compiled by the World Bank. * [[w:Worldwide Governance Indicators|World Report 2022]], published by Human Rights Watch, * The [[w:Human Development Index|Human Development Index]] compiled by the United Nations, and * others in this [[w:List of freedom indices|list of freedom indices]]. Specialized comparisons, such as the [[w:Education Index|education index]], the [[w:Multidimensional Poverty Index|multidimensional poverty index]], the [[w:World Happiness Report|world happiness report]], and the [[w:Human Capital Index|Human Capital Index]] study the performance of various policies. === Assignment === # Find your country on one of the reports or indices listed above, or on some other reliable ranked evaluation. # If your country is ranked at the top, congratulations; enjoy your country’s success, and consider sharing successful ideas and policies with others. # Otherwise, study the policy in place at the highest-ranking countries and work to have them enacted appropriately in your country. === Leadership and Policy Changes === Leadership changes occur because of [[w:Term limit|term limits]], [[w:Election|elections]], [[w:Order of succession|succession]], [[w:Coup d'état|coups]], or [[w:Revolution|revolution]]. This provides citizens and researchers with an opportunity to evaluate the results obtained by one leader compared to others. This comparison is often difficult because of the complexity of government and the need to distinguish between local and global effects and short term and long-term effects. Access to reliable information regarding the effectiveness of various policies is often difficult to obtain and evaluate due to [[w:Propaganda|propaganda]], unreliable reporting, [[w:Media bias|media bias]], limited data availability, and the effort required to collect, analyze, and interpret the data. In addition, each of us is constrained by our [[w:Bounded rationality|bounded rationality]]—the limited capacity of people to direct attention to these issues and make optimal decisions. Policy changes also take place and provide opportunities and difficulties like those in evaluating leadership changes. === Experimentation === An [[w:Experiment|experiment]] is a procedure carried out to determine the effectiveness of something previously untried. Experiments provide insight into [[w:Causality|cause-and-effect]] by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale but always rely on a repeatable procedure and logical analysis of the results. In a laboratory experiment condition are controlled, one factor to be studied is manipulated and the results are recorded, analyzed, studied, and reported. It is rarely feasible to carry out such experiments in social settings because of the difficulties and ethical concerns of manipulating groups of people. [[w:Natural experiment|Natural experimental studies]] are used in these cases. A [[w:Randomized controlled trial|randomized controlled trial]] (RCT) or Randomized Field Trial (RFT) is a form of scientific experiment used to control factors not under direct experimental control. Examples of RCTs are [[w:Clinical trial|clinical trials]] that compare the effects of drugs, surgical techniques, medical devices, diagnostic procedures, or other medical treatments. Participants who enroll in RCTs differ from one another in known and unknown ways that can influence study outcomes, and yet cannot be directly controlled. By randomly allocating participants among compared treatments, an RCT enables statistical control over these influences. Provided it is designed well, conducted properly, and enrolls enough participants, an RCT may achieve sufficient control over these confounding factors to deliver a useful comparison of the treatments studied. Randomly controlled trials can be used to conduct [[w:Policy experimentation|social experiments]], as the following examples show. The [[w:Abdul Latif Jameel Poverty Action Lab|Abdul Latif Jameel Poverty Action Lab]] (J-PAL) is an excellent example of using experimentation to inform policy decisions. The lab is a global research center working to reduce poverty by ensuring that policy is informed by [[Thinking Scientifically|scientific evidence]]. J-PAL conducts randomized impact evaluations to answer critical questions in the fight against poverty, and builds partnerships with governments, [[w:Non-governmental organization|NGOs]], donors, and others to generate new research, share knowledge, and scale up effective programs. Other organizations conducting actionable research using social experiments include the EdRedesign Lab<ref>The EdRedesign Lab, Harvard Graduate School of Education. See: <nowiki>https://edredesign.org/</nowiki></ref> , and the work of [[w:John A. List|John A. List]] in performing [[w:Field experiments|field experiments]] in economics. Experiments in government are carried out in various national and local settings. Ongoing experiments include: * Rank choice voting, also known as [[w:Instant-runoff voting|instant-runoff voting]], is a type of ranked preferential voting. It uses a majority voting rule in single-winner elections where there are more than two candidates. It has a significant and [[w:History and use of instant-runoff voting|growing history of use]] around the world, including [[w:Ranked-choice voting in the United States|within the United States]] where it is advocated by the [[w:FairVote|FairVote]] organization. * The [[w:FairVote|FairVote]] organization advocates within the United States for: ** [[w:Single transferable vote|Fair]] [[w:Proportional representation|Representation Voting]], ** [[w:Instant-runoff voting|Ranked Choice Voting]], ** the Constitutional Right to Vote, and ** the [[w:National Popular Vote Interstate Compact|National Popular Vote]]. * The Institute for Political Innovation<ref>The Institute for Political Innovation. See: <nowiki>https://political-innovation.org</nowiki></ref> advocates for: ** [[w:Top-four primary#Final%20Five%20Voting|Final-Five Voting]] which is a variation of a [[w:Top-four primary|Top-four primary]] soon to be used in Alaska, and ** Zero-Based Rule Making<ref>See: <nowiki>https://political-innovation.org/zero-basedrulemaking/</nowiki></ref> which promises to eliminate constraints on thinking and open new possibilities for [[Solving Problems|solving problems]]. This proposal is modeled on [[w:Zero-based budgeting|zero-based budgeting]] practices often used in business settings. * [[w:Liquid democracy|Liquid democracy]] is a form of [[w:Delegative democracy|delegative democracy]], whereby an electorate engages in collective decision-making through [[w:Direct democracy|direct]] participation and dynamic representation. This democratic system utilizes elements of both [[w:Direct democracy|direct]] and [[w:Representative democracy|representative democracy]]. Voters in a liquid democracy have the right to vote directly on all policy issues as in a direct democracy; voters also have the option to delegate their votes to someone who will vote on their behalf as in representative democracy. Any individual may be delegated votes (those delegated votes are termed "proxies") and these proxies may in turn delegate their vote as well as any votes they have been delegated by others resulting in "metadelegation". Several [[w:Liquid democracy#Examples|implementations are being used]]. * The GovLab<ref>https://thegovlab.org</ref> is relying on reproducible experiments and metrics to better understand what works (and what doesn’t) and to translate theory and hypotheses into actionable insights. They collaborate and connect with experts and practitioners across sectors and disciplines, levels of government, and geographies to learn how to govern more effectively and legitimately. * The [[w:Forward (United States)|Forward Party]] is a political action committee (PAC) that seeks to form a new centrist political party in the United States. Author Jim Manzi advocates institutionalized social experimentation.<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> Decentralized experimentation would be encouraged and would be subjected to standardized experimental evaluation and reporting to Congress. He suggests conducting as many social policy randomized controlled trials as we do clinical trials, about 10,000 each year. ==== Assignment ==== # Choose some local setting where you can run an experiment. This may be a [[w:Student council|student council election]], a committee appointment, a local election, or some other arena. # Choose an innovation from the above list, or some other source. # Run a trial of the chosen innovation in the chosen setting. For example, use rank choice voting to select the student class president at a local school. # Reflect on what was learned from that experiment. # Consider how larger experiments can be carried out. # Engage with at least one of the organizations mentioned above. # Work with them to evolve government. == Selection Pressures == The evolution of government will depend on the selection pressures each government system is subjected to. Selection pressures have two parts 1) selection ''criteria''—identifying what we want—and 2) selection ''forces''—making changes that progress toward the selection criteria. These are the system [[w:Feedback|feedback]] mechanisms. Each is described below. == Selection Criteria == Selection criteria form the basis for choosing the best alternative from several available choices. Evolution is accelerated when useful selection criteria are coupled with effective selection forces. In this section we develop useful criteria for selecting the best government options. === Selecting Leaders === It may be easier to select [[Wisdom|wise]] leaders than it is to understand, evaluate, and select various policy options. ==== Assignment ==== # Assess the [[intellectual honesty]] of the candidates. Eliminate any candidate that is not intellectually honest. # Assess the [[Moral Reasoning|moral reasoning]] of the candidates. Eliminate any candidate that does not consistently demonstrate well developed moral reasoning. # Complete the [[Wisdom#Assessing Wisdom|Assessing Wisdom section]] of the Wikiversity course on [[Wisdom]]. # Follow the instructions and complete the [[Wisdom/wisdom assessment form|wisdom assessment form]] to evaluate the viable candidates. Establish a rank ordering of the most attractive candidates. # Consider supporting, campaigning, and voting for the candidate that scores best. Act to place wise leaders in office. # Make these important [[Wisdom#Wise Decision Making|decisions wisely]]. === Policy-based Selections === In addition to choosing wise leaders, it is helpful to advocate for policy positions that lead to [[w:Good government|good government]] and [[w:Good governance|good governance]]. The [[w:United Nations|United Nations]] is playing an increasing role in promoting good governance. According to former UN Secretary-General Kofi Annan, "Good governance is ensuring respect for human rights and the rule of law; strengthening democracy; promoting transparency and capacity in public administration." To implement this, the UN follows eight principles:<ref>What is Good Governance, UN ESCAP Report, July 10, 2009. See: <nowiki>https://www.unescap.org/resources/what-good-governance</nowiki></ref> * Participation – People can voice their own opinions through legitimate intermediate organizations or representatives. * [[w:Rule of law|Rule of Law]] – Legal frameworks are enforced impartially, especially on human right laws. * Consensus Orientation– Differing interests are mediated to meet the broad consensus on the best interests of a community. * Equity and Inclusiveness – People have opportunities to improve or maintain their well-being. * Effectiveness and Efficiency – Processes and institutions produce results that meet the needs of their community while making the best of their resources. * Accountability – Governmental institutions, private sectors, and civil society organizations are held accountable to the public and institutional stakeholders. * Transparency – Information is accessible to the public and is understandable and monitored. * Responsiveness – Institutions and processes serve all stakeholders. Going beyond these general principles, good government is most likely to mean supporting policies that strengthen the democratic processes. === Defining Democracy === Although not necessarily the best possible governance system, [[w:Democracy|democracy]] is widely acknowledged as the most effective governance system in wide use today. For example, [[w:Derek Bok|Derek Bok]] states “In this regard, it is noteworthy that almost all the countries in the world that rank highest in overall satisfaction with life have been successful democracies for more than 80 years.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Although democracy is generally understood to be defined by voting, no consensus exists on a precise definition of democracy. Karl Popper says that the "classical" view of democracy is "in brief, the theory that democracy is the rule of the people, and that the people have a right to rule." Kofi Annan states that "there are as many different forms of democracy as there are democratic nations in the world." One study identified 2,234 adjectives used in the English language to describe democracy.<ref>Gagnon, Jean-Paul (1 June 2018). "2,234 Descriptions of Democracy". Democratic Theory. 5 (1): 92–113. doi:10.3167/dt.2018.050107. ISSN 2332-8894. S2CID 149825810.</ref> Democratic principles require all eligible citizens being equal before the law and having equal access to legislative processes. For example, in a representative democracy, every vote has equal weight, no unreasonable restrictions can apply to anyone seeking to become a representative, and the freedom of its eligible citizens is secured by legitimized rights and liberties which are typically protected by a constitution. Freedom House provides this characterization of democracy: <blockquote> “Democracy means more than just majority rule, however. In its ideal form, it is a governing system based on the will and consent of the governed, institutions that are accountable to all citizens, adherence to the rule of law, and respect for human rights. It is a network of mutually reinforcing structures in which those exercising power are subject to checks both within and outside the state, for example, from independent courts, an independent press, and civil society. It requires an openness to alternations in power, with rival candidates or parties competing fairly to govern for the good of the public as a whole, not just themselves or those who voted for them. It creates a level playing field so that all people, no matter the circumstances of their birth or background, can enjoy the universal human rights to which they are entitled and participate in politics and governance.”<ref>Freedom in the World 2022, Freedom House, Page 5</ref> </blockquote> === Characteristics of Democracy === [[File:Women practice voting in Dayton Oct. 27, 1920.jpg|thumb|Women practice voting in Dayton Oct. 27, 1920]] [[w:Freedom House|Freedom House]] has established detailed criteria for evaluating various forms of democracy.<ref>Freedom in the World Research Methodology. See: <nowiki>https://freedomhouse.org/reports/freedom-world/freedom-world-research-methodology</nowiki> </ref> These criteria are summarized below: ==== Electoral process. ==== #'''Was the current head of government or other chief national authority elected through free and fair elections?''' Considerations include independent [[w:Election monitoring|election monitoring]], adequate time for candidates to enter and campaign, accurate [[w:Voter registration|registration of voters]], inclusion of women and minority candidates, opportunities for candidates to address voters, make speeches, hold public meetings, and obtain media access, use of [[w:Secret ballot|secret ballot]], lack of pressure or voter intimidation, transparent vote counting, access to voting places, and the [[w:Peaceful transition of power|peaceful transfer of power]]. #'''Were the current national legislative representatives elected through free and fair elections?''' The considerations are like the above. #'''Are the electoral laws and framework fair, and are they implemented impartially by the relevant election management bodies?''' Considerations include use of a fair legislative framework for conducting elections, an independent election commission, [[w:Universal suffrage|universal suffrage]], fair [[w:Electoral district|election districts]], and fair procedures for [[w:Electoral reform|electoral reform]]. ==== Political Pluralism and Participation ==== #'''Do the people have the right to organize in different political parties or other competitive political groupings of their choice, and is the system free of undue obstacles to the rise and fall of these competing parties or groupings?''' Considerations include opportunities to form [[w:Political party|political parties]], freedom to hold meetings, rallies, and obtain media access, fair and equitable rules for party financing, freedom of [[w:Freedom of assembly|peaceful assembly]], and opportunities for [[w:Independent politician|independent candidates]]. #'''Is there a realistic opportunity for the opposition to increase its support or gain power through elections?''' Considerations include freedom of opposition parties to increase their support base and compete in elections, are opposition parties in positions of authority, and is there a significant opposition vote? #'''Are the people’s political choices free from domination by forces that are external to the political sphere, or by political forces that employ extrapolitical means?''' Considerations include lack of intimidation by military, foreign powers, oligarchies, criminal organizations, or other powerful groups, absence of [[w:Bribery|bribery]], [[w:Corruption|corruption]], improper [[w:Quid pro quo|quid pro quo]], or other improper influences, lack of dominant political donors, transparent [[w:Campaign finance|campaign financing]], and accountability to the voters. #'''Do various segments of the population (including ethnic, racial, religious, gender, LGBT+, and other relevant groups) have full political rights and electoral opportunities?''' Considerations include addressing minority issues, participation of [[w:Minority group|minority groups]] in political life, full inclusion of women, and [[w:Citizenship|citizenship]] opportunities for minorities. ==== Functioning of government ==== #'''Do the freely elected head of government and national legislative representatives determine the policies of the government?''' Considerations include installation of the elected officials into office, ability to form a functioning government, non-interference by [[w:Non-state actor|nonstate actors]], lack of military influence on government operations, independence of the executive and legislative branches, and frequency of [[w:Bipartisanship|bipartisan]] actions. #'''Are safeguards against official corruption strong and effective?''' Considerations include effectiveness of anticorruption laws and programs, independent oversight and auditing, investigation of alleged corruption, and [[w:Whistleblower|whistleblower]] protections. #'''Does the government operate with openness and transparency?''' Considerations include ability of citizens to obtain accurate information about state operations, ability to petition government agencies for information, publication of state information, ability to access and comment on pending legislations, public review of budget processes, transparency in awarding contracts, and public scrutiny of [[w:Financial disclosure of public servants|government officials’ financial disclosure]]. ==== Additional discretionary political rights question ==== #'''Is the government or occupying power deliberately changing the ethnic composition of a country or territory so as to destroy a culture or tip the political balance in favor of another group?''' Considerations include providing incentives to change the [[w:Ethnic group|ethnic composition]] of a region, forcibly moving people into or out of certain regions, and arresting or killing members of certain ethnic groups. ==== Civil Liberties ==== ==== Freedom of Expression and belief ==== #'''Are there free and independent media?''' Considerations include [[w:Media (communication)|media]] [[w:Censorship|censorship]], pressure or surveillance, punishment of journalists, [[w:Freedom of speech|freedom of speech]] regarding criticism of government officials, government control of media, [[w:Editorial independence|editorial independence,]] nonpartisan coverage, government influence of media coverage, involvement of women and minorities, free expression in works of literature, and other cultural expressions. #'''Are individuals free to practice and express their religious faith or nonbelief in public and private?''' Considerations include [[w:Freedom of religion|freedom of religious]] institutions to function, freedom from harassment of minority faith members, lack of government involvement in appointing religious leaders, freedom to distribute religious writings, freedom to construct and occupy religious buildings, lack of government involvement in religious education, and freedom to eschew religious beliefs and practices. #'''Is there academic freedom, and is the educational system free from extensive political indoctrination?''' Considerations include [[w:Academic freedom|freedom of educators]] to pursue political activities, non-interference in school [[w:Curriculum|curriculums]], fair allocation of funding, freedom of student associations to pursue political activities, and freedom of students to support candidates of their choice. #'''Are individuals free to express their personal views on political or other sensitive topics without fear of surveillance or retribution?''' Considerations include the ability to engage in discussions, including [[w:Political criticism|political discussions]], in public, or private places, including online communications, and lack of surveillance of antigovernment conversations. ==== Associational and organizational rights ==== #I'''s there [[w:Freedom of assembly|freedom of assembly]]?''' Considerations include freedom to protest peacefully, lack of intimidation or harassment of peaceful protesters, censorship of peaceful protester’s communications, and freedom to petition the public, #'''Is there freedom for nongovernmental organizations, particularly those that are engaged in human rights– and governance-related work?''' Considerations include ease of creating [[w:Non-governmental organization|nongovernment organizations]], fair rules for financing the work, and freedom from government intimidation or harassment. #'''Is there freedom for trade unions and similar professional or labor organizations?''' Considerations include unfettered formation and operation of [[w:Trade union|trade unions]], lack of pressure to join or not join certain trade unions, ability to [[w:Strike action|strike]] without reprisals, [[w:Collective bargaining|collective bargaining]], and free operation of professional organizations. ==== Rule of Law ==== #'''Is there an independent judiciary?''' Considerations include noninterference by the executive branch or other influences, fair appointment of judges, impartial rulings by judges, compliance with judicial decisions, and the absence of powerful influences over judicial decisions. #'''Does due process prevail in civil and criminal matters?''' Considerations include [[w:Presumption of innocence|presumption of innocence]], access to effective [[w:Counsel|counsel]], fair [[w:Trial|trial]], fair access to the [[w:Judiciary|court system]], independent [[w:Prosecutor|prosecutors]], fair and effective law enforcement, and upholding of [[w:Due process|due process]] without interference. #'''Is there protection from the illegitimate use of physical force and freedom from war and insurgencies?''' Considerations include absence of excessive force during arrest and detainment, humane conditions in pretrial detention facilities and prisons, effective redress of abuse, absence of [[w:Corporal punishment|corporal punishment]], minimal application of [[w:Corporal punishment|capital punishment]], lack of violent crime, and safety for the population. #'''Do laws, policies, and practices guarantee equal treatment of various segments of the population?''' Considerations include the ability of distinctive or minority groups to exercise their [[w:Human rights|human rights]], lack of violence against such groups, lack of discrimination against such groups, granting of [[w:Right of asylum|asylum]], and protection of [[w:Human rights|human rights]]. ==== Personal autonomy and individual rights ==== #'''Do individuals enjoy freedom of movement, including the ability to change their place of residence, employment, or education?''' Considerations include freedom of foreign travel, freedom of movement within the country, lack of bribery and other corruption, safe travel, and equal rights for women. #'''Are individuals able to exercise the right to own property and establish private businesses without undue interference from state or nonstate actors?''' Considerations include the ability to purchase or sell land and other property, equal [[w:Women'27s rights|rights for women]], lack of favoritism, [[w:Cronyism|cronyism]], [[w:Bribery|bribery]], [[w:Extortion|extortion]], and other forms of [[w:Political corruption|corruption]], and ease of doing business, #'''Do individuals enjoy personal social freedoms, including choice of marriage partner and size of family, protection from domestic violence, and control over appearance?''' Considerations include lack of personal and domestic violence, freedom to [[w:Same-sex marriage|marry your chosen partner]], fair divorce and child custody decisions, and free choice of dress and appearance. #'''Do individuals enjoy equality of opportunity and freedom from economic exploitation?''' Considerations include lack of worker exploitation, economic opportunity, fair competition, and absence of [[w:Human trafficking|human trafficking]]. While the Freedom House characteristics of democracy criteria are extensive, a more extensive set of criteria is used by the [[w:V-Dem Institute|V-Dem institute]] to evaluate democracies around the world. Their document “V-Dem Methodology v11.1”<ref>V-Dem Methodology v11.1 See: <nowiki>https://www.v-dem.net/static/website/img/refs/methodologyv111.pdf</nowiki></ref> describes their methodology in detail. Interested students can study that document for more detail. Other authors advocate for additional characteristics including increasing [[w:Human capital|human capital]]<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> through more effective and relevant education<ref>The Relevant Education Project. See: <nowiki>https://relevant.education</nowiki></ref>, improving our shared knowledge base, increasing [[Emotional Competency|emotional intelligence]], and increasing our collective intelligence.<ref>{{cite book|title=The Listening Society: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=March 10, 2017|publisher=Metamoderna ApS|isbn=978-8799973903|pages=414}} Page 91 of 405</ref>^,<ref>See, for example the MIT Center for Collective Intelligence. <nowiki>https://cci.mit.edu</nowiki></ref> === Assignment === # Study the above criteria used to evaluate democracies. # Find where your country ranks on the Freedom House Freedom in the world report. # Identify areas for improvement. # Advocate for policies that improve attainment of these criteria within your government. === Results-based selections === Better governance systems attain better results. A governance system can be evaluated by the contribution it makes toward helping the governed organization reach its goals. If the governed organization is a corporation, then the best governance system is the one that results in the most profits, along with consideration of customer satisfaction, employee satisfaction, relevant regulations, and social responsibility. For other organizations, the effectiveness of a governance system can be judged by how well the governed organization meets its stated mission. In the case of international, national, state, regional, or local governments the mission will be assumed to be the [[w:Well-being|well-being]] of the people. One attractive option recognizes that “There are powerful arguments for making happiness a focal point for government policy.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Because happiness is often fleeting, we propose a more substantial and enduring basis for evaluating and selecting government systems. [[File:Evaluating Good Government.jpg|thumb|Better governments allow more people to meet more of their needs.]] Here we suggest that <blockquote> '''The government that meets more of the needs of more of the people is the better system.'''<ref>Good Government, Substack Article, Leland Beaumont, July 17, 2022</ref> </blockquote> To be specific, in this definition we use [[w:Maslow's hierarchy of needs|Maslow’s hierarchy of needs]]<ref>Researchers continue to refine and extend Maslow’s original thesis. It may be wise to use these updated views rather than Maslow’s original thesis.  </ref> as our reference standard for defining the needs of the people. A population where more people are meeting more of their higher-level needs is benefiting from the better governance system. The fewer people who have unmet needs the better. The more people who have high level needs met the better.<ref>It may be wise to consider it unacceptable to leave the basic needs of anyone unmet. Therefore, it may be important to meet everyone’s basic needs before turning attention to meeting the higher-level needs of the few. This suggests a [[Minimax#Maximin|Maximin]] approach and is consistent with the doctrine of sufficiency.</ref> Alternative standards might include measures of: * Adherence to the [[w:Universal Declaration of Human Rights|Universal Declaration of Human Rights]], * [[w:Well-being|Well-being]], * [[w:Subjective well-being|Subjective well-being]], or * Some blend, weighing, or aggregation of these. In any case, the question of “what is the better government system?” can be answered [[w:Empiricism|empirically]] rather than hypothetically or speculatively. Evaluating results would require an independent rating agency, such as the [[w:Government Accountability Office|Government Accountability Office]], a [[w:Nationally recognized statistical rating organization|nationally recognized statistical rating organization]], or other organizations, such as [[w:Freedom House|Freedom House]], to study, analyze, and publish results. === Assignment === # Read the essay [[/Good Government/]]. # Estimate where you are now on Maslow’s needs hierarchy. # Use your estimate of the well-being of the population of your country or region to draw a diagram like the one shown above on the right. == Selection Forces == [[File:Vote Carefully.jpg|thumb|Vote conscientiously to evolve governments.]] Selection forces—actions that select for the preferred outcome—are the engine of evolution. Within a nation with a functioning democracy, selection forces include: * Voting. There are good arguments supporting the conclusion that citizens in a democracy have a moral duty to vote.<ref>Christiano, Tom and Sameer Bajaj, "Democracy", ''The Stanford Encyclopedia of Philosophy'' (Spring 2022 Edition), Edward N. Zalta (ed.), URL = <<nowiki>https://plato.stanford.edu/archives/spr2022/entries/democracy/</nowiki>>. Section 4.3.1.</ref> Register to vote, study the candidates and the issues, and vote in every election you are eligible to vote in. * Campaigning; * supporting desirable candidates; * Supporting desirable policy and legislation; * Communicating with elected officials; * Financial contributions; * influencing public opinion, and * running for office. Options are more difficult in non-democratic nations. In this case, read the book ''From Dictatorship to Democracy: A Conceptual Framework for Liberation''<ref>{{cite book|title=From Dictatorship to Democracy: A Conceptual Framework for Liberation|last=Sharp|first=Gene|date=September 4, 2012|publisher=The New Press|isbn=978-1595588500|pages=160|author-link=w:Gene_Sharp}}</ref> and complete the [[Intentional Evolution#Assignment 18|final assignment]] in the [[Intentional Evolution]] course. The Wikiversity course [[Confronting Tyranny]] may also be helpful. == Possibilities == Imagine how it can be! === Assignment === This assignment is entirely optional, and it is likely that most students will skip it. The assignment is provided here to stimulate the imagination of interested students. # Read the book ''The Listening Society: A Metamodern Guide to Politics''.<ref>{{cite book|title=The Listening Society: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=March 10, 2017|publisher=Metamoderna ApS|isbn=978-8799973903|pages=414}}</ref> # Read the book ''Nordic Ideology: A Metamodern Guide to Politics''.<ref>[1] {{cite book|title=Nordic Ideology: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=May 29, 2019|publisher=Metamoderna ApS|isbn=978-8799973927|pages=495}}</ref> # Study the work of the [[Level 5 Research Center]]. # Study the work of the [[Wisdom Research|Wisdom and the Future Research Center]]. # Study the course [[A Journey to GameB]]. # Participate in the research project to [[Living Wisely/Improving our Social Operating Systems|improve our social operating systems]]. # Read the essay “3 Design principles for Protopian Governance".<ref>3 Design principles for Protopian Governance, Hanzi Freinacht, May 22, 2022, See: <nowiki>https://medium.com/@hanzifreinacht/3-design-principles-for-protopian-governance-bc2bfa7faa9a</nowiki></ref> # Study courses in the [[Unleashing Creativity/possibilities curriculum|possibilities curriculum]]. # Read the essay [[Assessing Human Rights/Beyond Olympic Gold|Beyond Olympic gold]]. ## Work to [[Assessing Human Rights|advance human rights worldwide]]. # Read the [[w:Stanford Encyclopedia of Philosophy|Stanford Encyclopedia of Philosophy]] article on Global Democracy.<ref>Kuyper, Jonathan, "Global Democracy", The Stanford Encyclopedia of Philosophy (Winter 2016 Edition), Edward N. Zalta (ed.), URL = <<nowiki>https://plato.stanford.edu/archives/win2016/entries/global-democracy/</nowiki>>.</ref> # Complete the Wikiversity course [[Intentional Evolution|Intentional evolution]]. ##Complete the [[Intentional Evolution#Assignment 18|final assignment]] in the [[Intentional Evolution]] course. # Complete the Wikiversity course [[Envisioning Our Future]]. ## Write down [[Envisioning Our Future#Write Down Your Vision of Our Future|your vision of our future]]. ## Use the essay you wrote as a guide toward action. ## Act to make the future you envision a reality. == Assignment == # [[Living Wisely|Live wisely]]. # Read the essay [[Exploring Worldviews/Aligning worldviews|Aligning Worldviews]]. ## Align your worldview with reality. # Complete the course [[Intentional Evolution]]. ## Apply the principles taught in the Intentional Evolution course to accelerate the evolution of governments. # Become an informed and engaged citizen. # Practice [[Level 5 Research Center#Values|pro-social values]]. # Collaborate with others who practice [[Level 5 Research Center#Values|pro-social values]]. # Without compromising your values, [[Finding Common Ground|seek common ground]] with those who do not practice [[Level 5 Research Center#Values|pro-social values]]. ## Complete the Wikiversity course [[Transcending Conflict|Transcending conflict]]. ### Work to transcend conflict. ## Complete the Wikiversity course [[Finding Common Ground|Finding common ground]]. ### Seek common ground # Challenge, confront, and [[w:Persuasion|persuade]] those who do not practice [[Level 5 Research Center#Values|pro-social values]]. ## [[w:The 7 Habits of Highly Effective People#Habit%205:%20%22Seek%20first%20to%20understand%2C%20then%20to%20be%20understood%22|Seek first to understand, then to be understood]]. ## As a gentle starting point, become comfortable using [[w:The 7 Habits of Highly Effective People#Habit%205:%20%22Seek%20first%20to%20understand%2C%20then%20to%20be%20understood%22|these phrases]] in [[Practicing Dialogue|dialogue]] to encourage the participants to act in good faith. ## Support and vote for political leaders who support values and policies that advance this evolutionary worldview. ## Protect your own safety. ## Complete the Wikiversity course [[Finding Courage]]. ###Find the moral courage to act according to your well-chosen values and confront antagonists. ## Apply suitable techniques discussed in the book ''From Dictatorship to Democracy: A Conceptual Framework for Liberation''.<ref>Sharp, Gene (September 4, 2012). From Dictatorship to Democracy: A Conceptual Framework for Liberation. The New Press. pp. 160. ISBN 978-1595588500.</ref> ## Complete the Wikiversity course on [[Confronting Tyranny]]. ###Confront tyranny # Unleash [[w:Collaboration|collaboration]]. # [[Living Wisely/Seeking Real Good|Seek real good]]. == Further Reading == Students who are interested in learning more about evolving governments may wish to read these books: * {{cite book |last=Bevir |first=Mark |author-link= |date=October 25, 2012 |title=Governance: A Very Short Introduction |publisher=OUP Oxford |pages=147 |isbn=978-0199606412}} * {{cite book |last=Crick |first=Bernard |author-link= |date=October 10, 2002 | title=Democracy: A Very Short Introduction |publisher=OUP Oxford |pages=145 |isbn=978-0192802507}} * {{cite book |last=Snyder |first=Timothy |author-link=w:Timothy_D._Snyder |date=February 28, 2017 |title=On Tyranny: Twenty Lessons from the Twentieth Century |publisher=Crown |pages=128 |isbn=978-0804190114}} * {{cite book |last=Freinacht |first=Hanzi |date=March 10, 2017 |title=The Listening Society: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=414 |isbn=978-8799973903}} * {{cite book |last=Freinacht |first=Hanzi |date=May 29, 2019 |title=Nordic Ideology: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=495 |isbn=978-8799973927}} Nordic Ideology * {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} * {{cite book |last=Manzi |first=Jim |author-link=w:Jim_Manzi_(software_entrepreneur) |date=May 1, 2012 |title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society |publisher=Basic Books |pages=320 |isbn=978-0465023240}} * {{cite book |last1=Gehl |first1=Katherine M. |last2=Porter |first2=Michael E. |author-link=w:Michael_Porter |date=June 23, 2020 |title=The Politics Industry: How Political Innovation Can Break Partisan Gridlock and Save Our Democracy |publisher=Harvard Business Review Press |pages=272 |isbn=978-1633699236}} * {{cite book |last=Bok |first=Derek |author-link=w:Derek_Bok |date=February 21, 2010 |title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being |publisher=Princeton University Press |pages=272 |isbn=978-0691144894}} * {{cite book |last=Reich |first=Robert B. |date=February 20, 2018 |title=The Common Good |publisher=Knopf |pages=208 |isbn=978-0525520498 |author-link=w:Robert_Reich }} * {{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} * {{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} * {{cite book |last=Camp |first=Robert C. |date=May 1, 1989 |title=Benchmarking: The Search for Industry Best Practices That Lead to Superior Performance |publisher=Amer Society for Quality |pages=299 |isbn=978-0873890588}} * The Modern Political Traditions: Hobbes to Habermas, Wondrium I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. *The Why Axis, John A. List. == References == <references/> [[Category:Government]] [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Courses]] {{Possibilities}} c3e7tnw82m23oikdp8tdtxw0v3f3ru7 2414697 2414444 2022-08-15T11:10:56Z Lbeaumont 278565 /* Comparisons */ Improved wikilcnks wikitext text/x-wiki —Unleashing collaboration == Introduction == [[File:3d10 fm de vilafranca.jpg|thumb| thumb | Unleash [[w:Collaboration|collaboration]].]] Almost all people on earth are ruled by obsolete [[w:Government|government]] systems that were developed centuries ago. For example, the [[w:Constitution_of_the_United_States|constitution of the United States]] was ratified in 1788, a full 50 years before the [[w:Electrical_telegraph|first telegram]] was sent by Samuel Morse in 1838, 115 years before the Wright Brothers [[w:Wright_brothers#First_powered_flight|first powered airplane flight]] in 1903, and 140 years before [[w:Alexander_Fleming|Alexander Fleming]] discovered [[w:Penicillin|penicillin]] in 1928, the first antibiotic. {{TOC right |limit=2}} Today we have indoor plumbing, air travel, space exploration, electric automobiles, smartphones, and advanced medical procedures. Technology evolves quickly because many innovations are subjected to selection pressures that test fitness for use. Similarly, we can accelerate the [[w:Evolvability|evolvability]] of government systems by harnessing variability and subjecting government policies to effective selection pressures. == Objectives == {{100%done}}{{By|lbeaumont}} The objective of this course is to accelerate the evolution of governments to better serve the needs of the people as we harness the [[wisdom]] of humanity. This is a course in the [[Unleashing_Creativity/possibilities_curriculum|''possibilities'' curriculum]], currently being developed as part of the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Evolving_Governments|discussion page]]. == Evolution == [[w:Evolution|Evolution]] occurs when variability is subjected to selection pressures. In [[w:Evolution|biological evolution]] living organisms are selected primarily based on reproductive success. In his book ''The Evolution of Everything''<ref>{{cite book|title=The Evolution of Everything: How New Ideas Emerge|last=Ridley|first=Matt|date=October 25, 2016|publisher=Harper Perennial|isbn=978-0062296016|pages=368|author-link=w:Matt_Ridley}}</ref> , [[w:Matt Ridley|Matt Ridley]] describes the evolution of the universe, morality, life, genes, culture, the economy, technology, the mind, personality, education, population, leadership, government, religion, money, the internet and the future. Each of these systems evolves based on specialized generation, variation, and selection mechanisms. [[w:Evolvability|Evolvability]] is the capacity of a system for [[w:Adaptation|adaptive evolution]]. Evolvability increases when [[w:Evolvability#Generating%20more%20variation|more variation is generated]] and when [[w:Evolvability#Enhancement%20of%20selection|selection pressures]] are enhanced. While these ideas are well studied in biological systems, they are not often analyzed and applied to [[w:Governance|governance]] systems. This course applies these concepts to governance systems. == Generating Variation == Generating variation is the first component of evolvability. There are several existing and potential sources of variation in governments. These include 1) history, 2) comparisons, 3) leadership and policy changes, and 4) experimentation. These are discussed further below. === History === Historians, [[w:Political philosophy|political philosophers]], [[w:Political science|political scientists]], and others have studied the structure and results of government systems throughout human history. Much is known about the results of various government approaches. By applying criteria for evaluating government results, the effectiveness of various government structures is evaluated. As we discuss in the [[Evolving Governments#Defining Democracy|sections on democracy]], various [[w:Types of democracy|forms of democracy]] have provided the best results to date. === Comparisons === Businesses routinely use [[w:Benchmarking|benchmarking]] to compare the results of various industry practices and identify best practices. Policy makers, government officials, and citizens have a similar opportunity to practice [[w:Comparative politics|comparative politics]] and compare the results of various governments. These are forms of [[w:Natural experiment|natural experiments]]. Examples of this work include: * The ''[[w:Freedom in the World|Freedom in the Worl]]''d report<ref>Freedom in the World, Freedom House, <nowiki>https://freedomhouse.org/report/freedom-world</nowiki></ref> compiled by [[w:Freedom House|Freedom House]], * The [[w:Democracy Index|Democracy Index]], compiled by the [[w:Economist Intelligence Unit|Economist Intelligence Unit]]. * The [[w:Democracy Ranking|Democracy ranking]] compiled by the Association for Development and Advancement of the Democracy Award. * The [[w:Index of Freedom in the World|Index of Freedom in the World]], published by Canada’s Fraser Institute. * Indices published by the [[w:V-Dem Institute|Varieties of Democracy institute]], * The [[w:Worldwide Governance Indicators|Worldwide Governance Indicators]] compiled by the World Bank. * World Report 2022, published by [[w:Human Rights Watch|Human Rights Watch]],<ref>World Report 2022, Human Rights Watch. See: https://www.hrw.org/world-report/2022</ref> * The [[w:Human Development Index|Human Development Index]] compiled by the United Nations, and * others in this [[w:List of freedom indices|list of freedom indices]]. Specialized comparisons, such as the [[w:Education Index|education index]], the [[w:Multidimensional Poverty Index|multidimensional poverty index]], the [[w:World Happiness Report|world happiness report]], and the [[w:Human Capital Index|Human Capital Index]] study the performance of various policies. === Assignment === # Find your country on one of the reports or indices listed above, or on some other reliable ranked evaluation. # If your country is ranked at the top, congratulations; enjoy your country’s success, and consider sharing successful ideas and policies with others. # Otherwise, study the policy in place at the highest-ranking countries and work to have them enacted appropriately in your country. === Leadership and Policy Changes === Leadership changes occur because of [[w:Term limit|term limits]], [[w:Election|elections]], [[w:Order of succession|succession]], [[w:Coup d'état|coups]], or [[w:Revolution|revolution]]. This provides citizens and researchers with an opportunity to evaluate the results obtained by one leader compared to others. This comparison is often difficult because of the complexity of government and the need to distinguish between local and global effects and short term and long-term effects. Access to reliable information regarding the effectiveness of various policies is often difficult to obtain and evaluate due to [[w:Propaganda|propaganda]], unreliable reporting, [[w:Media bias|media bias]], limited data availability, and the effort required to collect, analyze, and interpret the data. In addition, each of us is constrained by our [[w:Bounded rationality|bounded rationality]]—the limited capacity of people to direct attention to these issues and make optimal decisions. Policy changes also take place and provide opportunities and difficulties like those in evaluating leadership changes. === Experimentation === An [[w:Experiment|experiment]] is a procedure carried out to determine the effectiveness of something previously untried. Experiments provide insight into [[w:Causality|cause-and-effect]] by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale but always rely on a repeatable procedure and logical analysis of the results. In a laboratory experiment condition are controlled, one factor to be studied is manipulated and the results are recorded, analyzed, studied, and reported. It is rarely feasible to carry out such experiments in social settings because of the difficulties and ethical concerns of manipulating groups of people. [[w:Natural experiment|Natural experimental studies]] are used in these cases. A [[w:Randomized controlled trial|randomized controlled trial]] (RCT) or Randomized Field Trial (RFT) is a form of scientific experiment used to control factors not under direct experimental control. Examples of RCTs are [[w:Clinical trial|clinical trials]] that compare the effects of drugs, surgical techniques, medical devices, diagnostic procedures, or other medical treatments. Participants who enroll in RCTs differ from one another in known and unknown ways that can influence study outcomes, and yet cannot be directly controlled. By randomly allocating participants among compared treatments, an RCT enables statistical control over these influences. Provided it is designed well, conducted properly, and enrolls enough participants, an RCT may achieve sufficient control over these confounding factors to deliver a useful comparison of the treatments studied. Randomly controlled trials can be used to conduct [[w:Policy experimentation|social experiments]], as the following examples show. The [[w:Abdul Latif Jameel Poverty Action Lab|Abdul Latif Jameel Poverty Action Lab]] (J-PAL) is an excellent example of using experimentation to inform policy decisions. The lab is a global research center working to reduce poverty by ensuring that policy is informed by [[Thinking Scientifically|scientific evidence]]. J-PAL conducts randomized impact evaluations to answer critical questions in the fight against poverty, and builds partnerships with governments, [[w:Non-governmental organization|NGOs]], donors, and others to generate new research, share knowledge, and scale up effective programs. Other organizations conducting actionable research using social experiments include the EdRedesign Lab<ref>The EdRedesign Lab, Harvard Graduate School of Education. See: <nowiki>https://edredesign.org/</nowiki></ref> , and the work of [[w:John A. List|John A. List]] in performing [[w:Field experiments|field experiments]] in economics. Experiments in government are carried out in various national and local settings. Ongoing experiments include: * Rank choice voting, also known as [[w:Instant-runoff voting|instant-runoff voting]], is a type of ranked preferential voting. It uses a majority voting rule in single-winner elections where there are more than two candidates. It has a significant and [[w:History and use of instant-runoff voting|growing history of use]] around the world, including [[w:Ranked-choice voting in the United States|within the United States]] where it is advocated by the [[w:FairVote|FairVote]] organization. * The [[w:FairVote|FairVote]] organization advocates within the United States for: ** [[w:Single transferable vote|Fair]] [[w:Proportional representation|Representation Voting]], ** [[w:Instant-runoff voting|Ranked Choice Voting]], ** the Constitutional Right to Vote, and ** the [[w:National Popular Vote Interstate Compact|National Popular Vote]]. * The Institute for Political Innovation<ref>The Institute for Political Innovation. See: <nowiki>https://political-innovation.org</nowiki></ref> advocates for: ** [[w:Top-four primary#Final%20Five%20Voting|Final-Five Voting]] which is a variation of a [[w:Top-four primary|Top-four primary]] soon to be used in Alaska, and ** Zero-Based Rule Making<ref>See: <nowiki>https://political-innovation.org/zero-basedrulemaking/</nowiki></ref> which promises to eliminate constraints on thinking and open new possibilities for [[Solving Problems|solving problems]]. This proposal is modeled on [[w:Zero-based budgeting|zero-based budgeting]] practices often used in business settings. * [[w:Liquid democracy|Liquid democracy]] is a form of [[w:Delegative democracy|delegative democracy]], whereby an electorate engages in collective decision-making through [[w:Direct democracy|direct]] participation and dynamic representation. This democratic system utilizes elements of both [[w:Direct democracy|direct]] and [[w:Representative democracy|representative democracy]]. Voters in a liquid democracy have the right to vote directly on all policy issues as in a direct democracy; voters also have the option to delegate their votes to someone who will vote on their behalf as in representative democracy. Any individual may be delegated votes (those delegated votes are termed "proxies") and these proxies may in turn delegate their vote as well as any votes they have been delegated by others resulting in "metadelegation". Several [[w:Liquid democracy#Examples|implementations are being used]]. * The GovLab<ref>https://thegovlab.org</ref> is relying on reproducible experiments and metrics to better understand what works (and what doesn’t) and to translate theory and hypotheses into actionable insights. They collaborate and connect with experts and practitioners across sectors and disciplines, levels of government, and geographies to learn how to govern more effectively and legitimately. * The [[w:Forward (United States)|Forward Party]] is a political action committee (PAC) that seeks to form a new centrist political party in the United States. Author Jim Manzi advocates institutionalized social experimentation.<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> Decentralized experimentation would be encouraged and would be subjected to standardized experimental evaluation and reporting to Congress. He suggests conducting as many social policy randomized controlled trials as we do clinical trials, about 10,000 each year. ==== Assignment ==== # Choose some local setting where you can run an experiment. This may be a [[w:Student council|student council election]], a committee appointment, a local election, or some other arena. # Choose an innovation from the above list, or some other source. # Run a trial of the chosen innovation in the chosen setting. For example, use rank choice voting to select the student class president at a local school. # Reflect on what was learned from that experiment. # Consider how larger experiments can be carried out. # Engage with at least one of the organizations mentioned above. # Work with them to evolve government. == Selection Pressures == The evolution of government will depend on the selection pressures each government system is subjected to. Selection pressures have two parts 1) selection ''criteria''—identifying what we want—and 2) selection ''forces''—making changes that progress toward the selection criteria. These are the system [[w:Feedback|feedback]] mechanisms. Each is described below. == Selection Criteria == Selection criteria form the basis for choosing the best alternative from several available choices. Evolution is accelerated when useful selection criteria are coupled with effective selection forces. In this section we develop useful criteria for selecting the best government options. === Selecting Leaders === It may be easier to select [[Wisdom|wise]] leaders than it is to understand, evaluate, and select various policy options. ==== Assignment ==== # Assess the [[intellectual honesty]] of the candidates. Eliminate any candidate that is not intellectually honest. # Assess the [[Moral Reasoning|moral reasoning]] of the candidates. Eliminate any candidate that does not consistently demonstrate well developed moral reasoning. # Complete the [[Wisdom#Assessing Wisdom|Assessing Wisdom section]] of the Wikiversity course on [[Wisdom]]. # Follow the instructions and complete the [[Wisdom/wisdom assessment form|wisdom assessment form]] to evaluate the viable candidates. Establish a rank ordering of the most attractive candidates. # Consider supporting, campaigning, and voting for the candidate that scores best. Act to place wise leaders in office. # Make these important [[Wisdom#Wise Decision Making|decisions wisely]]. === Policy-based Selections === In addition to choosing wise leaders, it is helpful to advocate for policy positions that lead to [[w:Good government|good government]] and [[w:Good governance|good governance]]. The [[w:United Nations|United Nations]] is playing an increasing role in promoting good governance. According to former UN Secretary-General Kofi Annan, "Good governance is ensuring respect for human rights and the rule of law; strengthening democracy; promoting transparency and capacity in public administration." To implement this, the UN follows eight principles:<ref>What is Good Governance, UN ESCAP Report, July 10, 2009. See: <nowiki>https://www.unescap.org/resources/what-good-governance</nowiki></ref> * Participation – People can voice their own opinions through legitimate intermediate organizations or representatives. * [[w:Rule of law|Rule of Law]] – Legal frameworks are enforced impartially, especially on human right laws. * Consensus Orientation– Differing interests are mediated to meet the broad consensus on the best interests of a community. * Equity and Inclusiveness – People have opportunities to improve or maintain their well-being. * Effectiveness and Efficiency – Processes and institutions produce results that meet the needs of their community while making the best of their resources. * Accountability – Governmental institutions, private sectors, and civil society organizations are held accountable to the public and institutional stakeholders. * Transparency – Information is accessible to the public and is understandable and monitored. * Responsiveness – Institutions and processes serve all stakeholders. Going beyond these general principles, good government is most likely to mean supporting policies that strengthen the democratic processes. === Defining Democracy === Although not necessarily the best possible governance system, [[w:Democracy|democracy]] is widely acknowledged as the most effective governance system in wide use today. For example, [[w:Derek Bok|Derek Bok]] states “In this regard, it is noteworthy that almost all the countries in the world that rank highest in overall satisfaction with life have been successful democracies for more than 80 years.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Although democracy is generally understood to be defined by voting, no consensus exists on a precise definition of democracy. Karl Popper says that the "classical" view of democracy is "in brief, the theory that democracy is the rule of the people, and that the people have a right to rule." Kofi Annan states that "there are as many different forms of democracy as there are democratic nations in the world." One study identified 2,234 adjectives used in the English language to describe democracy.<ref>Gagnon, Jean-Paul (1 June 2018). "2,234 Descriptions of Democracy". Democratic Theory. 5 (1): 92–113. doi:10.3167/dt.2018.050107. ISSN 2332-8894. S2CID 149825810.</ref> Democratic principles require all eligible citizens being equal before the law and having equal access to legislative processes. For example, in a representative democracy, every vote has equal weight, no unreasonable restrictions can apply to anyone seeking to become a representative, and the freedom of its eligible citizens is secured by legitimized rights and liberties which are typically protected by a constitution. Freedom House provides this characterization of democracy: <blockquote> “Democracy means more than just majority rule, however. In its ideal form, it is a governing system based on the will and consent of the governed, institutions that are accountable to all citizens, adherence to the rule of law, and respect for human rights. It is a network of mutually reinforcing structures in which those exercising power are subject to checks both within and outside the state, for example, from independent courts, an independent press, and civil society. It requires an openness to alternations in power, with rival candidates or parties competing fairly to govern for the good of the public as a whole, not just themselves or those who voted for them. It creates a level playing field so that all people, no matter the circumstances of their birth or background, can enjoy the universal human rights to which they are entitled and participate in politics and governance.”<ref>Freedom in the World 2022, Freedom House, Page 5</ref> </blockquote> === Characteristics of Democracy === [[File:Women practice voting in Dayton Oct. 27, 1920.jpg|thumb|Women practice voting in Dayton Oct. 27, 1920]] [[w:Freedom House|Freedom House]] has established detailed criteria for evaluating various forms of democracy.<ref>Freedom in the World Research Methodology. See: <nowiki>https://freedomhouse.org/reports/freedom-world/freedom-world-research-methodology</nowiki> </ref> These criteria are summarized below: ==== Electoral process. ==== #'''Was the current head of government or other chief national authority elected through free and fair elections?''' Considerations include independent [[w:Election monitoring|election monitoring]], adequate time for candidates to enter and campaign, accurate [[w:Voter registration|registration of voters]], inclusion of women and minority candidates, opportunities for candidates to address voters, make speeches, hold public meetings, and obtain media access, use of [[w:Secret ballot|secret ballot]], lack of pressure or voter intimidation, transparent vote counting, access to voting places, and the [[w:Peaceful transition of power|peaceful transfer of power]]. #'''Were the current national legislative representatives elected through free and fair elections?''' The considerations are like the above. #'''Are the electoral laws and framework fair, and are they implemented impartially by the relevant election management bodies?''' Considerations include use of a fair legislative framework for conducting elections, an independent election commission, [[w:Universal suffrage|universal suffrage]], fair [[w:Electoral district|election districts]], and fair procedures for [[w:Electoral reform|electoral reform]]. ==== Political Pluralism and Participation ==== #'''Do the people have the right to organize in different political parties or other competitive political groupings of their choice, and is the system free of undue obstacles to the rise and fall of these competing parties or groupings?''' Considerations include opportunities to form [[w:Political party|political parties]], freedom to hold meetings, rallies, and obtain media access, fair and equitable rules for party financing, freedom of [[w:Freedom of assembly|peaceful assembly]], and opportunities for [[w:Independent politician|independent candidates]]. #'''Is there a realistic opportunity for the opposition to increase its support or gain power through elections?''' Considerations include freedom of opposition parties to increase their support base and compete in elections, are opposition parties in positions of authority, and is there a significant opposition vote? #'''Are the people’s political choices free from domination by forces that are external to the political sphere, or by political forces that employ extrapolitical means?''' Considerations include lack of intimidation by military, foreign powers, oligarchies, criminal organizations, or other powerful groups, absence of [[w:Bribery|bribery]], [[w:Corruption|corruption]], improper [[w:Quid pro quo|quid pro quo]], or other improper influences, lack of dominant political donors, transparent [[w:Campaign finance|campaign financing]], and accountability to the voters. #'''Do various segments of the population (including ethnic, racial, religious, gender, LGBT+, and other relevant groups) have full political rights and electoral opportunities?''' Considerations include addressing minority issues, participation of [[w:Minority group|minority groups]] in political life, full inclusion of women, and [[w:Citizenship|citizenship]] opportunities for minorities. ==== Functioning of government ==== #'''Do the freely elected head of government and national legislative representatives determine the policies of the government?''' Considerations include installation of the elected officials into office, ability to form a functioning government, non-interference by [[w:Non-state actor|nonstate actors]], lack of military influence on government operations, independence of the executive and legislative branches, and frequency of [[w:Bipartisanship|bipartisan]] actions. #'''Are safeguards against official corruption strong and effective?''' Considerations include effectiveness of anticorruption laws and programs, independent oversight and auditing, investigation of alleged corruption, and [[w:Whistleblower|whistleblower]] protections. #'''Does the government operate with openness and transparency?''' Considerations include ability of citizens to obtain accurate information about state operations, ability to petition government agencies for information, publication of state information, ability to access and comment on pending legislations, public review of budget processes, transparency in awarding contracts, and public scrutiny of [[w:Financial disclosure of public servants|government officials’ financial disclosure]]. ==== Additional discretionary political rights question ==== #'''Is the government or occupying power deliberately changing the ethnic composition of a country or territory so as to destroy a culture or tip the political balance in favor of another group?''' Considerations include providing incentives to change the [[w:Ethnic group|ethnic composition]] of a region, forcibly moving people into or out of certain regions, and arresting or killing members of certain ethnic groups. ==== Civil Liberties ==== ==== Freedom of Expression and belief ==== #'''Are there free and independent media?''' Considerations include [[w:Media (communication)|media]] [[w:Censorship|censorship]], pressure or surveillance, punishment of journalists, [[w:Freedom of speech|freedom of speech]] regarding criticism of government officials, government control of media, [[w:Editorial independence|editorial independence,]] nonpartisan coverage, government influence of media coverage, involvement of women and minorities, free expression in works of literature, and other cultural expressions. #'''Are individuals free to practice and express their religious faith or nonbelief in public and private?''' Considerations include [[w:Freedom of religion|freedom of religious]] institutions to function, freedom from harassment of minority faith members, lack of government involvement in appointing religious leaders, freedom to distribute religious writings, freedom to construct and occupy religious buildings, lack of government involvement in religious education, and freedom to eschew religious beliefs and practices. #'''Is there academic freedom, and is the educational system free from extensive political indoctrination?''' Considerations include [[w:Academic freedom|freedom of educators]] to pursue political activities, non-interference in school [[w:Curriculum|curriculums]], fair allocation of funding, freedom of student associations to pursue political activities, and freedom of students to support candidates of their choice. #'''Are individuals free to express their personal views on political or other sensitive topics without fear of surveillance or retribution?''' Considerations include the ability to engage in discussions, including [[w:Political criticism|political discussions]], in public, or private places, including online communications, and lack of surveillance of antigovernment conversations. ==== Associational and organizational rights ==== #I'''s there [[w:Freedom of assembly|freedom of assembly]]?''' Considerations include freedom to protest peacefully, lack of intimidation or harassment of peaceful protesters, censorship of peaceful protester’s communications, and freedom to petition the public, #'''Is there freedom for nongovernmental organizations, particularly those that are engaged in human rights– and governance-related work?''' Considerations include ease of creating [[w:Non-governmental organization|nongovernment organizations]], fair rules for financing the work, and freedom from government intimidation or harassment. #'''Is there freedom for trade unions and similar professional or labor organizations?''' Considerations include unfettered formation and operation of [[w:Trade union|trade unions]], lack of pressure to join or not join certain trade unions, ability to [[w:Strike action|strike]] without reprisals, [[w:Collective bargaining|collective bargaining]], and free operation of professional organizations. ==== Rule of Law ==== #'''Is there an independent judiciary?''' Considerations include noninterference by the executive branch or other influences, fair appointment of judges, impartial rulings by judges, compliance with judicial decisions, and the absence of powerful influences over judicial decisions. #'''Does due process prevail in civil and criminal matters?''' Considerations include [[w:Presumption of innocence|presumption of innocence]], access to effective [[w:Counsel|counsel]], fair [[w:Trial|trial]], fair access to the [[w:Judiciary|court system]], independent [[w:Prosecutor|prosecutors]], fair and effective law enforcement, and upholding of [[w:Due process|due process]] without interference. #'''Is there protection from the illegitimate use of physical force and freedom from war and insurgencies?''' Considerations include absence of excessive force during arrest and detainment, humane conditions in pretrial detention facilities and prisons, effective redress of abuse, absence of [[w:Corporal punishment|corporal punishment]], minimal application of [[w:Corporal punishment|capital punishment]], lack of violent crime, and safety for the population. #'''Do laws, policies, and practices guarantee equal treatment of various segments of the population?''' Considerations include the ability of distinctive or minority groups to exercise their [[w:Human rights|human rights]], lack of violence against such groups, lack of discrimination against such groups, granting of [[w:Right of asylum|asylum]], and protection of [[w:Human rights|human rights]]. ==== Personal autonomy and individual rights ==== #'''Do individuals enjoy freedom of movement, including the ability to change their place of residence, employment, or education?''' Considerations include freedom of foreign travel, freedom of movement within the country, lack of bribery and other corruption, safe travel, and equal rights for women. #'''Are individuals able to exercise the right to own property and establish private businesses without undue interference from state or nonstate actors?''' Considerations include the ability to purchase or sell land and other property, equal [[w:Women'27s rights|rights for women]], lack of favoritism, [[w:Cronyism|cronyism]], [[w:Bribery|bribery]], [[w:Extortion|extortion]], and other forms of [[w:Political corruption|corruption]], and ease of doing business, #'''Do individuals enjoy personal social freedoms, including choice of marriage partner and size of family, protection from domestic violence, and control over appearance?''' Considerations include lack of personal and domestic violence, freedom to [[w:Same-sex marriage|marry your chosen partner]], fair divorce and child custody decisions, and free choice of dress and appearance. #'''Do individuals enjoy equality of opportunity and freedom from economic exploitation?''' Considerations include lack of worker exploitation, economic opportunity, fair competition, and absence of [[w:Human trafficking|human trafficking]]. While the Freedom House characteristics of democracy criteria are extensive, a more extensive set of criteria is used by the [[w:V-Dem Institute|V-Dem institute]] to evaluate democracies around the world. Their document “V-Dem Methodology v11.1”<ref>V-Dem Methodology v11.1 See: <nowiki>https://www.v-dem.net/static/website/img/refs/methodologyv111.pdf</nowiki></ref> describes their methodology in detail. Interested students can study that document for more detail. Other authors advocate for additional characteristics including increasing [[w:Human capital|human capital]]<ref>{{cite book|title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society  |last=Manzi|first=Jim  |date=May 1, 2012|publisher=Basic Books|isbn=978-0465023240|pages=320|author-link=w:Jim_Manzi_(software_entrepreneur)}} Chapter 15.</ref> through more effective and relevant education<ref>The Relevant Education Project. See: <nowiki>https://relevant.education</nowiki></ref>, improving our shared knowledge base, increasing [[Emotional Competency|emotional intelligence]], and increasing our [[w:Collective intelligence|collective intelligence]].<ref>{{cite book|title=The Listening Society: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=March 10, 2017|publisher=Metamoderna ApS|isbn=978-8799973903|pages=414}} Page 91 of 405</ref>^,<ref>See, for example the MIT Center for Collective Intelligence. <nowiki>https://cci.mit.edu</nowiki></ref> === Assignment === # Study the above criteria used to evaluate democracies. # Find where your country ranks on the Freedom House Freedom in the world report. # Identify areas for improvement. # Advocate for policies that improve attainment of these criteria within your government. === Results-based selections === Better governance systems attain better results. A governance system can be evaluated by the contribution it makes toward helping the governed organization reach its goals. If the governed organization is a corporation, then the best governance system is the one that results in the most profits, along with consideration of customer satisfaction, employee satisfaction, relevant regulations, and social responsibility. For other organizations, the effectiveness of a governance system can be judged by how well the governed organization meets its stated mission. In the case of international, national, state, regional, or local governments the mission will be assumed to be the [[w:Well-being|well-being]] of the people. One attractive option recognizes that “There are powerful arguments for making happiness a focal point for government policy.”<ref>{{cite book|title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being|last=Bok|first=Derek  |date=February 21, 2010|publisher=Princeton University Press|isbn=978-0691144894|pages=272|author-link=w:Derek_Bok}}</ref> Because happiness is often fleeting, we propose a more substantial and enduring basis for evaluating and selecting government systems. [[File:Evaluating Good Government.jpg|thumb|Better governments allow more people to meet more of their needs.]] Here we suggest that <blockquote> '''The government that meets more of the needs of more of the people is the better system.'''<ref>Good Government, Substack Article, Leland Beaumont, July 17, 2022</ref> </blockquote> To be specific, in this definition we use [[w:Maslow's hierarchy of needs|Maslow’s hierarchy of needs]]<ref>Researchers continue to refine and extend Maslow’s original thesis. It may be wise to use these updated views rather than Maslow’s original thesis.  </ref> as our reference standard for defining the needs of the people. A population where more people are meeting more of their higher-level needs is benefiting from the better governance system. The fewer people who have unmet needs the better. The more people who have high level needs met the better.<ref>It may be wise to consider it unacceptable to leave the basic needs of anyone unmet. Therefore, it may be important to meet everyone’s basic needs before turning attention to meeting the higher-level needs of the few. This suggests a [[Minimax#Maximin|Maximin]] approach and is consistent with the doctrine of sufficiency.</ref> Alternative standards might include measures of: * Adherence to the [[w:Universal Declaration of Human Rights|Universal Declaration of Human Rights]], * [[w:Well-being|Well-being]], * [[w:Subjective well-being|Subjective well-being]], or * Some blend, weighing, or aggregation of these. In any case, the question of “what is the better government system?” can be answered [[w:Empiricism|empirically]] rather than hypothetically or speculatively. Evaluating results would require an independent rating agency, such as the [[w:Government Accountability Office|Government Accountability Office]], a [[w:Nationally recognized statistical rating organization|nationally recognized statistical rating organization]], or other organizations, such as [[w:Freedom House|Freedom House]], to study, analyze, and publish results. === Assignment === # Read the essay [[/Good Government/]]. # Estimate where you are now on Maslow’s needs hierarchy. # Use your estimate of the well-being of the population of your country or region to draw a diagram like the one shown above on the right. == Selection Forces == [[File:Vote Carefully.jpg|thumb|Vote conscientiously to evolve governments.]] Selection forces—actions that select for the preferred outcome—are the engine of evolution. Within a nation with a functioning democracy, selection forces include: * Voting. There are good arguments supporting the conclusion that citizens in a democracy have a moral duty to vote.<ref>Christiano, Tom and Sameer Bajaj, "Democracy", ''The Stanford Encyclopedia of Philosophy'' (Spring 2022 Edition), Edward N. Zalta (ed.), URL = <<nowiki>https://plato.stanford.edu/archives/spr2022/entries/democracy/</nowiki>>. Section 4.3.1.</ref> Register to vote, study the candidates and the issues, and vote in every election you are eligible to vote in. * Campaigning; * supporting desirable candidates; * Supporting desirable policy and legislation; * Communicating with elected officials; * Financial contributions; * influencing public opinion, and * running for office. Options are more difficult in non-democratic nations. In this case, read the book ''From Dictatorship to Democracy: A Conceptual Framework for Liberation''<ref>{{cite book|title=From Dictatorship to Democracy: A Conceptual Framework for Liberation|last=Sharp|first=Gene|date=September 4, 2012|publisher=The New Press|isbn=978-1595588500|pages=160|author-link=w:Gene_Sharp}}</ref> and complete the [[Intentional Evolution#Assignment 18|final assignment]] in the [[Intentional Evolution]] course. The Wikiversity course [[Confronting Tyranny]] may also be helpful. == Possibilities == Imagine how it can be! === Assignment === This assignment is entirely optional, and it is likely that most students will skip it. The assignment is provided here to stimulate the imagination of interested students. # Read the book ''The Listening Society: A Metamodern Guide to Politics''.<ref>{{cite book|title=The Listening Society: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=March 10, 2017|publisher=Metamoderna ApS|isbn=978-8799973903|pages=414}}</ref> # Read the book ''Nordic Ideology: A Metamodern Guide to Politics''.<ref>[1] {{cite book|title=Nordic Ideology: A Metamodern Guide to Politics|last=Freinacht  |first=Hanzi  |date=May 29, 2019|publisher=Metamoderna ApS|isbn=978-8799973927|pages=495}}</ref> # Study the work of the [[Level 5 Research Center]]. # Study the work of the [[Wisdom Research|Wisdom and the Future Research Center]]. # Study the course [[A Journey to GameB]]. # Participate in the research project to [[Living Wisely/Improving our Social Operating Systems|improve our social operating systems]]. # Read the essay “3 Design principles for Protopian Governance".<ref>3 Design principles for Protopian Governance, Hanzi Freinacht, May 22, 2022, See: <nowiki>https://medium.com/@hanzifreinacht/3-design-principles-for-protopian-governance-bc2bfa7faa9a</nowiki></ref> # Study courses in the [[Unleashing Creativity/possibilities curriculum|possibilities curriculum]]. # Read the essay [[Assessing Human Rights/Beyond Olympic Gold|Beyond Olympic gold]]. ## Work to [[Assessing Human Rights|advance human rights worldwide]]. # Read the [[w:Stanford Encyclopedia of Philosophy|Stanford Encyclopedia of Philosophy]] article on Global Democracy.<ref>Kuyper, Jonathan, "Global Democracy", The Stanford Encyclopedia of Philosophy (Winter 2016 Edition), Edward N. Zalta (ed.), URL = <<nowiki>https://plato.stanford.edu/archives/win2016/entries/global-democracy/</nowiki>>.</ref> # Complete the Wikiversity course [[Intentional Evolution|Intentional evolution]]. ##Complete the [[Intentional Evolution#Assignment 18|final assignment]] in the [[Intentional Evolution]] course. # Complete the Wikiversity course [[Envisioning Our Future]]. ## Write down [[Envisioning Our Future#Write Down Your Vision of Our Future|your vision of our future]]. ## Use the essay you wrote as a guide toward action. ## Act to make the future you envision a reality. == Assignment == # [[Living Wisely|Live wisely]]. # Read the essay [[Exploring Worldviews/Aligning worldviews|Aligning Worldviews]]. ## Align your worldview with reality. # Complete the course [[Intentional Evolution]]. ## Apply the principles taught in the Intentional Evolution course to accelerate the evolution of governments. # Become an informed and engaged citizen. # Practice [[Level 5 Research Center#Values|pro-social values]]. # Collaborate with others who practice [[Level 5 Research Center#Values|pro-social values]]. # Without compromising your values, [[Finding Common Ground|seek common ground]] with those who do not practice [[Level 5 Research Center#Values|pro-social values]]. ## Complete the Wikiversity course [[Transcending Conflict|Transcending conflict]]. ### Work to transcend conflict. ## Complete the Wikiversity course [[Finding Common Ground|Finding common ground]]. ### Seek common ground # Challenge, confront, and [[w:Persuasion|persuade]] those who do not practice [[Level 5 Research Center#Values|pro-social values]]. ## [[w:The 7 Habits of Highly Effective People#Habit%205:%20%22Seek%20first%20to%20understand%2C%20then%20to%20be%20understood%22|Seek first to understand, then to be understood]]. ## As a gentle starting point, become comfortable using [[w:The 7 Habits of Highly Effective People#Habit%205:%20%22Seek%20first%20to%20understand%2C%20then%20to%20be%20understood%22|these phrases]] in [[Practicing Dialogue|dialogue]] to encourage the participants to act in good faith. ## Support and vote for political leaders who support values and policies that advance this evolutionary worldview. ## Protect your own safety. ## Complete the Wikiversity course [[Finding Courage]]. ###Find the moral courage to act according to your well-chosen values and confront antagonists. ## Apply suitable techniques discussed in the book ''From Dictatorship to Democracy: A Conceptual Framework for Liberation''.<ref>Sharp, Gene (September 4, 2012). From Dictatorship to Democracy: A Conceptual Framework for Liberation. The New Press. pp. 160. ISBN 978-1595588500.</ref> ## Complete the Wikiversity course on [[Confronting Tyranny]]. ###Confront tyranny # Unleash [[w:Collaboration|collaboration]]. # [[Living Wisely/Seeking Real Good|Seek real good]]. == Further Reading == Students who are interested in learning more about evolving governments may wish to read these books: * {{cite book |last=Bevir |first=Mark |author-link= |date=October 25, 2012 |title=Governance: A Very Short Introduction |publisher=OUP Oxford |pages=147 |isbn=978-0199606412}} * {{cite book |last=Crick |first=Bernard |author-link= |date=October 10, 2002 | title=Democracy: A Very Short Introduction |publisher=OUP Oxford |pages=145 |isbn=978-0192802507}} * {{cite book |last=Snyder |first=Timothy |author-link=w:Timothy_D._Snyder |date=February 28, 2017 |title=On Tyranny: Twenty Lessons from the Twentieth Century |publisher=Crown |pages=128 |isbn=978-0804190114}} * {{cite book |last=Freinacht |first=Hanzi |date=March 10, 2017 |title=The Listening Society: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=414 |isbn=978-8799973903}} * {{cite book |last=Freinacht |first=Hanzi |date=May 29, 2019 |title=Nordic Ideology: A Metamodern Guide to Politics |publisher=Metamoderna ApS |pages=495 |isbn=978-8799973927}} Nordic Ideology * {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} * {{cite book |last=Manzi |first=Jim |author-link=w:Jim_Manzi_(software_entrepreneur) |date=May 1, 2012 |title=Uncontrolled: The Surprising Payoff of Trial-and-Error for Business, Politics, and Society |publisher=Basic Books |pages=320 |isbn=978-0465023240}} * {{cite book |last1=Gehl |first1=Katherine M. |last2=Porter |first2=Michael E. |author-link=w:Michael_Porter |date=June 23, 2020 |title=The Politics Industry: How Political Innovation Can Break Partisan Gridlock and Save Our Democracy |publisher=Harvard Business Review Press |pages=272 |isbn=978-1633699236}} * {{cite book |last=Bok |first=Derek |author-link=w:Derek_Bok |date=February 21, 2010 |title=The Politics of Happiness: What Government Can Learn from the New Research on Well-Being |publisher=Princeton University Press |pages=272 |isbn=978-0691144894}} * {{cite book |last=Reich |first=Robert B. |date=February 20, 2018 |title=The Common Good |publisher=Knopf |pages=208 |isbn=978-0525520498 |author-link=w:Robert_Reich }} * {{cite book |last=Christakis |first=Nicholas A. |author-link=w:Nicholas_Christakis |date=March 26, 2019 |title=Blueprint: The Evolutionary Origins of a Good Society |publisher=Little, Brown Spark |pages=441 |isbn=978-0316230032}} * {{cite book |last=Ridley |first=Matt |author-link=w:Matt_Ridley |date=October 25, 2016 |title=The Evolution of Everything: How New Ideas Emerge |publisher=Harper Perennial |pages=368 |isbn=978-0062296016}} * {{cite book |last=Camp |first=Robert C. |date=May 1, 1989 |title=Benchmarking: The Search for Industry Best Practices That Lead to Superior Performance |publisher=Amer Society for Quality |pages=299 |isbn=978-0873890588}} * The Modern Political Traditions: Hobbes to Habermas, Wondrium I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. *The Why Axis, John A. List. == References == <references/> [[Category:Government]] [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Courses]] {{Possibilities}} 8dxuriseqgi60guh4uyiseaz4ont11l 4 286372 2414398 2022-08-14T14:11:21Z Dave Braunschweig 426084 Archive wikitext text/x-wiki == Results of Wiki Loves Folklore 2022 is out! == <div lang="en" dir="ltr" class="mw-content-ltr"> {{int:please-translate}} [[File:Wiki Loves Folklore Logo.svg|right|150px|frameless]] Hi, Greetings The winners for '''[[c:Commons:Wiki Loves Folklore 2022|Wiki Loves Folklore 2022]]''' is announced! We are happy to share with you winning images for this year's edition. This year saw over 8,584 images represented on commons in over 92 countries. Kindly see images '''[[:c:Commons:Wiki Loves Folklore 2022/Winners|here]]''' Our profound gratitude to all the people who participated and organized local contests and photo walks for this project. We hope to have you contribute to the campaign next year. '''Thank you,''' '''Wiki Loves Folklore International Team''' --[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 16:12, 4 July 2022 (UTC) </div> <!-- Message sent by User:Tiven2240@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Non-Technical_Village_Pumps_distribution_list&oldid=23454230 --> == Wikiversity == What can i do with wikiversity --[[User:Goku Sakaki|Goku Sakaki]] ([[User talk:Goku Sakaki|discuss]] • [[Special:Contributions/Goku Sakaki|contribs]]) 16:58, 10 July 2022 (UTC) :@[[User:Goku Sakaki|Goku Sakaki]] Welcome! Start with [[What is Wikiversity?]]. Then look around and see what interests you. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 01:06, 11 July 2022 (UTC) == How to graphically design a park == How do I design a park {{unsigned|Darelle Meyer}} :That would be a pretty involved process and I don't think that Wikiversity or our sister project [[:b:en:|Wikibooks]] has a resource on that yet. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:36, 11 July 2022 (UTC) == Wikimedia Foundation Board of Trustees Election: Propose statements for the 2022 Election Compass == <section begin="announcement-content" /> :''[[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/Propose statements for the 2022 Election Compass| You can find this message translated into additional languages on Meta-wiki.]]'' :''<div class="plainlinks">[[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/Propose statements for the 2022 Election Compass|{{int:interlanguage-link-mul}}]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&group=page-{{urlencode:Wikimedia Foundation elections/2022/Announcement/Propose statements for the 2022 Election Compass}}&language=&action=page&filter= {{int:please-translate}}]</div>'' Hi all, Community members in the [[m:Special:MyLanguage/Wikimedia Foundation elections/2022|2022 Board of Trustees election]] are invited to '''[[m:Special:MyLanguage/Wikimedia_Foundation_elections/2022/Community_Voting/Election_Compass|propose statements to use in the Election Compass.]]''' An Election Compass is a tool to help voters select the candidates that best align with their beliefs and views. The community members will propose statements for the candidates to answer using a Lickert scale (agree/neutral/disagree). The candidates’ answers to the statements will be loaded into the Election Compass tool. Voters will use the tool by entering in their answer to the statements (agree/disagree/neutral). The results will show the candidates that best align with the voter’s beliefs and views. {{collapse|heading=Timeline for the Election Compass|content= July 8 - 20: Community members propose statements for the Election Compass July 21 - 22: Elections Committee reviews statements for clarity and removes off-topic statements July 23 - August 1: Volunteers vote on the statements August 2 - 4: Elections Committee selects the top 15 statements August 5 - 12: candidates align themselves with the statements August 15: The Election Compass opens for voters to use to help guide their voting decision }} The Elections Committee will select the top 15 statements at the beginning of August. The Elections Committee will oversee the process, supported by the Movement Strategy and Governance team. MSG will check that the questions are clear, there are no duplicates, no typos, and so on. Best, Movement Strategy and Governance ''This message was sent on behalf of the Board Selection Task Force and the Elections Committee''<br /><section end="announcement-content" /> [[User:Xeno (WMF)|Xeno (WMF)]] ([[User talk:Xeno (WMF)|discuss]] • [[Special:Contributions/Xeno (WMF)|contribs]]) 17:00, 11 July 2022 (UTC) == Movement Strategy and Governance News – Issue 7 == <section begin="msg-newsletter"/> <div style = "line-height: 1.2"> <span style="font-size:200%;">'''Movement Strategy and Governance News'''</span><br> <span style="font-size:120%; color:#404040;">'''Issue 7, July–⁠September 2022'''</span><span style="font-size:120%; float:right;">[[m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7|'''Read the full newsletter''']]</span> ---- Welcome to the 7th issue of Movement Strategy and Governance News! The newsletter distributes relevant news and events about the implementation of Wikimedia's [[:m:Special:MyLanguage/Movement Strategy/Initiatives|Movement Strategy recommendations]], other relevant topics regarding Movement governance, as well as different projects and activities supported by the Movement Strategy and Governance (MSG) team of the Wikimedia Foundation. The MSG Newsletter is delivered quarterly, while the more frequent [[:m:Special:MyLanguage/Movement Strategy/Updates|Movement Strategy Weekly]] will be delivered weekly. Please remember to subscribe [[m:Special:MyLanguage/Global message delivery/Targets/MSG Newsletter Subscription|here]] if you would like to receive future issues of this newsletter. </div><div style="margin-top:3px; padding:10px 10px 10px 20px; background:#fffff; border:2px solid #808080; border-radius:4px; font-size:100%;"> * '''Movement sustainability''': Wikimedia Foundation's annual sustainability report has been published. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A1|continue reading]]) * '''Improving user experience''': recent improvements on the desktop interface for Wikimedia projects. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A2|continue reading]]) * '''Safety and inclusion''': updates on the revision process of the Universal Code of Conduct Enforcement Guidelines. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A3|continue reading]]) * '''Equity in decisionmaking''': reports from Hubs pilots conversations, recent progress from the Movement Charter Drafting Committee, and a new white paper for futures of participation in the Wikimedia movement. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A4|continue reading]]) * '''Stakeholders coordination''': launch of a helpdesk for Affiliates and volunteer communities working on content partnership. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A5|continue reading]]) * '''Leadership development''': updates on leadership projects by Wikimedia movement organizers in Brazil and Cape Verde. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A6|continue reading]]) * '''Internal knowledge management''': launch of a new portal for technical documentation and community resources. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A7|continue reading]]) * '''Innovate in free knowledge''': high-quality audiovisual resources for scientific experiments and a new toolkit to record oral transcripts. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A8|continue reading]]) * '''Evaluate, iterate, and adapt''': results from the Equity Landscape project pilot ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A9|continue reading]]) * '''Other news and updates''': a new forum to discuss Movement Strategy implementation, upcoming Wikimedia Foundation Board of Trustees election, a new podcast to discuss Movement Strategy, and change of personnel for the Foundation's Movement Strategy and Governance team. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A10|continue reading]]) </div><section end="msg-newsletter"/> [[User:Xeno (WMF)|Xeno (WMF)]] ([[User talk:Xeno (WMF)|discuss]] • [[Special:Contributions/Xeno (WMF)|contribs]]) 00:29, 17 July 2022 (UTC) == Master/doctoral theses publication here == Hello, I am a somewhat long-time Wikipedian but a novice in Wikiversity. I have a few of questions: #Does Wikiversity allow for the publication here of masters and doctoral theses? ##If the answer is yes, can an editor do so on behalf of the author, if the author has granted the editor permission? #If an academic paper has been published in a peer-reviewed journal that is open access, can the paper be re-published in Wikiversity? #Does Wikiversity allow for the publication of research papers written as part of a university course? #Can syllabi and reading lists from graduate courses be published here? (with the permission of the Professors who created them) Thank you. [[User:Al83tito|Al83tito]] ([[User talk:Al83tito|discuss]] • [[Special:Contributions/Al83tito|contribs]]) 04:39, 22 July 2022 (UTC) :@[[User:Al83tito|Al83tito]] Welcome to Wikiversity! The answer to all of these questions is yes. You can find some or many examples of each of these here. The only hesitation would be republishing "open access" papers. Be careful to verify that the open access license it was published under is consistent with CC-BY-SA, and always reference sources. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 12:55, 23 July 2022 (UTC) == Let's talk about the Desktop Improvements == [[File:Vector 2022 showing language menu with a blue menu trigger and blue menu items 01.jpg|thumb]] Join an online meeting with the team working on the [[mw:Reading/Web/Desktop Improvements|Desktop Improvements]]! It will take place on '''26 July 2022 at [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20220726T1200 12:00 UTC] and [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20220726T1900 19:00 UTC]''' on Zoom. '''[https://wikimedia.zoom.us/j/5304280674 Click here to join]'''. Meeting ID: 5304280674. [https://wikimedia.zoom.us/u/kc2hamfYz9 Dial by your location]. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|Read more]]. See you! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|talk]]) 16:19, 25 July 2022 (UTC) <!-- Message sent by User:SGrabarczuk (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=User:SGrabarczuk_(WMF)/sandbox/MM/En_fallback&oldid=23430301 --> == Announcing the six candidates for the 2022 Board of Trustees election == <section begin="announcement-content" /> : ''[[metawiki:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/Announcing the six candidates for the 2022 Board of Trustees election| You can find this message translated into additional languages on Meta-wiki.]]<div class="plainlinks">[[metawiki:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/Announcing the six candidates for the 2022 Board of Trustees election|{{int:interlanguage-link-mul}}]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&group=page-{{urlencode:Wikimedia Foundation elections/2022/Announcement/Announcing the six candidates for the 2022 Board of Trustees election}}&language=&action=page&filter= {{int:please-translate}}]</div>'' Hi everyone, '''The Affiliate voting process has concluded.''' Representatives from each Affiliate organization learned about the candidates by reading candidates’ statements, reviewing candidates’ answers to questions, and considering the candidates’ ratings provided by the Analysis Committee. The selected 2022 Board of Trustees candidates are: * Tobechukwu Precious Friday ([[metawiki:User:Tochiprecious|Tochiprecious]]) * Farah Jack Mustaklem ([[metawiki:User:Fjmustak|Fjmustak]]) * Shani Evenstein Sigalov ([[metawiki:User:Esh77|Esh77]]) * Kunal Mehta ([[metawiki:User:Legoktm|Legoktm]]) * Michał Buczyński ([[metawiki:User:Aegis Maelstrom|Aegis Maelstrom]]) * Mike Peel ([[metawiki:User:Mike Peel|Mike Peel]]) You may see more information about the [[metawiki:Special:MyLanguage/Wikimedia Foundation elections/2022/Results|Results]] and [[metawiki:Special:MyLanguage/Wikimedia Foundation elections/2022/Stats|Statistics]] of this Board election. Please take a moment to appreciate the Affiliate Representatives and Analysis Committee members for taking part in this process and helping to grow the Board of Trustees in capacity and diversity. These hours of volunteer work connect us across understanding and perspective. Thank you for your participation. Thank you to the community members who put themselves forward as candidates for the Board of Trustees. Considering joining the Board of Trustees is no small decision. The time and dedication candidates have shown to this point speaks to their commitment to this movement. Congratulations to those candidates who have been selected. A great amount of appreciation and gratitude for those candidates not selected. Please continue to share your leadership with Wikimedia. Thank you to those who followed the Affiliate process for this Board election. You may review the results of the Affiliate selection process. '''The next part of the Board election process is the community voting period.''' [[metawiki:Special:MyLanguage/Wikimedia Foundation elections/2022#Timeline|You may view the Board election timeline here]]. To prepare for the community voting period, there are several things community members can engage with in the following ways: * [[metawiki:Special:MyLanguage/Wikimedia Foundation elections/2022/Candidates|Read candidates’ statements]] and read the candidates’ answers to the questions posed by the Affiliate Representatives. * [[metawiki:Special:MyLanguage/Wikimedia_Foundation_elections/2022/Community_Voting/Questions_for_Candidates|Propose and select the 6 questions for candidates to answer during their video Q&A]]. * See the [[metawiki:Special:MyLanguage/Wikimedia Foundation elections/2022/Candidates|Analysis Committee’s ratings of candidates on each candidate’s statement]]. * [[metawiki:Special:MyLanguage/Wikimedia Foundation elections/2022/Community Voting/Election Compass|Propose statements for the Election Compass]] voters can use to find which candidates best fit their principles. * Encourage others in your community to take part in the election. Best, Movement Strategy and Governance ''This message was sent on behalf of the Board Selection Task Force and the Elections Committee'' <section end="announcement-content" /> [[User:MNadzikiewicz (WMF)|MNadzikiewicz (WMF)]] ([[User talk:MNadzikiewicz (WMF)|discuss]] • [[Special:Contributions/MNadzikiewicz (WMF)|contribs]]) 20:36, 25 July 2022 (UTC) == Vote for Election Compass Statements == <section begin="announcement-content" /> :''[[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/Vote for Election Compass Statements| You can find this message translated into additional languages on Meta-wiki.]]'' :''<div class="plainlinks">[[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/Vote for Election Compass Statements|{{int:interlanguage-link-mul}}]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&group=page-{{urlencode:Wikimedia Foundation elections/2022/Announcement/Vote for Election Compass Statements}}&language=&action=page&filter= {{int:please-translate}}]</div>'' Hi all, Volunteers in the [[m:Special:MyLanguage/Wikimedia Foundation elections/2022|2022 Board of Trustees election]] are invited to [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2022/Community_Voting/Election_Compass/Statements|vote for statements to use in the Election Compass]]. You can vote for the statements you would like to see included in the Election Compass on Meta-wiki. An Election Compass is a tool to help voters select the candidates that best align with their beliefs and views. The community members will propose statements for the candidates to answer using a Lickert scale (agree/neutral/disagree). The candidates’ answers to the statements will be loaded into the Election Compass tool. Voters will use the tool by entering in their answer to the statements (agree/disagree/neutral). The results will show the candidates that best align with the voter’s beliefs and views. Here is the timeline for the Election Compass: *<s>July 8 - 20: Volunteers propose statements for the Election Compass</s> *<s>July 21 - 22: Elections Committee reviews statements for clarity and removes off-topic statements</s> *July 23 - August 1: Volunteers vote on the statements *August 2 - 4: Elections Committee selects the top 15 statements *August 5 - 12: candidates align themselves with the statements *August 15: The Election Compass opens for voters to use to help guide their voting decision The Elections Committee will select the top 15 statements at the beginning of August Best, Movement Strategy and Governance ''This message was sent on behalf of the Board Selection Task Force and the Elections Committee'' </div><section end="announcement-content" /> [[User:MNadzikiewicz (WMF)|MNadzikiewicz (WMF)]] ([[User talk:MNadzikiewicz (WMF)|discuss]] • [[Special:Contributions/MNadzikiewicz (WMF)|contribs]]) 21:21, 27 July 2022 (UTC) 0iukjdl24tbj3rt09g3b33xu0d0ekhc 3 286373 2414400 2022-08-14T14:15:31Z 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]] Inandonit365!''' 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. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity. To [[Wikiversity:Introduction|get started]], you may <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]]. * Visit a (kind of) [[Wikiversity:Random|random project]]. * [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]]. * Find out about [[Wikiversity:Research|research]] activities on Wikiversity. * [[Wikiversity:Introduction explore|Explore]] Wikiversity with the links to your left. </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier. * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity. * Give [[Wikiversity:Feedback|feedback]] about your initial observations. * Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]]. * [[Wikiversity:Chat|Chat]] with other Wikiversitans on [[:freenode:wikiversity|<kbd>#wikiversity</kbd>]]. </div> <br clear="both"/> You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:15, 14 August 2022 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} 5ugn7r55rzh0e28au6mp96lqvz8ok28 3 286374 2414401 2022-08-14T14:15:38Z 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]] U3203936!''' 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. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity. To [[Wikiversity:Introduction|get started]], you may <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]]. * Visit a (kind of) [[Wikiversity:Random|random project]]. * [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]]. * Find out about [[Wikiversity:Research|research]] activities on Wikiversity. * [[Wikiversity:Introduction explore|Explore]] Wikiversity with the links to your left. </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier. * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity. * Give [[Wikiversity:Feedback|feedback]] about your initial observations. * Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]]. * [[Wikiversity:Chat|Chat]] with other Wikiversitans on [[:freenode:wikiversity|<kbd>#wikiversity</kbd>]]. </div> <br clear="both"/> You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:15, 14 August 2022 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} ja3suje15ptbbogs003g314vh3q6yk5 3 286375 2414402 2022-08-14T14:16:31Z 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]] Emmyhud!''' 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. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity. To [[Wikiversity:Introduction|get started]], you may <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]]. * Visit a (kind of) [[Wikiversity:Random|random project]]. * [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]]. * Find out about [[Wikiversity:Research|research]] activities on Wikiversity. * [[Wikiversity:Introduction explore|Explore]] Wikiversity with the links to your left. </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier. * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity. * Give [[Wikiversity:Feedback|feedback]] about your initial observations. * Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]]. * [[Wikiversity:Chat|Chat]] with other Wikiversitans on [[:freenode:wikiversity|<kbd>#wikiversity</kbd>]]. </div> <br clear="both"/> You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:16, 14 August 2022 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} 9ktx98yhpqhzvm9alpazlj4buxh943a 0 286376 2414411 2022-08-14T16:35:51Z Saltrabook 1417466 New resource with "[[File:LOGO for Maritime Health Research and Education Network.png|thumb|]] [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] [[File:Bernardino Ramazzini.jpg|thumb|300px|right|Bernardino Ramazzini]] == Introduction == The Ramazzini Center is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of workers at the national and international level inspired by..." wikitext text/x-wiki [[File:LOGO for Maritime Health Research and Education Network.png|thumb|]] [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] [[File:Bernardino Ramazzini.jpg|thumb|300px|right|Bernardino Ramazzini]] == Introduction == The Ramazzini Center is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of workers at the national and international level inspired by the work of the Italian physician [https://en.wikipedia.org/wiki/Bernardino_Ramazzini ''Bernardino Ramazzini''] It is a brick-free center that unites interested individuals and institutions with activities in occupational- and public health research. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety in the workplaces * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well * Publish ''Preventive Health Science - Journal '' == Purpose == The objectives are to educate in research methods and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. Cross-sectional studies of working conditions are scares and such studies will provide a rational basis for the prevention of illness and injury. Methods for getting started are described in the Health Hazard Surveillance Program in [https://en.wikiversity.org/wiki/Occupational_Health_Risk_Surveillance "''The Occupational Health Hazard Surveillance Program''"] of relevance for all types of workplaces == Ethical requirements == The ethical rules for database research in the respective Universities [http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://omeganetcohorts.eu/download/statement-on-research-integrity-and-responsible-research-practice/ Omega net cohorts statement on research integrity and responsible research practice] [https://omeganetcohorts.eu/about-the-project/ Omega net cohorts about the project/] [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The center's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Center Coordinator, the Board establishes objectives for which research areas should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Center Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Center's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the RC are listed below: Own institution, Ramazzinni Center in ... == Annual status report == The Center Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year p5tdkjp8jwclgbu6lucujzrtmusjpv2 2414413 2414411 2022-08-14T16:42:55Z Saltrabook 1417466 wikitext text/x-wiki [[File:LOGO for Maritime Health Research and Education Network.png|thumb|]] [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] [[File:Bernardino Ramazzini.jpg|thumb|300px|right|Bernardino Ramazzini]] == Introduction == The Ramazzini Center is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of workers at the national and international level inspired by the work of the Italian physician [https://en.wikipedia.org/wiki/Bernardino_Ramazzini ''Bernardino Ramazzini''] It is a brick-free center that unites interested individuals and institutions with activities in occupational- and public health research. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety in the workplaces * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well * Publish ''Preventive Health Science - Journal '' == Purpose == The objectives are to educate in research methods and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. Cross-sectional studies of working conditions are scares and such studies will provide a rational basis for the prevention of illness and injury. Methods for getting started are described in the Health Hazard Surveillance Program in [https://en.wikiversity.org/wiki/Occupational_Health_Risk_Surveillance "''The Occupational Health Hazard Surveillance Program''"] of relevance for all types of workplaces == Ethical requirements == The ethical rules for database research in the respective Universities [http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://omeganetcohorts.eu/download/statement-on-research-integrity-and-responsible-research-practice/ Omega net cohorts statement on research integrity and responsible research practice] [https://omeganetcohorts.eu/about-the-project/ Omega net cohorts about the project/] [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The center's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Center Coordinator, the Board establishes objectives for which research areas should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Center Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Center's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the RC are listed below: Own institution, Ramazzinni Center in ... == Annual status report == The Center Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], [https://omeganetcohorts.eu/ The OMEGA-NET Cohorts] [https://omeganetcohorts.eu/ OMEGA-NET] aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == [https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links Methodological education ] == == Literature == ====== [http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0036-36342002000400010 Araujo-Alvarez JM, Trujillo-Ferrara JG.De Morbis Artificum Diatriba 1700-2000] ====== ====== [https://academic.oup.com/annweh/article/64/6/565/5859013?guestAccessKey=af8fe06c-3823-4dbb-b2f3-25ba44d0dc09 Kogevinas M et al. The OMEGA-NET Inventory of Occupational Cohorts ] ====== ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== epi1h7hkl5mc16wk7arp43mz4kbe3k5 2414415 2414413 2022-08-14T16:51:43Z Saltrabook 1417466 wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety in the workplaces * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well * Establish research and educational groups and apply for fundings == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://omeganetcohorts.eu/download/statement-on-research-integrity-and-responsible-research-practice/ Omega net cohorts statement on research integrity and responsible research practice] [https://omeganetcohorts.eu/about-the-project/ Omega net cohorts about the project/] [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The center's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Center Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Center Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Center's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Center Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/ The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], [https://omeganetcohorts.eu/ The OMEGA-NET Cohorts] [https://omeganetcohorts.eu/ OMEGA-NET] aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == [https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links Methodological education ] == == Literature == ====== [http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0036-36342002000400010 Araujo-Alvarez JM, Trujillo-Ferrara JG.De Morbis Artificum Diatriba 1700-2000] ====== ====== [https://academic.oup.com/annweh/article/64/6/565/5859013?guestAccessKey=af8fe06c-3823-4dbb-b2f3-25ba44d0dc09 Kogevinas M et al. The OMEGA-NET Inventory of Occupational Cohorts ] ====== ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== ccdr190dvwnihnhnq4r8v1bkio3ragu 2414416 2414415 2022-08-14T16:52:40Z Saltrabook 1417466 /* Introduction */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety in the workplaces * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well * Establish research and educational groups and apply for fundings == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://omeganetcohorts.eu/download/statement-on-research-integrity-and-responsible-research-practice/ Omega net cohorts statement on research integrity and responsible research practice] [https://omeganetcohorts.eu/about-the-project/ Omega net cohorts about the project/] [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The center's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Center Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Center Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Center's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Center Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/ The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], [https://omeganetcohorts.eu/ The OMEGA-NET Cohorts] [https://omeganetcohorts.eu/ OMEGA-NET] aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == [https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links Methodological education ] == == Literature == ====== [http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0036-36342002000400010 Araujo-Alvarez JM, Trujillo-Ferrara JG.De Morbis Artificum Diatriba 1700-2000] ====== ====== [https://academic.oup.com/annweh/article/64/6/565/5859013?guestAccessKey=af8fe06c-3823-4dbb-b2f3-25ba44d0dc09 Kogevinas M et al. The OMEGA-NET Inventory of Occupational Cohorts ] ====== ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== 3x14eigar7vnzqoakp334iv6ndleifz 2414417 2414416 2022-08-14T16:56:14Z Saltrabook 1417466 /* Ethical requirements */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety in the workplaces * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well * Establish research and educational groups and apply for fundings == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The center's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Consortium Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Consortium Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Consortium Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/ The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == [https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links Methodological education ] == == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== fnj514junn1qnxc3e5mxy30w34fb2x3 2414419 2414417 2022-08-14T17:00:12Z Saltrabook 1417466 /* Board of Directors */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety in the workplaces * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well * Establish research and educational groups and apply for fundings == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The Consortium's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Consortium Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Consortium Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Consortium Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/ The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == [https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links Methodological education ] == == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== 12m8c192m3uczla7e8pssfvu9cazuus 2414420 2414419 2022-08-14T17:01:03Z Saltrabook 1417466 /* Evaluation of the activities of the center */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety in the workplaces * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well * Establish research and educational groups and apply for fundings == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The Consortium's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Consortium Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/ The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == [https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links Methodological education ] == == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== ir1s2voek03pcisxwppe23lmdl9x7eq 2414422 2414420 2022-08-14T17:01:31Z Saltrabook 1417466 /* Methodological education */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety in the workplaces * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well * Establish research and educational groups and apply for fundings == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The Consortium's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Consortium Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/ The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== 0n6bkpqofcjnb85bzgw6m0hwj8mz7uf 2414423 2414422 2022-08-14T17:17:59Z Saltrabook 1417466 /* The objectives */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety in the workplaces * Establish research and educational groups and apply for fundings * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The Consortium's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Consortium Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/ The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== kpqtm3l3rwmdm78j0lx1d9zlf6p2oif 2414424 2414423 2022-08-14T17:19:37Z Saltrabook 1417466 /* The objectives */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety at work and apply for fundings * Establish research and educational groups and apply for fundings * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The Consortium's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Consortium Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/ The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== m7wnktsgx7f9ve4ik0alfgr2m7iaq44 2414425 2414424 2022-08-14T17:20:44Z Saltrabook 1417466 /* Introduction */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research to apply for fundings. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety at work and apply for fundings * Establish research and educational groups and apply for fundings * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The Consortium's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Consortium Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/ The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. surveys in the [[/ ''Program for monitoring of the maritime environmental-, work- and health risk indicators'' /]]; [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] [https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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 ]; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== c374n3crshqyxxm0e9djrqksdpxs256 2414426 2414425 2022-08-14T17:22:35Z Saltrabook 1417466 /* Links to Relevant Organisations and Funds */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research to apply for fundings. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety at work and apply for fundings * Establish research and educational groups and apply for fundings * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The Consortium's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Consortium Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Organisations and Funds == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/[https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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] ; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== on2wdueex9aynse05vru30e8d2pwtji 2414427 2414426 2022-08-14T17:23:20Z Saltrabook 1417466 /* Links to Relevant Organisations and Funds */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research to apply for fundings. == The objectives == * Create a network of researchers who aim to develop scientific research for health and safety at work and apply for fundings * Establish research and educational groups and apply for fundings * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The Consortium's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Consortium Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Funds and Organisations == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/[https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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] ; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== 2kt9j239p44xyg0csvpe9edqtxslylm 2414430 2414427 2022-08-14T17:27:03Z Saltrabook 1417466 /* The objectives */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research to apply for fundings. == The objectives == * Create a network of researchers who aim to develop scientific research and education in health and safety at work and apply for fundings * Establish research and educational groups and apply for fundings * Collaborate with the workers organisations * Organise public meetings where we present the work and environmental health problems to a wider audience and invited presenters * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The Consortium's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Consortium Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Funds and Organisations == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/[https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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] ; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== bu7rkhvcgp2pjj3bih7juolymqsaii6 2414431 2414430 2022-08-14T17:28:27Z Saltrabook 1417466 /* The objectives */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research to apply for fundings. == The objectives == * Create a network of researchers who aim to develop scientific research and education in health and safety at work and apply for fundings * Establish research and educational groups and apply for fundings * Collaborate with the workers organisations * Organise public meetings to present the research and educational activities to a wider audience * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The Consortium's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects the coordinator of the Center for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Center Coordinator is responsible for convening Board meetings * The role of coordinator of the center is carried out * == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Consortium Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Funds and Organisations == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/[https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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] ; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== gcg8waqjqn297aripr6qhw0pxso7hst 2414432 2414431 2022-08-14T17:30:00Z Saltrabook 1417466 /* Center coordinator */ wikitext text/x-wiki [https://es.wikiversity.org/wiki/Centro_Ramazzini Version Español ] == Introduction == The EU Consortium is a non-profit network of workers, students and researchers to collaborate on the same purpose, promoting occupational health research for the benefit of maritime and transport workers at the national and international level. It is a brick-free center that unites interested individuals and institutions with activities in maritime- occupational- and public health research to apply for fundings. == The objectives == * Create a network of researchers who aim to develop scientific research and education in health and safety at work and apply for fundings * Establish research and educational groups and apply for fundings * Collaborate with the workers organisations * Organise public meetings to present the research and educational activities to a wider audience * Educate students in health research methodology * Collaborate with other medical specialties that cover occupational medicine as well == Purpose == The objectives are to educate and to deliver research results at a high quality by the use of standardised methods for the benefit of all the workers and citizens. == Ethical requirements == The ethical rules for database research in the respective Universities and other centers.[http://www.icohweb.org/site_new/multimedia/core_documents/pdf/code_ethics_eng_2012.pdf 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. Normally there is no personal sensitive information included so approval from the Ethics Committee is not necessary. 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 can not 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. [https://allea.org/code-of-conduct/#toggle-id-18 The European Code of Conduct for Research Integrity for self-regulation in all research ] == Board of Directors == The Consortium's main decision-making authority is the board. The council is made up of associate researchers == Center coordinator == * The Board of Directors selects a Coordinator of the Consortium for 1 year to be reelected at the annual meeting of the Board in August * 1 board meetings is held annually * The Coordinator is responsible for convening Board meetings == Advisory Committee == Representatives of partners in Unions, Ministries, Universities and State Authorities are invited == Goals == In collaboration with the Coordinator, the Board establishes objectives for which research areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. == Evaluation of the activities of the center == The Board of Directors understands every year an evaluation of the activities of the center. The Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the center since the economy is placed with each of the participants. == Financial Resources == The main financial resource for the Consortium's activity is the existing resources of individual participants and national and international research foundations. == Indication of publications == The publications from the are listed below: Own institution, EU Consortium Center in ... == Annual status report == The Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates ______________________________ Date __________Year == Links to Relevant Funds and Organisations == European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/[https://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=9691 The European Social Fund]; [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]; [https://www.norden.org/en/information/about-funding-nordic-council-ministers Funding Nordic Council Ministers]; [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] ; [https://www.seafarerstrust.org/about/ ITF Seafarers Trust]; [https://terravivagrants.org/grant-makers/cross-cutting/nippon-foundation/ Nippon Foundation] The [https://surveyselskab.dk/"''Danish Society for Survey Research"''] and [https://www.europeansurveyresearch.org ''The European Survey Research Association''] provides links between European survey researchers and their colleagues in other parts of the world aiming to be a forum for exchange of experience in relation to the promotion of research in and application of survey methods, ie. [https://www.eurofound.europa.eu/surveys/european-working-conditions-surveys-ewcs European Working Conditions Surveys (EWCS)] [http://www.icohweb.org/site/homepage.asp ICOH International Commission on Occupational Health ]and the [http://www.icoh-epicoh.org/ ''EPICOH Scientific Committee on Epidemiology in Occupational Health''], aiming to create a network to optimise and integrate occupational, industrial, and population cohorts at the European level. Further to provide a foundation for an enhanced evidence base for the identification of health risks and gains related to occupation and employment to foster safe and healthy preventive strategies and policies. [https://www.heraresearcheu.eu/ The HERA network for an environmental, climate and health research agenda ]. COST implements its mission by funding bottom-up, excellence-driven, open and inclusive networks for peaceful purposes in all areas of science and technology. [https://www.cost.eu/who-we-are/mission-vision-and-values/ COST mission vision and values] == Literature == ====== [https://omeganetcohorts.eu/resources/scientific-publications/ Other scientific-publications] ====== 64vbku05va9b7k6gfzb1a0zl5zo7wqv 0 286377 2414439 2022-08-14T19:25:45Z Lbeaumont 278565 New resource with "[[File:Evaluating Good Government.jpg |thumb |400px |Better governments allow more people to meet more of their needs.]] Researcher [[w:Abraham Maslow|Abraham Maslow]] recognized that people have many needs, and they are motivated to meet certain basic needs before turning attention to higher levels of fulfillment. His insights are often represented using a pyramid to illustrate this [[w:Maslow's hierarchy of needs|needs hierarchy]]. The w:Maslow's hierarchy of needs|p..." wikitext text/x-wiki [[File:Evaluating Good Government.jpg |thumb |400px |Better governments allow more people to meet more of their needs.]] Researcher [[w:Abraham Maslow|Abraham Maslow]] recognized that people have many needs, and they are motivated to meet certain basic needs before turning attention to higher levels of fulfillment. His insights are often represented using a pyramid to illustrate this [[w:Maslow's hierarchy of needs|needs hierarchy]]. The [[w:Maslow's hierarchy of needs|physiological needs]] of air, water, food, shelter, sanitation, and sleep form the base of the pyramid because people seek to meet these needs before attending to safety, belonging, esteem and other higher levels of fulfillment. By assessing needs that are met and unmet, a person can determine their current position in the hierarchy. Because people seek higher levels of fulfillment, the higher levels of the pyramid generally represent greater life satisfaction. We strive to move up the pyramid. When governments are formed “[[w:Preamble_to_the_United_States_Constitution|for the people]]”, we can use this needs hierarchy to assess how well any particular government is meeting the needs of its people. Governments attain better results when they allow more people to meet more of their needs. To determine how well the government is doing, plot the position of each person against the needs hierarchy. Two examples are shown in the diagram and described below. The results of a poorly performing government are represented on the left. Here many people are lacking clean safe drinking water, some people are hungry or homeless, and even their most basic physiological needs are not being met. These unfortunate people are shown in red in the diagram, where each icon represents one percent of the population. When people feel unsafe because of crime, terrorism, threats, oppression, humiliation, violence, war, or other [[w:Human_rights|human rights]] violations their safety needs are not being met. These threatened people are represented on the diagram in orange. When social systems lead to isolation rather than foster [[w:Community|community]], these [[w:Social_alienation|alienated]] people don’t feel like they belong. They are represented by amber icons. In contrast, the government represented on the right is attaining better results for the people. Here everyone has met their physiological needs, and most have met their safety needs. Many people will attain higher levels of satisfaction by fulfilling their belonging, esteem, cognitive, and aesthetic needs. These people are [[w:Flourishing|flourishing]] as they become engaged in the culture, gain [[w:Self-esteem|self-esteem]], continue to learn, develop [[Moral Reasoning|moral reasoning]], and enjoy frequent encounters with beauty. A few will “become all they can be” and reach their full potential as they attain [[w:Maslow's_hierarchy_of_needs#Self-actualization|self-actualization]]. Some especially [[Wisdom|wise]] people, shown in violet, achieve [[w:Maslow's_hierarchy_of_needs#Transcendence_needs|transcendence]]—experiencing deep connections beyond themselves. (Beware of [[w:Delusion|delusions]] and [[w:Charlatan|charlatans]].) This approach to evaluating government results can transform abstract policy questions and speculative theories of government into [[w:Empirical_research|empirical questions]] that can be reliably answered by carefully [[Evaluating Evidence|evaluating evidence]]. We can determine what governments are attaining better result, [[w:Benchmarking|learn from their successes]], and continue to develop and improve. Although this may be simple, it won’t be easy. [[Evolving Governments|Let’s get started]]. 6sgu8z6wnhzxbz4cse4p28sgyfrzyyh 3 286378 2414481 2022-08-14T21:01:11Z 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]] Nobeedee!''' 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. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity. To [[Wikiversity:Introduction|get started]], you may <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]]. * Visit a (kind of) [[Wikiversity:Random|random project]]. * [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]]. * Find out about [[Wikiversity:Research|research]] activities on Wikiversity. * [[Wikiversity:Introduction explore|Explore]] Wikiversity with the links to your left. </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier. * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity. * Give [[Wikiversity:Feedback|feedback]] about your initial observations. * Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]]. * [[Wikiversity:Chat|Chat]] with other Wikiversitans on [[:freenode:wikiversity|<kbd>#wikiversity</kbd>]]. </div> <br clear="both"/> You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 21:01, 14 August 2022 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} gl5f6cj95wtq5l9iead000st1vjw8tf 0 286380 2414485 2022-08-14T21:32:36Z Watchduck 137431 Watchduck moved page [[3-bit Walsh permutation/seeds]] to [[3-bit Walsh permutation/matrix column permutations]] wikitext text/x-wiki #REDIRECT [[3-bit Walsh permutation/matrix column permutations]] bbtlp96wm7hie0mosxnuhzczmb6wvof 10 286381 2414487 2022-08-14T21:36:53Z Watchduck 137431 New resource with "<templatestyles src="3-bit Walsh permutation/matrix_column_permutations/style.css" /> {| class="wikitable sortable" style="text-align: center;" |- ! <abbr title="conjugacy class">cc</abbr> ! <abbr title="cycle shape (sum)">cs</abbr> ! <abbr title="complement pattern">cp</abbr> ! <abbr title="triple">t</abbr> !class="unsortable"| stretch 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|class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} |class="positive"| {{WalshPermJFBinInv|524}} |class="negative"| {{WalshPermJFBinInv|254}} |class="negative border"| {{WalshPermJFBinInv|542}} |class="positive"| {{WalshPermJFBinInv|452}} |class="positive border"| {{WalshPermJFBinInv|245}} |class="negative"| {{WalshPermJFBinInv|425}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} |class="positive"| {{WalshPermJFBinInv|164}} |class="negative"| {{WalshPermJFBinInv|614}} |class="negative border"| {{WalshPermJFBinInv|146}} |class="positive"| {{WalshPermJFBinInv|416}} |class="positive border"| {{WalshPermJFBinInv|641}} |class="negative"| {{WalshPermJFBinInv|461}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} |class="positive"| {{WalshPermJFBinInv|724}} |class="negative"| {{WalshPermJFBinInv|274}} |class="negative border"| {{WalshPermJFBinInv|742}} |class="positive"| {{WalshPermJFBinInv|472}} |class="positive border"| {{WalshPermJFBinInv|247}} |class="negative"| {{WalshPermJFBinInv|427}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>2 !class="triple"| 147 !class="arrows"| {{WalshPermArrows|174}} |class="positive"| {{WalshPermJFBinInv|174}} |class="negative"| {{WalshPermJFBinInv|714}} |class="negative border"| {{WalshPermJFBinInv|147}} |class="positive"| {{WalshPermJFBinInv|417}} |class="positive border"| {{WalshPermJFBinInv|741}} |class="negative"| {{WalshPermJFBinInv|471}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>4 !class="triple"| 127 !class="arrows"| {{WalshPermArrows|127}} |class="positive"| {{WalshPermJFBinInv|127}} |class="negative"| {{WalshPermJFBinInv|217}} |class="negative border"| {{WalshPermJFBinInv|172}} |class="positive"| {{WalshPermJFBinInv|712}} |class="positive border"| {{WalshPermJFBinInv|271}} |class="negative"| {{WalshPermJFBinInv|721}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 135 !class="arrows"| {{WalshPermArrows|135}} |class="positive"| {{WalshPermJFBinInv|135}} |class="negative"| {{WalshPermJFBinInv|315}} |class="negative border"| {{WalshPermJFBinInv|153}} |class="positive"| {{WalshPermJFBinInv|513}} |class="positive border"| {{WalshPermJFBinInv|351}} |class="negative"| {{WalshPermJFBinInv|531}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 236 !class="arrows"| {{WalshPermArrows|326}} |class="positive"| {{WalshPermJFBinInv|326}} |class="negative"| {{WalshPermJFBinInv|236}} |class="negative border"| {{WalshPermJFBinInv|362}} |class="positive"| {{WalshPermJFBinInv|632}} |class="positive border"| {{WalshPermJFBinInv|263}} |class="negative"| {{WalshPermJFBinInv|623}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} |class="positive"| {{WalshPermJFBinInv|564}} |class="negative"| {{WalshPermJFBinInv|654}} |class="negative border"| {{WalshPermJFBinInv|546}} |class="positive"| {{WalshPermJFBinInv|456}} |class="positive border"| {{WalshPermJFBinInv|645}} |class="negative"| {{WalshPermJFBinInv|465}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} |class="positive"| {{WalshPermJFBinInv|165}} |class="negative"| {{WalshPermJFBinInv|615}} |class="negative border"| {{WalshPermJFBinInv|156}} |class="positive"| {{WalshPermJFBinInv|516}} |class="positive border"| {{WalshPermJFBinInv|651}} |class="negative"| {{WalshPermJFBinInv|561}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 136 !class="arrows"| {{WalshPermArrows|136}} |class="positive"| {{WalshPermJFBinInv|136}} |class="negative"| {{WalshPermJFBinInv|316}} |class="negative border"| {{WalshPermJFBinInv|163}} |class="positive"| {{WalshPermJFBinInv|613}} |class="positive border"| {{WalshPermJFBinInv|361}} |class="negative"| {{WalshPermJFBinInv|631}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 235 !class="arrows"| {{WalshPermArrows|325}} |class="positive"| {{WalshPermJFBinInv|325}} |class="negative"| {{WalshPermJFBinInv|235}} |class="negative border"| {{WalshPermJFBinInv|352}} |class="positive"| {{WalshPermJFBinInv|532}} |class="positive border"| {{WalshPermJFBinInv|253}} |class="negative"| {{WalshPermJFBinInv|523}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 256 !class="arrows"| {{WalshPermArrows|526}} |class="positive"| {{WalshPermJFBinInv|526}} |class="negative"| {{WalshPermJFBinInv|256}} |class="negative border"| {{WalshPermJFBinInv|562}} |class="positive"| {{WalshPermJFBinInv|652}} |class="positive border"| {{WalshPermJFBinInv|265}} |class="negative"| {{WalshPermJFBinInv|625}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 345 !class="arrows"| {{WalshPermArrows|534}} |class="positive"| {{WalshPermJFBinInv|534}} |class="negative"| {{WalshPermJFBinInv|354}} |class="negative border"| {{WalshPermJFBinInv|543}} |class="positive"| {{WalshPermJFBinInv|453}} |class="positive border"| {{WalshPermJFBinInv|345}} |class="negative"| {{WalshPermJFBinInv|435}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 346 !class="arrows"| {{WalshPermArrows|364}} |class="positive"| {{WalshPermJFBinInv|364}} |class="negative"| {{WalshPermJFBinInv|634}} |class="negative border"| {{WalshPermJFBinInv|346}} |class="positive"| {{WalshPermJFBinInv|436}} |class="positive border"| {{WalshPermJFBinInv|643}} |class="negative"| {{WalshPermJFBinInv|463}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 157 !class="arrows"| {{WalshPermArrows|175}} |class="positive"| {{WalshPermJFBinInv|175}} |class="negative"| {{WalshPermJFBinInv|715}} |class="negative border"| {{WalshPermJFBinInv|157}} |class="positive"| {{WalshPermJFBinInv|517}} |class="positive border"| {{WalshPermJFBinInv|751}} |class="negative"| {{WalshPermJFBinInv|571}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} |class="positive"| {{WalshPermJFBinInv|137}} |class="negative"| {{WalshPermJFBinInv|317}} |class="negative border"| {{WalshPermJFBinInv|173}} |class="positive"| {{WalshPermJFBinInv|713}} |class="positive border"| {{WalshPermJFBinInv|371}} |class="negative"| {{WalshPermJFBinInv|731}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} |class="positive"| {{WalshPermJFBinInv|726}} |class="negative"| {{WalshPermJFBinInv|276}} |class="negative border"| {{WalshPermJFBinInv|762}} |class="positive"| {{WalshPermJFBinInv|672}} |class="positive border"| {{WalshPermJFBinInv|267}} |class="negative"| {{WalshPermJFBinInv|627}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} |class="positive"| {{WalshPermJFBinInv|327}} |class="negative"| {{WalshPermJFBinInv|237}} |class="negative border"| {{WalshPermJFBinInv|372}} |class="positive"| {{WalshPermJFBinInv|732}} |class="positive border"| {{WalshPermJFBinInv|273}} |class="negative"| {{WalshPermJFBinInv|723}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} |class="positive"| {{WalshPermJFBinInv|764}} |class="negative"| {{WalshPermJFBinInv|674}} |class="negative border"| {{WalshPermJFBinInv|746}} |class="positive"| {{WalshPermJFBinInv|476}} |class="positive border"| {{WalshPermJFBinInv|647}} |class="negative"| {{WalshPermJFBinInv|467}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} |class="positive"| {{WalshPermJFBinInv|574}} |class="negative"| {{WalshPermJFBinInv|754}} |class="negative border"| {{WalshPermJFBinInv|547}} |class="positive"| {{WalshPermJFBinInv|457}} |class="positive border"| {{WalshPermJFBinInv|745}} |class="negative"| {{WalshPermJFBinInv|475}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} |class="positive"| {{WalshPermJFBinInv|753}} |class="negative"| {{WalshPermJFBinInv|735}} |class="negative border"| {{WalshPermJFBinInv|573}} |class="positive"| {{WalshPermJFBinInv|537}} |class="positive border"| {{WalshPermJFBinInv|375}} |class="negative"| {{WalshPermJFBinInv|357}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} |class="positive"| {{WalshPermJFBinInv|673}} |class="negative"| {{WalshPermJFBinInv|637}} |class="negative border"| {{WalshPermJFBinInv|763}} |class="positive"| {{WalshPermJFBinInv|736}} |class="positive border"| {{WalshPermJFBinInv|367}} |class="negative"| {{WalshPermJFBinInv|376}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} |class="positive"| {{WalshPermJFBinInv|657}} |class="negative"| {{WalshPermJFBinInv|675}} |class="negative border"| {{WalshPermJFBinInv|567}} |class="positive"| {{WalshPermJFBinInv|576}} |class="positive border"| {{WalshPermJFBinInv|765}} |class="negative"| {{WalshPermJFBinInv|756}} |}<noinclude> [[Category:Walsh permutation; templates]]</noinclude> 09x3qkmkjzhrrulrs6csk6mwb0f3gre 2414497 2414487 2022-08-14T22:16:59Z Watchduck 137431 wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/matrix_column_permutations/style.css" /> {| class="wikitable sortable" style="text-align: center;" |- ! <abbr title="conjugacy class">cc</abbr> ! <abbr title="cycle shape (sum)">cs</abbr> ! <abbr title="complement pattern">cp</abbr> ! <abbr title="triple">t</abbr> !class="unsortable"| stretch !class="unsortable" colspan="6"| stretched seeds |- |class="conju"| {{sms|0}} neut. |class="shape"| {{sms|0}} neut. <span class="sum">3</span> |class="comp"| <small>3</small>7 !class="triple"| 124 !class="arrows" style="padding-top: 20px; padding-bottom: 20px;"| {{WalshPermArrows|124}} | {{WalshPermJF|241}} | {{WalshPermJF|124}} |class=""| {{WalshPermJF|412}} |class="border"| {{WalshPermJF|214}} | {{WalshPermJF|421}} | {{WalshPermJF|142}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 134 !class="arrows"| {{WalshPermArrows|134}} | {{WalshPermJF|341}} | {{WalshPermJF|134}} | {{WalshPermJF|413}} |class="border"| {{WalshPermJF|314}} | {{WalshPermJF|431}} | {{WalshPermJF|143}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 125 !class="arrows"| {{WalshPermArrows|125}} | {{WalshPermJF|251}} | {{WalshPermJF|125}} | {{WalshPermJF|512}} |class="border"| {{WalshPermJF|215}} | {{WalshPermJF|521}} | {{WalshPermJF|152}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 234 !class="arrows"| {{WalshPermArrows|324}} | {{WalshPermJF|243}} | {{WalshPermJF|324}} | {{WalshPermJF|432}} |class="border"| {{WalshPermJF|234}} | {{WalshPermJF|423}} | {{WalshPermJF|342}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 126 !class="arrows"| {{WalshPermArrows|126}} | {{WalshPermJF|261}} | {{WalshPermJF|126}} | {{WalshPermJF|612}} |class="border"| {{WalshPermJF|216}} | {{WalshPermJF|621}} | {{WalshPermJF|162}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} | {{WalshPermJF|245}} | {{WalshPermJF|524}} | {{WalshPermJF|452}} |class="border"| {{WalshPermJF|254}} | {{WalshPermJF|425}} | {{WalshPermJF|542}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} | {{WalshPermJF|641}} | {{WalshPermJF|164}} | {{WalshPermJF|416}} |class="border"| {{WalshPermJF|614}} | {{WalshPermJF|461}} | {{WalshPermJF|146}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} | {{WalshPermJF|247}} | {{WalshPermJF|724}} | {{WalshPermJF|472}} |class="border"| {{WalshPermJF|274}} | {{WalshPermJF|427}} | {{WalshPermJF|742}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>2 !class="triple"| 147 !class="arrows"| {{WalshPermArrows|174}} | {{WalshPermJF|741}} | {{WalshPermJF|174}} | {{WalshPermJF|417}} |class="border"| {{WalshPermJF|714}} | {{WalshPermJF|471}} | {{WalshPermJF|147}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>4 !class="triple"| 127 !class="arrows"| {{WalshPermArrows|127}} | {{WalshPermJF|271}} | {{WalshPermJF|127}} | {{WalshPermJF|712}} |class="border"| {{WalshPermJF|217}} | {{WalshPermJF|721}} | {{WalshPermJF|172}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 135 !class="arrows"| {{WalshPermArrows|135}} | {{WalshPermJF|351}} | {{WalshPermJF|135}} | {{WalshPermJF|513}} |class="border"| {{WalshPermJF|315}} | {{WalshPermJF|531}} | {{WalshPermJF|153}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 236 !class="arrows"| {{WalshPermArrows|326}} | {{WalshPermJF|263}} | {{WalshPermJF|326}} | {{WalshPermJF|632}} |class="border"| {{WalshPermJF|236}} | {{WalshPermJF|623}} | {{WalshPermJF|362}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} | {{WalshPermJF|645}} | {{WalshPermJF|564}} | {{WalshPermJF|456}} |class="border"| {{WalshPermJF|654}} | {{WalshPermJF|465}} | {{WalshPermJF|546}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} | {{WalshPermJF|651}} | {{WalshPermJF|165}} | {{WalshPermJF|516}} |class="border"| {{WalshPermJF|615}} | {{WalshPermJF|561}} | {{WalshPermJF|156}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 136 !class="arrows"| {{WalshPermArrows|136}} | {{WalshPermJF|361}} | {{WalshPermJF|136}} | {{WalshPermJF|613}} |class="border"| {{WalshPermJF|316}} | {{WalshPermJF|631}} | {{WalshPermJF|163}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 235 !class="arrows"| {{WalshPermArrows|325}} | {{WalshPermJF|253}} | {{WalshPermJF|325}} | {{WalshPermJF|532}} |class="border"| {{WalshPermJF|235}} | {{WalshPermJF|523}} | {{WalshPermJF|352}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 256 !class="arrows"| {{WalshPermArrows|526}} | {{WalshPermJF|265}} | {{WalshPermJF|526}} | {{WalshPermJF|652}} |class="border"| {{WalshPermJF|256}} | {{WalshPermJF|625}} | {{WalshPermJF|562}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 345 !class="arrows"| {{WalshPermArrows|534}} | {{WalshPermJF|345}} | {{WalshPermJF|534}} | {{WalshPermJF|453}} |class="border"| {{WalshPermJF|354}} | {{WalshPermJF|435}} | {{WalshPermJF|543}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 346 !class="arrows"| {{WalshPermArrows|364}} | {{WalshPermJF|643}} | {{WalshPermJF|364}} | {{WalshPermJF|436}} |class="border"| {{WalshPermJF|634}} | {{WalshPermJF|463}} | {{WalshPermJF|346}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 157 !class="arrows"| {{WalshPermArrows|175}} | {{WalshPermJF|751}} | {{WalshPermJF|175}} | {{WalshPermJF|517}} |class="border"| {{WalshPermJF|715}} | {{WalshPermJF|571}} | {{WalshPermJF|157}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} | {{WalshPermJF|371}} | {{WalshPermJF|137}} | {{WalshPermJF|713}} |class="border"| {{WalshPermJF|317}} | {{WalshPermJF|731}} | {{WalshPermJF|173}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} | {{WalshPermJF|267}} | {{WalshPermJF|726}} | {{WalshPermJF|672}} |class="border"| {{WalshPermJF|276}} | {{WalshPermJF|627}} | {{WalshPermJF|762}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} | {{WalshPermJF|273}} | {{WalshPermJF|327}} | {{WalshPermJF|732}} |class="border"| {{WalshPermJF|237}} | {{WalshPermJF|723}} | {{WalshPermJF|372}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} | {{WalshPermJF|647}} | {{WalshPermJF|764}} | {{WalshPermJF|476}} |class="border"| {{WalshPermJF|674}} | {{WalshPermJF|467}} | {{WalshPermJF|746}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} | {{WalshPermJF|745}} | {{WalshPermJF|574}} | {{WalshPermJF|457}} |class="border"| {{WalshPermJF|754}} | {{WalshPermJF|475}} | {{WalshPermJF|547}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} | {{WalshPermJF|375}} | {{WalshPermJF|753}} | {{WalshPermJF|537}} |class="border"| {{WalshPermJF|735}} | {{WalshPermJF|357}} | {{WalshPermJF|573}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} | {{WalshPermJF|367}} | {{WalshPermJF|673}} | {{WalshPermJF|736}} |class="border"| {{WalshPermJF|637}} | {{WalshPermJF|376}} | {{WalshPermJF|763}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} | {{WalshPermJF|765}} | {{WalshPermJF|657}} | {{WalshPermJF|576}} |class="border"| {{WalshPermJF|675}} | {{WalshPermJF|756}} | {{WalshPermJF|567}} |}<noinclude> [[Category:Walsh permutation; templates]]</noinclude> 15228tjtejbql0rxsld8plozxc2lu1f 2414505 2414497 2022-08-14T22:45:30Z Watchduck 137431 wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/matrix_column_permutations/style.css" /> {| class="wikitable sortable" style="text-align: center;" |- !rowspan="2"| <abbr title="conjugacy class">cc</abbr> !rowspan="2"| <abbr title="cycle shape (sum)">cs</abbr> !rowspan="2"| <abbr title="complement pattern">cp</abbr> !rowspan="2"| <abbr title="triple (numbers in ascending order)">t</abbr> !rowspan="2" class="unsortable"| positive<br><small>middle</small> !class="unsortable" colspan="3"| positive !class="unsortable border" colspan="3"| negative |- !class="unsortable"| <small>left</small> !class="unsortable"| <small>middle</small> !class="unsortable"| <small>right</small> !class="unsortable border"| <small>left</small> !class="unsortable"| <small>middle</small> !class="unsortable"| <small>right</small> |- |class="conju"| {{sms|0}} neut. |class="shape"| {{sms|0}} neut. <span class="sum">3</span> |class="comp"| <small>3</small>7 !class="triple"| 124 !class="arrows" style="padding-top: 20px; padding-bottom: 20px;"| {{WalshPermArrows|124}} | {{WalshPermJF|241}} | {{WalshPermJF|124}} |class=""| {{WalshPermJF|412}} |class="border"| {{WalshPermJF|214}} | {{WalshPermJF|421}} | {{WalshPermJF|142}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 134 !class="arrows"| {{WalshPermArrows|134}} | {{WalshPermJF|341}} | {{WalshPermJF|134}} | {{WalshPermJF|413}} |class="border"| {{WalshPermJF|314}} | {{WalshPermJF|431}} | {{WalshPermJF|143}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 125 !class="arrows"| {{WalshPermArrows|125}} | {{WalshPermJF|251}} | {{WalshPermJF|125}} | {{WalshPermJF|512}} |class="border"| {{WalshPermJF|215}} | {{WalshPermJF|521}} | {{WalshPermJF|152}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 234 !class="arrows"| {{WalshPermArrows|324}} | {{WalshPermJF|243}} | {{WalshPermJF|324}} | {{WalshPermJF|432}} |class="border"| {{WalshPermJF|234}} | {{WalshPermJF|423}} | {{WalshPermJF|342}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 126 !class="arrows"| {{WalshPermArrows|126}} | {{WalshPermJF|261}} | {{WalshPermJF|126}} | {{WalshPermJF|612}} |class="border"| {{WalshPermJF|216}} | {{WalshPermJF|621}} | {{WalshPermJF|162}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} | {{WalshPermJF|245}} | {{WalshPermJF|524}} | {{WalshPermJF|452}} |class="border"| {{WalshPermJF|254}} | {{WalshPermJF|425}} | {{WalshPermJF|542}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} | {{WalshPermJF|641}} | {{WalshPermJF|164}} | {{WalshPermJF|416}} |class="border"| {{WalshPermJF|614}} | {{WalshPermJF|461}} | {{WalshPermJF|146}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} | {{WalshPermJF|247}} | {{WalshPermJF|724}} | {{WalshPermJF|472}} |class="border"| {{WalshPermJF|274}} | {{WalshPermJF|427}} | {{WalshPermJF|742}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>2 !class="triple"| 147 !class="arrows"| {{WalshPermArrows|174}} | {{WalshPermJF|741}} | {{WalshPermJF|174}} | {{WalshPermJF|417}} |class="border"| {{WalshPermJF|714}} | {{WalshPermJF|471}} | {{WalshPermJF|147}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>4 !class="triple"| 127 !class="arrows"| {{WalshPermArrows|127}} | {{WalshPermJF|271}} | {{WalshPermJF|127}} | {{WalshPermJF|712}} |class="border"| {{WalshPermJF|217}} | {{WalshPermJF|721}} | {{WalshPermJF|172}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 135 !class="arrows"| {{WalshPermArrows|135}} | {{WalshPermJF|351}} | {{WalshPermJF|135}} | {{WalshPermJF|513}} |class="border"| {{WalshPermJF|315}} | {{WalshPermJF|531}} | {{WalshPermJF|153}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 236 !class="arrows"| {{WalshPermArrows|326}} | {{WalshPermJF|263}} | {{WalshPermJF|326}} | {{WalshPermJF|632}} |class="border"| {{WalshPermJF|236}} | {{WalshPermJF|623}} | {{WalshPermJF|362}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} | {{WalshPermJF|645}} | {{WalshPermJF|564}} | {{WalshPermJF|456}} |class="border"| {{WalshPermJF|654}} | {{WalshPermJF|465}} | {{WalshPermJF|546}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} | {{WalshPermJF|651}} | {{WalshPermJF|165}} | {{WalshPermJF|516}} |class="border"| {{WalshPermJF|615}} | {{WalshPermJF|561}} | {{WalshPermJF|156}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 136 !class="arrows"| {{WalshPermArrows|136}} | {{WalshPermJF|361}} | {{WalshPermJF|136}} | {{WalshPermJF|613}} |class="border"| {{WalshPermJF|316}} | {{WalshPermJF|631}} | {{WalshPermJF|163}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 235 !class="arrows"| {{WalshPermArrows|325}} | {{WalshPermJF|253}} | {{WalshPermJF|325}} | {{WalshPermJF|532}} |class="border"| {{WalshPermJF|235}} | {{WalshPermJF|523}} | {{WalshPermJF|352}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 256 !class="arrows"| {{WalshPermArrows|526}} | {{WalshPermJF|265}} | {{WalshPermJF|526}} | {{WalshPermJF|652}} |class="border"| {{WalshPermJF|256}} | {{WalshPermJF|625}} | {{WalshPermJF|562}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 345 !class="arrows"| {{WalshPermArrows|534}} | {{WalshPermJF|345}} | {{WalshPermJF|534}} | {{WalshPermJF|453}} |class="border"| {{WalshPermJF|354}} | {{WalshPermJF|435}} | {{WalshPermJF|543}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 346 !class="arrows"| {{WalshPermArrows|364}} | {{WalshPermJF|643}} | {{WalshPermJF|364}} | {{WalshPermJF|436}} |class="border"| {{WalshPermJF|634}} | {{WalshPermJF|463}} | {{WalshPermJF|346}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 157 !class="arrows"| {{WalshPermArrows|175}} | {{WalshPermJF|751}} | {{WalshPermJF|175}} | {{WalshPermJF|517}} |class="border"| {{WalshPermJF|715}} | {{WalshPermJF|571}} | {{WalshPermJF|157}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} | {{WalshPermJF|371}} | {{WalshPermJF|137}} | {{WalshPermJF|713}} |class="border"| {{WalshPermJF|317}} | {{WalshPermJF|731}} | {{WalshPermJF|173}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} | {{WalshPermJF|267}} | {{WalshPermJF|726}} | {{WalshPermJF|672}} |class="border"| {{WalshPermJF|276}} | {{WalshPermJF|627}} | {{WalshPermJF|762}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} | {{WalshPermJF|273}} | {{WalshPermJF|327}} | {{WalshPermJF|732}} |class="border"| {{WalshPermJF|237}} | {{WalshPermJF|723}} | {{WalshPermJF|372}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} | {{WalshPermJF|647}} | {{WalshPermJF|764}} | {{WalshPermJF|476}} |class="border"| {{WalshPermJF|674}} | {{WalshPermJF|467}} | {{WalshPermJF|746}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} | {{WalshPermJF|745}} | {{WalshPermJF|574}} | {{WalshPermJF|457}} |class="border"| {{WalshPermJF|754}} | {{WalshPermJF|475}} | {{WalshPermJF|547}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} | {{WalshPermJF|375}} | {{WalshPermJF|753}} | {{WalshPermJF|537}} |class="border"| {{WalshPermJF|735}} | {{WalshPermJF|357}} | {{WalshPermJF|573}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} | {{WalshPermJF|367}} | {{WalshPermJF|673}} | {{WalshPermJF|736}} |class="border"| {{WalshPermJF|637}} | {{WalshPermJF|376}} | {{WalshPermJF|763}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} | {{WalshPermJF|765}} | {{WalshPermJF|657}} | {{WalshPermJF|576}} |class="border"| {{WalshPermJF|675}} | {{WalshPermJF|756}} | {{WalshPermJF|567}} |}<noinclude> [[Category:Walsh permutation; templates]]</noinclude> ems2wef1g5uy8g3rnt3f0ynriazvn2j 2414512 2414505 2022-08-14T23:06:47Z Watchduck 137431 wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/matrix_column_permutations/style.css" /> {| class="wikitable sortable" style="text-align: center;" |- !rowspan="2"| <abbr title="conjugacy class">cc</abbr> !rowspan="2"| <abbr title="cycle shape (sum)">cs</abbr> !rowspan="2"| <abbr title="complement pattern">cp</abbr> !rowspan="2"| <abbr title="triple (numbers in ascending order)">t</abbr> !rowspan="2" class="unsortable"| positive<br><small>middle</small> !class="unsortable" colspan="3"| positive !class="unsortable border" colspan="3"| negative |- !class="unsortable"| <small>left</small> !class="unsortable"| <small>middle</small> !class="unsortable"| <small>right</small> !class="unsortable border"| <small>left</small> !class="unsortable"| <small>middle</small> !class="unsortable"| <small>right</small> |- |class="conju"| {{sms|0}} neut. |class="shape"| {{sms|0}} neut. <span class="sum">3</span> |class="comp"| <small>3</small>7 !class="triple"| 124 !class="arrows" style="padding-top: 20px; padding-bottom: 20px;"| {{WalshPermArrows|124}} | {{WalshPermJF|241}} | {{WalshPermJF|124}} |class=""| {{WalshPermJF|412}} |class="border"| {{WalshPermJF|214}} | {{WalshPermJF|421}} | {{WalshPermJF|142}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 134 !class="arrows"| {{WalshPermArrows|134}} | {{WalshPermJF|341|{{{1}}}}} | {{WalshPermJF|134|{{{1}}}}} | {{WalshPermJF|413|{{{1}}}}} |class="border"| {{WalshPermJF|314|{{{1}}}}} | {{WalshPermJF|431|{{{1}}}}} | {{WalshPermJF|143|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 125 !class="arrows"| {{WalshPermArrows|125}} | {{WalshPermJF|251|{{{1}}}}} | {{WalshPermJF|125|{{{1}}}}} | {{WalshPermJF|512|{{{1}}}}} |class="border"| {{WalshPermJF|215|{{{1}}}}} | {{WalshPermJF|521|{{{1}}}}} | {{WalshPermJF|152|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 234 !class="arrows"| {{WalshPermArrows|324}} | {{WalshPermJF|243|{{{1}}}}} | {{WalshPermJF|324|{{{1}}}}} | {{WalshPermJF|432|{{{1}}}}} |class="border"| {{WalshPermJF|234|{{{1}}}}} | {{WalshPermJF|423|{{{1}}}}} | {{WalshPermJF|342|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 126 !class="arrows"| {{WalshPermArrows|126}} | {{WalshPermJF|261|{{{1}}}}} | {{WalshPermJF|126|{{{1}}}}} | {{WalshPermJF|612|{{{1}}}}} |class="border"| {{WalshPermJF|216|{{{1}}}}} | {{WalshPermJF|621|{{{1}}}}} | {{WalshPermJF|162|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} | {{WalshPermJF|245|{{{1}}}}} | {{WalshPermJF|524|{{{1}}}}} | {{WalshPermJF|452|{{{1}}}}} |class="border"| {{WalshPermJF|254|{{{1}}}}} | {{WalshPermJF|425|{{{1}}}}} | {{WalshPermJF|542|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} | {{WalshPermJF|641|{{{1}}}}} | {{WalshPermJF|164|{{{1}}}}} | {{WalshPermJF|416|{{{1}}}}} |class="border"| {{WalshPermJF|614|{{{1}}}}} | {{WalshPermJF|461|{{{1}}}}} | {{WalshPermJF|146|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} | {{WalshPermJF|247|{{{1}}}}} | {{WalshPermJF|724|{{{1}}}}} | 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|class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} | {{WalshPermJF|765|{{{1}}}}} | {{WalshPermJF|657|{{{1}}}}} | {{WalshPermJF|576|{{{1}}}}} |class="border"| {{WalshPermJF|675|{{{1}}}}} | {{WalshPermJF|756|{{{1}}}}} | {{WalshPermJF|567|{{{1}}}}} |}<noinclude> [[Category:Walsh permutation; templates]]</noinclude> 4e7ys9nnovhcp7pso6jzt335kez76rx 2414515 2414512 2022-08-14T23:10:19Z Watchduck 137431 Watchduck moved page [[Template:3-bit Walsh permutation/matrix column permutations]] to [[Template:3-bit Walsh permutation/matrix columns]] wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/matrix_column_permutations/style.css" /> {| class="wikitable sortable" style="text-align: center;" |- !rowspan="2"| <abbr title="conjugacy class">cc</abbr> !rowspan="2"| <abbr title="cycle shape (sum)">cs</abbr> !rowspan="2"| <abbr title="complement pattern">cp</abbr> !rowspan="2"| <abbr title="triple (numbers in ascending order)">t</abbr> 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!class="arrows"| {{WalshPermArrows|326}} | {{WalshPermJF|263|{{{1}}}}} | {{WalshPermJF|326|{{{1}}}}} | {{WalshPermJF|632|{{{1}}}}} |class="border"| {{WalshPermJF|236|{{{1}}}}} | {{WalshPermJF|623|{{{1}}}}} | {{WalshPermJF|362|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} | {{WalshPermJF|645|{{{1}}}}} | {{WalshPermJF|564|{{{1}}}}} | {{WalshPermJF|456|{{{1}}}}} |class="border"| {{WalshPermJF|654|{{{1}}}}} | {{WalshPermJF|465|{{{1}}}}} | {{WalshPermJF|546|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} | {{WalshPermJF|651|{{{1}}}}} | {{WalshPermJF|165|{{{1}}}}} | {{WalshPermJF|516|{{{1}}}}} |class="border"| {{WalshPermJF|615|{{{1}}}}} | 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<small>1</small>1 !class="triple"| 256 !class="arrows"| {{WalshPermArrows|526}} | {{WalshPermJF|265|{{{1}}}}} | {{WalshPermJF|526|{{{1}}}}} | {{WalshPermJF|652|{{{1}}}}} |class="border"| {{WalshPermJF|256|{{{1}}}}} | {{WalshPermJF|625|{{{1}}}}} | {{WalshPermJF|562|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 345 !class="arrows"| {{WalshPermArrows|534}} | {{WalshPermJF|345|{{{1}}}}} | {{WalshPermJF|534|{{{1}}}}} | {{WalshPermJF|453|{{{1}}}}} |class="border"| {{WalshPermJF|354|{{{1}}}}} | {{WalshPermJF|435|{{{1}}}}} | {{WalshPermJF|543|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 346 !class="arrows"| {{WalshPermArrows|364}} | {{WalshPermJF|643|{{{1}}}}} | {{WalshPermJF|364|{{{1}}}}} | {{WalshPermJF|436|{{{1}}}}} |class="border"| {{WalshPermJF|634|{{{1}}}}} | {{WalshPermJF|463|{{{1}}}}} | {{WalshPermJF|346|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 157 !class="arrows"| {{WalshPermArrows|175}} | {{WalshPermJF|751|{{{1}}}}} | {{WalshPermJF|175|{{{1}}}}} | {{WalshPermJF|517|{{{1}}}}} |class="border"| {{WalshPermJF|715|{{{1}}}}} | {{WalshPermJF|571|{{{1}}}}} | {{WalshPermJF|157|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} | {{WalshPermJF|371|{{{1}}}}} | {{WalshPermJF|137|{{{1}}}}} | {{WalshPermJF|713|{{{1}}}}} |class="border"| {{WalshPermJF|317|{{{1}}}}} | {{WalshPermJF|731|{{{1}}}}} | {{WalshPermJF|173|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} | {{WalshPermJF|267|{{{1}}}}} | {{WalshPermJF|726|{{{1}}}}} | {{WalshPermJF|672|{{{1}}}}} |class="border"| {{WalshPermJF|276|{{{1}}}}} | {{WalshPermJF|627|{{{1}}}}} | {{WalshPermJF|762|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} | {{WalshPermJF|273|{{{1}}}}} | {{WalshPermJF|327|{{{1}}}}} | {{WalshPermJF|732|{{{1}}}}} |class="border"| {{WalshPermJF|237|{{{1}}}}} | {{WalshPermJF|723|{{{1}}}}} | {{WalshPermJF|372|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} | {{WalshPermJF|647|{{{1}}}}} | {{WalshPermJF|764|{{{1}}}}} | {{WalshPermJF|476|{{{1}}}}} |class="border"| {{WalshPermJF|674|{{{1}}}}} | {{WalshPermJF|467|{{{1}}}}} | {{WalshPermJF|746|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} | {{WalshPermJF|745|{{{1}}}}} | {{WalshPermJF|574|{{{1}}}}} | {{WalshPermJF|457|{{{1}}}}} |class="border"| {{WalshPermJF|754|{{{1}}}}} | {{WalshPermJF|475|{{{1}}}}} | {{WalshPermJF|547|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} | {{WalshPermJF|375|{{{1}}}}} | {{WalshPermJF|753|{{{1}}}}} | {{WalshPermJF|537|{{{1}}}}} |class="border"| {{WalshPermJF|735|{{{1}}}}} | {{WalshPermJF|357|{{{1}}}}} | {{WalshPermJF|573|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} | {{WalshPermJF|367|{{{1}}}}} | {{WalshPermJF|673|{{{1}}}}} | {{WalshPermJF|736|{{{1}}}}} |class="border"| {{WalshPermJF|637|{{{1}}}}} | {{WalshPermJF|376|{{{1}}}}} | {{WalshPermJF|763|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} | {{WalshPermJF|765|{{{1}}}}} | {{WalshPermJF|657|{{{1}}}}} | {{WalshPermJF|576|{{{1}}}}} |class="border"| {{WalshPermJF|675|{{{1}}}}} | {{WalshPermJF|756|{{{1}}}}} | {{WalshPermJF|567|{{{1}}}}} |}<noinclude> [[Category:Walsh permutation; templates]]</noinclude> 4e7ys9nnovhcp7pso6jzt335kez76rx 2414520 2414515 2022-08-14T23:12:16Z Watchduck 137431 wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/matrix_columns/style.css" /> {| class="wikitable sortable" style="text-align: center;" |- !rowspan="2"| <abbr title="conjugacy class">cc</abbr> !rowspan="2"| <abbr title="cycle shape (sum)">cs</abbr> !rowspan="2"| <abbr title="complement pattern">cp</abbr> !rowspan="2"| <abbr title="triple (numbers in ascending order)">t</abbr> !rowspan="2" class="unsortable"| positive<br><small>middle</small> !class="unsortable" colspan="3"| positive !class="unsortable border" colspan="3"| negative |- !class="unsortable"| <small>left</small> !class="unsortable"| <small>middle</small> !class="unsortable"| <small>right</small> !class="unsortable border"| <small>left</small> !class="unsortable"| <small>middle</small> !class="unsortable"| <small>right</small> |- |class="conju"| {{sms|0}} neut. |class="shape"| {{sms|0}} neut. <span class="sum">3</span> |class="comp"| <small>3</small>7 !class="triple"| 124 !class="arrows" style="padding-top: 20px; padding-bottom: 20px;"| {{WalshPermArrows|124}} | {{WalshPermJF|241}} | {{WalshPermJF|124}} |class=""| {{WalshPermJF|412}} |class="border"| {{WalshPermJF|214}} | {{WalshPermJF|421}} | {{WalshPermJF|142}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 134 !class="arrows"| {{WalshPermArrows|134}} | {{WalshPermJF|341|{{{1}}}}} | {{WalshPermJF|134|{{{1}}}}} | {{WalshPermJF|413|{{{1}}}}} |class="border"| {{WalshPermJF|314|{{{1}}}}} | {{WalshPermJF|431|{{{1}}}}} | {{WalshPermJF|143|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 125 !class="arrows"| {{WalshPermArrows|125}} | {{WalshPermJF|251|{{{1}}}}} | {{WalshPermJF|125|{{{1}}}}} | {{WalshPermJF|512|{{{1}}}}} |class="border"| {{WalshPermJF|215|{{{1}}}}} | {{WalshPermJF|521|{{{1}}}}} | {{WalshPermJF|152|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 234 !class="arrows"| {{WalshPermArrows|324}} | {{WalshPermJF|243|{{{1}}}}} | {{WalshPermJF|324|{{{1}}}}} | {{WalshPermJF|432|{{{1}}}}} |class="border"| {{WalshPermJF|234|{{{1}}}}} | {{WalshPermJF|423|{{{1}}}}} | {{WalshPermJF|342|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 126 !class="arrows"| {{WalshPermArrows|126}} | {{WalshPermJF|261|{{{1}}}}} | {{WalshPermJF|126|{{{1}}}}} | {{WalshPermJF|612|{{{1}}}}} |class="border"| {{WalshPermJF|216|{{{1}}}}} | {{WalshPermJF|621|{{{1}}}}} | {{WalshPermJF|162|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} | {{WalshPermJF|245|{{{1}}}}} | {{WalshPermJF|524|{{{1}}}}} | {{WalshPermJF|452|{{{1}}}}} |class="border"| {{WalshPermJF|254|{{{1}}}}} | {{WalshPermJF|425|{{{1}}}}} | {{WalshPermJF|542|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} | {{WalshPermJF|641|{{{1}}}}} | {{WalshPermJF|164|{{{1}}}}} | {{WalshPermJF|416|{{{1}}}}} |class="border"| {{WalshPermJF|614|{{{1}}}}} | {{WalshPermJF|461|{{{1}}}}} | {{WalshPermJF|146|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} | {{WalshPermJF|247|{{{1}}}}} | {{WalshPermJF|724|{{{1}}}}} | {{WalshPermJF|472|{{{1}}}}} |class="border"| {{WalshPermJF|274|{{{1}}}}} | {{WalshPermJF|427|{{{1}}}}} | {{WalshPermJF|742|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>2 !class="triple"| 147 !class="arrows"| {{WalshPermArrows|174}} | {{WalshPermJF|741|{{{1}}}}} | {{WalshPermJF|174|{{{1}}}}} | {{WalshPermJF|417|{{{1}}}}} |class="border"| {{WalshPermJF|714|{{{1}}}}} | {{WalshPermJF|471|{{{1}}}}} | {{WalshPermJF|147|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>4 !class="triple"| 127 !class="arrows"| {{WalshPermArrows|127}} | {{WalshPermJF|271|{{{1}}}}} | {{WalshPermJF|127|{{{1}}}}} | {{WalshPermJF|712|{{{1}}}}} |class="border"| {{WalshPermJF|217|{{{1}}}}} | {{WalshPermJF|721|{{{1}}}}} | {{WalshPermJF|172|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 135 !class="arrows"| {{WalshPermArrows|135}} | {{WalshPermJF|351|{{{1}}}}} | {{WalshPermJF|135|{{{1}}}}} | {{WalshPermJF|513|{{{1}}}}} |class="border"| {{WalshPermJF|315|{{{1}}}}} | {{WalshPermJF|531|{{{1}}}}} | {{WalshPermJF|153|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 236 !class="arrows"| {{WalshPermArrows|326}} | {{WalshPermJF|263|{{{1}}}}} | {{WalshPermJF|326|{{{1}}}}} | {{WalshPermJF|632|{{{1}}}}} |class="border"| {{WalshPermJF|236|{{{1}}}}} | {{WalshPermJF|623|{{{1}}}}} | {{WalshPermJF|362|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} | {{WalshPermJF|645|{{{1}}}}} | {{WalshPermJF|564|{{{1}}}}} | {{WalshPermJF|456|{{{1}}}}} |class="border"| {{WalshPermJF|654|{{{1}}}}} | {{WalshPermJF|465|{{{1}}}}} | {{WalshPermJF|546|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} | {{WalshPermJF|651|{{{1}}}}} | {{WalshPermJF|165|{{{1}}}}} | {{WalshPermJF|516|{{{1}}}}} |class="border"| {{WalshPermJF|615|{{{1}}}}} | {{WalshPermJF|561|{{{1}}}}} | {{WalshPermJF|156|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 136 !class="arrows"| {{WalshPermArrows|136}} | {{WalshPermJF|361|{{{1}}}}} | {{WalshPermJF|136|{{{1}}}}} | {{WalshPermJF|613|{{{1}}}}} |class="border"| {{WalshPermJF|316|{{{1}}}}} | {{WalshPermJF|631|{{{1}}}}} | {{WalshPermJF|163|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 235 !class="arrows"| {{WalshPermArrows|325}} | {{WalshPermJF|253|{{{1}}}}} | {{WalshPermJF|325|{{{1}}}}} | {{WalshPermJF|532|{{{1}}}}} |class="border"| {{WalshPermJF|235|{{{1}}}}} | {{WalshPermJF|523|{{{1}}}}} | {{WalshPermJF|352|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 256 !class="arrows"| {{WalshPermArrows|526}} | {{WalshPermJF|265|{{{1}}}}} | {{WalshPermJF|526|{{{1}}}}} | {{WalshPermJF|652|{{{1}}}}} |class="border"| {{WalshPermJF|256|{{{1}}}}} | {{WalshPermJF|625|{{{1}}}}} | {{WalshPermJF|562|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 345 !class="arrows"| {{WalshPermArrows|534}} | {{WalshPermJF|345|{{{1}}}}} | {{WalshPermJF|534|{{{1}}}}} | {{WalshPermJF|453|{{{1}}}}} |class="border"| {{WalshPermJF|354|{{{1}}}}} | {{WalshPermJF|435|{{{1}}}}} | {{WalshPermJF|543|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 346 !class="arrows"| {{WalshPermArrows|364}} | {{WalshPermJF|643|{{{1}}}}} | {{WalshPermJF|364|{{{1}}}}} | {{WalshPermJF|436|{{{1}}}}} |class="border"| {{WalshPermJF|634|{{{1}}}}} | {{WalshPermJF|463|{{{1}}}}} | {{WalshPermJF|346|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 157 !class="arrows"| {{WalshPermArrows|175}} | {{WalshPermJF|751|{{{1}}}}} | {{WalshPermJF|175|{{{1}}}}} | {{WalshPermJF|517|{{{1}}}}} |class="border"| {{WalshPermJF|715|{{{1}}}}} | {{WalshPermJF|571|{{{1}}}}} | {{WalshPermJF|157|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} | {{WalshPermJF|371|{{{1}}}}} | {{WalshPermJF|137|{{{1}}}}} | {{WalshPermJF|713|{{{1}}}}} |class="border"| {{WalshPermJF|317|{{{1}}}}} | {{WalshPermJF|731|{{{1}}}}} | {{WalshPermJF|173|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} | {{WalshPermJF|267|{{{1}}}}} | {{WalshPermJF|726|{{{1}}}}} | {{WalshPermJF|672|{{{1}}}}} |class="border"| {{WalshPermJF|276|{{{1}}}}} | {{WalshPermJF|627|{{{1}}}}} | {{WalshPermJF|762|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} | {{WalshPermJF|273|{{{1}}}}} | {{WalshPermJF|327|{{{1}}}}} | {{WalshPermJF|732|{{{1}}}}} |class="border"| {{WalshPermJF|237|{{{1}}}}} | {{WalshPermJF|723|{{{1}}}}} | {{WalshPermJF|372|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} | {{WalshPermJF|647|{{{1}}}}} | {{WalshPermJF|764|{{{1}}}}} | {{WalshPermJF|476|{{{1}}}}} |class="border"| {{WalshPermJF|674|{{{1}}}}} | {{WalshPermJF|467|{{{1}}}}} | {{WalshPermJF|746|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} | {{WalshPermJF|745|{{{1}}}}} | {{WalshPermJF|574|{{{1}}}}} | {{WalshPermJF|457|{{{1}}}}} |class="border"| {{WalshPermJF|754|{{{1}}}}} | {{WalshPermJF|475|{{{1}}}}} | {{WalshPermJF|547|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} | {{WalshPermJF|375|{{{1}}}}} | {{WalshPermJF|753|{{{1}}}}} | {{WalshPermJF|537|{{{1}}}}} |class="border"| {{WalshPermJF|735|{{{1}}}}} | {{WalshPermJF|357|{{{1}}}}} | {{WalshPermJF|573|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} | {{WalshPermJF|367|{{{1}}}}} | {{WalshPermJF|673|{{{1}}}}} | {{WalshPermJF|736|{{{1}}}}} |class="border"| {{WalshPermJF|637|{{{1}}}}} | {{WalshPermJF|376|{{{1}}}}} | {{WalshPermJF|763|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} | {{WalshPermJF|765|{{{1}}}}} | {{WalshPermJF|657|{{{1}}}}} | {{WalshPermJF|576|{{{1}}}}} |class="border"| {{WalshPermJF|675|{{{1}}}}} | {{WalshPermJF|756|{{{1}}}}} | {{WalshPermJF|567|{{{1}}}}} |}<noinclude> [[Category:Walsh permutation; templates]]</noinclude> qhsdp55mujk5tw8z5iovrvd01lg08xj 2414523 2414520 2022-08-14T23:19:34Z Watchduck 137431 wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/matrix_columns/style.css" /> {| class="wikitable sortable" style="text-align: center;" |- !<abbr title="conjugacy class">cc</abbr> !<abbr title="cycle shape (sum)">cs</abbr> !<abbr title="complement pattern">cp</abbr> !<abbr title="triple (numbers in ascending order)">t</abbr> !class="unsortable"| main !class="unsortable" colspan="3"| [[c:File:3-bit Walsh permutations; neighbor graph positive; vectors.svg|positive]] !class="unsortable border" colspan="3"| [[c:File:3-bit Walsh permutations; neighbor graph negative; vectors.svg|negative]] |- |class="conju"| {{sms|0}} neut. |class="shape"| {{sms|0}} neut. <span class="sum">3</span> |class="comp"| <small>3</small>7 !class="triple"| 124 !class="arrows" style="padding-top: 20px; padding-bottom: 20px;"| {{WalshPermArrows|124}} | {{WalshPermJF|241}} | {{WalshPermJF|124}} |class=""| {{WalshPermJF|412}} |class="border"| {{WalshPermJF|214}} | {{WalshPermJF|421}} | {{WalshPermJF|142}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 134 !class="arrows"| {{WalshPermArrows|134}} | {{WalshPermJF|341|{{{1}}}}} | {{WalshPermJF|134|{{{1}}}}} | {{WalshPermJF|413|{{{1}}}}} |class="border"| {{WalshPermJF|314|{{{1}}}}} | {{WalshPermJF|431|{{{1}}}}} | {{WalshPermJF|143|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 125 !class="arrows"| {{WalshPermArrows|125}} | {{WalshPermJF|251|{{{1}}}}} | {{WalshPermJF|125|{{{1}}}}} | {{WalshPermJF|512|{{{1}}}}} |class="border"| {{WalshPermJF|215|{{{1}}}}} | {{WalshPermJF|521|{{{1}}}}} | {{WalshPermJF|152|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 234 !class="arrows"| {{WalshPermArrows|324}} | {{WalshPermJF|243|{{{1}}}}} | {{WalshPermJF|324|{{{1}}}}} | {{WalshPermJF|432|{{{1}}}}} |class="border"| {{WalshPermJF|234|{{{1}}}}} | {{WalshPermJF|423|{{{1}}}}} | {{WalshPermJF|342|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 126 !class="arrows"| {{WalshPermArrows|126}} | {{WalshPermJF|261|{{{1}}}}} | {{WalshPermJF|126|{{{1}}}}} | {{WalshPermJF|612|{{{1}}}}} |class="border"| {{WalshPermJF|216|{{{1}}}}} | {{WalshPermJF|621|{{{1}}}}} | {{WalshPermJF|162|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} | {{WalshPermJF|245|{{{1}}}}} | {{WalshPermJF|524|{{{1}}}}} | {{WalshPermJF|452|{{{1}}}}} |class="border"| {{WalshPermJF|254|{{{1}}}}} | {{WalshPermJF|425|{{{1}}}}} | {{WalshPermJF|542|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} | {{WalshPermJF|641|{{{1}}}}} | {{WalshPermJF|164|{{{1}}}}} | {{WalshPermJF|416|{{{1}}}}} |class="border"| {{WalshPermJF|614|{{{1}}}}} | {{WalshPermJF|461|{{{1}}}}} | {{WalshPermJF|146|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} | {{WalshPermJF|247|{{{1}}}}} | {{WalshPermJF|724|{{{1}}}}} | {{WalshPermJF|472|{{{1}}}}} |class="border"| {{WalshPermJF|274|{{{1}}}}} | {{WalshPermJF|427|{{{1}}}}} | {{WalshPermJF|742|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>2 !class="triple"| 147 !class="arrows"| {{WalshPermArrows|174}} | {{WalshPermJF|741|{{{1}}}}} | {{WalshPermJF|174|{{{1}}}}} | {{WalshPermJF|417|{{{1}}}}} |class="border"| {{WalshPermJF|714|{{{1}}}}} | {{WalshPermJF|471|{{{1}}}}} | {{WalshPermJF|147|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>4 !class="triple"| 127 !class="arrows"| {{WalshPermArrows|127}} | {{WalshPermJF|271|{{{1}}}}} | {{WalshPermJF|127|{{{1}}}}} | {{WalshPermJF|712|{{{1}}}}} |class="border"| {{WalshPermJF|217|{{{1}}}}} | {{WalshPermJF|721|{{{1}}}}} | {{WalshPermJF|172|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 135 !class="arrows"| {{WalshPermArrows|135}} | {{WalshPermJF|351|{{{1}}}}} | {{WalshPermJF|135|{{{1}}}}} | {{WalshPermJF|513|{{{1}}}}} |class="border"| {{WalshPermJF|315|{{{1}}}}} | {{WalshPermJF|531|{{{1}}}}} | {{WalshPermJF|153|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 236 !class="arrows"| {{WalshPermArrows|326}} | {{WalshPermJF|263|{{{1}}}}} | {{WalshPermJF|326|{{{1}}}}} | {{WalshPermJF|632|{{{1}}}}} |class="border"| {{WalshPermJF|236|{{{1}}}}} | {{WalshPermJF|623|{{{1}}}}} | {{WalshPermJF|362|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} | {{WalshPermJF|645|{{{1}}}}} | {{WalshPermJF|564|{{{1}}}}} | {{WalshPermJF|456|{{{1}}}}} |class="border"| {{WalshPermJF|654|{{{1}}}}} | {{WalshPermJF|465|{{{1}}}}} | {{WalshPermJF|546|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} | {{WalshPermJF|651|{{{1}}}}} | {{WalshPermJF|165|{{{1}}}}} | {{WalshPermJF|516|{{{1}}}}} |class="border"| {{WalshPermJF|615|{{{1}}}}} | {{WalshPermJF|561|{{{1}}}}} | {{WalshPermJF|156|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 136 !class="arrows"| {{WalshPermArrows|136}} | {{WalshPermJF|361|{{{1}}}}} | {{WalshPermJF|136|{{{1}}}}} | {{WalshPermJF|613|{{{1}}}}} |class="border"| {{WalshPermJF|316|{{{1}}}}} | {{WalshPermJF|631|{{{1}}}}} | {{WalshPermJF|163|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 235 !class="arrows"| {{WalshPermArrows|325}} | {{WalshPermJF|253|{{{1}}}}} | {{WalshPermJF|325|{{{1}}}}} | {{WalshPermJF|532|{{{1}}}}} |class="border"| {{WalshPermJF|235|{{{1}}}}} | {{WalshPermJF|523|{{{1}}}}} | {{WalshPermJF|352|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 256 !class="arrows"| {{WalshPermArrows|526}} | {{WalshPermJF|265|{{{1}}}}} | {{WalshPermJF|526|{{{1}}}}} | {{WalshPermJF|652|{{{1}}}}} |class="border"| {{WalshPermJF|256|{{{1}}}}} | {{WalshPermJF|625|{{{1}}}}} | {{WalshPermJF|562|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 345 !class="arrows"| {{WalshPermArrows|534}} | {{WalshPermJF|345|{{{1}}}}} | {{WalshPermJF|534|{{{1}}}}} | {{WalshPermJF|453|{{{1}}}}} |class="border"| {{WalshPermJF|354|{{{1}}}}} | {{WalshPermJF|435|{{{1}}}}} | {{WalshPermJF|543|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>1 !class="triple"| 346 !class="arrows"| {{WalshPermArrows|364}} | {{WalshPermJF|643|{{{1}}}}} | {{WalshPermJF|364|{{{1}}}}} | {{WalshPermJF|436|{{{1}}}}} |class="border"| {{WalshPermJF|634|{{{1}}}}} | {{WalshPermJF|463|{{{1}}}}} | {{WalshPermJF|346|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 157 !class="arrows"| {{WalshPermArrows|175}} | {{WalshPermJF|751|{{{1}}}}} | {{WalshPermJF|175|{{{1}}}}} | {{WalshPermJF|517|{{{1}}}}} |class="border"| {{WalshPermJF|715|{{{1}}}}} | {{WalshPermJF|571|{{{1}}}}} | {{WalshPermJF|157|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} | {{WalshPermJF|371|{{{1}}}}} | {{WalshPermJF|137|{{{1}}}}} | {{WalshPermJF|713|{{{1}}}}} |class="border"| {{WalshPermJF|317|{{{1}}}}} | {{WalshPermJF|731|{{{1}}}}} | {{WalshPermJF|173|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} | {{WalshPermJF|267|{{{1}}}}} | {{WalshPermJF|726|{{{1}}}}} | {{WalshPermJF|672|{{{1}}}}} |class="border"| {{WalshPermJF|276|{{{1}}}}} | {{WalshPermJF|627|{{{1}}}}} | {{WalshPermJF|762|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} | {{WalshPermJF|273|{{{1}}}}} | {{WalshPermJF|327|{{{1}}}}} | {{WalshPermJF|732|{{{1}}}}} |class="border"| {{WalshPermJF|237|{{{1}}}}} | {{WalshPermJF|723|{{{1}}}}} | {{WalshPermJF|372|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} | {{WalshPermJF|647|{{{1}}}}} | {{WalshPermJF|764|{{{1}}}}} | {{WalshPermJF|476|{{{1}}}}} |class="border"| {{WalshPermJF|674|{{{1}}}}} | {{WalshPermJF|467|{{{1}}}}} | {{WalshPermJF|746|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} | {{WalshPermJF|745|{{{1}}}}} | {{WalshPermJF|574|{{{1}}}}} | {{WalshPermJF|457|{{{1}}}}} |class="border"| {{WalshPermJF|754|{{{1}}}}} | {{WalshPermJF|475|{{{1}}}}} | {{WalshPermJF|547|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} | {{WalshPermJF|375|{{{1}}}}} | {{WalshPermJF|753|{{{1}}}}} | {{WalshPermJF|537|{{{1}}}}} |class="border"| {{WalshPermJF|735|{{{1}}}}} | {{WalshPermJF|357|{{{1}}}}} | {{WalshPermJF|573|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} | {{WalshPermJF|367|{{{1}}}}} | {{WalshPermJF|673|{{{1}}}}} | {{WalshPermJF|736|{{{1}}}}} |class="border"| {{WalshPermJF|637|{{{1}}}}} | {{WalshPermJF|376|{{{1}}}}} | {{WalshPermJF|763|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} | {{WalshPermJF|765|{{{1}}}}} | {{WalshPermJF|657|{{{1}}}}} | {{WalshPermJF|576|{{{1}}}}} |class="border"| {{WalshPermJF|675|{{{1}}}}} | {{WalshPermJF|756|{{{1}}}}} | {{WalshPermJF|567|{{{1}}}}} |}<noinclude> [[Category:Walsh permutation; templates]]</noinclude> 137rxavwgzpulj3ekv5c5rgj9fokyj7 2414569 2414523 2022-08-15T01:02:29Z Watchduck 137431 wikitext text/x-wiki <templatestyles src="3-bit Walsh permutation/matrix_columns/style.css" /> {| id="matrix-columns-28x6" class="wikitable sortable" style="text-align: center;" |- !<abbr title="conjugacy class">cc</abbr> !<abbr title="cycle shape">cs</abbr> !<abbr title="complement pattern">cp</abbr> !<abbr title="triple">t</abbr> !class="unsortable"| main !class="unsortable" colspan="3"| [[c:File:3-bit Walsh permutations; neighbor graph positive; vectors.svg|positive]] !class="unsortable border" colspan="3"| [[c:File:3-bit Walsh permutations; neighbor graph negative; vectors.svg|negative]] |- |class="conju"| {{sms|0}} neut. |class="shape"| {{sms|0}} neut. <span class="sum">3</span> |class="comp"| <small>3</small>7 !class="triple"| 124 !class="arrows" style="padding-top: 20px; padding-bottom: 20px;"| {{WalshPermArrows|124}} | {{WalshPermJF|241}} | {{WalshPermJF|124}} |class=""| {{WalshPermJF|412}} |class="border"| {{WalshPermJF|214}} | {{WalshPermJF|421}} | {{WalshPermJF|142}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 134 !class="arrows"| {{WalshPermArrows|134}} | {{WalshPermJF|341|{{{1}}}}} | {{WalshPermJF|134|{{{1}}}}} | {{WalshPermJF|413|{{{1}}}}} |class="border"| {{WalshPermJF|314|{{{1}}}}} | {{WalshPermJF|431|{{{1}}}}} | {{WalshPermJF|143|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>6 !class="triple"| 125 !class="arrows"| {{WalshPermArrows|125}} | {{WalshPermJF|251|{{{1}}}}} | {{WalshPermJF|125|{{{1}}}}} | {{WalshPermJF|512|{{{1}}}}} |class="border"| {{WalshPermJF|215|{{{1}}}}} | {{WalshPermJF|521|{{{1}}}}} | {{WalshPermJF|152|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 234 !class="arrows"| {{WalshPermArrows|324}} | {{WalshPermJF|243|{{{1}}}}} | {{WalshPermJF|324|{{{1}}}}} | {{WalshPermJF|432|{{{1}}}}} |class="border"| {{WalshPermJF|234|{{{1}}}}} | {{WalshPermJF|423|{{{1}}}}} | {{WalshPermJF|342|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>5 !class="triple"| 126 !class="arrows"| {{WalshPermArrows|126}} | {{WalshPermJF|261|{{{1}}}}} | {{WalshPermJF|126|{{{1}}}}} | {{WalshPermJF|612|{{{1}}}}} |class="border"| {{WalshPermJF|216|{{{1}}}}} | {{WalshPermJF|621|{{{1}}}}} | {{WalshPermJF|162|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 245 !class="arrows"| {{WalshPermArrows|524}} | {{WalshPermJF|245|{{{1}}}}} | {{WalshPermJF|524|{{{1}}}}} | {{WalshPermJF|452|{{{1}}}}} |class="border"| {{WalshPermJF|254|{{{1}}}}} | {{WalshPermJF|425|{{{1}}}}} | {{WalshPermJF|542|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|1}} <abbr title="Paris">P</abbr> <span class="sum">4</span> |class="comp"| <small>2</small>3 !class="triple"| 146 !class="arrows"| {{WalshPermArrows|164}} | {{WalshPermJF|641|{{{1}}}}} | {{WalshPermJF|164|{{{1}}}}} | {{WalshPermJF|416|{{{1}}}}} |class="border"| {{WalshPermJF|614|{{{1}}}}} | {{WalshPermJF|461|{{{1}}}}} | {{WalshPermJF|146|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>1 !class="triple"| 247 !class="arrows"| {{WalshPermArrows|724}} | {{WalshPermJF|247|{{{1}}}}} | {{WalshPermJF|724|{{{1}}}}} | {{WalshPermJF|472|{{{1}}}}} |class="border"| {{WalshPermJF|274|{{{1}}}}} | {{WalshPermJF|427|{{{1}}}}} | {{WalshPermJF|742|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>2 !class="triple"| 147 !class="arrows"| {{WalshPermArrows|174}} | {{WalshPermJF|741|{{{1}}}}} | {{WalshPermJF|174|{{{1}}}}} | {{WalshPermJF|417|{{{1}}}}} |class="border"| {{WalshPermJF|714|{{{1}}}}} | {{WalshPermJF|471|{{{1}}}}} | {{WalshPermJF|147|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|2}} <abbr title="Rome">R</abbr> <span class="sum">5a</span> |class="comp"| <small>1</small>4 !class="triple"| 127 !class="arrows"| {{WalshPermArrows|127}} | {{WalshPermJF|271|{{{1}}}}} | {{WalshPermJF|127|{{{1}}}}} | {{WalshPermJF|712|{{{1}}}}} |class="border"| {{WalshPermJF|217|{{{1}}}}} | {{WalshPermJF|721|{{{1}}}}} | {{WalshPermJF|172|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 135 !class="arrows"| {{WalshPermArrows|135}} | {{WalshPermJF|351|{{{1}}}}} | {{WalshPermJF|135|{{{1}}}}} | {{WalshPermJF|513|{{{1}}}}} |class="border"| {{WalshPermJF|315|{{{1}}}}} | {{WalshPermJF|531|{{{1}}}}} | {{WalshPermJF|153|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 236 !class="arrows"| {{WalshPermArrows|326}} | {{WalshPermJF|263|{{{1}}}}} | {{WalshPermJF|326|{{{1}}}}} | {{WalshPermJF|632|{{{1}}}}} |class="border"| {{WalshPermJF|236|{{{1}}}}} | {{WalshPermJF|623|{{{1}}}}} | {{WalshPermJF|362|{{{1}}}}} |- |class="conju"| 2+2 |class="shape"| {{sms|3}} <abbr title="Florence">F</abbr> <span class="sum">5a</span> |class="comp"| <small>3</small>7 !class="triple"| 456 !class="arrows"| {{WalshPermArrows|564}} | {{WalshPermJF|645|{{{1}}}}} | {{WalshPermJF|564|{{{1}}}}} | {{WalshPermJF|456|{{{1}}}}} |class="border"| {{WalshPermJF|654|{{{1}}}}} | {{WalshPermJF|465|{{{1}}}}} | {{WalshPermJF|546|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>2 !class="triple"| 156 !class="arrows"| {{WalshPermArrows|165}} | {{WalshPermJF|651|{{{1}}}}} | {{WalshPermJF|165|{{{1}}}}} | {{WalshPermJF|516|{{{1}}}}} |class="border"| {{WalshPermJF|615|{{{1}}}}} | {{WalshPermJF|561|{{{1}}}}} | {{WalshPermJF|156|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 136 !class="arrows"| {{WalshPermArrows|136}} | {{WalshPermJF|361|{{{1}}}}} | {{WalshPermJF|136|{{{1}}}}} | {{WalshPermJF|613|{{{1}}}}} |class="border"| {{WalshPermJF|316|{{{1}}}}} | {{WalshPermJF|631|{{{1}}}}} | {{WalshPermJF|163|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|4}} <abbr title="Buenos Aires">BA</abbr> 5 <span class="sum">5b</span> |class="comp"| <small>1</small>4 !class="triple"| 235 !class="arrows"| 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!class="triple"| 137 !class="arrows"| {{WalshPermArrows|137}} | {{WalshPermJF|371|{{{1}}}}} | {{WalshPermJF|137|{{{1}}}}} | {{WalshPermJF|713|{{{1}}}}} |class="border"| {{WalshPermJF|317|{{{1}}}}} | {{WalshPermJF|731|{{{1}}}}} | {{WalshPermJF|173|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>3 !class="triple"| 267 !class="arrows"| {{WalshPermArrows|726}} | {{WalshPermJF|267|{{{1}}}}} | {{WalshPermJF|726|{{{1}}}}} | {{WalshPermJF|672|{{{1}}}}} |class="border"| {{WalshPermJF|276|{{{1}}}}} | {{WalshPermJF|627|{{{1}}}}} | {{WalshPermJF|762|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 237 !class="arrows"| {{WalshPermArrows|327}} | {{WalshPermJF|273|{{{1}}}}} | {{WalshPermJF|327|{{{1}}}}} | {{WalshPermJF|732|{{{1}}}}} |class="border"| {{WalshPermJF|237|{{{1}}}}} | {{WalshPermJF|723|{{{1}}}}} | {{WalshPermJF|372|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>5 !class="triple"| 467 !class="arrows"| {{WalshPermArrows|764}} | {{WalshPermJF|647|{{{1}}}}} | {{WalshPermJF|764|{{{1}}}}} | {{WalshPermJF|476|{{{1}}}}} |class="border"| {{WalshPermJF|674|{{{1}}}}} | {{WalshPermJF|467|{{{1}}}}} | {{WalshPermJF|746|{{{1}}}}} |- |class="conju"| 2+4 |class="shape"| {{sms|5}} <abbr title="Buenos Aires">BA</abbr> 6 <span class="sum">6</span> |class="comp"| <small>2</small>6 !class="triple"| 457 !class="arrows"| {{WalshPermArrows|574}} | {{WalshPermJF|745|{{{1}}}}} | {{WalshPermJF|574|{{{1}}}}} | {{WalshPermJF|457|{{{1}}}}} |class="border"| {{WalshPermJF|754|{{{1}}}}} | {{WalshPermJF|475|{{{1}}}}} | {{WalshPermJF|547|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>1 !class="triple"| 357 !class="arrows"| {{WalshPermArrows|753}} | {{WalshPermJF|375|{{{1}}}}} | {{WalshPermJF|753|{{{1}}}}} | {{WalshPermJF|537|{{{1}}}}} |class="border"| {{WalshPermJF|735|{{{1}}}}} | {{WalshPermJF|357|{{{1}}}}} | {{WalshPermJF|573|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>2 !class="triple"| 367 !class="arrows"| {{WalshPermArrows|673}} | {{WalshPermJF|367|{{{1}}}}} | {{WalshPermJF|673|{{{1}}}}} | {{WalshPermJF|736|{{{1}}}}} |class="border"| {{WalshPermJF|637|{{{1}}}}} | {{WalshPermJF|376|{{{1}}}}} | {{WalshPermJF|763|{{{1}}}}} |- |class="conju"| 7a |class="shape"| {{sms|6}} <abbr title="Santiago">S</abbr> +<span class="sum">7</span> |class="comp"| <small>1</small>4 !class="triple"| 567 !class="arrows"| {{WalshPermArrows|657}} | {{WalshPermJF|765|{{{1}}}}} | {{WalshPermJF|657|{{{1}}}}} | {{WalshPermJF|576|{{{1}}}}} |class="border"| {{WalshPermJF|675|{{{1}}}}} | {{WalshPermJF|756|{{{1}}}}} | {{WalshPermJF|567|{{{1}}}}} |}<noinclude> [[Category:Walsh permutation; templates]]</noinclude> tfrxbev64a86w7x92guacqq81pk7u0z 0 286382 2414493 2022-08-14T21:53:23Z Elominius 2911372 New resource with "A '''[[:w:stroop effect|stroop effect]]'' can be generated in JavaScript by appending random words with random colors, which are picked from an array. The length of the array is detected automatically. Some colors have to be omitted due to poor readability. Before each word is inserted, the color and the word is compared to prevent the addition of the word with the same color. In case of a match, the word and color are shuffled again. The function that generates the ef..." wikitext text/x-wiki A '''[[:w:stroop effect|stroop effect]]'' can be generated in JavaScript by appending random words with random colors, which are picked from an array. The length of the array is detected automatically. Some colors have to be omitted due to poor readability. Before each word is inserted, the color and the word is compared to prevent the addition of the word with the same color. In case of a match, the word and color are shuffled again. The function that generates the effect lets the user specify how many words should be added, and a button can regenerate the words. == Code == <syntaxhighlight lang=html> <!DOCTYPE html> <html> <head> <title>Stroop effect generator</title> <meta name="author" content="Elominius from Wikiversity"> <style type="text/css"> body { font-family: ubuntu,'noto sans','open sans', calibri, 'segoe ui', 'trebuchet ms', arial, helvetica, verdana, tahoma, 'Bitstream Vera Sans', 'sans-serif'; } stroop > span { margin-right: 0.5em; } </style> </head> <body> <button class="stroop_run" onclick="stroop.reset(0); stroop.fn(100);">Generate stroop effect</button> <div><stroop> <noscript> <h2>JavaScript is unavailable</h2> To generate a stroop effect, please activate JavaScript or use a browser that supports it.</noscript> </stroop></div> <script type="text/javascript"> var stroop = {}; // create data object stroop.container = document.getElementsByTagName("stroop"); stroop.colors = ['red', 'green', 'blue', 'purple', 'orange', 'black' ]; // omitting yellow and pink due to poor visibility stroop.words = ['red', 'green', 'blue', 'purple', 'orange', 'black', 'yellow', 'pink' ]; stroop.append = function(color_word,color,container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML += ' <span style="color:'+color+';">'+color_word+'</span>'; }; stroop.reset = function(container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML = null; }; stroop.fn /* main function */ = function(repetitions,container_number) { if (!container_number) container_number=0; // default container if (!repetitions) return false; // don't run if no repetitions specified var count; // defeats JSHint "undefined variable" error; no functional difference. for ( count=0; // initialize counter count < repetitions; // stop repeating when number of repetitions is reached count++ // count up. Same as count=count+1 and count+=1 . ) { stroop.next_word = ""; stroop.next_color = ""; // reset to enter "while" loop while(stroop.next_word == stroop.next_color) { /* prevent the word being same as the color by picking random colours until they don't match */ stroop.next_word = stroop.words[Math.floor(Math.random()*(stroop.words.length))]; stroop.next_color = stroop.colors[Math.floor(Math.random()*(stroop.colors.length))]; } stroop.append(stroop.next_word,stroop.next_color); } }; stroop.fn(100); // run once automatically </script> </body> </html> </syntaxhighlight> == Dark background == To make the words appear readable on dark backgrounds, alternative colors with a higher contrast need to be picked. <syntaxhighlight lang=html> <!DOCTYPE html> <html> <head> <title>Stroop effect generator</title> <meta name="author" content="Elominius from Wikiversity"> <style type="text/css"> body { background-color: #222; font-family: ubuntu,'noto sans','open sans', calibri, 'segoe ui', 'trebuchet ms', arial, helvetica, verdana, tahoma, 'Bitstream Vera Sans', 'sans-serif'; } stroop > span { margin-right: 0.5em; } </style> </head> <body> <button class="stroop_run" onclick="stroop.reset(0); stroop.fn(100);">Generate stroop effect</button> <div><stroop> <noscript> <h2>JavaScript is unavailable</h2> To generate a stroop effect, please activate JavaScript or use a browser that supports it.</noscript> </stroop></div> <script type="text/javascript"> var stroop = {}; // create data object stroop.container = document.getElementsByTagName("stroop"); stroop.colors = ['red', 'lightgreen'/*green*/, '#38F'/*blue*/, 'orange', 'yellow', 'magenta'/*pink*/, 'white', ]; // omitting black and blue and purple due to poor visibility stroop.words = ['red', 'green', 'blue', 'purple', 'orange', 'black', 'yellow', 'pink', 'white' ]; stroop.append = function(color_word,color,container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML += ' <span style="color:'+color+';">'+color_word+'</span>'; }; stroop.reset = function(container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML = null; }; stroop.fn /* main function */ = function(repetitions,container_number) { if (!container_number) container_number=0; // default container if (!repetitions) return false; // don't run if no repetitions specified var count; // defeats JSHint "undefined variable" error; no functional difference. for ( count=0; // initialize counter count < repetitions; // stop repeating when number of repetitions is reached count++ // count up. Same as count=count+1 and count+=1 . ) { stroop.next_word = ""; stroop.next_color = ""; // reset to enter "while" loop while(stroop.next_word == stroop.next_color) { /* prevent the word being same as the color by picking random colours until they don't match */ stroop.next_word = stroop.words[Math.floor(Math.random()*(stroop.words.length))]; stroop.next_color = stroop.colors[Math.floor(Math.random()*(stroop.colors.length))]; } stroop.append(stroop.next_word,stroop.next_color); } }; stroop.fn(100); // run once automatically </script> </body> </html> </syntaxhighlight> o474ljxxn4u1q1uoyb22u8aj3hjqhhz 2414494 2414493 2022-08-14T21:53:39Z Elominius 2911372 bold title wikitext text/x-wiki A '''[[:w:stroop effect|stroop effect]]''' can be generated in JavaScript by appending random words with random colors, which are picked from an array. The length of the array is detected automatically. Some colors have to be omitted due to poor readability. Before each word is inserted, the color and the word is compared to prevent the addition of the word with the same color. In case of a match, the word and color are shuffled again. The function that generates the effect lets the user specify how many words should be added, and a button can regenerate the words. == Code == <syntaxhighlight lang=html> <!DOCTYPE html> <html> <head> <title>Stroop effect generator</title> <meta name="author" content="Elominius from Wikiversity"> <style type="text/css"> body { font-family: ubuntu,'noto sans','open sans', calibri, 'segoe ui', 'trebuchet ms', arial, helvetica, verdana, tahoma, 'Bitstream Vera Sans', 'sans-serif'; } stroop > span { margin-right: 0.5em; } </style> </head> <body> <button class="stroop_run" onclick="stroop.reset(0); stroop.fn(100);">Generate stroop effect</button> <div><stroop> <noscript> <h2>JavaScript is unavailable</h2> To generate a stroop effect, please activate JavaScript or use a browser that supports it.</noscript> </stroop></div> <script type="text/javascript"> var stroop = {}; // create data object stroop.container = document.getElementsByTagName("stroop"); stroop.colors = ['red', 'green', 'blue', 'purple', 'orange', 'black' ]; // omitting yellow and pink due to poor visibility stroop.words = ['red', 'green', 'blue', 'purple', 'orange', 'black', 'yellow', 'pink' ]; stroop.append = function(color_word,color,container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML += ' <span style="color:'+color+';">'+color_word+'</span>'; }; stroop.reset = function(container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML = null; }; stroop.fn /* main function */ = function(repetitions,container_number) { if (!container_number) container_number=0; // default container if (!repetitions) return false; // don't run if no repetitions specified var count; // defeats JSHint "undefined variable" error; no functional difference. for ( count=0; // initialize counter count < repetitions; // stop repeating when number of repetitions is reached count++ // count up. Same as count=count+1 and count+=1 . ) { stroop.next_word = ""; stroop.next_color = ""; // reset to enter "while" loop while(stroop.next_word == stroop.next_color) { /* prevent the word being same as the color by picking random colours until they don't match */ stroop.next_word = stroop.words[Math.floor(Math.random()*(stroop.words.length))]; stroop.next_color = stroop.colors[Math.floor(Math.random()*(stroop.colors.length))]; } stroop.append(stroop.next_word,stroop.next_color); } }; stroop.fn(100); // run once automatically </script> </body> </html> </syntaxhighlight> == Dark background == To make the words appear readable on dark backgrounds, alternative colors with a higher contrast need to be picked. <syntaxhighlight lang=html> <!DOCTYPE html> <html> <head> <title>Stroop effect generator</title> <meta name="author" content="Elominius from Wikiversity"> <style type="text/css"> body { background-color: #222; font-family: ubuntu,'noto sans','open sans', calibri, 'segoe ui', 'trebuchet ms', arial, helvetica, verdana, tahoma, 'Bitstream Vera Sans', 'sans-serif'; } stroop > span { margin-right: 0.5em; } </style> </head> <body> <button class="stroop_run" onclick="stroop.reset(0); stroop.fn(100);">Generate stroop effect</button> <div><stroop> <noscript> <h2>JavaScript is unavailable</h2> To generate a stroop effect, please activate JavaScript or use a browser that supports it.</noscript> </stroop></div> <script type="text/javascript"> var stroop = {}; // create data object stroop.container = document.getElementsByTagName("stroop"); stroop.colors = ['red', 'lightgreen'/*green*/, '#38F'/*blue*/, 'orange', 'yellow', 'magenta'/*pink*/, 'white', ]; // omitting black and blue and purple due to poor visibility stroop.words = ['red', 'green', 'blue', 'purple', 'orange', 'black', 'yellow', 'pink', 'white' ]; stroop.append = function(color_word,color,container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML += ' <span style="color:'+color+';">'+color_word+'</span>'; }; stroop.reset = function(container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML = null; }; stroop.fn /* main function */ = function(repetitions,container_number) { if (!container_number) container_number=0; // default container if (!repetitions) return false; // don't run if no repetitions specified var count; // defeats JSHint "undefined variable" error; no functional difference. for ( count=0; // initialize counter count < repetitions; // stop repeating when number of repetitions is reached count++ // count up. Same as count=count+1 and count+=1 . ) { stroop.next_word = ""; stroop.next_color = ""; // reset to enter "while" loop while(stroop.next_word == stroop.next_color) { /* prevent the word being same as the color by picking random colours until they don't match */ stroop.next_word = stroop.words[Math.floor(Math.random()*(stroop.words.length))]; stroop.next_color = stroop.colors[Math.floor(Math.random()*(stroop.colors.length))]; } stroop.append(stroop.next_word,stroop.next_color); } }; stroop.fn(100); // run once automatically </script> </body> </html> </syntaxhighlight> 1qhzkddjeyi1panpspto5rtihoy4bi6 2414495 2414494 2022-08-14T21:57:25Z Elominius 2911372 noscript notice wikitext text/x-wiki A '''[[:w:stroop effect|stroop effect]]''' can be generated in JavaScript by appending random words with random colors, which are picked from an array. The length of the array is detected automatically. Some colors have to be omitted due to poor readability. Before each word is inserted, the color and the word is compared to prevent the addition of the word with the same color. In case of a match, the word and color are shuffled again. The function that generates the effect lets the user specify how many words should be added, and a button can regenerate the words. Since it is not possible to generate a stroop effect on the client side without JavaScript, a message in the stroop container instructs the user to activate JavaScript. If necessary, a stroop effect can initially be generated on the server side using similar code as below. == Code == <syntaxhighlight lang=html> <!DOCTYPE html> <html> <head> <title>Stroop effect generator</title> <meta name="author" content="Elominius from Wikiversity"> <style type="text/css"> body { font-family: ubuntu,'noto sans','open sans', calibri, 'segoe ui', 'trebuchet ms', arial, helvetica, verdana, tahoma, 'Bitstream Vera Sans', 'sans-serif'; } stroop > span { margin-right: 0.5em; } </style> </head> <body> <button class="stroop_run" onclick="stroop.reset(0); stroop.fn(100);">Generate stroop effect</button> <div><stroop> <noscript> <h2>JavaScript is unavailable</h2> To generate a stroop effect, please activate JavaScript or use a browser that supports it.</noscript> </stroop></div> <script type="text/javascript"> var stroop = {}; // create data object stroop.container = document.getElementsByTagName("stroop"); stroop.colors = ['red', 'green', 'blue', 'purple', 'orange', 'black' ]; // omitting yellow and pink due to poor visibility stroop.words = ['red', 'green', 'blue', 'purple', 'orange', 'black', 'yellow', 'pink' ]; stroop.append = function(color_word,color,container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML += ' <span style="color:'+color+';">'+color_word+'</span>'; }; stroop.reset = function(container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML = null; }; stroop.fn /* main function */ = function(repetitions,container_number) { if (!container_number) container_number=0; // default container if (!repetitions) return false; // don't run if no repetitions specified var count; // defeats JSHint "undefined variable" error; no functional difference. for ( count=0; // initialize counter count < repetitions; // stop repeating when number of repetitions is reached count++ // count up. Same as count=count+1 and count+=1 . ) { stroop.next_word = ""; stroop.next_color = ""; // reset to enter "while" loop while(stroop.next_word == stroop.next_color) { /* prevent the word being same as the color by picking random colours until they don't match */ stroop.next_word = stroop.words[Math.floor(Math.random()*(stroop.words.length))]; stroop.next_color = stroop.colors[Math.floor(Math.random()*(stroop.colors.length))]; } stroop.append(stroop.next_word,stroop.next_color); } }; stroop.fn(100); // run once automatically </script> </body> </html> </syntaxhighlight> == Dark background == To make the words appear readable on dark backgrounds, alternative colors with a higher contrast need to be picked. <syntaxhighlight lang=html> <!DOCTYPE html> <html> <head> <title>Stroop effect generator</title> <meta name="author" content="Elominius from Wikiversity"> <style type="text/css"> body { background-color: #222; font-family: ubuntu,'noto sans','open sans', calibri, 'segoe ui', 'trebuchet ms', arial, helvetica, verdana, tahoma, 'Bitstream Vera Sans', 'sans-serif'; } stroop > span { margin-right: 0.5em; } </style> </head> <body> <button class="stroop_run" onclick="stroop.reset(0); stroop.fn(100);">Generate stroop effect</button> <div><stroop> <noscript> <h2>JavaScript is unavailable</h2> To generate a stroop effect, please activate JavaScript or use a browser that supports it.</noscript> </stroop></div> <script type="text/javascript"> var stroop = {}; // create data object stroop.container = document.getElementsByTagName("stroop"); stroop.colors = ['red', 'lightgreen'/*green*/, '#38F'/*blue*/, 'orange', 'yellow', 'magenta'/*pink*/, 'white', ]; // omitting black and blue and purple due to poor visibility stroop.words = ['red', 'green', 'blue', 'purple', 'orange', 'black', 'yellow', 'pink', 'white' ]; stroop.append = function(color_word,color,container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML += ' <span style="color:'+color+';">'+color_word+'</span>'; }; stroop.reset = function(container_number) { if (!container_number) container_number=0; // default container stroop.container[container_number].innerHTML = null; }; stroop.fn /* main function */ = function(repetitions,container_number) { if (!container_number) container_number=0; // default container if (!repetitions) return false; // don't run if no repetitions specified var count; // defeats JSHint "undefined variable" error; no functional difference. for ( count=0; // initialize counter count < repetitions; // stop repeating when number of repetitions is reached count++ // count up. Same as count=count+1 and count+=1 . ) { stroop.next_word = ""; stroop.next_color = ""; // reset to enter "while" loop while(stroop.next_word == stroop.next_color) { /* prevent the word being same as the color by picking random colours until they don't match */ stroop.next_word = stroop.words[Math.floor(Math.random()*(stroop.words.length))]; stroop.next_color = stroop.colors[Math.floor(Math.random()*(stroop.colors.length))]; } stroop.append(stroop.next_word,stroop.next_color); } }; stroop.fn(100); // run once automatically </script> </body> </html> </syntaxhighlight> ik3ynz7315n6ez9165kdgwbtocr5p9t 0 286383 2414514 2022-08-14T23:10:11Z Watchduck 137431 Watchduck moved page [[3-bit Walsh permutation/matrix column permutations]] to [[3-bit Walsh permutation/matrix columns]] wikitext text/x-wiki #REDIRECT [[3-bit Walsh permutation/matrix columns]] d95hxfkl8d9g15b4o2ka6t520xt3so0 10 286384 2414516 2022-08-14T23:10:19Z Watchduck 137431 Watchduck moved page [[Template:3-bit Walsh permutation/matrix column permutations]] to [[Template:3-bit Walsh permutation/matrix columns]] wikitext text/x-wiki #REDIRECT [[Template:3-bit Walsh permutation/matrix columns]] qz4zgzbgek12i9bk9sx3rkszie4hnhh 2 286385 2414527 2022-08-14T23:42:28Z Elominius 2911372 New resource with "The following is an interesting idea found in an old text file from a time when almost no smartphones had more than one camera. Since smartphones now have multiple cameras, this might be obsolete, but I am sharing it for curiosity. If you have thoughts regarding it, I welcome your feedback on the discussion page. === Unchanged text === 3D video recording: If you move the camera slightly to one side, while all sensor data is being logged, some objects move. The phone k..." wikitext text/x-wiki The following is an interesting idea found in an old text file from a time when almost no smartphones had more than one camera. Since smartphones now have multiple cameras, this might be obsolete, but I am sharing it for curiosity. If you have thoughts regarding it, I welcome your feedback on the discussion page. === Unchanged text === 3D video recording: If you move the camera slightly to one side, while all sensor data is being logged, some objects move. The phone knows, how much you moved it to one direction. It might also use GPS and a ground movement sensor for more accurate measures. While those objects move, the objects behind that one will be visible. If you move to the left side, the images taken at that moment will be used for the right eye, and viceVersa. 10dxomjnqgp3xvqnkerumeqhj1r38cr 0 286386 2414528 2022-08-14T23:46:46Z Watchduck 137431 New resource with "This is like the big table in [[3-bit Walsh permutation/matrix columns]], but (apart from the first row) the transforms are made not with binary matrices, but with inverses of binary matrices.<br> The non-zero entries are in the same places as in the corresponding binary matrix, but some entries are negative 1s. {{3-bit Walsh permutation/matrix columns|inv}} [[Category:Walsh permutation]]" wikitext text/x-wiki This is like the big table in [[3-bit Walsh permutation/matrix columns]], but (apart from the first row) the transforms are made not with binary matrices, but with inverses of binary matrices.<br> The non-zero entries are in the same places as in the corresponding binary matrix, but some entries are negative 1s. {{3-bit Walsh permutation/matrix columns|inv}} [[Category:Walsh permutation]] m961qzd3xn9k4tj0uoixrhyq81lwu0z 0 286387 2414534 2022-08-15T00:27:06Z Elominius 2911372 New resource with "This case study demonstrates how web developers in the 2000s and early 2010s had to work around restrictions of outdated web browser versions that needed to be maintained due to popularity. Fixing [[Web development/Layout toggle]] for Internet Explorer 8 (2008) took surprisingly little patchwork in JavaScript and required no adjustment in the CSS and HTML, but Internet Explorer 7 (2006) was significantly more difficult. For example, ID attributes had to be added to avoi..." wikitext text/x-wiki This case study demonstrates how web developers in the 2000s and early 2010s had to work around restrictions of outdated web browser versions that needed to be maintained due to popularity. Fixing [[Web development/Layout toggle]] for Internet Explorer 8 (2008) took surprisingly little patchwork in JavaScript and required no adjustment in the CSS and HTML, but Internet Explorer 7 (2006) was significantly more difficult. For example, ID attributes had to be added to avoid having to use slow polyfills for the class selector, and <code>display:inline-block</code> became unavailable for [[CSS/Grid|the grid layout]]. There are some graphical limitations such as the lack of <code>border-radius</code> where compensating through the use of raster graphics would not be worth it due to worse appearance on newer browsers when zoomed in, and less performance. The resource also aims to make understandable to today's Internet users why developers frequently complained about Internet Explorer. == Sub pages == Use [[Special:ComparePages]] to view the differences in detail. :''To be added shortly.'' no97g2bfxphpqv7pjjom16oqlz9igcy 2414535 2414534 2022-08-15T00:28:10Z Elominius 2911372 Correct link – [[Web Design/Layout toggle]] wikitext text/x-wiki This case study demonstrates how web developers in the 2000s and early 2010s had to work around restrictions of outdated web browser versions that needed to be maintained due to popularity. Fixing [[Web Design/Layout toggle]] for Internet Explorer 8 (2008) took surprisingly little patchwork in JavaScript and required no adjustment in the CSS and HTML, but Internet Explorer 7 (2006) was significantly more difficult. For example, ID attributes had to be added to avoid having to use slow polyfills for the class selector, and <code>display:inline-block</code> became unavailable for [[CSS/Grid|the grid layout]]. There are some graphical limitations such as the lack of <code>border-radius</code> where compensating through the use of raster graphics would not be worth it due to worse appearance on newer browsers when zoomed in, and less performance. The resource also aims to make understandable to today's Internet users why developers frequently complained about Internet Explorer. == Sub pages == Use [[Special:ComparePages]] to view the differences in detail. :''To be added shortly.'' 3y09fbf9rizwueloaqy5y0z0gsutq3s 2414548 2414535 2022-08-15T00:34:51Z Elominius 2911372 /* Sub pages */ PrefixIndex wikitext text/x-wiki This case study demonstrates how web developers in the 2000s and early 2010s had to work around restrictions of outdated web browser versions that needed to be maintained due to popularity. Fixing [[Web Design/Layout toggle]] for Internet Explorer 8 (2008) took surprisingly little patchwork in JavaScript and required no adjustment in the CSS and HTML, but Internet Explorer 7 (2006) was significantly more difficult. For example, ID attributes had to be added to avoid having to use slow polyfills for the class selector, and <code>display:inline-block</code> became unavailable for [[CSS/Grid|the grid layout]]. There are some graphical limitations such as the lack of <code>border-radius</code> where compensating through the use of raster graphics would not be worth it due to worse appearance on newer browsers when zoomed in, and less performance. The resource also aims to make understandable to today's Internet users why developers frequently complained about Internet Explorer. == Sub pages == Use [[Special:ComparePages]] to view the differences in detail. {{:Special:PrefixIndex/{{FULLPAGENAME}}/<!---->|stripprefix=1 }} il4qsagmjijt9668pk6i49jpgru9tqy 2414549 2414548 2022-08-15T00:39:29Z Elominius 2911372 paragraph wikitext text/x-wiki This case study demonstrates how web developers in the 2000s and early 2010s had to work around restrictions of outdated web browser versions that needed to be maintained due to popularity. Fixing [[Web Design/Layout toggle]] for Internet Explorer 8 (2008) took surprisingly little patchwork in JavaScript and required no adjustment in the CSS and HTML, but Internet Explorer 7 (2006) was significantly more difficult. For example, ID attributes had to be added to avoid having to use slow polyfills for the class selector, and <code>display:inline-block</code> became unavailable for [[CSS/Grid|the grid layout]]. There are graphical limitations in old web browsers such as the lack of <code>border-radius</code> where compensating through the use of raster graphics would not be worth it due to worse appearance on newer browsers when zoomed in, and less performance. The resource also aims to make understandable to today's Internet users why developers frequently complained about Internet Explorer. == Sub pages == Use [[Special:ComparePages]] to view the differences in detail. {{:Special:PrefixIndex/{{FULLPAGENAME}}/<!---->|stripprefix=1 }} fp9cgumd2s7kxt0h2iloy0komgf36pj 0 286388 2414538 2022-08-15T00:31:50Z Elominius 2911372 Proof of concept: compatible with Internet Explorer 8 wikitext text/x-wiki <syntaxhighlight lang=html> <!-- Proof of concept: compatible with Internet Explorer 8 --> <!DOCTYPE html> <html lang="en"> <head> <title>Grid and list layout toggle demo</title> <meta name="author" content="Elominius from Wikiversity"> <!-- necessary to render the interpuncts correctly in older browser versions --> <meta http-equiv="Content-Type" content="text/html;charset=UTF-8"> <!-- compatibility --> <meta name="viewport" content="width=device-width, initial-scale=1"> </head> <body> <button class="toggle_grid_list_button" onclick="toggleView_demo();">Toggle to grid view</button> <ul class="item_container grid"> <li> <div class="thumbnail_wrapper"> <div class="thumbnail_container"> <!-- a picture would go here --> <span class="thumbnail_duration">6:38</span> </div> </div> <div class="info_wrapper"> <div class="title_container" title="This is a title."> <!-- fake hyperlink colour for illustration purposes --> <span class=fake_URL>This is a title.</span> </div> <div class="status_container"> <!-- non-breaking spaces after numbers --> by <span class="channel_name fake_URL" title="312,147&nbsp;subscribers">VideoCreator</span> <span class="subscriber_count list_show">(312,147&nbsp;subscribers)</span> • <time class="upload_date" datetime="2022-06-12T10:11:16" title="June 12, 2022 &#10;10:11:16 (UTC)">2&nbsp;weeks ago</time> • <span class="view_count" title="56,887 views since 24 hours">1,013,237&nbsp;views</span> • <span class="rating" title="106,228 likes, &#10;3187 dislikes">97% liked</span> </div> <div class="description_container list_show"> This is the description. It can only be seen in list view. It does not matter if it contains too much text for the space, since excess text can be hidden or extend downwards. </div> </div> </li> </ul> <!-- This "type" attribute serves as a label for the source code, and is not necessary in modern browsers. Same with "text/javascript". --> <style type="text/css"> /* font pack */ body { font-family: 'noto sans', ubuntu, 'segoe ui', futura, arial, helvetica, 'trebuchet ms', tahoma, verdana, sans-serif; } /* shared style */ .item_container { list-style: none; padding-right: 1em; } .thumbnail_container { width:256px; height:144px; position: relative; /* necessary to keep .thumbnail_duration inside thumbnail */ border: 2px solid grey; margin-right: 1em; margin-bottom: 0.5em; background-color: lightblue; /* placeholder */ border-radius: 5px; } .title_container { font-size:20pt; } .fake_URL { color:#48C; } /* for illustration */ .status_container { font-size:10pt; color:#555; padding-bottom:5pt; } .description_container { display: block; /* description height limit */ max-height: 5em; /* 5 lines */ overflow-y: hidden; /* hide excess text */ /* end line with ellipsis for newer browsers */ /* display: -webkit-box; text-overflow:ellipsis; -webkit-box-orient: vertical; -webkit-line-clamp: 5; */ } .thumbnail_duration { display: inline-block; position: absolute; background-color: rgba(0,0,0,0.5); padding: 0 4px; bottom:0; right:0; border-radius: 5px; /* fallback */ border-radius: 5px 0 3px 0; } /* only visible in specific modes */ .grid_show { display: none; } .list_show { display: none; } /* grid view */ .item_container.grid .grid_show { display: inline; } /* moves title closer to video above than below to clarify that it belongs to the former */ .item_container.grid .status_container { padding-bottom: 15pt; } .item_container.grid .thumbnail_container { margin-bottom: 0; } .item_container.grid li { /* limit width per item */ display: inline-block; width: 256px; margin-right: 1em; } /* hide description – obsolete due to .list_show */ /* .item_container.grid .description_container { display:none; } */ /* list view */ .item_container.list .list_show { display: inline; } .item_container.list .description_container { display: block; width: calc(100% - 300px); /* limit width to avoid breaking underneath */ } .item_container.list li { display:block; clear:both; } /* extend over entire row */ .item_container.list .thumbnail_wrapper { display: inline-block; width: 256px; float: left; margin-right: 1em; } .item_container.list .info_wrapper { /* Deactivated due to possibility of it getting below the thumbnail. Might be necessary on older browsers, but would require fixed width. */ /* display: inline-block; */ /* width: 256px; */ } /* responsive width - puts information below thumbnail on narrow displays (optional) */ @media (max-width: 720px) { .item_container.list .thumbnail_wrapper { float:none; } .item_container.list .description_container { width:100%; } } /* dark theme (optional) */ body { background-color:#222; color:#eee; } .status_container { color:#aaa; } </style> <script type="text/javascript"> // put item container into shortcut variable var item_container = document.querySelectorAll(".item_container")[0]; var first_item = item_container.querySelectorAll("li")[0]; var toggle_grid_list_button = document.querySelectorAll(".toggle_grid_list_button")[0]; // set view function setView(mode) { // if none set, default to grid if (item_container.getAttribute("class").search("grid")+item_container.getAttribute("class").search("list") == -2) { item_container.setAttribute("class","item_container grid"); document.cookie = "view_mode=grid"; } switch(mode) { case "list": // replaces the "grid" class with "list" item_container.setAttribute("class",item_container.getAttribute("class").replace('grid','list') ); // changes button label toggle_grid_list_button.innerHTML="Toggle to grid view"; // stores view mode into cookie document.cookie = "view_mode=list"; break; case "grid": // replaces the "list" class with "grid" item_container.setAttribute("class",item_container.getAttribute("class").replace('list','grid') ); // changes button label toggle_grid_list_button.innerHTML="Toggle to list view"; // stores view mode into cookie document.cookie = "view_mode=grid"; break; } } // toggle view function toggleView_demo(mode) { if ( // checks if grid mode is activated by looking for the word "grid" in the class item_container.getAttribute("class").search("grid") > -1 ) { setView("list"); } else if ( // checks for list mode item_container.getAttribute("class").search("list") > -1 ) { setView("grid"); } else { // add "grid" class by default item_container.setAttribute("item_container grid"); document.cookie = "view_mode=grid"; } } // Cookie function dependencies function setCookie(cname, cvalue, exdays) { var d = new Date(); d.setTime(d.getTime() + (exdays * 24 * 60 * 60 * 1000)); var expires = "expires="+d.toUTCString(); document.cookie = cname + "=" + cvalue + ";" + expires + ";path=/"; } function getCookie(cname) { var name = cname + "="; var ca = document.cookie.split(';'); for(var i = 0; i < ca.length; i++) { var c = ca[i]; while (c.charAt(0) == ' ') { c = c.substring(1); } if (c.indexOf(name) == 0) { return c.substring(name.length, c.length); } } return ""; } // check configuration (note: only Firefox stores cookies for locally opened HTML files.) if ( getCookie("view_mode") == "grid" ) setView("grid"); if ( getCookie("view_mode") == "list" ) setView("list"); // Description width fallback for older browsers – uncomment and optionally convert to "onresize" if necessary. /* document.body.appendChild( document.createElement("style") ); var description_width_fallback = document.body.lastChild; document.body.lastChild.getAttribute("class")="description_width_fallback"; // label for page inspector window.addEventListener('resize', function(event) { if ( item_container.getAttribute("class").search("list") > -1 ) { description_width_fallback.innerHTML = ".item_container.list .description_container { width: " + (first_item.offsetWidth-400) +"px; }"; } }, true); */ // Multiply list items for illustrative purposes – the following code would not be implemented on an actual web site. var li_1_content = first_item.innerHTML; var color_list = ['darkred', 'green', 'blue', 'yellow', 'orange', 'darkorange', 'darkgreen', 'darkseagreen', 'lightyellow', 'lightblue', 'lightskyblue', 'lightgreen', 'teal', 'turquoise', 'darkturquoise', 'mediumturquoise', 'lightcoral', 'antiquewhite', 'aqua', 'aquamarine', 'purple', 'violet', 'darkviolet', 'indigo', '#38F', 'lightseagreen', 'deepskyblue', 'steelblue', 'royalblue', 'beige', 'ivory', 'gray', 'slategray', 'darkslategray', 'wheat', 'gold', 'silver', 'brown', 'olive', 'lime', 'limegreen', 'greenyellow', 'yellowgreen', 'seagreen', 'crimson']; var count = 0; for ( count = 0; // start counter count < Math.floor(10+Math.random()*40); // repeat 10 to 50 times count++ // count up ) { item_container.appendChild( document.createElement("li") ); item_container.lastChild.innerHTML=li_1_content; // random color var random_number = Math.floor(Math.random()*(color_list.length)); item_container.lastChild.querySelectorAll(".thumbnail_container")[0].style.backgroundColor=color_list[random_number]; } </script> </body> </html> </syntaxhighlight> mpvsmkem8wzbcy9mtw4jcyoaa417y4l 0 286389 2414542 2022-08-15T00:33:10Z Elominius 2911372 Proof of concept: compatible with Internet Explorer 7 wikitext text/x-wiki <syntaxhighlight lang=html> <!-- Proof of concept: compatible with Internet Explorer 7 --> <!DOCTYPE html> <html lang="en"> <head> <title>Grid and list layout toggle demo</title> <meta name="author" content="Elominius from Wikiversity"> <!-- necessary to render the interpuncts correctly in older browser versions --> <meta http-equiv="Content-Type" content="text/html;charset=UTF-8"> <!-- compatibility --> <meta name="viewport" content="width=device-width, initial-scale=1"> </head> <body> <body> <!-- Specifying ID necessary for Internet Explorer 7. Otherwise, unreliable and slow polyfills would need to be used. --> <button class="toggle_grid_list_button" id="toggle_grid_list_button" onclick="toggleView_demo();">Toggle to grid view</button> <ul class="item_container grid" id="item_container"> <li> <div class="thumbnail_wrapper"> <div class="thumbnail_container"> <!-- a picture would go here --> <span class="thumbnail_duration">6:38</span> </div> </div> <div class="info_wrapper"> <div class="title_container" title="This is a title."> <!-- fake hyperlink colour for illustration purposes --> <span class=fake_URL>This is a title.</span> </div> <div class="status_container"> <!-- non-breaking spaces after numbers --> by <span class="channel_name fake_URL" title="312,147&nbsp;subscribers">VideoCreator</span> <span class="subscriber_count list_show">(312,147&nbsp;subscribers)</span> • <time class="upload_date" datetime="2022-06-12T10:11:16" title="June 12, 2022 &#10;10:11:16 (UTC)">2&nbsp;weeks ago</time> • <span class="view_count" title="56,887 views since 24 hours">1,013,237&nbsp;views</span> • <span class="rating" title="106,228 likes, &#10;3187 dislikes">97% liked</span> </div> <div class="description_container list_show"> This is the description. It can only be seen in list view. It does not matter if it contains too much text for the space, since excess text can be hidden or extend downwards. </div> </div> </li> </ul> <!-- Necessary to force next content below it on browsers that do not support display:inline-block and only float:left. --> <div style="clear:both;"></div> <!-- This "type" attribute serves as a label for the source code, and is not necessary in modern browsers. Same with "text/javascript". --> <style type="text/css"> /* font pack */ body { font-family: 'noto sans', ubuntu, 'segoe ui', futura, arial, helvetica, 'trebuchet ms', tahoma, verdana, sans-serif; } /* shared style */ .item_container { list-style: none; padding-right: 1em; } .thumbnail_container { width:256px; height:144px; position: relative; /* necessary to keep .thumbnail_duration inside thumbnail */ border: 2px solid grey; margin-right: 1em; margin-bottom: 0.5em; background-color: lightblue; /* placeholder */ border-radius: 5px; } .title_container { font-size:20pt; } .fake_URL { color:#48C; } /* for illustration */ .status_container { font-size:10pt; color:#555; padding-bottom:5pt; } .description_container { display: block; /* description height limit */ max-height: 5em; /* 5 lines */ overflow-y: hidden; /* hide excess text */ /* end line with ellipsis for newer browsers */ /* display: -webkit-box; text-overflow:ellipsis; -webkit-box-orient: vertical; -webkit-line-clamp: 5; */ } .thumbnail_duration { display: inline-block; position: absolute; background-color: black; /* IE7 fallback */ background-color: rgba(0,0,0,0.5); padding: 0 4px; bottom:0; right:0; border-radius: 5px; /* fallback */ border-radius: 5px 0 3px 0; } /* only visible in specific modes */ .grid_show { display: none; } .list_show { display: none; } /* grid view */ .item_container.grid .grid_show { display: inline; } /* moves title closer to video above than below to clarify that it belongs to the former */ .item_container.grid .status_container { padding-bottom: 15pt; } .item_container.grid .thumbnail_container { margin-bottom: 0; } .item_container.grid li { /* limit width per item */ display: inline-block; width: 256px; margin-right: 1em; } /* hide description – obsolete due to .list_show */ /* .item_container.grid .description_container { display:none; } */ /* list view */ .item_container.list .list_show { display: inline; } .item_container.list .description_container { display: block; width: calc(100% - 300px); /* limit width to avoid breaking underneath */ } .item_container.list li { display:block; clear:both; } /* extend over entire row */ .item_container.list .thumbnail_wrapper { display: inline-block; width: 256px; float: left; margin-right: 1em; } .item_container.list .info_wrapper { /* Deactivated due to possibility of it getting below the thumbnail. Might be necessary on older browsers, but would require fixed width. */ /* display: inline-block; */ /* width: 256px; */ } /* responsive width - puts information below thumbnail on narrow displays (optional) */ @media (max-width: 720px) { .item_container.list .thumbnail_wrapper { float:none; } .item_container.list .description_container { width:100%; } } /* dark theme (optional) */ body { background-color:#222; color:#eee; } .status_container { color:#aaa; } /* show in Internet Explorer 7 only */ .IE7 { display: none; } </style> <!-- code for Internet Explorer 7 --> <!--[if lt IE 8]> <style class="style_IE7"> .IE7 { display: block; } .IE7_floatleft { float: left; } .item_container.grid li { float: left; } </style> <![endif]--> <script type="text/javascript"> // detect Internet Explorer 7 through unavailability of a feature if (!document.querySelectorAll) var IE7_mode=true; else var IE7_mode=false; // put item container into shortcut variable var item_container = document.getElementById("item_container"); var first_item = item_container.getElementsByTagName("li")[0]; var toggle_grid_list_button = document.getElementById("toggle_grid_list_button"); // set view function setView(mode) { // if none set, default to grid if (item_container.className.search("grid")+item_container.className.search("list") == -2) { item_container.className="item_container grid"; document.cookie = "view_mode=grid"; } switch(mode) { case "list": // replaces the "grid" class with "list" item_container.className=item_container.className.replace('grid','list'); // changes button label toggle_grid_list_button.innerHTML="Toggle to grid view"; // stores view mode into cookie document.cookie = "view_mode=list"; break; case "grid": // replaces the "list" class with "grid" item_container.className=item_container.className.replace('list','grid'); // changes button label toggle_grid_list_button.innerHTML="Toggle to list view"; // stores view mode into cookie document.cookie = "view_mode=grid"; break; } } // toggle view function toggleView_demo(mode) { if ( // checks if grid mode is activated by looking for the word "grid" in the class item_container.className.search("grid") > -1 ) { setView("list"); } else if ( // checks for list mode item_container.className.search("list") > -1 ) { setView("grid"); } else { // add "grid" class by default item_container.className+=" grid"; document.cookie = "view_mode=grid"; } } // Cookie function dependencies function setCookie(cname, cvalue, exdays) { var d = new Date(); d.setTime(d.getTime() + (exdays * 24 * 60 * 60 * 1000)); var expires = "expires="+d.toUTCString(); document.cookie = cname + "=" + cvalue + ";" + expires + ";path=/"; } function getCookie(cname) { var name = cname + "="; var ca = document.cookie.split(';'); for(var i = 0; i < ca.length; i++) { var c = ca[i]; while (c.charAt(0) == ' ') { c = c.substring(1); } if (c.indexOf(name) == 0) { return c.substring(name.length, c.length); } } return ""; } // check configuration (note: only Firefox stores cookies for locally opened HTML files.) if ( getCookie("view_mode") == "grid" ) setView("grid"); if ( getCookie("view_mode") == "list" ) setView("list"); document.body.appendChild( document.createElement("div") ); var description_width_fallback = document.body.lastChild; document.body.lastChild.setAttribute("class","description_width_fallback"); // label for page inspector document.body.lastChild.id="description_width_fallback"; // Internet Explorer 7 window.onresize = function(event) { if ( item_container.className.search("list") > -1 ) { // Using outerHTML because innerHTML might cause a runtime error in Internet Explorer versions 8 and earlier. // Relevant blog post: https://theogray.com/blog/2009/06/internet-explorer-unknown-runtime-error // (discarded) document.getElementById("description_width_fallback").outerHTML // Apparently, getElementById does not work on <style></style> in IE8 and earlier. Also, inline styles created with JavaScript are not shown in the page inspector. document.getElementById("description_width_fallback").innerHTML = '<p style="display:none;">_<style type="text/css" id="description_width_fallback">.item_container.list .description_container { width: ' + (first_item.offsetWidth-400) +"px; }</style>_<!--IE8 and earlier: style element would not be inserted without the underscores (or other characters) around it, thus wrapped in hidden paragraph.--></p>"; } }; // Multiply list items for illustrative purposes – the following code would not be implemented on an actual web site. var li_1_content = first_item.innerHTML; var color_list = ['darkred', 'green', 'blue', 'yellow', 'orange', 'darkorange', 'darkgreen', 'darkseagreen', 'lightyellow', 'lightblue', 'lightskyblue', 'lightgreen', 'teal', 'turquoise', 'darkturquoise', 'mediumturquoise', 'lightcoral', 'antiquewhite', 'aqua', 'aquamarine', 'purple', 'violet', 'darkviolet', 'indigo', '#38F', 'lightseagreen', 'deepskyblue', 'steelblue', 'royalblue', 'beige', 'ivory', 'gray', 'slategray', 'darkslategray', 'wheat', 'gold', 'silver', 'brown', 'olive', 'lime', 'limegreen', 'greenyellow', 'yellowgreen', 'seagreen', 'crimson']; var count = 0; for ( count = 0; // start counter count < Math.floor(10+Math.random()*40); // repeat 10 to 50 times count++ // count up ) { item_container.appendChild( document.createElement("li") ); item_container.lastChild.innerHTML=li_1_content; // random color var random_number = Math.floor(Math.random()*(color_list.length)); item_container.lastChild.getElementsByTagName("div")[1].style.backgroundColor=color_list[random_number]; } </script> </body> </html> </synaxhighlight> iu7fgcdcpz9giozohe78azw5yaibou5 2414544 2414542 2022-08-15T00:33:44Z Elominius 2911372 fix closing tag wikitext text/x-wiki <syntaxhighlight lang=html> <!-- Proof of concept: compatible with Internet Explorer 7 --> <!DOCTYPE html> <html lang="en"> <head> <title>Grid and list layout toggle demo</title> <meta name="author" content="Elominius from Wikiversity"> <!-- necessary to render the interpuncts correctly in older browser versions --> <meta http-equiv="Content-Type" content="text/html;charset=UTF-8"> <!-- compatibility --> <meta name="viewport" content="width=device-width, initial-scale=1"> </head> <body> <body> <!-- Specifying ID necessary for Internet Explorer 7. Otherwise, unreliable and slow polyfills would need to be used. --> <button class="toggle_grid_list_button" id="toggle_grid_list_button" onclick="toggleView_demo();">Toggle to grid view</button> <ul class="item_container grid" id="item_container"> <li> <div class="thumbnail_wrapper"> <div class="thumbnail_container"> <!-- a picture would go here --> <span class="thumbnail_duration">6:38</span> </div> </div> <div class="info_wrapper"> <div class="title_container" title="This is a title."> <!-- fake hyperlink colour for illustration purposes --> <span class=fake_URL>This is a title.</span> </div> <div class="status_container"> <!-- non-breaking spaces after numbers --> by <span class="channel_name fake_URL" title="312,147&nbsp;subscribers">VideoCreator</span> <span class="subscriber_count list_show">(312,147&nbsp;subscribers)</span> • <time class="upload_date" datetime="2022-06-12T10:11:16" title="June 12, 2022 &#10;10:11:16 (UTC)">2&nbsp;weeks ago</time> • <span class="view_count" title="56,887 views since 24 hours">1,013,237&nbsp;views</span> • <span class="rating" title="106,228 likes, &#10;3187 dislikes">97% liked</span> </div> <div class="description_container list_show"> This is the description. It can only be seen in list view. It does not matter if it contains too much text for the space, since excess text can be hidden or extend downwards. </div> </div> </li> </ul> <!-- Necessary to force next content below it on browsers that do not support display:inline-block and only float:left. --> <div style="clear:both;"></div> <!-- This "type" attribute serves as a label for the source code, and is not necessary in modern browsers. Same with "text/javascript". --> <style type="text/css"> /* font pack */ body { font-family: 'noto sans', ubuntu, 'segoe ui', futura, arial, helvetica, 'trebuchet ms', tahoma, verdana, sans-serif; } /* shared style */ .item_container { list-style: none; padding-right: 1em; } .thumbnail_container { width:256px; height:144px; position: relative; /* necessary to keep .thumbnail_duration inside thumbnail */ border: 2px solid grey; margin-right: 1em; margin-bottom: 0.5em; background-color: lightblue; /* placeholder */ border-radius: 5px; } .title_container { font-size:20pt; } .fake_URL { color:#48C; } /* for illustration */ .status_container { font-size:10pt; color:#555; padding-bottom:5pt; } .description_container { display: block; /* description height limit */ max-height: 5em; /* 5 lines */ overflow-y: hidden; /* hide excess text */ /* end line with ellipsis for newer browsers */ /* display: -webkit-box; text-overflow:ellipsis; -webkit-box-orient: vertical; -webkit-line-clamp: 5; */ } .thumbnail_duration { display: inline-block; position: absolute; background-color: black; /* IE7 fallback */ background-color: rgba(0,0,0,0.5); padding: 0 4px; bottom:0; right:0; border-radius: 5px; /* fallback */ border-radius: 5px 0 3px 0; } /* only visible in specific modes */ .grid_show { display: none; } .list_show { display: none; } /* grid view */ .item_container.grid .grid_show { display: inline; } /* moves title closer to video above than below to clarify that it belongs to the former */ .item_container.grid .status_container { padding-bottom: 15pt; } .item_container.grid .thumbnail_container { margin-bottom: 0; } .item_container.grid li { /* limit width per item */ display: inline-block; width: 256px; margin-right: 1em; } /* hide description – obsolete due to .list_show */ /* .item_container.grid .description_container { display:none; } */ /* list view */ .item_container.list .list_show { display: inline; } .item_container.list .description_container { display: block; width: calc(100% - 300px); /* limit width to avoid breaking underneath */ } .item_container.list li { display:block; clear:both; } /* extend over entire row */ .item_container.list .thumbnail_wrapper { display: inline-block; width: 256px; float: left; margin-right: 1em; } .item_container.list .info_wrapper { /* Deactivated due to possibility of it getting below the thumbnail. Might be necessary on older browsers, but would require fixed width. */ /* display: inline-block; */ /* width: 256px; */ } /* responsive width - puts information below thumbnail on narrow displays (optional) */ @media (max-width: 720px) { .item_container.list .thumbnail_wrapper { float:none; } .item_container.list .description_container { width:100%; } } /* dark theme (optional) */ body { background-color:#222; color:#eee; } .status_container { color:#aaa; } /* show in Internet Explorer 7 only */ .IE7 { display: none; } </style> <!-- code for Internet Explorer 7 --> <!--[if lt IE 8]> <style class="style_IE7"> .IE7 { display: block; } .IE7_floatleft { float: left; } .item_container.grid li { float: left; } </style> <![endif]--> <script type="text/javascript"> // detect Internet Explorer 7 through unavailability of a feature if (!document.querySelectorAll) var IE7_mode=true; else var IE7_mode=false; // put item container into shortcut variable var item_container = document.getElementById("item_container"); var first_item = item_container.getElementsByTagName("li")[0]; var toggle_grid_list_button = document.getElementById("toggle_grid_list_button"); // set view function setView(mode) { // if none set, default to grid if (item_container.className.search("grid")+item_container.className.search("list") == -2) { item_container.className="item_container grid"; document.cookie = "view_mode=grid"; } switch(mode) { case "list": // replaces the "grid" class with "list" item_container.className=item_container.className.replace('grid','list'); // changes button label toggle_grid_list_button.innerHTML="Toggle to grid view"; // stores view mode into cookie document.cookie = "view_mode=list"; break; case "grid": // replaces the "list" class with "grid" item_container.className=item_container.className.replace('list','grid'); // changes button label toggle_grid_list_button.innerHTML="Toggle to list view"; // stores view mode into cookie document.cookie = "view_mode=grid"; break; } } // toggle view function toggleView_demo(mode) { if ( // checks if grid mode is activated by looking for the word "grid" in the class item_container.className.search("grid") > -1 ) { setView("list"); } else if ( // checks for list mode item_container.className.search("list") > -1 ) { setView("grid"); } else { // add "grid" class by default item_container.className+=" grid"; document.cookie = "view_mode=grid"; } } // Cookie function dependencies function setCookie(cname, cvalue, exdays) { var d = new Date(); d.setTime(d.getTime() + (exdays * 24 * 60 * 60 * 1000)); var expires = "expires="+d.toUTCString(); document.cookie = cname + "=" + cvalue + ";" + expires + ";path=/"; } function getCookie(cname) { var name = cname + "="; var ca = document.cookie.split(';'); for(var i = 0; i < ca.length; i++) { var c = ca[i]; while (c.charAt(0) == ' ') { c = c.substring(1); } if (c.indexOf(name) == 0) { return c.substring(name.length, c.length); } } return ""; } // check configuration (note: only Firefox stores cookies for locally opened HTML files.) if ( getCookie("view_mode") == "grid" ) setView("grid"); if ( getCookie("view_mode") == "list" ) setView("list"); document.body.appendChild( document.createElement("div") ); var description_width_fallback = document.body.lastChild; document.body.lastChild.setAttribute("class","description_width_fallback"); // label for page inspector document.body.lastChild.id="description_width_fallback"; // Internet Explorer 7 window.onresize = function(event) { if ( item_container.className.search("list") > -1 ) { // Using outerHTML because innerHTML might cause a runtime error in Internet Explorer versions 8 and earlier. // Relevant blog post: https://theogray.com/blog/2009/06/internet-explorer-unknown-runtime-error // (discarded) document.getElementById("description_width_fallback").outerHTML // Apparently, getElementById does not work on <style></style> in IE8 and earlier. Also, inline styles created with JavaScript are not shown in the page inspector. document.getElementById("description_width_fallback").innerHTML = '<p style="display:none;">_<style type="text/css" id="description_width_fallback">.item_container.list .description_container { width: ' + (first_item.offsetWidth-400) +"px; }</style>_<!--IE8 and earlier: style element would not be inserted without the underscores (or other characters) around it, thus wrapped in hidden paragraph.--></p>"; } }; // Multiply list items for illustrative purposes – the following code would not be implemented on an actual web site. var li_1_content = first_item.innerHTML; var color_list = ['darkred', 'green', 'blue', 'yellow', 'orange', 'darkorange', 'darkgreen', 'darkseagreen', 'lightyellow', 'lightblue', 'lightskyblue', 'lightgreen', 'teal', 'turquoise', 'darkturquoise', 'mediumturquoise', 'lightcoral', 'antiquewhite', 'aqua', 'aquamarine', 'purple', 'violet', 'darkviolet', 'indigo', '#38F', 'lightseagreen', 'deepskyblue', 'steelblue', 'royalblue', 'beige', 'ivory', 'gray', 'slategray', 'darkslategray', 'wheat', 'gold', 'silver', 'brown', 'olive', 'lime', 'limegreen', 'greenyellow', 'yellowgreen', 'seagreen', 'crimson']; var count = 0; for ( count = 0; // start counter count < Math.floor(10+Math.random()*40); // repeat 10 to 50 times count++ // count up ) { item_container.appendChild( document.createElement("li") ); item_container.lastChild.innerHTML=li_1_content; // random color var random_number = Math.floor(Math.random()*(color_list.length)); item_container.lastChild.getElementsByTagName("div")[1].style.backgroundColor=color_list[random_number]; } </script> </body> </html> </syntaxhighlight> gum5e6anfdr1ynvv7hywdetxumtv20c 2414555 2414544 2022-08-15T00:44:57Z Elominius 2911372 extraneous body tag wikitext text/x-wiki <syntaxhighlight lang=html> <!-- Proof of concept: compatible with Internet Explorer 7 --> <!DOCTYPE html> <html lang="en"> <head> <title>Grid and list layout toggle demo</title> <meta name="author" content="Elominius from Wikiversity"> <!-- necessary to render the interpuncts correctly in older browser versions --> <meta http-equiv="Content-Type" content="text/html;charset=UTF-8"> <!-- compatibility --> <meta name="viewport" content="width=device-width, initial-scale=1"> </head> <body> <!-- Specifying ID necessary for Internet Explorer 7. Otherwise, unreliable and slow polyfills would need to be used. --> <button class="toggle_grid_list_button" id="toggle_grid_list_button" onclick="toggleView_demo();">Toggle to grid view</button> <ul class="item_container grid" id="item_container"> <li> <div class="thumbnail_wrapper"> <div class="thumbnail_container"> <!-- a picture would go here --> <span class="thumbnail_duration">6:38</span> </div> </div> <div class="info_wrapper"> <div class="title_container" title="This is a title."> <!-- fake hyperlink colour for illustration purposes --> <span class=fake_URL>This is a title.</span> </div> <div class="status_container"> <!-- non-breaking spaces after numbers --> by <span class="channel_name fake_URL" title="312,147&nbsp;subscribers">VideoCreator</span> <span class="subscriber_count list_show">(312,147&nbsp;subscribers)</span> • <time class="upload_date" datetime="2022-06-12T10:11:16" title="June 12, 2022 &#10;10:11:16 (UTC)">2&nbsp;weeks ago</time> • <span class="view_count" title="56,887 views since 24 hours">1,013,237&nbsp;views</span> • <span class="rating" title="106,228 likes, &#10;3187 dislikes">97% liked</span> </div> <div class="description_container list_show"> This is the description. It can only be seen in list view. It does not matter if it contains too much text for the space, since excess text can be hidden or extend downwards. </div> </div> </li> </ul> <!-- Necessary to force next content below it on browsers that do not support display:inline-block and only float:left. --> <div style="clear:both;"></div> <!-- This "type" attribute serves as a label for the source code, and is not necessary in modern browsers. Same with "text/javascript". --> <style type="text/css"> /* font pack */ body { font-family: 'noto sans', ubuntu, 'segoe ui', futura, arial, helvetica, 'trebuchet ms', tahoma, verdana, sans-serif; } /* shared style */ .item_container { list-style: none; padding-right: 1em; } .thumbnail_container { width:256px; height:144px; position: relative; /* necessary to keep .thumbnail_duration inside thumbnail */ border: 2px solid grey; margin-right: 1em; margin-bottom: 0.5em; background-color: lightblue; /* placeholder */ border-radius: 5px; } .title_container { font-size:20pt; } .fake_URL { color:#48C; } /* for illustration */ .status_container { font-size:10pt; color:#555; padding-bottom:5pt; } .description_container { display: block; /* description height limit */ max-height: 5em; /* 5 lines */ overflow-y: hidden; /* hide excess text */ /* end line with ellipsis for newer browsers */ /* display: -webkit-box; text-overflow:ellipsis; -webkit-box-orient: vertical; -webkit-line-clamp: 5; */ } .thumbnail_duration { display: inline-block; position: absolute; background-color: black; /* IE7 fallback */ background-color: rgba(0,0,0,0.5); padding: 0 4px; bottom:0; right:0; border-radius: 5px; /* fallback */ border-radius: 5px 0 3px 0; } /* only visible in specific modes */ .grid_show { display: none; } .list_show { display: none; } /* grid view */ .item_container.grid .grid_show { display: inline; } /* moves title closer to video above than below to clarify that it belongs to the former */ .item_container.grid .status_container { padding-bottom: 15pt; } .item_container.grid .thumbnail_container { margin-bottom: 0; } .item_container.grid li { /* limit width per item */ display: inline-block; width: 256px; margin-right: 1em; } /* hide description – obsolete due to .list_show */ /* .item_container.grid .description_container { display:none; } */ /* list view */ .item_container.list .list_show { display: inline; } .item_container.list .description_container { display: block; width: calc(100% - 300px); /* limit width to avoid breaking underneath */ } .item_container.list li { display:block; clear:both; } /* extend over entire row */ .item_container.list .thumbnail_wrapper { display: inline-block; width: 256px; float: left; margin-right: 1em; } .item_container.list .info_wrapper { /* Deactivated due to possibility of it getting below the thumbnail. 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[[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 6|6]] | {{WalshPermMatInv|134}} || {{WalshPermMatInv|125}} || {{WalshPermMatInv|327}} || {{WalshPermMatInv|574}} |}<!--END--> |<!--START--> {| class="wikitable comp-pattern-overview" |+ weight 3 |- class="top-row" ! ! <small>&nbsp;</small><br>neut. !colspan="3"| <small>2+2</small><br>''Florence'' |- ! [[c:Category:Single 3-bit Walsh permutations; RGB balls; complement pattern 7|7]] | {{WalshPermMatInv|124}} || {{WalshPermMatInv|135}} || {{WalshPermMatInv|326}} || {{WalshPermMatInv|564}} |}<!--END--> |} pry5g9v601pajcx8hj4qczthgtdth51 1 286392 2414576 2022-08-15T01:28:22Z JorjaFive 2946613 /* Link Doesn't Exist - Examples */ new section wikitext text/x-wiki == Link Doesn't Exist - Examples == The link to Subtopic "examples" does not exist [[Motivation and emotion/Assessment/Selection/Proposed]] Thanks. [[User:JorjaFive|JorjaFive]] ([[User talk:JorjaFive|discuss]] • [[Special:Contributions/JorjaFive|contribs]]) 01:28, 15 August 2022 (UTC) 6axrcprlmmz3vq1adfbifva91szrj9y 2414577 2414576 2022-08-15T01:30:54Z JorjaFive 2946613 /* Link Doesn't Exist - Examples */ wikitext text/x-wiki == Link Doesn't Exist - Examples == The link to Sub-title "examples" does not exist [[Motivation and emotion/Assessment/Selection/Proposed]] Thanks. [[User:JorjaFive|JorjaFive]] ([[User talk:JorjaFive|discuss]] • [[Special:Contributions/JorjaFive|contribs]]) 01:28, 15 August 2022 (UTC) c18r4t40g2bjthhtnibsdzt5itwzwsm 0 286393 2414582 2022-08-15T02:34:02Z 203.7.123.76 {{subst:ME/BCS}} Template added 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 2414589 2414582 2022-08-15T02:50:10Z 203.7.123.76 Added headings/sub headings wikitext text/x-wiki {{title|Chapter title:<br>Subtitle?}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== == Theories of help-seeking behaviour == === Internal motivations === ==== Needs ==== ==== Cognitions ==== ==== Emotions ==== == Social Context == === Stigma === 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}}]] ieogxfgo9whwuuczwvhup51is56cyea 2414632 2414589 2022-08-15T04:38:35Z BradMcgrath 2947530 wikitext text/x-wiki {{title|Help-seeking among Australian boys: the barriers and motivators for help-seeking}} {{MECR3|1=https://yourlinkgoeshere.com}} __TOC__ ==Overview== == Theories of help-seeking behaviour == === Internal motivations === ==== Needs ==== ==== Cognitions ==== ==== Emotions ==== == Social Context == === Stigma === 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}}]] 9wuz2601tsiswwfnksvm0qqt9jz37zv 0 286394 2414587 2022-08-15T02:47:27Z Hamish84 1362807 New resource with " Aristotle: “Give me the child until he is seven, and I will give you the man” The presumption is that all humans at seven years of age have embedded their so-called “individual” personality. We develop and mature with personality intact. Living with the accepted concept of evolution, can we presume also that we evolve accordingly to our “individual” lifestyle. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The..." wikitext text/x-wiki Aristotle: “Give me the child until he is seven, and I will give you the man” The presumption is that all humans at seven years of age have embedded their so-called “individual” personality. We develop and mature with personality intact. Living with the accepted concept of evolution, can we presume also that we evolve accordingly to our “individual” lifestyle. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. No matter what language you speak, it is a gift you have acquired along the way. You will pay a price, or gain a dividend, depending on how you use the consciousness gift we all have acquired. Which begs the question. Is there any such thing as “free speech”. My initial intention in searching for some clues to delay the onset of dementia arrived at the concept of semantics. There seemed to be some ancient wisdom that has already explored their existence. Namely one Heraclitus (The Weeping Philosopher) and his “Unity of Opposites”. Also the ancient Chinese symbol of the unity of opposites Yin and Yang: Such a unity dissolve the association to a reality which is absolute and confined only to understanding, beyond question. This is where I found contemporary scientific wisdom coming into play, and the development of The Semantic Template. The mistaken concept that any form of free speech provides anyone the right to use it to harm innocent people. So, “Never send to know for whom the bell tolls; it tolls for thee.” John Donne. Not censorship, but civilized restraint. Any form of civilized dialogue has its own benefits for both the recipient and the messenger. There is a moribund stupidity about so-called free speech. There is a moribund stupidity about so-called free speech. Dung beetle and free speech retribution if by any chance you qualify for reincarnation! Given that we are supposed to be what we eat, can you imagine what these two “dung” beetles are calling each other over whose property it belongs to? The founder’s of social media communication on the Internet may well pay due regard to their office. No censorship, but the easy simplicity of civilized constructive debate, preferably sourced from the product of each semantic template. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. In every distinct language, it imposes the same disciplines to contribute to the specific ‘use’ of the gift of language. Repetition: “The greatest form of knowledge you can ever have is your own” Concomitant with that: “The greatest freedom you can ever have is not knowing who you are, but knowing who you are not” Whatever construction the mind imposes, its determinate need is to express its functional being. Everything that is awaits the arrival of its past. Everything that ever was, and always is, is always proclaimed, by its existence. Nothing is ever lost in the universal unity of Space-Time – Energy – Matter. Historically we have evolved towards the Jungian concept of collective human consciousness. 7k9xrisejqwncdzfkq4aiaygf11qis0 2414593 2414587 2022-08-15T02:54:20Z Hamish84 1362807 Resetting new material wikitext text/x-wiki Aristotle: “Give me the child until he is seven, and I will give you the man” The presumption is that all humans at seven years of age have embedded their so-called' “individual” personality. We develop and mature with personality intact. Living with the accepted concept of evolution, can we presume also that we evolve accordingly to our “individual” lifestyle. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. No matter what language you speak, it is a gift you have acquired along the way. You will pay a price, or gain a dividend, depending on how you use the consciousness gift we all have acquired. Which begs the question. Is there any such thing as “free speech”. My initial intention in searching for some clues to delay the onset of dementia arrived at the concept of semantics. There seemed to be some ancient wisdom that has already explored their existence. Namely one Heraclitus (The Weeping Philosopher) and his “Unity of Opposites”. Also the ancient Chinese symbol of the unity of opposites Yin and Yang: Such a unity dissolve the association to a reality which is absolute and confined only to understanding, beyond question. This is where I found contemporary scientific wisdom coming into play, and the development of The Semantic Template. The mistaken concept that any form of free speech provides anyone the right to use it to harm innocent people. So, “Never send to know for whom the bell tolls; it tolls for thee.” John Donne. Not censorship, but civilized restraint. Any form of civilized dialogue has its own benefits for both the recipient and the messenger. There is a moribund stupidity about so-called free speech. There is a moribund stupidity about so-called free speech. Dung beetle and free speech retribution if by any chance you qualify for reincarnation! Given that we are supposed to be what we eat, can you imagine what these two “dung” beetles are calling each other over whose property it belongs to? The founder’s of social media communication on the Internet may well pay due regard to their office. No censorship, but the easy simplicity of civilized constructive debate, preferably sourced from the product of each semantic template. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. In every distinct language, it imposes the same disciplines to contribute to the specific ‘use’ of the gift of language. Repetition: “The greatest form of knowledge you can ever have is your own” Concomitant with that: “The greatest freedom you can ever have is not knowing who you are, but knowing who you are not” Whatever construction the mind imposes, its determinate need is to express its functional being. Everything that is awaits the arrival of its past. Everything that ever was, and always is, is always proclaimed, by its existence. Nothing is ever lost in the universal unity of Space-Time – Energy – Matter. Historically we have evolved towards the Jungian concept of collective human consciousness. dsm1zsvgj86chabcuw306agloa6t3qu 2414597 2414593 2022-08-15T02:58:11Z Hamish84 1362807 wikitext text/x-wiki Aristotle: “Give me the child until he is seven, and I will give you the man” The presumption is that all humans at seven years of age have embedded their so-called' “individual” personality. We develop and mature with personality intact. Living with the accepted concept of evolution, can we presume also that we evolve accordingly to our “individual” lifestyle. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. No matter what language you speak, it is a gift you have acquired along the way. You will pay a price, or gain a dividend, depending on how you use the consciousness gift we all have acquired. Which begs the question. Is there any such thing as “free speech”. My initial intention in searching for some clues to delay the onset of dementia arrived at the concept of semantics. There seemed to be some ancient wisdom that has already explored their existence. Namely one Heraclitus (The Weeping Philosopher) and his “Unity of Opposites”. Also the ancient Chinese symbol of the unity of opposites Yin and Yang: Such a unity dissolve the association to a reality which is absolute and confined only to understanding, beyond question. This is where I found contemporary scientific wisdom coming into play, and the development of The Semantic Template. The mistaken concept that any form of free speech provides anyone the right to use it to harm innocent people. So, “Never send to know for whom the bell tolls; it tolls for thee.” John Donne. Not censorship, but civilized restraint. Any form of civilized dialogue has its own benefits for both the recipient and the messenger. There is a moribund stupidity about so-called free speech. Dung beetle and free speech retribution if by any chance you qualify for reincarnation! Given that we are supposed to be what we eat, can you imagine what these two “dung” beetles are calling each other over whose property it belongs to? The founder’s of social media communication on the Internet may well pay due regard to their office. No censorship, but the easy simplicity of civilized constructive debate, preferably sourced from the product of each semantic template. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. In every distinct language, it imposes the same disciplines to contribute to the specific ‘use’ of the gift of language. Repetition: “The greatest form of knowledge you can ever have is your own” Concomitant with that: “The greatest freedom you can ever have is not knowing who you are, but knowing who you are not” Whatever construction the mind imposes, its determinate need is to express its functional being. Everything that is awaits the arrival of its past. Everything that ever was, and always is, is always proclaimed, by its existence. Nothing is ever lost in the universal unity of Space-Time – Energy – Matter. Historically we have evolved towards the Jungian concept of collective human consciousness. 9oa39pubicj83de4q8ilgux4ksucop9 2414636 2414597 2022-08-15T05:06:14Z Hamish84 1362807 paragrpahing text wikitext text/x-wiki Aristotle: “Give me the child until he is seven, and I will give you the man” The presumption is that all humans at seven years of age have embedded their so-called' “individual” personality. We develop and mature with personality intact. Living with the accepted concept of evolution, can we presume also that we evolve accordingly to our “individual” lifestyle. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. No matter what language you speak, it is a gift you have acquired along the way. You will pay a price, or gain a dividend, depending on how you use the consciousness gift we all have acquired. Which begs the question. Is there any such thing as “free speech”. My initial intention in searching for some clues to delay the onset of dementia arrived at the concept of semantics. There seemed to be some ancient wisdom that has already explored their existence. Namely one Heraclitus (The Weeping Philosopher) and his “Unity of Opposites”. Also the ancient Chinese symbol of the unity of opposites Yin and Yang: Such a unity dissolve the association to a reality which is absolute and confined only to understanding, beyond question. This is where I found contemporary scientific wisdom coming into play, and the development of The Semantic Template. The mistaken concept that any form of free speech provides anyone the right to use it to harm innocent people. So, “Never send to know for whom the bell tolls; it tolls for thee.” John Donne. Not censorship, but civilized restraint. Any form of civilized dialogue has its own benefits for both the recipient and the messenger. There is a moribund stupidity about so-called free speech. Stupidiy is at the bottom of the scale where intelligence prevails. Perhaps with evolution it will die a natural death Dung beetle and free speech retribution if by any chance you qualify for reincarnation! Given that we are supposed to be what we eat, can you imagine what these two “dung” beetles are calling each other over whose property it belongs to? The founder’s of social media communication on the Internet may well pay due regard to their office. No censorship, but the easy simplicity of civilized constructive debate, preferably sourced from the product of each semantic template. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. In every distinct language, it imposes the same disciplines to contribute to the specific ‘use’ of the gift of language. Repetition: “The greatest form of knowledge you can ever have is your own” Whatever construction our brain imposes, its determinate need is to express its functional being. Everything that is awaits the arrival of its past. Everything that ever was, and always is, is always proclaimed, by its existence. Nothing is ever lost in the universal unity of Space-Time – Energy – Matter. Historically we have evolved towards the Jungian concept of collective human consciousness. edqrv79q12znavmmcg9nwrbxh3x74ms 2414641 2414636 2022-08-15T05:25:05Z Hamish84 1362807 Added Media wikitext text/x-wiki Aristotle: “Give me the child until he is seven, and I will give you the man” The presumption is that all humans at seven years of age have embedded their so-called' “individual” personality. We develop and mature with personality intact. Living with the accepted concept of evolution, can we presume also that we evolve accordingly to our “individual” lifestyle. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. No matter what language you speak, it is a gift you have acquired along the way. You will pay a price, or gain a dividend, depending on how you use the consciousness gift we all have acquired. Which begs the question. Is there any such thing as “free speech”. My initial intention in searching for some clues to delay the onset of dementia arrived at the concept of semantics. There seemed to be some ancient wisdom that has already explored their existence. Namely one Heraclitus (The Weeping Philosopher) and his “Unity of Opposites”. [[File:Heraclitus, Johannes Moreelse.jpg|center|thumb]] Also the ancient Chinese symbol of the unity of opposites Yin and Yang: [[File:Traditional yin and yang with dots.png|center|thumb]] Such a unity dissolve the association to a reality which is absolute and confined only to understanding, beyond question. This is where I found contemporary scientific wisdom coming into play, and the development of The Semantic Template. The mistaken concept that any form of free speech provides anyone the right to use it to harm innocent people. So, “Never send to know for whom the bell tolls; it tolls for thee.” John Donne. Not censorship, but civilized restraint. Any form of civilized dialogue has its own benefits for both the recipient and the messenger. There is a moribund stupidity about so-called free speech. Stupidiy is at the bottom of the scale where intelligence prevails. Perhaps with evolution it will die a natural death. Dung beetle and free speech retribution if by any chance you qualify for reincarnation! Given that we are supposed to be what we eat, can you imagine what these two “dung” beetles are calling each other over whose property it belongs to? The founder’s of social media communication on the Internet may well pay due regard to their office. No censorship, but the easy simplicity of civilized constructive debate, preferably sourced from the product of each semantic template. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. In every distinct language, it imposes the same disciplines to contribute to the specific ‘use’ of the gift of language. Repetition: “The greatest form of knowledge you can ever have is your own” Whatever construction our brain imposes, its determinate need is to express its functional being. Everything that is awaits the arrival of its past. Everything that ever was, and always is, is always proclaimed, by its existence. Nothing is ever lost in the universal unity of Space-Time – Energy – Matter. Historically we have evolved towards the Jungian concept of collective human consciousness. lcisyuwuawcmaifh7hwn2gi5h8sieb9 2414642 2414641 2022-08-15T05:31:19Z Hamish84 1362807 Altered text wikitext text/x-wiki Aristotle: “Give me the child until he is seven, and I will give you the man” The presumption is that all humans at seven years of age have embedded their so-called' “individual” personality. We develop and mature with personality intact. Living with the accepted concept of evolution, can we presume also that we evolve accordingly to our “individual” lifestyle. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. No matter what language you speak, it is a gift you have acquired along the way. You will pay a price, or gain a dividend, depending on how you use the consciousness gift we all have acquired. Which begs the question. Is there any such thing as “free speech”. My initial intention in searching for some clues to delay the onset of dementia arrived at the concept of semantics. There seemed to be some ancient wisdom that has already explored their existence. Namely one Heraclitus (The Weeping Philosopher) and his “Unity of Opposites”. [[File:Heraclitus, Johannes Moreelse.jpg|center|thumb]] Also the ancient Chinese symbol of the unity of opposites Yin and Yang: [[File:Traditional yin and yang with dots.png|center|thumb]] Both images above are repeats to earlier documents but quite appropriate to use again. Such unity applies to a reality which is absolute and confined only to understanding, beyond question. This is where I found contemporary scientific wisdom coming into play, and the development of The Semantic Template. The mistaken concept that any form of free speech provides anyone the right to use it to harm innocent people. So, “Never send to know for whom the bell tolls; it tolls for thee.” John Donne. Not censorship, but civilized restraint. Any form of civilized dialogue has its own benefits for both the recipient and the messenger. There is a moribund stupidity about so-called free speech. Stupidiy is at the bottom of the scale where intelligence prevails. Perhaps with evolution it will die a natural death. Dung beetle and free speech retribution if by any chance you qualify for reincarnation! Given that we are supposed to be what we eat, can you imagine what these two “dung” beetles are calling each other over whose property it belongs to? The founder’s of social media communication on the Internet may well pay due regard to their office. No censorship, but the easy simplicity of civilized constructive debate, preferably sourced from the product of each semantic template. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. In every distinct language, it imposes the same disciplines to contribute to the specific ‘use’ of the gift of language. Repetition: “The greatest form of knowledge you can ever have is your own” Whatever construction our brain imposes, its determinate need is to express its functional being. Everything that is awaits the arrival of its past. Everything that ever was, and always is, is always proclaimed, by its existence. Nothing is ever lost in the universal unity of Space-Time – Energy – Matter. Historically we have evolved towards the Jungian concept of collective human consciousness. 3mws8pzaclv8bz8c8625fa0vv3ag2q0 2414645 2414642 2022-08-15T05:38:52Z Hamish84 1362807 Added Media wikitext text/x-wiki Aristotle: “Give me the child until he is seven, and I will give you the man” The presumption is that all humans at seven years of age have embedded their so-called' “individual” personality. We develop and mature with personality intact. Living with the accepted concept of evolution, can we presume also that we evolve accordingly to our “individual” lifestyle. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. No matter what language you speak, it is a gift you have acquired along the way. You will pay a price, or gain a dividend, depending on how you use the consciousness gift we all have acquired. Which begs the question. Is there any such thing as “free speech”. My initial intention in searching for some clues to delay the onset of dementia arrived at the concept of semantics. There seemed to be some ancient wisdom that has already explored their existence. Namely one Heraclitus (The Weeping Philosopher) and his “Unity of Opposites”. [[File:Heraclitus, Johannes Moreelse.jpg|center|thumb]] Also the ancient Chinese symbol of the unity of opposites Yin and Yang: [[File:Traditional yin and yang with dots.png|center|thumb]] Both images above are repeats to earlier documents but quite appropriate to use again. Such unity applies to a reality which is absolute and confined only to understanding, beyond question. This is where I found contemporary scientific wisdom coming into play, and the development of The Semantic Template. The mistaken concept that any form of free speech provides anyone the right to use it to harm innocent people. So, “Never send to know for whom the bell tolls; it tolls for thee.” John Donne. Not censorship, but civilized restraint. Any form of civilized dialogue has its own benefits for both the recipient and the messenger. There is a moribund stupidity about so-called free speech. Stupidiy is at the bottom of the scale where Intelligence prevails. Perhaps with evolution it will die a natural death. Dung beetle and free speech retribution if by any chance you qualify for reincarnation! Given that we are supposed to be what we eat, can you imagine what these two “dung” beetles are calling each other over whose property it belongs to? [[File:Large Copper Dung Beetles (Kheper nigroaeneus) (6040799657).jpg|center|thumb]] The founder’s of social media communication on the Internet may well pay due regard to their office. No censorship, but the easy simplicity of civilized constructive debate, preferably sourced from the product of each semantic template. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. In every distinct language, it imposes the same disciplines to contribute to the specific ‘use’ of the gift of language. Repetition: “The greatest form of knowledge you can ever have is your own” Whatever construction our brain imposes, its determinate need is to express its functional being. Everything that is awaits the arrival of its past. Everything that ever was, and always is, is always proclaimed, by its existence. Nothing is ever lost in the universal unity of Space-Time – Energy – Matter. Historically we have evolved towards the Jungian concept of collective human consciousness. si8xa55mwtdsvp6psigqq33aann5nft 2414647 2414645 2022-08-15T05:46:47Z Hamish84 1362807 Moved text wikitext text/x-wiki Aristotle: “Give me the child until he is seven, and I will give you the man” The presumption is that all humans at seven years of age have embedded their so-called' “individual” personality. We develop and mature with personality intact. Living with the accepted concept of evolution, can we presume also that we evolve accordingly to our “individual” lifestyle. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. No matter what language you speak, it is a gift you have acquired along the way. You will pay a price, or gain a dividend, depending on how you use the consciousness gift we all have acquired. Which begs the question. Is there any such thing as “free speech”. My initial intention in searching for some clues to delay the onset of dementia arrived at the concept of semantics. There seemed to be some ancient wisdom that has already explored their existence. Namely one Heraclitus (The Weeping Philosopher) and his “Unity of Opposites”. [[File:Heraclitus, Johannes Moreelse.jpg|center|thumb]] Also the ancient Chinese symbol of the unity of opposites Yin and Yang: [[File:Traditional yin and yang with dots.png|center|thumb]] Both images above are repeats to earlier documents but quite appropriate to use again. Such unity applies to a reality which is absolute and confined only to understanding, beyond question. This is where I found contemporary scientific wisdom coming into play, and the development of The Semantic Template. The mistaken concept that any form of free speech provides anyone the right to use it to harm innocent people. So, “Never send to know for whom the bell tolls; it tolls for thee.” John Donne. Not censorship, but civilized restraint. Any form of civilized dialogue has its own benefits for both the recipient and the messenger. There is a moribund stupidity about so-called free speech. Stupidiy is at the bottom of the scale where Intelligence prevails. Perhaps with evolution it will die a natural death. Dung beetle and free speech retribution if by any chance you qualify for reincarnation! Given that we are supposed to be what we eat, can you imagine what these two “dung” beetles are calling each other over whose property it belongs to? [[File:Large Copper Dung Beetles (Kheper nigroaeneus) (6040799657).jpg|center|thumb]] The founder’s of social media communication on the Internet may well pay due regard to their office. No censorship, but the easy simplicity of civilized constructive debate, preferably sourced from the product of each semantic template. Human consciousness exerts its own definitive laws that are inescapable – never to destroy. The greatest form of communication that has evolved with human beings is speech. In every distinct language, it imposes the same disciplines to contribute to the specific ‘use’ of the gift of language. “The greatest form of knowledge you can ever have is your own” Whatever construction our brain imposes, its determinate need is to express its functional being. Everything that is awaits the arrival of its past. Everything that ever was, and always is, is always proclaimed, by its existence. Nothing is ever lost in the universal unity of Space-Time – Energy – Matter. Historically we have evolved towards the Jungian concept of collective human consciousness. 9q3ocks9mpwcfyxwt9an2r8urxfcc9s 2 286395 2414601 2022-08-15T03:03:54Z Noah O'Brien 2947991 New resource with "== About Me == My name is Noah O'Brien, I am a student at the University of Canberra. This is my third year studying Psychology. I intend to continue my tertiary education through the Honours program, and eventually complete Masters in Clinical Psychology. === Previous Study === * Year 12 VCE (Victorian Certificate of Education) * Certificate III in Information, Digital Media and Technology * Diploma of Information Technology Networking === Interests === == Book Cha..." wikitext text/x-wiki == About Me == My name is Noah O'Brien, I am a student at the University of Canberra. This is my third year studying Psychology. I intend to continue my tertiary education through the Honours program, and eventually complete Masters in Clinical Psychology. === Previous Study === * Year 12 VCE (Victorian Certificate of Education) * Certificate III in Information, Digital Media and Technology * Diploma of Information Technology Networking === Interests === == Book Chapter == == Social Contributions == bvvy3g8l1llfih1alrzdc89z6mv8wvo 2414607 2414601 2022-08-15T03:14:37Z Noah O'Brien 2947991 wikitext text/x-wiki == About Me == My name is Noah O'Brien, I am a student at the University of Canberra. This is my third year studying Psychology. I intend to continue my tertiary education through the Honours program, and eventually complete Masters in Clinical Psychology. The current semester I am studying Motivation and Emotion, Social Psychology, Introduction to Counselling Theories and Principles and Counselling for Dispute Resolution === Previous Study === * Year 12 VCE (Victorian Certificate of Education) * Certificate III in Information, Digital Media and Technology * Diploma of Information Technology Networking === Interests === * Snowboarding * Basketball * Cooking * Computers * Psychology Research * Psychopathology * Counselling Practises * Astrophysics * Reading == Book Chapter == == Social Contributions == cqvg1zg830w9psfnljey9lzid6t546o 2414610 2414607 2022-08-15T03:20:50Z Noah O'Brien 2947991 wikitext text/x-wiki == About Me == My name is Noah O'Brien, I am a student at the University of Canberra. This is my third year studying Psychology. I intend to continue my tertiary education through the Honours program, and eventually complete Masters in Clinical Psychology. The units I am enrolled in this semester are: # Motivation and Emotion # Social Psychology # Introduction to Counselling Theories and Principles # Counselling for Dispute Resolution === Previous Study === * Year 12 VCE (Victorian Certificate of Education) * Certificate III in Information, Digital Media and Technology * Diploma of Information Technology Networking === Interests === * Snowboarding * Basketball * Cooking * Computers * Psychology Research * Psychopathology * Counselling Practises * Astrophysics * Reading == Book Chapter == I am currently working on a Wikiversity book chapter for Motivation and Emotion. Feel free to check on the progress below: '''[[Motivation and emotion/Book/2022/Religiosity and coping|Religiosity and coping]] - ''What is the relationship between religiosity and coping?''''' == Social Contributions == tj2121e56rsi05paab5w99r0owcw9tl 2414612 2414610 2022-08-15T03:23:04Z Noah O'Brien 2947991 wikitext text/x-wiki == About Me == My name is Noah O'Brien, I am a student at the University of Canberra. This is my third year studying Psychology. I intend to continue my tertiary education through the Honours program, and eventually complete Masters in Clinical Psychology. The units I am enrolled in this semester are: # Motivation and Emotion # Social Psychology # Introduction to Counselling Theories and Principles # Counselling for Dispute Resolution === Previous Study === * Year 12 VCE (Victorian Certificate of Education) * Certificate III in Information, Digital Media and Technology * Diploma of Information Technology Networking === Interests === * Snowboarding * Basketball * Cooking * Computers * Psychology Research * Psychopathology * Counselling Practises * Astrophysics * Reading == Book Chapter == I am currently working on a Wikiversity book chapter for Motivation and Emotion. Feel free to check out the progress below: '''[[Motivation and emotion/Book/2022/Religiosity and coping|Religiosity and coping]] - ''What is the relationship between religiosity and coping?''''' == Social Contributions == jgcww0xix8tw1juomv2wc72nxsyxh2y 2414613 2414612 2022-08-15T03:24:09Z Noah O'Brien 2947991 wikitext text/x-wiki == About Me == My name is Noah O'Brien, I am a student at the University of Canberra. This is my third year studying Psychology. I intend to continue my tertiary education through the Honours program, and eventually complete Masters in Clinical Psychology. The units I am enrolled in this semester are: # Motivation and Emotion # Social Psychology # Introduction to Counselling Theories and Principles # Counselling for Dispute Resolution === Previous Study === * Year 12 VCE (Victorian Certificate of Education) * Certificate III in Information, Digital Media and Technology * Diploma of Information Technology Networking === Interests === * Snowboarding * Basketball * Cooking * Computers * Psychology Research * Psychopathology * Counselling Practises * Astrophysics * Reading == Book Chapter == '''[[Motivation and emotion/Book/2022/Religiosity and coping|Religiosity and coping]] - ''What is the relationship between religiosity and coping?''''' == Social Contributions == jj75g2vz8qpldedemrc9aabxyel6est 2414614 2414613 2022-08-15T03:38:07Z Noah O'Brien 2947991 wikitext text/x-wiki == About Me == My name is Noah O'Brien, I am a student at the University of Canberra. This is my third year studying Psychology. I intend to continue my tertiary education through the Honours program, and eventually complete Masters in Clinical Psychology. The units I am enrolled in this semester are: # Motivation and Emotion # Social Psychology # Introduction to Counselling Theories and Principles # Counselling for Dispute Resolution === Previous Study === * Year 12 VCE (Victorian Certificate of Education) * Certificate III in Information, Digital Media and Technology * Diploma of Information Technology Networking [[File:Center of the Milky Way Galaxy IV – Composite.jpg|thumb|300x300px|Figure 1. Centre of the Milky Way Galaxy]] === Interests === * Snowboarding * Basketball * Cooking * [[File:DSM-5 Cover.png|thumb|Figure 2. The Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition)]]Computers * Psychology Research * Psychopathology * Counselling Practises * Astrophysics * Reading == Book Chapter == '''[[Motivation and emotion/Book/2022/Religiosity and coping|Religiosity and coping]] - ''What is the relationship between religiosity and coping?''''' == Social Contributions == c9nwqz01uww335tbmhzcrqxrukets6e 2414615 2414614 2022-08-15T03:42:17Z Noah O'Brien 2947991 wikitext text/x-wiki == About Me == My name is Noah O'Brien, I am a student at the University of Canberra. This is my third year studying Psychology. I intend to continue my tertiary education through the Honours program, and eventually complete Masters in Clinical Psychology. [[File:Center of the Milky Way Galaxy IV – Composite.jpg|thumb|Figure 1. Centre of the Milky Way Galaxy]] The units I am enrolled in this semester are: # Motivation and Emotion # Social Psychology # Introduction to Counselling Theories and Principles # Counselling for Dispute Resolution === Previous Study === * Year 12 VCE (Victorian Certificate of Education) * Certificate III in Information, Digital Media and Technology * Diploma of Information Technology Networking [[File:DSM-5 Cover.png|thumb|Figure 2. The Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition)]] === Interests === * Snowboarding * Basketball * Cooking * Computers * Psychology Research * Psychopathology * Counselling Practises * Astrophysics * Reading == Book Chapter == '''[[Motivation and emotion/Book/2022/Religiosity and coping|Religiosity and coping]] - ''What is the relationship between religiosity and coping?''''' == Social Contributions == r97sj5lz37msx2vbwlsyaot753zuah7 2414616 2414615 2022-08-15T03:49:50Z Noah O'Brien 2947991 wikitext text/x-wiki == About Me == My name is Noah O'Brien, I am a student at the [https://www.canberra.edu.au/ University of Canberra]. This is my third year studying [[w:Psychology|Psychology]]. I intend to continue my tertiary education through the Honours program, and eventually complete Masters in [[w:Clinical Psychology|Clinical Psychology]]. [[File:Center of the Milky Way Galaxy IV – Composite.jpg|thumb|Figure 1. Centre of the Milky Way Galaxy]] The units I am enrolled in this semester are: # [[Motivation and emotion|Motivation and Emotion]] # [https://www.canberra.edu.au/unit/7125/4/2021 Social Psychology] # [https://www.canberra.edu.au/unit/5549/9/2022 Introduction to Counselling Theories and Principles] # [https://www.canberra.edu.au/unit/9427/2/2022 Counselling for Dispute Resolution] === Previous Study === * Year 12 VCE (Victorian Certificate of Education) * Certificate III in Information, Digital Media and Technology * Diploma of Information Technology Networking [[File:DSM-5 Cover.png|thumb|Figure 2. The Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition)]] === Interests === * Snowboarding * Basketball * Cooking * Computers * Psychology Research * Psychopathology * Counselling Practises * Astrophysics * Reading == Book Chapter == '''[[Motivation and emotion/Book/2022/Religiosity and coping|Religiosity and coping]] - ''What is the relationship between religiosity and coping?''''' == Social Contributions == irgaqhm1cvf7f67cvsn96o542zaoz7e 2414620 2414616 2022-08-15T03:54:29Z Noah O'Brien 2947991 wikitext text/x-wiki == About Me == My name is Noah O'Brien, I am a student at the [https://www.canberra.edu.au/ University of Canberra]. This is my third year studying [[w:Psychology|Psychology]]. I intend to continue my tertiary education through the Honours program, and eventually complete Masters in [[w:Clinical Psychology|Clinical Psychology]]. [[File:Center of the Milky Way Galaxy IV – Composite.jpg|thumb|Figure 1. Centre of the Milky Way Galaxy]] The units I am enrolled in this semester are: # [[Motivation and emotion|Motivation and Emotion]] # [https://www.canberra.edu.au/unit/7125/4/2021 Social Psychology] # [https://www.canberra.edu.au/unit/5549/9/2022 Introduction to Counselling Theories and Principles] # [https://www.canberra.edu.au/unit/9427/2/2022 Counselling for Dispute Resolution] === Previous Study === * Year 12 VCE (Victorian Certificate of Education) * [https://training.gov.au/training/details/ict30115 Certificate III in Information, Digital Media and Technology] * [https://training.gov.au/training/details/ICT50415 Diploma of Information Technology Networking] [[File:DSM-5 Cover.png|thumb|Figure 2. The Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition)]] === Interests === * Snowboarding * Basketball * Cooking * Computers * Psychology Research * Psychopathology * Counselling Practises * Astrophysics * Reading == Book Chapter == '''[[Motivation and emotion/Book/2022/Religiosity and coping|Religiosity and coping]] - ''What is the relationship between religiosity and coping?''''' == Social Contributions == e062r5hwd55wxumyug08jkrz0bdcnb6 2414623 2414620 2022-08-15T03:56:08Z Noah O'Brien 2947991 wikitext text/x-wiki == About Me == My name is Noah O'Brien, I am a student at the [https://www.canberra.edu.au/ University of Canberra]. This is my third year studying [[w:Psychology|Psychology]]. I intend to continue my tertiary education through the Honours program, and eventually complete Masters in [[w:Clinical Psychology|Clinical Psychology]]. [[File:Center of the Milky Way Galaxy IV – Composite.jpg|thumb|Figure 1. Centre of the Milky Way Galaxy|300x300px]] The units I am enrolled in this semester are: # [[Motivation and emotion|Motivation and Emotion]] # [https://www.canberra.edu.au/unit/7125/4/2021 Social Psychology] # [https://www.canberra.edu.au/unit/5549/9/2022 Introduction to Counselling Theories and Principles] # [https://www.canberra.edu.au/unit/9427/2/2022 Counselling for Dispute Resolution] === Previous Study === * Year 12 VCE (Victorian Certificate of Education) * [https://training.gov.au/training/details/ict30115 Certificate III in Information, Digital Media and Technology] * [https://training.gov.au/training/details/ICT50415 Diploma of Information Technology Networking] [[File:DSM-5 Cover.png|thumb|Figure 2. The Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition)]] === Interests === * Snowboarding * Basketball * Cooking * Computers * Psychology Research * Psychopathology * Counselling Practises * Astrophysics * Reading == Book Chapter == '''[[Motivation and emotion/Book/2022/Religiosity and coping|Religiosity and coping]] - ''What is the relationship between religiosity and coping?''''' == Social Contributions == 97xedom4psypz99mbd133nqdm68i7qv 1 286396 2414627 2022-08-15T04:03:51Z Carovinc2 2845156 /* Being open about the length of the process */ new section wikitext text/x-wiki == Being open about the length of the process == I feel like maybe adding a piece about the timeframe of the process [[User:Carovinc2|Carovinc2]] ([[User talk:Carovinc2|discuss]] • [[Special:Contributions/Carovinc2|contribs]]) 04:03, 15 August 2022 (UTC) al2in68u4s3dmxzs5w0ila49tqd97aj 0 286397 2414633 2022-08-15T04:56:39Z U3210431 2947391 New resource with "{{subst:ME/BCS}}" 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 2 286398 2414656 2022-08-15T06:31:05Z Teermeej Hossain 2948258 New resource with "== About me == I'm Teermeej, and I study '''psychology''' at the University of Canberra." wikitext text/x-wiki == About me == I'm Teermeej, and I study '''psychology''' at the University of Canberra. tvzw5l15a4fy9o7ajae1je1lyniq4qv 14 286399 2414659 2022-08-15T06:47:23Z Terrickisaiah555 2945306 Created category wikitext text/x-wiki [[Category:Genealogy]] tmskylt7xpyhnomdabqyb588xp0n7so 14 286400 2414660 2022-08-15T06:48:43Z Terrickisaiah555 2945306 Added Category wikitext text/x-wiki Genealogy related items 53tz5xopkpggwvjle7wvstf4g2di193 1 286401 2414663 2022-08-15T06:56:23Z Dan Polansky 33469 /* Only first trimester */ new section wikitext text/x-wiki == Only first trimester == The page said "By abortions here we mean induced abortion in the first trimester." But this is not what the term abortion means, and medical life-saving procedures can potentially be needed after first trimester. A law that bans abortion can allow life-saving abortion as an exception, but the ban-caused-deaths that would otherwise be avoided may still be non-zero since the decision making will contain not only medical and moral element but also the legal element, so there is still going to be an increased risk of prosecution; the medical doctor may believe in good faith that abortion is the best option to protect mother but may be uncertain whether they can ''prove'' as much should a legal case arise, leading to ''delay'' of medical procedures until a point where it may be too late. One solution is to create a separate section "Abortion should be legal in first trimester"; there already are multiple section other than "Abortion should be legal". [[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:56, 15 August 2022 (UTC) tit8rgw9escfvgy9lunfm9lcwqzr08e 0 286402 2414674 2022-08-15T08:37:36Z RogueScholar 2611117 I've translated this from the author's published work on French Wikiversity with what remains of my high school French, as a means of conveying my appreciation to the author for his efforts on the overall work. Barring objection, I shall continue to translate more of it with what free time I am able to find in the weeks and months to come. wikitext text/x-wiki <noinclude><div style="background-image: linear-gradient(#f7f8f9, #f6ffb2); border: 3px solid #e08000; border-radius: 10px; line-height: 1.4; margin: 0.3em 0; padding: 1em;"> <div style="display: inline; float: right;">[[File:Wikimedia-logo.svg|120px|none]]</div> <div style="font-size: 1.3rem; font-weight: bold; margin-left: 5px;">Wikipedia is not Wikimedia</div> <div style="font-size: 1rem; font-weight: bold; margin-left: 5px;">Introduction – ''[[Imagine a world]]''</div> <hr style="border: none; border-top: 1px solid #405c78; height: 1px; margin: 0.3em 0 0.3em 5px;" /> <div style="font-size: 0.9rem; margin-left: 5px;">Any reaction or comment in relation to this research is welcome on [[Talk:Imagine a world|this talk page]].</div> <hr style="border: none; border-top: 1 px solid #405c78; height: 1px; margin: 0.3em 0 0.3em 5px;" /> <div style="font-size: 0.8rem; margin-left: 5px;">This page is an instance of [[Wikiversity:Original research|original research on Wikiversity]] and is part of the [[Portal:Anthropology|School of Anthropology]]. For more information, see the [[Portal:Research|Research portal]] or inquire at the [[Wikiversity:Colloquium|Colloquium]].</div></div> __NOTOC__ {{Header}}</noinclude> Early in Wikipedia's history, many knowledge-sharing projects and support groups formed, evolving into what is now known as the '''Wikimedia movement'''. Although the free encyclopedia was a pioneer and remains the flagship project of this movement, the term Wikipedia, which refers to one of many educational projects (see Fig. 2.1), should not be confused with Wikimedia, which refers to a separate, broader social movement in its own right. As important as it may be, a single language of the Wikipedia project should not become the tree that obscures the Wikimedia forest, though that is often the case. It is true, however, that one can easily get lost in this vast and complex forest. While five months of observation allowed me to produce an ethnography of the French Wikipedia project, it took me more than ten years to understand and synthesize what is happening within the much larger Wikimedia movement to which it belongs. In terms of just its digital footprint, observing the Wikimedia movement in 2020 effectively means studying nearly 64 million individual page edits per month,<ref group="S">{{Cite web|website=Wikimedia Statistics|title=All wikis|url=https://stats.wikimedia.org/#/all-projects|url-status=live|archive-url=https://web.archive.org/web/20201007183955if_/https://stats.wikimedia.org/#/all-projects|archive-date=2020-10-07|df=mdy-all}}</ref>, made across more than 400 million web pages. It also means potentially browsing more than 900 websites, of which only 300 represent the various language editions of Wikipedia.<ref group="S">{{Cite web|website=Wikiscan|title=Wikiscan statistics|url=https://wikiscan.org/|url-status=live|archive-url=https://web.archive.org/web/20200820222542if_/https://wikiscan.org/|archive-date=2020-08-20|df=mdy-all}}</ref> It bears mentioning, as well, that this colossal amount of information is almost completely archived at the level of individual page edits and statistically analyzed by a hundred or so websites that are as free to access as the archives are. Beyond this realm of digital activity, there is also the offline organization of the movement to consider. In 2020, Wikimedia already included more than 130 user groups<ref group="S">{{Cite web|website=Meta-Wiki|title=Wikimedia user groups|url=https://meta.wikimedia.org/wiki/Wikimedia_user_groups|url-status=live|archive-url=https://web.archive.org/web/20201115003631if_/https://meta.wikimedia.org/wiki/Wikimedia_user_groups|archive-date=2020-11-15|df=mdy-all}}</ref> and nearly 40 state-<ref group="S">{{Cite web|website=Meta-Wiki|title=Wikimedia chapters|url=https://meta.wikimedia.org/wiki/Wikimedia_chapters|url-status=live|archive-url=https://web.archive.org/web/20220305203055if_/https://meta.wikimedia.org/wiki/Wikimedia_chapters|archive-date=2022-03-05|df=mdy-all}}</ref> or topic-based<ref group="S">{{Cite web|website=Meta-Wiki|title=Wikimedia thematic organisations|url=https://meta.wikimedia.org/wiki/Wikimedia_thematic_organizations|url-status=live|archive-url=https://web.archive.org/web/20201106083025if_/https://meta.wikimedia.org/wiki/Wikimedia_thematic_organizations|archive-date=2020-11-06|df=mdy-all}}</ref> associations spread around the world. To oversee all this effort, the ''Wikimedia Foundation'' will have, by the end of 2021, nearly 600 paid staff members across a diverse range of specialties.<ref group="S">{{Cite web|website=Wikimedia Foundation|title=Staff and Contractors|url=https://wikimediafoundation.org/role/staff-contractors/|url-status=live|archive-url=https://web.archive.org/web/20201006014412if_/https://wikimediafoundation.org/role/staff-contractors/|archive-date=2020-10-06|df=mdy-all}}</ref> In addition to these people that are responsible for the movement's technical, legal, administrative and commercial management at the international level, we must also consider all those employed by the national organizations affiliated with it. There are already more than 150 in the largest national association in Germany, and more than a dozen in many others, such as those in France and Switzerland. Faced with such numbers, it is easy to see why distinguishing the Wikipedia project from the Wikimedia movement is so important. To fail to do so would be similar to limiting ourselves to only mentioning Paris when attempting to describe the entire country of France. Of course, Paris is a world famous city with more than two million inhabitants and an impressive cultural heritage, it would certainly feature prominently in any such discussion. But does this mean that we should forget the hundreds of other French villages, towns and cities? Nor make mention of the fact that France is also home to many overseas departments and territories and that it maintains international relations and partnerships that go far beyond what happens between Paris and the rest of the world? Seeking to avoid confusing the Wikipedia project with the Wikimedia movement is simply a matter of common sense. Even so, in 2019, the Wikimedia Foundation intended to use the term "Wikipedia" as its primary brand name in place of the term "Wikimedia." The goal was to bring "higher visibility" to the movement and "attract billions of people" by identifying themselves as "Wikipedia, one of the world's best known websites."<ref group="M">{{Cite web|last=McCune|first=Zack|title=Leading with Wikipedia: A brand proposal for 2030|url=https://wikimediafoundation.org/news/2019/02/26/leading-with-wikipedia-a-brand-proposal-for-2030/|url-status=live|archive-url=https://web.archive.org/web/20210117025153if_/https://wikimediafoundation.org/news/2019/02/26/leading-with-wikipedia-a-brand-proposal-for-2030/|archive-date=2021-01-17|website=Wikimedia Foundation News|date=2019-02-26|df=mdy-all}}</ref> However, this rebranding was not well-received by many of the people most active in the movement. Following the creation of a Request for Comment page in January 2020, which became the site of a lengthy debate,<ref name="rfc" group="S">{{Cite web|website=Meta-Wiki|title=Requests for comment: Should the Foundation call itself Wikipedia?|url=https://meta.wikimedia.org/wiki/Requests_for_comment/Should_the_Foundation_call_itself_Wikipedia|url-status=live|archive-url=https://web.archive.org/web/20210905054842if_/https://meta.wikimedia.org/wiki/Requests_for_comment/Should_the_Foundation_call_itself_Wikipedia|archive-date=2021-09-05|df=mdy-all}}</ref> an open letter was sent to the Foundation in June of that year. It was signed by 73 representatives of affiliated organizations and 984 individual contributors. It included the following paragraph: {{Cquote|Volunteers have built up the good name of Wikipedia as an independent, community-driven resource for 20 years. The Wikimedia movement projects, including Wikipedia, thrive on decentralization and consensus. Clear distinctions among the Wikimedia Foundation, affiliates, and individual contributors are essential. Any change that affects this balance demands the informed consent and collaboration of the communities. Therefore, it is of great concern to see "Wikipedia" presented for the name of the organization and movement despite widespread community dissatisfaction.|author=1,091 signatories|source=Community Open Letter on Renaming<ref group="S">{{Cite web|website=Meta-Wiki|title=Community open letter on renaming|url=https://meta.wikimedia.org/wiki/Community_open_letter_on_renaming|url-status=live|archive-url=https://web.archive.org/web/20210124001250if_/https://meta.wikimedia.org/wiki/Community_open_letter_on_renaming|archive-date=2021-01-24|df=mdy-all}}</ref>}} By opposing the Foundation, the Wikimedia community showed a great deal of wisdom that would not be apparent to people who only know one or two language versions of the Wikipedia encyclopedia project. It is also interesting to note that the lack of awareness of the Wikimedia movement can also be observed in the Wikipedia projects. For example, the French-language article dedicated to the movement did not see much development until 2019,<ref group="S">{{Cite web|website=XTools|title=Mouvement Wikimédia - Page History|url=https://xtools.wmflabs.org/articleinfo/fr.wikipedia.org/Mouvement%20Wikim%C3%A9dia|url-status=live|archive-url=https://web.archive.org/web/20201102214058if_/https://xtools.wmflabs.org/articleinfo/fr.wikipedia.org/Mouvement%20Wikim%C3%A9dia|archive-date=2020-11-02|df=mdy-all}}</ref> while its English-language version was still in the draft stage in 2016.<ref group="S">{{Cite web|website=XTools|title=Wikimedia movement - Page History|url=https://xtools.wmflabs.org/articleinfo/en.wikipedia.org/Wikimedia%20movement|url-status=live|archive-url=https://web.archive.org/web/20210325131603if_/https://xtools.wmflabs.org/articleinfo/en.wikipedia.org/Wikimedia%20movement|archive-date=2021-03-25|df=mdy-all}}</ref> As for the more than 300 language versions of the encyclopedia, it is equally surprising to note that as of November 17, 2020, only 22 of them had an article dedicated to the Wikimedia movement.<ref group="S">{{Cite web|website=Wikidata|title=Wikimedia Movement|url=https://www.wikidata.org/wiki/Q3568028#sitelinks-wikipedia|url-status=live|archive-url=https://web.archive.org/web/20220815072309if_/https://www.wikidata.org/wiki/Q3568028#sitelinks-wikipedia|archive-date=2022-08-15|df=mdy-all}}</ref> All of these shortcomings indicate that Wikimedia is still a social movement that is not well-known to the general public, or even to the editors of the Wikipedia projects. It is not surprising, then, that confusion is frequent in the use of the terms "Wikipedia" and "Wikimedia," as was expressed on many occasions during the debates that preceded the collective opposition to the rebranding proposed by the Foundation, of which here are some excerpts:<ref name="rfc" group="S" /> {{Cquote|…nobody outside the movement has understood the difference between Wikimedia and Wikipedia…|author=[[m:User:Poupou l'quourouce|Poupou l'quourouce]]}} {{Cquote|When people contact a Wikimedia affiliate, they actually expect to receive a response from Wikipedia. When I tried to make a donation to a Wikimedia chapter, the bank tried to send my donation to a Wikipedia chapter…|author=[[m:User:NickK|NickK]]}} {{Cquote|For many years, we have been trying to explain to the public that there is much more to Wikimedia than the Wikipedia encyclopedia…|author=[[m:User:Relf PP|Relf PP]]}} {{Cquote|Making people understand the difference (whether in OTRS or in real life) between WMF and Wikipedia is difficult enough…|author=[[m:User:Nosebagbear|Nosebagbear]]}} {{Cquote|The two are already confused and the chapter receives lawyer letters demanding to remove content X of article Y…|author=[[m:User:Ash Crow|Ash Crow]]}} All these comments justify the need to make better-known the Wikimedia movement and the numerous projects for the sharing of human knowledge that are gathered there. Doing this research was therefore, for me, a way to contribute to this strategic challenge while proposing a more acceptable alternative than a simple rebranding. My hope is that it can serve as a first step that will influence others, since—following the freezing of the rebranding until July 2022—new proposals are expected from the Foundation's Board of Directors,<ref group="S">{{Cite web|website=Wikimedia Foundation Wiki|title=Resolution: Next Steps for Brand Work, 2021|url=https://foundation.wikimedia.org/wiki/Resolution:Next_Steps_for_Brand_Work,_2021|url-status=live|archive-url=https://web.archive.org/web/20211020232912if_/https://foundation.wikimedia.org/wiki/Resolution:Next_Steps_for_Brand_Work,_2021|archive-date=2021-10-20|df=mdy-all}}</ref> which should take into account the opinions of some community members.<ref group="M">{{Cite web|last=Evenstein|first=Shani|title=Nouvelle résolution du conseil d’administration de la Fondation Wikimédia sur la stratégie de marque|url=https://diff.wikimedia.org/fr/2021/10/19/nouvelle-resolution-du-conseil-dadministration-de-la-fondation-wikimedia-sur-la-strategie-de-marque/|url-status=live|archive-url=https://web.archive.org/web/20211025231402if_/https://diff.wikimedia.org/fr/2021/10/19/nouvelle-resolution-du-conseil-dadministration-de-la-fondation-wikimedia-sur-la-strategie-de-marque/|archive-date=2021-10-25|website=Wikimedia Diff|date=2021-10-19|language=fr|df=mdy-all}}</ref> Introducing this research with this first example is a way of addressing many other points of friction which exist between the communities of volunteers that actively sustain the movement at the project level and the people situated outside them or within the Foundation itself. As we shall see, Wikimedia is one part of the continuation of a non-commercial counter-culture that greatly influenced the development of the online landscape, by triggering a series of events without which the first free encyclopedia and the ensuing free knowledge sharing movement would never have materialized.<noinclude> === Notes and references === ==== Multimedia ==== {{Reflist|group=M}} ==== Online sources ==== {{Reflist|group=S}} {{Chapter navigation|Summary|Birth}} {{Footer}} [[Category:Anthropology]] [[Category:Original research]] [[Category:Research]] [[Category:Theses]] [[Category:Wikimedia research]]</noinclude> royc5jwyf5rkj5hfta1xlz92ow6idhm 0 286403 2414693 2022-08-15T11:01:47Z Teermeej Hossain 2948258 New resource with "{{Subs:ME/BCS}}" wikitext text/x-wiki {{Subs:ME/BCS}} kifsm8n1eplw9dv045ulul0i979jox4 2414694 2414693 2022-08-15T11:04:15Z Teermeej Hossain 2948258 added template {{subst:ME/BCS}} 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