Wikiversity:Colloquium

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      <comment>Reverted edit by [[Special:Contributions/THE FLYING CAT MILK|THE FLYING CAT MILK]] ([[User_talk:THE FLYING CAT MILK|talk]]) to last version by [[User:OhanaUnited|OhanaUnited]] using [[Wikiversity:Rollback|rollback]]</comment>
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== Paid part-time Administrative Officer position with WikiJournal ==

[[WikiJournal User Group|WikiJournal]] is an open-access, nonprofit scholarly publisher hosted on Wikiversity. It uses the wiki format to allow authors to write and develop scholarly articles directly online. Submitted articles then undergo formal academic peer review and, when accepted, are published as citable journal articles while remaining freely accessible.

WikiJournal is seeking expressions of interest in a new part-time '''Administrative Officer''' position. The officer would support the project's day-to-day organizational work, including:

* Setting up and administering a system for tracking contractor hours and issuing payments.
* Coordinating the contracting, onboarding, timekeeping and payment of technical editors and other contractors.
* Maintaining financial, contractor and administrative records.
* Assisting with grant administration, budget tracking and reporting.
* Following up on board action items, deadlines and recurring obligations.
* Supporting recruitment and other operational tasks as needed.

This is a remote, flexibly scheduled contractor role averaging approximately '''6 hours per week'''. Compensation is proposed at '''US$25 per hour''', with up to approximately '''320 hours (US$8,000) available over the year'''.

Applicants may be based internationally, although appointment will depend on WikiJournal being able to establish a practical and legally appropriate contracting and payment arrangement in the applicant's country of residence.

Relevant experience may include administrative organization, bookkeeping or financial administration, contractor or personnel coordination, nonprofit or grant administration, Wikimedia participation, academic publishing, and open-access work. Applicants are not expected to have experience in every area.

For the complete role description and further details, see [[WikiJournal User Group/Administrative officer]].

Those interested should reply in the '''[[Talk:WikiJournal User Group#Call for interest: Administrative Officer|Call for interest: Administrative Officer]]''' discussion by '''30 September 2026''', briefly describing their relevant experience, any connection to WikiJournal or related communities, and their general availability. Expressions of interest received later may still be considered if the position has not been filled. Recommendations of potentially suitable candidates are also welcome. 
[[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 20:00, 10 September 2026 (UTC)

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[[m:user:Trizek (WMF)|Trizek (WMF)]] 12:58, 15 September 2026 (UTC)
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== Wikidata Sitelink changes in Recent Changes and Watchlist ==
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Editors on group 1 wikis, including Wikiquote, Wikibooks, Wikiversity, Wikivoyage, and Wikisource, will no longer see notifications on [[Special:RecentChanges|Recent Changes]] and [[Special:Watchlist|Watchlist]] when a link to ''another'' language version of a page is added, removed, or changed in its Wikidata item. This change will begin on '''October 5 at 07:00 UTC''' as a two-week trial to reduce high-volume, low-value notifications and make higher-value changes easier to identify. Editors who rely on these notifications should be aware of the change and can share feedback or concerns on the [[m:Wikidata For Wikimedia Projects/Clearer Wikidata Edit Summaries/Hide Language Link edits|project]] or [[m:Talk:Wikidata_For_Wikimedia_Projects/Clearer_Wikidata_Edit_Summaries/Hide_Language_Link_edits|talk page]].&lt;br/&gt;Please reach out if you have any questions, thank you! -- [[User:Danny_Benjafield_(WMDE)|Danny Benjafield (WMDE)]] ([[User_talk:Danny_Benjafield_(WMDE)|talk]])  sent via [[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 12:42, 1 October 2026 (UTC)
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== Demote [[Wikiversity:CheckUser policy]]? ==
I am proposing that we demote that policy to a standard page, mostly for two reasons:
# Considering the few amount of custodians and the size of this wiki, I'd say that this project is considered too small to have any CUs, and relying on the stewards would be a more logical choice.
# We haven't elected two CUs in a few years.
[[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 20:53, 1 October 2026 (UTC)

:Reasonable. ―[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''&lt;span style=&quot;color:black&quot;&gt;v&lt;/span&gt;f&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 17:09, 4 October 2026 (UTC)
:I don't see much point in demoting it. Even if we are not currently (or recently) using the policy, it is there should a need ever arise. --[[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 18:24, 23 October 2026 (UTC)

== General Questions and Reference Questions  ==
&lt;p&gt;Hey everyone,&lt;/p&gt;
&lt;p&gt; My apologies in advance if these questions are oblivious or their responses readily apparent, but I figured I'd ask just to be safe.&lt;/p&gt;

&lt;p&gt; '''Questions'''&lt;/p&gt;
&lt;p&gt; 1. Should pages have inline citations and a reference section? A [[Fundamentals of Neuroscience/What is Neuroscience|majority of pages]] I have explored have neither, while [[Neurobiology of emotion|others have a more traditional approach to references]].&lt;/br&gt;
2. Are there widely-used templates for weasel-words, references, etc.? 

&lt;/p&gt;
'''CONTEXT''': I migrated from Wikipedia, so I'm not entirely sure what the norms/roc are here.&lt;/br&gt;

Thanks in advance,&lt;/br&gt;
[[User:SamLaxarox|SamLaxarox]] ([[User talk:SamLaxarox|discuss]] • [[Special:Contributions/SamLaxarox|contribs]]) 18:40, 12 October 2026 (UTC)

:You're asking fine questions. I posted {{tl|welcome}} to your talk page which I think will help you. To answer your direct questions:
:#This project spun out of [[:b:]] and both here and there, you can post original research. This does not mean that you can post just anything, so if you want to post an educational resource and you want to justify claims you make with inline citations, that's great. If you want to include a bibliography, that's also quite helpful for readers. Generally, the way that Wikiversity works in practice is that individual users make a resource and then tend to work on it solo and have broad latitude about what you can do and how it looks.
:#You can take al look at [[:Category:Templates]] and the subcat [[:Category:Maintenance templates]]. At Wikipedia, it's very common to point out issues with tone or uncited claims. That's not really as common here. We [[:d:Q7780480|do not have an equivalent]] of [[:w:en:Template:weasel]], but we do have a [[Template:Citation needed|local version]] of [[:w:en:Template:Citation needed]].
:―[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''&lt;span style=&quot;color:black&quot;&gt;v&lt;/span&gt;f&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 20:31, 12 October 2026 (UTC)
::Thanks for the heads up on both accounts; I'm happy to join forces with all y'all!
::[[User:SamLaxarox|SamLaxarox]] ([[User talk:SamLaxarox|discuss]] • [[Special:Contributions/SamLaxarox|contribs]]) 23:39, 12 October 2026 (UTC)

==Agent editors==
What about inviting agents to edit this wiki? And they would need a human being responsible for them. [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|discuss]] • [[Special:Contributions/Michael Ten|contribs]]) 06:31, 17 October 2026 (UTC)

== October 2026 Wikimedia Café: legal issues on Commons, and WMF Board selection process ==
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Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities in October. In a change from the usual Café practice, this month's sessions will have different topics. Anyone who meets the Café attendance criteria is welcome to attend either or both sessions.

Session A will happen on Saturday, 24 October 2026 at 15:00 UTC ([https://zonestamp.toolforge.org/1792854000 timestamp converter]), at a time friendly to the Americas, Africa, and Europe. This session will feature [https://meta.wikimedia.org/wiki/User:PBradley-WMF Wikimedia Foundation lawyer Phil Bradley-Schmieg]. We will discuss legal issues on Wikimedia Commons, including complexities of international law. (I am hoping that in a future month, a similar Café session will be offered at a time friendly to Asia and the Pacific.)

Session B will happen on Sunday, 25 October 2026 at 03:00 UTC ([https://zonestamp.toolforge.org/1792897200 timestamp converter]), at a time friendly to Asia and the Pacific, we will discuss [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections/2027/Proposed_eligibility_criteria proposed changes to how Wikimedia Foundation Board candidates are selected]. The latest proposals are much different from the earlier July 2026 proposals. The due date for feedback on current proposals is 27 October, and Wikimedians are welcome to participate on the [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_elections/2027/Proposed_eligibility_criteria proposal talk page] regardless of Café attendance.

Please see the [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Café] page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]!

To subscribe or unsubscribe for Café notices on your talk page please [https://meta.wikimedia.org/wiki/Global_message_delivery/Targets/Wikimedia_Caf%C3%A9 go here].
&lt;br /&gt;
[[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]&lt;/div&gt;
&lt;span style=&quot;white-space:nowrap;&quot;&gt;[[User:Pine|&lt;span style=&quot;color:#01796f; text-shadow:#00BFFF 0 0 1.0em&quot;&gt;༄ᨒ𖠰 Pine&lt;/span&gt;]] [[User talk:Pine|&lt;span style=&quot;color:DeepSkyBlue&quot;&gt;(&lt;b style=&quot;color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em&quot;&gt;✉&lt;/b&gt;)&lt;/span&gt;]]&lt;/span&gt; 06:22, 18 October 2026 (UTC)

== A new cosmological model ==
I would like to publish independent research that challenges the standard cosmological model. Does this fall within the scope of the &quot;Original research&quot; space? And what precautions should I take to ensure the page is not considered an inadmissible personal work, and is not open to modification by other users? [[User:Wb525|Wb525]] ([[User talk:Wb525|discuss]] • [[Special:Contributions/Wb525|contribs]]) 11:53, 20 October 2026 (UTC)
: This sounds like it could be [[Wikiversity:Original research|original research]]. Some things to note:
:* Sometimes what an author considers original research turns out to be original theory
:* Some qualities that may help to ensure viability: objectivity, use of simple language, careful use of peer-reviewed citations, and minimal use of genAI with careful attribution/acknowledgement if AI is used per [[Wikiversity:Artificial intelligence]]
:* Consider starting with a sub-page in user space e.g., [[User:Wb525/Subpage name]]
:* As an open knowledge project, Wikiversity content is openly editable by others
: -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:05, 20 October 2026 (UTC)

== Interface administrators policy==

This is a discussion of potential changes to [[Wikiversity:Interface administrators]] policy.

Please refer to: &quot;For now, Wikiversity does not have a need for permanent or long term interface administrators. Accordingly, interface administratorship may only be granted temporarily by bureaucrats (between 14 and 120 days based on discussion, at the discretion of that bureaucrat and perceived need).&quot; --[[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 05:14, 23 October 2026 (UTC)

=== Temporary rights duration ===
I propose that temporary rights be granted for a duration of from one day to one year. (to conform with selections in [[Special:UserRights]] in the pull down menus.) --[[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 05:14, 23 October 2026 (UTC)
==== Discussion ====
*{{support}} ―[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''&lt;span style=&quot;color:black&quot;&gt;v&lt;/span&gt;f&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 13:56, 23 October 2026 (UTC)
* {{support}}. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 14:56, 23 October 2026 (UTC)
* {{support}} as proposer.--[[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 16:30, 23 October 2026 (UTC)
* {{neutral}}; if we're changing the time period again, this time to align with the drop-down options, then I suggest that the policy require that nominators request one of the following time-frames supported by a corresponding plan of work:
** 1 day
** 1 week
** 1 month
** 3 months
** 6 months
** 1 year
: -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 02:01, 25 October 2026 (UTC)
::Yes, that was my intent. I agree that a nom should request a duration with a &quot;corresponding plan of work.&quot; [[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 04:17, 28 October 2026 (UTC)
* {{support}} sensible proposal. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 15:20, 29 October 2026 (UTC)

=== Temporary rights extention ===
I propose that we clarify that temporary rights can be extended. If the community approves of an extension, it can be granted more than once. The temporary rights can repeatedly be extended, for new temporary durations. --[[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 05:14, 23 October 2026 (UTC)
==== Discussion ====
*{{support}} ―[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''&lt;span style=&quot;color:black&quot;&gt;v&lt;/span&gt;f&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 13:56, 23 October 2026 (UTC)
* {{support}} for more than one extension. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 14:56, 23 October 2026 (UTC)
* {{support}} as proposer. --[[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 16:30, 23 October 2026 (UTC)
* {{Neutral}} because I'm not sure what the practical difference is between applying for an extension and applying for the right. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 02:04, 25 October 2026 (UTC)
*: On a nomination or IA request, a member may question what timeframe a candidate may request, or the candidate may state what timeframe they need for IA rights. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 02:51, 25 October 2026 (UTC)

=== Permanent IA ===
There has been a suggestion of permanent IA rights. Another suggestion is that there should be at least two members with such rights. Please express your preference. --[[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 05:14, 23 October 2026 (UTC)
==== Discussion ====
*{{support}} ―[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''&lt;span style=&quot;color:black&quot;&gt;v&lt;/span&gt;f&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 13:56, 23 October 2026 (UTC)
* {{support}} for having at least two members because there shouldn't be only one. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 13:59, 23 October 2026 (UTC)
* Conditional {{support}} with the understanding that there be a minimum of 2 (if only 1 is remaining, the other perm is set to temp until a 2nd becomes active) and perm can only be granted after having a temp. I also think a perm nom should have a requirement to demonstrate need - for example show activity logs so that the community can assess that IA is needed long term. --[[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 17:55, 23 October 2026 (UTC)
*: You mean that we may have at least 2 permanent IAs, but if one is removed, the other one's is set to temporary until another IA is appointed, makes sense? [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 20:34, 23 October 2026 (UTC)
*::Yes, I meant that if the second IA is no longer active, the remaining IA would be reset to 1 year temporary. That should give enough time to find a second perm IA. That 1 year could be extended, if it takes more time to find a second. --[[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 04:15, 24 October 2026 (UTC)
*:::Once the community approves a perm IA, there is no need to renominate. A crat can just reset the time to temp until the conditions are met, and reset to perm when we have two or more. --[[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 04:25, 24 October 2026 (UTC)
* {{Neutral}}. Perhaps if there are users who make effective use of IA rights across multiple temporary periods, permanent rights could be useful. My hunch is that is unlikely in the foreseeable future for en.wv to manifest two users who simultaneously maintain that level of engagement. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 02:09, 25 October 2026 (UTC)

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      <text bytes="27194" sha1="efwe7brlxppuclw2q3w5a53t453a4bk" xml:space="preserve">[[Theology as Seen in Prophets and Psalms/Study Guide for Final Exam|Theology]] as Seen in Prophets and Psalms

Primitive and Classical Prophecy- 


This is not a crib note and is not a time to just drag and drop massive chunks of text. Read what is here and make improvements.  

Don't just look and learn. Leave some insight. 

[[/Study Guide for Final Exam/]]

'''Memorizing The Order of the Book of Twelve'''

Lets face it, most of us know the Books, but its not unusual to have a blank moment, especially during a time of stress.  Therefore, compliments of Pastor Hal Seed of the New Song Community Church, here's a mnemonic device to help.  &quot;HoJo A OJo, MiNa, HaZe, HaZe Ma&quot;  We get that from putting together the first syllables of each of the minor prophets: “Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, Malachi.”

:[[/Nature of Prophets and Prophecy/]]
:[[/Shape of Prophetic Corpus/]]
:[[/Prophecy and Old Testament Narrative Material/]]
:[[/Justice and Early Capitalism/]]
:[[/Hosea's Wife of Whoredom/]]
:[[/Destiny of Zion/]]

'''Ephraimite Prophecy-'''

This line runs from the Elohist narrative strand in the Pentateuch, deemed to have originated in the kingdom of Samaria, through prophetic and Levitical groups that opposed the monarchy throughout the history of the same kingdom, then to Hosea, Jeremiah, and the Deuteronomic program. They elevated the role and person of Moses as the first and paradigmatic prophet mediator.

'''Judean Prophecy-'''

Judean tradition is that of the south.  The focus is on the Davinic line and a support of the kingship. The first prophets of this tradition would be Gad and Nathan. Amos, Isaiah, and other pre-exilic, exilic, and postexilic figures in the Latter Prophets with the exception of Hosea and Jeremiah were all Judean Prophets. There is a seperation between urban &quot;Jerusalem&quot; focused and more regional &quot;Judea&quot; focus.  By in large the writing is characterized by support of the Davidic monarchy and emphasis on Jerusalem. Another distinction is that the prophet's message is a form of teaching. Finally, although the Judean tradition has a distinctive speech their phophets were more diverse and distinct from one another. 

'''nâbî-'''

nâbî’, is the most frequent Old Testament term for prophet. The root is “to bubble up, to pour forth.” In action it &quot;is to call, to announce or to be called&quot;. The term is vague and a lot can be read or written on variations. In short a nâbî’ seems to be “a called one” who prophesies, that is, “speaks forth” oracles. The words are divine oracles, in which the deity speaks in the first person (Hosea 11:1-7) or prophetic sayings, in which Yahweh speaks in the third person (Mic. 3:5-8.). On page 28 Blenkinsopp identifies other ways that the root is manipulated in Hebrew.  For example, in the hithpael prophesizing is a wild uncontrolled behavior.

The message formula “Thus says Yahweh” (or its equivalent) reinforce the idea that nâbî are God's messengers or spokesman. Like a modern press secretary.

Speaking of modern comparisons, I came up with a few. A &quot;Libertarian&quot; would be an Ephramite Prophet supporting the &quot;Northern Kingdom&quot; and to seek to minimize or even abolish the moonarcy.  A &quot;Federalist&quot; would be a Judean Prophet supporting the Southern Kingdom and the Davinic Line. A &quot;Lobbyist&quot; would be a Professional Prophet in that he/she is a paid spokesperson of god in the service of ruling powers. And finally, a &quot;Blogger&quot; would be a modern type of the Amateur Prophet in that his/her alliances, qualities and validity are untested. 

As an interesting correlation the republican party of Abraham Lincoln was dominant in the north and the south resembled a feudal monarchy.  Like a modern lobbyist many powers of ancient times (Baal worshipers, the king, the queen) could have their own paid prophets.  These prophets served much the same purpose.  They served to put a noble legitimizing spin on the highest bidder. The grass roots blogger can make his/her cause seem good but like the amateur prophet is outside the established power structure. 

 
'''Mari-''' 

(modern Tell Hariri, Syria) A Mari text (No. 216 byw) contains the earliest clear example of a derivation of the Hebrew nâbî. Similar to the description of Micaiah in 1 Kings 22, having the role of diviner or omen-giver. Mari was an ancient Sumerian and Amorite city, located 11 kilometers north-west of the modern town of Abu Kamal on the western bank of Euphrates River. Blenkinsopp refers to Mari (ref notes) as evidence that prophecy was not limited to Isreal. p41. Again on p. 101 Blenkinsopp references Mari vis-a-vis Mari extatics. Anyone that has a clue what Blenkinsopp is insinuating would please comment. If Zimrilim was king of Mari from about 1779 to 1757 BCE then I do not see a connection to Isaiah and Hezikiah. Do you?  


The inhabitants of Mari worshiped a vast array of Sumerians gods and goddesses. Dagan, the deity of storms, had an entire temple dedicated to him, as did Ishtar, the goddess of fertility, and Shamash, the Sun god. Shamash was believed to be all-knowing and all-seeing, and in many seals he is seen standing between two large doors. According to the Epic of Gilgamesh, these doors are between Mount Mashu, and are the eastern doors to heaven. Through Mari's extensive trade network, Sumerian gods and goddesses were taken to non-Sumerian cities such as Ebla and Ugarit and incorporated into their native religions. Deborah, prophet and judge, also represented as a &quot;mother in Israel&quot;(Judg.5:7), passed on prophetic messages concerned with military activity in the manner of the female &quot;prophets&quot; of Mari.

'''Deir Alla-''' 

This is where an ink inscription was found that speaks of the prophecy of Balaam. In 1967, the ink on plaser inscription provides an extra biblical account of phophets in anchient times.  The prophecy writen is not biblical. It seems to be an oracle of doom.  Yet, Balaam is the first Old Testament prophet to be identified in an inscription. Deir Alla was the first Bronze Age city excavated in Jordan. http://ccat.sas.upenn.edu/~humm/Resources/OT/balaam.html

'''Justice and Righteousness-'''

These twinned concepts (Hebrew mispat, sedaqa) connote the maintenance of right order, of societal structures, and judicial procedures respectful of the rights of all classes. The critical prophet is saying that a society that neglects that order, even one in which religious practice flourishes, does not deserve to survive. These terms are a reference for God's order for the world.

'''Urim and Tummin-'''
 [[/Source One | Source One]] vs [[/Source Two | Source Two]]

These are sources of knowledge Urim means &quot;light,&quot; and Thummim &quot;perfection.&quot; There are two gynormous &quot;text drops&quot; above that don't serve much purpose at this point. If you can expand on the idea that the Isrealites had a form of divination that was directed through the Umin and Tummin which is/are something(s) that we have no agreement of what they is/are then please write it in here.  It seems to me from the reading that these items were either two physical tools (plural) given by God or a skill (singular) imparted by God.   

My opinion which is better expressed in an essay is that Urim and Thummim were gifts of the Holy Spirit that worked through prophets and priests throughout the Old Testament.

'''Message Formula-''' 

The message formula is an introduction that keys the reader that an oracle or message from God is about to come. “Thus says Yahweh” (or its equivalent). This can be God speaking in the first person. &quot;Thus saith the Lord '...'&quot; or in the third person &quot;The lord told me he will...&quot; 

So, a message formula indicates that it is the word of God. Message formulas can also be &quot;For the Lord has spoken&quot; Isa 1:2 There are also literary ways that act to inform the reader that God is speaking. Note that Isa 5:1 is God in first person. In this example there is no message formula but it is clear that God is speaking as evidenced in Isa 5:7. 


'''Sigmond Mowinckel-'''

(Norway, August 4, 1884 died 1965) was one of the world's most significant Psalms scholars. He was educated at the University of Oslo and from 1917 onwards he was a lecturer there. From the 1920s Mowinckel headed a school of thought on the Psalms which sometimes clashed with the Form Critical conclusions of Hermann Gunkel. In broad terms, Gunkel strongly advocated a view of the Psalms which focused on the two notable names for God occurring therein: Yahweh (JHWH sometimes called tetragrammaton) and Elohim. The schools of Psalm writing springing therefrom were termed &quot;Yahwist&quot; and &quot;Elohist&quot;.Mowinckel's approach to the Psalms differed quite a bit from Gunkel's. Mowinckel explained the psalms as wholly cultic both in origin and in intention. 

He attempted to relate more than 40 psalms to a hypothetical autumnal New Year festival.The greatest danger in the study of Israelite cultic life is one-sidedness and the imposition of uniformity on the presentation of the procedures used in worship.This problematic trend was started by Mowinckel's hypothesis that there was an enthronement festival of Yahweh.A student of Hermann Gunkel and also considered one of the most prolific and imaginitive contributers to Old Testament studies of the 20th century.Applied Gunkel's conclusions about the original and characteristic forms of prophetic speech to Jeremiah.In this study he distinguished between the original sayings of the prophet;poetic oracles,most of which are found in Jeremiah 1-25(sourceA):stories about the prophet(B);speeches or sermons in the DTR style scattered throughout the book(C);and the so-called Book of Consolation(chapters 30-31),the last edition to the book. Mowinckel, therefore, continued in the 19th century tradition of source criticism, though now based on a certain understanding of the unique character of prophetic consciousness.


'''Baal-''' 
&quot;The name of many deities of the Semitic people&quot; 

Ba'al, lit. &quot;owner, master, lord,&quot; from ba'al &quot;he took possession of,&quot; also &quot;he married;&quot; related to Akkad. Belu (source of Heb. Bel), name of Marduk. Also related to the first element in Beelzebub. Used figuratively for any &quot;false god.&quot; The name appropriated to the principal male god of the Phoenicians. It is found in several places in the plural BAALIM (Judg. 2:11; 10:10; 1 Kings 18:18; Jer. 2:23; Hos. 2:17). 

Baal is identified with Molech (Jer. 19:5). It was known to the Israelites as Baal-peor (Num. 25:3; Deut. 4:3), was worshipped till the time of Samuel (1 Sam 7:4), and was afterwards the religion of the ten tribes in the time of Ahab (1 Kings 16:31-33; 18:19, 22). It prevailed also for a time in the kingdom of Judah (2 Kings 8:27; comp. 11:18; 16:3; 2 Chr. 28:2), till finally put an end to by the severe discipline of the Captivity (Zeph. 1:4-6). The priests of Baal were in great numbers (1 Kings 18:19), and of various classes (2 Kings 10:19). Their mode of offering sacrifices is described in 1 Kings 18:25-29. 

The sun-god, under the general title of Baal, or &quot;lord,&quot; was the chief object of worship of the Canaanites. Each locality had its special Baal, and the various local Baals were summed up under the name of Baalim, or &quot;lords.&quot; Each Baal had a wife, who was a colourless reflection of himself.Also identified in relation to Mount Zaphon. In Syro-Phoenicia,north of ancient Ugarit,stood the holy mountain on which, according to ancient Syrian tradition the Baal of Heaven(b'l spn)was enthroned as the &quot;highest god&quot;.

'''Early Capitalism-'''

Amos 2:6-8 This is an indictment on the economy of Israel.Amos speaks of the social injustice occurring in the land which is a model of early capitalism.The people are using the system for personal gain and not following the covenant deal where all the people were promised land ownership.Also addressed are the economic violations of loans and pledges.

'''Josiah-''' http://www.youtube.com/watch?v=O0VLy_1CxWY&amp;feature=PlayList&amp;p=95C15D698FD44EB6&amp;playnext=1&amp;index=6- 

'''Rîb Pattern-''' http://www.sbl-site.org/assets/pdfs/JBL1233.pdf Note pages 401-424
rîb is a divine lawsuit. The structure of the lawsuit gives indication as to what it is that motivates the prophet. Is the rîb a covenant or is it an indictment. The manner that this lawsuit is presented is the key. Therefore the rîb pattern is a structured analysis of a prophetic work based on a legal attack. The example I found was done by I. G. Ernest Wright. Wright first provides a structural analysis of Moses' Farewell Song. These are either &quot;thought units&quot; or steps in a divine lawsuit.
#.	Introduction (Deut 32:1–6) 
#.	Appeal to mighty acts of God (vv. 7–14) 
#.	Indictment (vv. 15–18) 
#.	Sentence or penalty (vv. 19–29) 
#.	Poet’s assurance of salvation (vv. 30–38) 
#.	The Word of YHWH confirming poet’s hope (vv. 39–42) 
#.	Poet’s final exhortation to praise (v. 43) 

This is the divine lawsuit, or rîb. Wright identifies three things: summons to witnesses v1, indictment v15–18 and verdict v19–29.

Huffmon’s outline of the form of rîb pattern
#.	I. Description of the scene of judgment 
#.	II. Speech of plaintiff 
#.	A. Heaven and earth appointed judges 
#.	B. Summons to defendant (or judges) 
#.	C.Address in second person to the defendant 
#.	1. Accusation in question form to defendant 
#.	2. Refutation of defendant’s possible arguments 
#.	3. Specific indictment 

'''Syro-Ephramite War-'''
The opening verses of Isa 7 set the historical scene in which the Lord gives a message to Isaiah to pass on to Ahaz. It is the Syro-Ephraimite War. The kings of Israel and Syria have decided to wage war against Judah because Judah won't join them to fight the great empire Assyria. When the King of Judah, Ahaz, heard that the above kings wanted to wage war against him, the people and king were afraid. Isaiah's message to Ahaz addresses this fear and tells the King to trust God, because neither the King of Syria nor the King of Israel will survive in the future. 

Both kingdoms will be overcome by Assyria (Isa 7:3-9). The lectionary reading begins with the Lord addressing Ahaz directly (Isa 7:10). The narrator invites us into the text with the ensuing dialogue between God and Ahaz. We are not told why God begins with the command for Ahaz to ask a sign of God. It appears to have little relationship to the prophecy immediately before these verses. 

However, Ahaz is to ask for a sign, no matter how difficult. Ahaz refuses, which is quite congruent with other messages in the Old Testament, that is, one does not put the Lord to the test (Exod 17:7, Ps 78:18, 41). God's response to Ahaz's refusal is one of resignation and frustration (v.13) and 'therefore' in v.14 tells us that God is going ahead despite Ahaz's inability to be obedient. The sign will be a young woman, in Hebrew this does not necessarily mean a virgin. 

The traditional interpretation is 'virgin'. This not as clear as we would like but it has come down to us that way. An alternative or message that would have had meaning to Ahaz in his time would have the young woman as one of the king's consorts, known at the court and pregnant. The name given to the unborn child by Isaiah is, 'God with us'. Isaiah then predics that While he is yet a child, the lands of Syria and Israel will be deserted and the Syro-Ephraimite War would end.  Map http://en.wikipedia.org/wiki/File:Syro-Ephraimite_War.jpg

'''Sennacherib-'''
d. 681 B.C., king of Assyria (705-681 B.C.). The son of Sargon, Sennacherib spent most of his reign fighting to maintain the empire established by his father. It is difficult to determine the exact sequence of his conquests, but his first campaign seems to have been waged against Babylonia. Later he marched against an uprising of the western nations (Phoenicia, Judah, and Philistia), who were supported by Egypt. He defeated the Egyptians at Eltekeh (701 B.C.) and prepared to take Jerusalem. Isaiah had warned Hezekiah not to join the uprising against Assyria, but the king had refused the advice. 

Thus, Sennacherib destroyed many Judaean cities and besieged Jerusalem, forcing the king to pay a heavy tribute. Hezekiah built the famous Siloam Tunnel when the water supply was threatened by the approach of the Assyrian forces. Disturbances in Babylonia called the king to that area, and he waged a naval campaign against the Chaldaeans. He laid Elam waste and finally fought both the Chaldaeans and the Elamites at the battle of Halulina (Khaluli; c.691 B.C.). The exact outcome of the battle is uncertain. Two years later Sennacherib captured and destroyed Babylon. He constructed canals and aqueducts and built a magnificent palace at Nineveh. 

Two of his sons, jealous of their brother Esar-haddon, murdered Sennacherib. Esar-haddon succeeded to the throne. According to DTR historian Sennacherib was chosen by Yaweh to bring judgment on Judah. The king even claimed to have received an oracle from Yaweh commanding him to destroy the Judean kingdom. Isaiah describes Sennecherib and the Assyrian army as a tool in the hands of God to bring judgment.

'''Julius Wellhausen-'''

Wellhausen described the prophets as the founders of ethical monotheism and the true pioneers behind Israel's faith. Even so, he offered no detailed interpretation, or explanation, of this view. This may be because he perceived the prophets as inspired revolutionary spirits focused only zeal for reform and spiritual renewal.Wellhausen was famous for his critical investigations into Old Testament history and the composition of the Hexateuch, the uncompromising scientific attitude he adopted in testing its problems bringing him into antagonism with the older school of biblical interpreters. He is perhaps most well-known for his Prolegomena zur Geschichte Israels of 1883 (first published 1878 as Geschichte Israels), in which he advanced a definitive formulation of the Documentary hypothesis, arguing that the Torah or Pentateuch had its origins in a redaction of four originally independent texts dating from several centuries after the time of Moses, their traditional author. Wellhausen's hypothesis remained the dominant paradigm for Pentateuchal studies until the last quarter of the 20th century, when it began to be challenged by scholars who saw more and more hands at work in the Torah, ascribing them to periods even later than Wellhausen had proposed.


'''Herman Gunkel-'''(1862-1932) was a German Protestant Old Testament scholar. He is noted for his contribution to form criticism and the study of oral tradition in biblical texts. He was an outstanding representative of the &quot;History of Religion School.Hermann Gunkel felt that the prophets represented the apex of Israelite religion. Not only in terms of religious ideas and a drive for religious ideology but in their communion with God. For him prophetic ecstasy was part of how they received their messages. He perceived the prophets as preachers. He applied his form critical method to the study of the prophets by analyzing their speech forms. The prophets as primarily spoke and their words were recorded by subsequent generations.Gunkel became an outstanding representative of the &quot;History of Religions School&quot; (die religionsgeschichtliche Schule), which addressed the history of traditions behind the biblical text. In addition to Gunkel, the original group also included Albert Eichhorn, William Wrede, Wilhelm Bousset, Johannes Weiss, Ernst Troeltsch, Wilhelm Heitmüller, and P. Wernle. In the beginning they were primarily concerned with the origins of Christianity, but this interest eventually broadened to include the historical backgrounds of ancient Israelite and other Near Eastern religions.His &quot;Creation and Chaos in the Beginning and at the End of Time&quot;(1895) compared the biblical creation/destruction myths from Genesis 1 to Revelation 12. His most important work was probably his commentary on Genesis (1901), in which he applied to that book the new critical methodology of source criticism. Source criticism was based on identifying and examining the genres used in the text to reach the &quot;literary history&quot; behind them, on the assumption that each form belonged to a quite definite 'setting in life' (Sitz im Leben); in this way, Gunkel and his circle believed, the previous history of a written biblical text could be reconstructed in terms of its social and liturgical setting. Nineteenth-century source criticism had examined texts on the grounds of style, vocabulary, and other criteria to identify distinctive theological and religious outlooks and thus separate the text into its original sources; source criticism, because it offered a way of going beyond the text, became immensely influential in Germany and Europe for much of the 20th century, being used and developed by important scholars such as Martin Noth. 


'''Max Weber-'''(21 April 1864 – 14 June 1920) was a German political economist and sociologist who was considered one of the founders of the modern study of sociology and public administration. He began his career at the University of Berlin, and later worked at the universities of Freiburg, Heidelberg, and Munich.Weber's major works deal with rationalization in sociology of religion and government. His most famous work is his essay The Protestant Ethic and the Spirit of Capitalism, which began his work in the sociology of religion. In this work, Weber argued that religion was one of the non-exclusive reasons for the different ways the cultures of the Occident and the Orient have developed, and stressed importance of particular characteristics of ascetic Protestantism which led to the development of capitalism, bureaucracy and the rational-legal state in the West. In another major work, Politics as a Vocation, Weber defined the state as an entity which claims a monopoly on the legitimate use of physical force, a definition that became pivotal to the study of modern Western political science. His analysis of bureaucracy in his Economy and Society is still central to the modern study of organizations. His most known contributions are often referred to as the 'Weber Thesis'.Max Weber’s book Ancient Judaism deals with Sociology of Law and the Analysis of Israelite Law Codes and Types of Prophetic Legitimation: Traditional, Charismatic and Rational-legal Authority. [[The Sociology of Religion.]]After Weber's immense productivity in the early 1890s, he did not publish a single paper between early 1898 and late 1902, finally resigning his professorship in fall 1903. Freed from those obligations, in that year he accepted a position as associate editor of the Archives for Social Science and Social Welfare next to his colleagues Edgar Jaffé and Werner Sombart. In 1904, Weber began to publish some of his most seminal papers in this journal, notably his essay The Protestant Ethic and the Spirit of Capitalism. It became his most famous work, and laid the foundations for his later research on the impact of cultures and religions on the development of economic systems. This essay was the only one of his works that was published as a book during his lifetime.

'''Mesha Stella-''' 

http://christiananswers.net/q-abr/abr-a019.html A history carved in stone. Much better known as 

The Mesha Inscription or Moabite Stone. It was discovered in Dhiban, Jordan, in 1868.
Record of a campaign that must have taken place between 848 and 841 BC, the only time when Joram and Jehoshaphat were both on the throne. These combined forces to attempt to bring Moab back under Israelite control. They attacked from the south and had some success. When they tried to dislodge the Moab King Mesha from Kir Hareseth, Mesha sacrificed his oldest son on the ramparts of the city and rallied his people. Although the whole campaign met with some success, it appears that Moab retained its independence. This is confirmed by the Mesha Inscription.

'''Hepatoscopy-'''

Ez.21:21 A form of aruspicy (Prognostication by inspection of the entrails of victims slain sacrifice). This systematic examination of the liver of an animals was practiced among the Babylonians, Greeks, Romans, etc., of the ancient world, and it is still in vogue in Borneo, Burma and Uganda. We have no evidence that it was practiced among the Israelites, for in the above passage it is the king of Babylon (Nebuchadnezzar) who is said to have &quot;looked in the liver.&quot;

'''Deuteronomistic History-'''

Composed in the mid-sixth century BCE. The distinct resemblances in content and form between the
Deuteronomistic editing in Joshua–Kings, on the one hand, and in Jeremiah, on the other. It may have been the work of a single person, who prepared an extensive composition describing the history of Israel from Moses to Jeremiah. 

Deuteronomy serves as an introduction to the DH and the Book of Jeremiah concludes it. In Deuteronomy the path was delineated and norms were determined. The main body of Joshua–Kings records the ups and downs in Israel’s relationship with God. The Book of Jeremiah, is the epiloge and it focuses on the destruction of the Temple and the Exile.  This is an attempt to
explain the events and inform the exiles of the message of redemption. [[Other views]]

The writer of DH is refered to as the Deuteronomist [=Dtr].  He/she presents the history of the relationship between Israel and God as intricate and complex, involving sin, repentance, and forgiveness. The message is one of hope and consolation: the merciful God, who has made an everlasting bond between himself and His elected people, forgave them in the past and he will forgive them in the future. The Exile did not mean the end of relations between God and His people. On the contrary, the Lord will rescue them and return them to their land, at the end of the epoch of the “70 years” (Jer 25,11-12; 29,10)

'''Rechabite-'''

The descendants of Rechab through Jonadab or Jehonadab. They belonged to the Kenites, who accompanied the children of Israel into the holy land, and dwelt among them. Moses married a Kenite wife,(Jdg.1:16) and Jael was the wife of &quot;Heber the Kenite&quot;.(Jdg.4:17) Saul also showed kindness to the Kenites.(ISam.15:6) The main body of the Kenites dwelt in cities, and adopted settled habits of life;(ISam30:29) but Jehonadab forbade his descendants to drink wine or to live in cities. They were commanded to lead always a nomad life. They adhered to the law laid down by Jonadab, and were noted for their fidelity to the old-established custom of their family in the days of Jeremiah; and this feature of their character is referred to by the prophet for the purpose of giving point to his own exhortation.(Neh.3:14,IChron.2:55)

== Essays ==
Give an answer - Use the thought of the other essays or disagree.
* Discuss: [[/The nature and purpose of prophecy in the ancient near east/]]
* Discuss: [[/The criteria for &quot;true&quot; prophecy in Israel/]]
* Discuss: [[/The Eighth century historical situation and how the prophets addressed it/]]
* Discuss: [[/The logic of Amos' vision/]]
* Discuss: [[/The theological message of the book of Hosea/]]

[[Category:Biblical studies]]</text>
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    <title>Mesopotamian civilization</title>
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      <text bytes="8796" sha1="ed2sywt1zhmew2jbh7bfbtr5e6349gq" xml:space="preserve">==Historical Overview==
Mesopotamian civilizations include the following:  [[Wikipedia:Sumer|Sumer]] (4500 BCE - 1750 BCE), [[Wikipedia:Akkadian Empire|Akkad]] (2334 - 2154 BCE), [[Wikipedia:Babylonia|Babylonia]] (1750 - 1531) and [[Wikipedia:Assyria|Assyria]] (25th or early–23th century BC to 608 BC).

==Religious Beliefs==


The Sumerian word for God was ''bhogoban'' .They saw these entities as immortal and supreme.  Though invisible to the naked eye, they nonetheless had their own laws that they had to abide by, lest their universe be destroyed.  They also believed in a Hierarchy of gods.  There were seven gods who decreed the fates, and below them, fifty deities known as the &quot;Great Gods&quot;.
Little is known about how the Sumerians believed. [[Wikipedia:Cosmogony|cosmogony]].  Sumerian mythology has no connection to it's rituals (9:  144).  Sumerian mythology describes the origins of their Gods, along with their families, personalities, emotions, and various acts attributed to them (9:  144).  Ritual, while important to the Sumerians, was a wholly separate action from their mythological beliefs (9:  144).

====Gods====
=====Major Gods=====
Seven gods who decreed the fates...&lt;br&gt;d
1.) '''An or Anu:'''  Father of the Gods, God of the Heavens. &lt;br&gt;
2.) '''Enlil:'''  King of the Gods whose name means &quot;Lord Sky&quot; or &quot;God of Air&quot;.  Enlil was associated with the city of Nippur and his temple was ''Ekur''or &quot;House of the Mountain.&quot; &lt;br&gt;
3.) '''Enki:'''  Royal vizier and God of the Fresh water.  His name means &quot;Lord Earth&quot;.  He was also the god of wisdom and the bringer of the '''''Me''''', or the spirit of civilization.  His mother was '''Nammu''', Goddess of the Primordial sea.  Enki's associated city was Eridu and his temple was ''E-abzu'' or ''E-en-gur-a'', which means &quot;House of the Subterranean Waters&quot;. &lt;br&gt;
4.) '''Ninhursag:'''  The Goddess of Nature and Enki's wife.  She was the Ultimate mother goddess.  Another name for her was Ninmah.  Some Assyriologists think she was originally Ki, mother of the gods.  Her temple was ''Esagila'', located in Eridu.  &lt;br&gt;
[[file:Ishtar vase Louvre AO17000-detail.jpg|thumb|150px|Inanna on the Ishtar Vase]]
5.) '''Nanna:'''  God of the moon, sometimes called Nanna-Suen.  Father of Utu and Inanna.  The Akkadians knew him as Sin.  Nanna was associated with the city Ur and his temple was called ''E-gish-shir-gal'' or &quot;House of the Great Light&quot;. &lt;br&gt;
6.) '''Utu:'''  God of the Sun.  In some source material he is known as Inanna's twin brother.  Because he saw all before him, he was also known as the god of justice.  It is said that when the sun set, Utu went into the Underworld to decree the Fates of the Dead.  His temples were called ''E-babbar'' or the &quot;White House&quot; and were located in Sippar, Akkad, and Larsa in Southern Sumer.    &lt;br&gt;
7.) '''Inanna:'''  Goddess of War, Fertility, Sex and Holy Prostitution.  She once got Enki drunk and stole the 100 '''''Me''''' from him.  The planet Venus was associated with her.  Inanna's holy city was Uruk and her main temple was ''Eanna'' or &quot;House of Heaven&quot;, or &quot;An&quot;. &lt;br&gt;

=====Underworld Gods=====
[[File:Lilith Periodo de Isin Larsa y Babilonia.JPG|200px|thumb|[[Wikipedia:Burney Relief|Burney Relief]]]]
*'''Erishkigal:'''  Inanna's sister and bitter rival.  She was queen of the Underworld, sometimes called Kigal or Kur.  She was once known to be beautiful if severe.  Originally married to the Great Bull of Heaven, Gugalana, her husband was killed by Gilgamesh and Enkidu when Inanna's advances were rejected by Gilgamesh.  In a fit of pique, Inanna begged Enlil to release the Bull of Heaven to wreak havoc upon Gilgamesh and his city.  After his death, Gilgamesh served as one of the judges in the Underworld. &lt;br&gt;
*'''Dumuzi:'''  Deified King who spent half the year in the Underworld and half the year with Inanna, his consort.
*'''Gilgamesh:'''  Deified king, who upon his death, took his place as one of the Underworld's Gods.
*'''Namtar:'''  Minister of Ereshkigal.  In one telling of a myth, he was the son of Enlil and Ninlil.  He shares his name with a demon of the nether world, a harbinger of death.  In Sumerian, his name meant &quot;fate&quot; or &quot;destiny&quot;  (1:  134)
*'''Ningishzida:'''  Son of Ninazu.  His name means &quot;Lord of the Good Tree&quot;.  He is mentioned as a guardians of over the demons of the Underworld.  There is a story where he and Dumuzi are guarding the Gates to Heaven, to Anu, from a mortal named Adapa.  From Adapa's reaction, it is highly unusual for Ningishzida to be seen out of the Underworld.  His symbol and beast was the horned snake or dragon bašmu and his constellation was the Hydra (1:  138-140).

=====Minor Gods=====
*'''Ashnan:'''  Goddess of Grain and Vegetables (10:  173)
*'''Enkimdu:'''  Enlil's Farmer, God of &quot;plow, yoke and furrow&quot; (10:  173)
*'''Geshtinanna:'''  Sister of Dumuzi who spent half the year in the Underworld and half the year in the Mortal realms.  She was a &quot;divine poetess, singer and interpreter of dreams&quot; (10:  157).
*'''Ishkur:'''  God of Storms...(10:  173)
*'''Kulla:'''  Brick God in charge of pick axes and brick molds (10:  173).  
*'''Mushdamma:'''  &quot;Great Builder of Enlil&quot; who protects Enlil's temples (10:  173).  
*'''Nanshe:'''  Goddess of Justice and interpreter of dreams.  Married to '''Haia'''.  She also watched over Widows and Orphans (10:  124, 130).
*'''Nidaba:'''  Patroness of Schools, Goddess of Writing and Accounts.  Attendant deity to Nanshe (10:  125).
*'''Nindub:'''  God of Architects.
*'''Ningal:'''  Wife to Nanna.  
*'''Ningirsu:'''  Nanshe's Brother, married to Bau, God of Rain, Irrigation and Fertility.  Some scholars liken him to Ninurta.    
*'''Ninkasi:'''  Her name literally means &quot;The Lady who fills the mouth.&quot;  She was a goddess of beer preparation. (10: 111) 
*'''Ninkilim:'''  Farmers prayed to this goddess to keep their fields free of mice and vermin.  (10: 106)
*'''Ninlil:'''  Wife to Enlil.  She and Enlil, in one myth, were the parents of Nanna, God of the Moon.  Her parents are said to be Haia, God of Grain Stores and Ninshebargunu or Nidaba, Goddess of Barley.  Ninlil means Lady Wind.  She was also seen as a mother Goddess and was quite warm and welcoming.  (9:  99)  
*'''Ninurta:'''  God of the Stormy South Wind, the wind of fire and disease (10:  151).  Some scholars liken him to Ningirsu.
*'''Siduri:'''  Barkeep and Wise one whom Gilgamesh meets on his way to meet Utnapishtim or Ziusudra, an Immortal who survived the flood.
By jayant Sharma
St.georges college, Agra

===Akkadian===
====Mythology====
====Gods====
=====Major Gods=====
'''Ishtar:'''  Goddess of Sex, War, Fertility and Holy Prostitution.  She is the Akkadian variant of Inanna.&lt;br&gt;
'''Šamaš:'''  Pronounced Shamash.  Sun god of the Akkadians.&lt;br&gt;

=====Minor Gods=====

===Babylonian===
====Mythology====
====Gods====
=====Major Gods=====
=====Minor Gods=====
===Assyrian===
====Mythology====
====Gods====
=====Major Gods=====
=====Minor Gods=====
==Magic and Superstitions==
===Sumer===
===Akkad===
===Babylonia===
===Assyria===

==Culture==
===Sumer===
===Akkad===
===Babylonia===
===Assyria===
==Medicine and Science==
===Sumer===
===Akkad===
===Babylonia===
===Assyria===
==Source Material==
===On Mesopotamia===
1.  Black, Jeremy and Green, Anthony.  ''Gods, Demons and Symbols of Ancient Mesopotamia''.  University of Texas Press, Austin, TX.  1992.  {{ISBN|978-0-292-70794-8}}&lt;br&gt; 
2.  Bottéro, Jean.  ''Everyday Life in Ancient Mesopotamia''.  John Hopkins University Press, Baltimore, MD.  2001.  {{ISBN|9780801868627}}&lt;br&gt; 
3.  Bottéro, Jean.  ''Mesopotamia:  Writing, Reasoning and the Gods''.  University of Chicago Press, Chicago, IL.  1992.  {{ISBN|0-226-06727-0}}.&lt;br&gt; 
4.  Bottéro, Jean.  ''Religion in Ancient Mesopotamia''.  University of Chicago Press, Chicago, IL.  2004.  {{ISBN|978-0-226-06718-6}}&lt;br&gt; 
5.  Edited by Bottéro, Jean.  Cassin, Elena.  Vercoutter, Jean.  ''The Near East:  The Early Civilizations''.  Delacorte Press, New York.  1965.  {{ISBN|978-0297748915}}&lt;br&gt;  
6.  Nemet-Nejat, Karen Rhea.  ''Daily Life in Ancient Mesopotamia''.  Greenwood Press, Westport, CT.  1998.  {{ISBN|0-313-29497-6}}&lt;br&gt; 
7.  Oppenheim, Leo, A.  ''Ancient Mesopotamia''.  University of Chicago Press, Chicago, IL.  1977.  {{ISBN|0-226-63187-7}}&lt;br&gt; 
8.  Roux, Georges.  ''Ancient Iraq''.  Penguin Books, London, England.  1992.  {{ISBN|978-0-14-012523-8}}&lt;br&gt;
9.  Jacobsen, Thorkild.  ''The Treasures of Darkness''.  Yale University Press, New Haven and London.  1976.  {{ISBN|978-0-300-02291-9}}&lt;br&gt;

===On Sumer===
10.  Kramer, Samuel Noah.  ''The Sumerians:  Their History, Culture, and Character''.  University of Chicago Press, Chicago, IL.  1963.  {{ISBN|978-0-226-45238-8}}.&lt;br&gt;
  
[[Category:History stubs]]
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      <comment>Removing [[:c:File:Disappointment_facial_expression.jpg|Disappointment_facial_expression.jpg]], it has been deleted from Commons by [[:c:User:Pi.1415926535|Pi.1415926535]] because: per [[:c:Commons:Deletion requests/File:Disappointment facial expression.j</comment>
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{{title|Motivation and emotion image gallery}}
* This gallery features images related to [[motivation and emotion]] from [[commons:|Wikimedia Commons]].
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* For more info about selecting, embedding, and managing images for this project, see [[Motivation and emotion/Wikiversity/Figures|working with figures]].&lt;/noinclude&gt;
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    <title>The necessities in Numerical Methods</title>
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      <text bytes="2914" sha1="hr4dy1ggckeg08yzpp993t2wbf0k00z" xml:space="preserve">== Calculus == 
=== Numerical Differentiation ===
* Background on Differentiation ([[Media:NM.Diff.1Background.20240625.pdf |pdf]])
* Continuous Function Differentiation ([[Media:NM.Diff.1ContDiff.20241021.pdf |pdf]])
* Discrete Function Differentiation ([[Media:NM.Diff.1Discrete.20241116.pdf |pdf]])
* Forward, Backward, Central Divided Difference
* High Accuracy Differentiation
* Richardson Extrapolation
* Unequal Spaced Data Differentiation
* Numerical Differentiation with Octave
&lt;/br&gt;

=== Non-linear Equations ===
* Bisection Method ([[Media:NM.NLE.1Bisection.20241130.pdf |pdf]])
* Newton-Raphson Method ([[Media:NM.NLE.2Newton.20261026.pdf |pdf]])
* Secant Method
* False-Position Method
&lt;/br&gt;

=== Numerical Integration ===
* Trapezoidal Rule
* Simpson's 1/3 Rule
* Romberg Rule
* Gauss-Quadrature Rule
* Adaptive Quadrature
&lt;/br&gt;

=== Roots of a Nonlinear Equation ===
&lt;/br&gt;

=== Optimization ===
&lt;/br&gt;
&lt;/br&gt;

== Matrix Algebra == 

=== Simultaneous Linear Equations === 
* A system of linear equations ([[Media:SystemLinearEq.20240521.pdf |pdf]])


&lt;/br&gt;

=== Gaussian Elimination === 
&lt;/br&gt;

=== LU Decomposition === 
&lt;/br&gt;

=== Cholesky Decomposition === 
&lt;/br&gt;

=== LDL Decomposition === 
&lt;/br&gt;

=== Gauss-Seidel method === 
&lt;/br&gt;

=== Adequacy of Solutions === 
&lt;/br&gt;

=== Eigenvalue and Singular Value ===
&lt;/br&gt;

=== QRD ===
&lt;/br&gt;

=== SVD ===
&lt;/br&gt;

=== Iterative methods ===
&lt;/br&gt;
&lt;/br&gt;

== Regression ==

=== Linear Regression ===
&lt;/br&gt;

=== Non-linear Regression ===
&lt;/br&gt;

=== Linear Least Squares ===
&lt;/br&gt;
&lt;/br&gt; 


== Interpolation ==

=== Polynomial Interpolation ===
&lt;/br&gt;

=== Linear Splines ===
&lt;/br&gt;

=== Piecewise Interpolation ===
&lt;/br&gt;
&lt;/br&gt; 


== Ordinary Differential Equation ==
&lt;/br&gt;

== Partial Differential Equation ==
&lt;/br&gt;

== FEM (Finite Element Method) ==
&lt;/br&gt;
&lt;/br&gt; 


&lt;/br&gt;


== Using Symbolic Package in Octave ==

* Visit http://octave.sourceforge.net/index.html
* Download symbolic-1.0.9.tar.gz

* In Ubuntu, using the Ubuntu Software Center, I installed GiNac and CLN related software and symbolic package for Octave. But it did not properly installed.

* After extracting files from symbolic-1.0.9.tar.gz, I followed the following steps.
 ./configure 
 ./make 
 ./make INSTALL_PATH=/usr/share/octave/packages/3.2/symbolic-1.0.9 

* While doing this, I got an error message related to mkoctfile. So, I used the following command: sudo apt-get install ocatve3.2-headers. Then I was able to install the symbolic packages in the Ubuntu.

== Read some tutorials about symbolic computation ==

* Symbolic Mathematics in Matlab/GNU Octave (http://faraday.elec.uow.edu.au/subjects/annual/ECTE313/Symbolic_Maths.pdf)

* Symbolic Computations (http://www.math.ohiou.edu/courses/math344/lecture7.pdf)

[[Category:Numerical methods]]

== Using SymPy ( a Python library for symbolic mathematics) == 
&lt;/br&gt;


&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]</text>
      <sha1>hr4dy1ggckeg08yzpp993t2wbf0k00z</sha1>
    </revision>
    <revision>
      <id>2843448</id>
      <parentid>2843446</parentid>
      <timestamp>2026-10-31T05:08:16Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Non-linear Equations */</comment>
      <origin>2843448</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2914" sha1="n0th07i65dyijzsfgsqt5cbz0djmkbk" xml:space="preserve">== Calculus == 
=== Numerical Differentiation ===
* Background on Differentiation ([[Media:NM.Diff.1Background.20240625.pdf |pdf]])
* Continuous Function Differentiation ([[Media:NM.Diff.1ContDiff.20241021.pdf |pdf]])
* Discrete Function Differentiation ([[Media:NM.Diff.1Discrete.20241116.pdf |pdf]])
* Forward, Backward, Central Divided Difference
* High Accuracy Differentiation
* Richardson Extrapolation
* Unequal Spaced Data Differentiation
* Numerical Differentiation with Octave
&lt;/br&gt;

=== Non-linear Equations ===
* Bisection Method ([[Media:NM.NLE.1Bisection.20241130.pdf |pdf]])
* Newton-Raphson Method ([[Media:NM.NLE.2Newton.20261027.pdf |pdf]])
* Secant Method
* False-Position Method
&lt;/br&gt;

=== Numerical Integration ===
* Trapezoidal Rule
* Simpson's 1/3 Rule
* Romberg Rule
* Gauss-Quadrature Rule
* Adaptive Quadrature
&lt;/br&gt;

=== Roots of a Nonlinear Equation ===
&lt;/br&gt;

=== Optimization ===
&lt;/br&gt;
&lt;/br&gt;

== Matrix Algebra == 

=== Simultaneous Linear Equations === 
* A system of linear equations ([[Media:SystemLinearEq.20240521.pdf |pdf]])


&lt;/br&gt;

=== Gaussian Elimination === 
&lt;/br&gt;

=== LU Decomposition === 
&lt;/br&gt;

=== Cholesky Decomposition === 
&lt;/br&gt;

=== LDL Decomposition === 
&lt;/br&gt;

=== Gauss-Seidel method === 
&lt;/br&gt;

=== Adequacy of Solutions === 
&lt;/br&gt;

=== Eigenvalue and Singular Value ===
&lt;/br&gt;

=== QRD ===
&lt;/br&gt;

=== SVD ===
&lt;/br&gt;

=== Iterative methods ===
&lt;/br&gt;
&lt;/br&gt;

== Regression ==

=== Linear Regression ===
&lt;/br&gt;

=== Non-linear Regression ===
&lt;/br&gt;

=== Linear Least Squares ===
&lt;/br&gt;
&lt;/br&gt; 


== Interpolation ==

=== Polynomial Interpolation ===
&lt;/br&gt;

=== Linear Splines ===
&lt;/br&gt;

=== Piecewise Interpolation ===
&lt;/br&gt;
&lt;/br&gt; 


== Ordinary Differential Equation ==
&lt;/br&gt;

== Partial Differential Equation ==
&lt;/br&gt;

== FEM (Finite Element Method) ==
&lt;/br&gt;
&lt;/br&gt; 


&lt;/br&gt;


== Using Symbolic Package in Octave ==

* Visit http://octave.sourceforge.net/index.html
* Download symbolic-1.0.9.tar.gz

* In Ubuntu, using the Ubuntu Software Center, I installed GiNac and CLN related software and symbolic package for Octave. But it did not properly installed.

* After extracting files from symbolic-1.0.9.tar.gz, I followed the following steps.
 ./configure 
 ./make 
 ./make INSTALL_PATH=/usr/share/octave/packages/3.2/symbolic-1.0.9 

* While doing this, I got an error message related to mkoctfile. So, I used the following command: sudo apt-get install ocatve3.2-headers. Then I was able to install the symbolic packages in the Ubuntu.

== Read some tutorials about symbolic computation ==

* Symbolic Mathematics in Matlab/GNU Octave (http://faraday.elec.uow.edu.au/subjects/annual/ECTE313/Symbolic_Maths.pdf)

* Symbolic Computations (http://www.math.ohiou.edu/courses/math344/lecture7.pdf)

[[Category:Numerical methods]]

== Using SymPy ( a Python library for symbolic mathematics) == 
&lt;/br&gt;


&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]</text>
      <sha1>n0th07i65dyijzsfgsqt5cbz0djmkbk</sha1>
    </revision>
  </page>
  <page>
    <title>VHDL programming in plain view</title>
    <ns>0</ns>
    <id>121359</id>
    <revision>
      <id>2843406</id>
      <parentid>2841842</parentid>
      <timestamp>2026-10-30T20:45:44Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Data */</comment>
      <origin>2843406</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2278" sha1="qm9yuw7p1bxgorh24lwmc3guc5s7pph" xml:space="preserve">&lt;!----------------------------------------------------------------------&gt;

== Flip Flop and Latch ==
* FFLatch.Overview.1.A ([[Media:FFLatch.Overview.1.A.20111103.pdf|pdf]])
* Counter.74LS193.1.A ([[Media:Counter.74LS193.1.A.20111108.pdf|pdf]])
* Clock.Overview.1.A ([[Media:Clock.Overview.1.A.20111108.pdf|pdf]])
* Function.Overview.1.A ([[Media:Function.Overview.1.A.20111201.pdf|pdf]])
&lt;br&gt; 

== Versions of VHDL ==
* VHDL Versions ([[Media:VHDL.1.A.Versions.20120619.pdf|pdf]])
* VHDL Libraries ([[Media:VHDL.1.A.Libraries.20140219.pdf|pdf]])
&lt;br&gt;

== Basic Features of VHDL ==
==== Data ====
* Data Objects ([[Media:Data.Object.1A.20261022.pdf|A]], [[Media:Data.Object.1B.20260602.pdf|B]])
* Data Types ([[Media:Data.Type.2A.20260602.pdf|A]], [[Media:Data.Type.2B.20260602.pdf|B]])
* Packages ([[Media:Data.Package.3A.20251206.pdf|pdf]])
* Signal Types ([[Media:Signal.Type.1A.20250614.pdf|pdf]])
* Attributes ([[Media:Data.4.A.Attribute.20251021.pdf|pdf]])
&lt;br&gt;

==== Signals &amp; Variables ====
* Signals &amp; Variables ([[Media:Signal.1A.SigVar.20250614.pdf|pdf]])
* Sequential Signal Assignments ([[Media:Signal.4A.Sequential.20250612.pdf|pdf]])
* Concurrent &amp; Sequential Signal Assignments ([[Media:Signal.1.A.ConSeq.20120611.pdf|pdf]])
* Inertial &amp; Transport Delay Models ([[Media:Signal.2.A.InertTrans.20120704.pdf|pdf]])
* Simulation &amp; Synthesis ([[Media:Signal.3.A.SimSyn.20120504.pdf|pdf]])


&lt;br&gt;

==== Structure ====
* Component ([[Media:Struct.1.A.Component.20120804.pdf|pdf]])
* Configuration ([[Media:Struct.1.A.Configuration.20121003.pdf|pdf]])
* Generic ([[Media:Struct.1.A.Generic.20120802.pdf|pdf]])
&lt;/br&gt;

==== Entity and Architecture ====

&lt;br&gt; 
==== Block Statement ====

&lt;br&gt; 
==== Process Statement ====

&lt;br&gt;
==== Operators ====

&lt;br&gt;
==== Assignment Statement ====

&lt;br&gt; 
==== Concurrent Statement ====

&lt;br&gt; 
==== Sequential Control Statement ====

&lt;br&gt;
==== Function ====
* Function.1.A Usage ([[Media:Function.1.A.Usage.20120611.pdf|pdf]])
* Function.2.A Conversion Function ([[Media:Function.2.A.Conversion.pdf|pdf]])
* Function.3.A Resolution Function ([[Media:Function.3.A.Resolution.pdf|pdf]])

&lt;br&gt;
==== Procedure ====


&lt;br&gt;
==== Package ====
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:VHDL]]
[[Category:FPGA]]</text>
      <sha1>qm9yuw7p1bxgorh24lwmc3guc5s7pph</sha1>
    </revision>
    <revision>
      <id>2843408</id>
      <parentid>2843406</parentid>
      <timestamp>2026-10-30T20:47:23Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Data */</comment>
      <origin>2843408</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2278" sha1="33m5auy6cji05vn94fnj4a2e7fdujst" xml:space="preserve">&lt;!----------------------------------------------------------------------&gt;

== Flip Flop and Latch ==
* FFLatch.Overview.1.A ([[Media:FFLatch.Overview.1.A.20111103.pdf|pdf]])
* Counter.74LS193.1.A ([[Media:Counter.74LS193.1.A.20111108.pdf|pdf]])
* Clock.Overview.1.A ([[Media:Clock.Overview.1.A.20111108.pdf|pdf]])
* Function.Overview.1.A ([[Media:Function.Overview.1.A.20111201.pdf|pdf]])
&lt;br&gt; 

== Versions of VHDL ==
* VHDL Versions ([[Media:VHDL.1.A.Versions.20120619.pdf|pdf]])
* VHDL Libraries ([[Media:VHDL.1.A.Libraries.20140219.pdf|pdf]])
&lt;br&gt;

== Basic Features of VHDL ==
==== Data ====
* Data Objects ([[Media:Data.Object.1A.20261026.pdf|A]], [[Media:Data.Object.1B.20260602.pdf|B]])
* Data Types ([[Media:Data.Type.2A.20260602.pdf|A]], [[Media:Data.Type.2B.20260602.pdf|B]])
* Packages ([[Media:Data.Package.3A.20251206.pdf|pdf]])
* Signal Types ([[Media:Signal.Type.1A.20250614.pdf|pdf]])
* Attributes ([[Media:Data.4.A.Attribute.20251021.pdf|pdf]])
&lt;br&gt;

==== Signals &amp; Variables ====
* Signals &amp; Variables ([[Media:Signal.1A.SigVar.20250614.pdf|pdf]])
* Sequential Signal Assignments ([[Media:Signal.4A.Sequential.20250612.pdf|pdf]])
* Concurrent &amp; Sequential Signal Assignments ([[Media:Signal.1.A.ConSeq.20120611.pdf|pdf]])
* Inertial &amp; Transport Delay Models ([[Media:Signal.2.A.InertTrans.20120704.pdf|pdf]])
* Simulation &amp; Synthesis ([[Media:Signal.3.A.SimSyn.20120504.pdf|pdf]])


&lt;br&gt;

==== Structure ====
* Component ([[Media:Struct.1.A.Component.20120804.pdf|pdf]])
* Configuration ([[Media:Struct.1.A.Configuration.20121003.pdf|pdf]])
* Generic ([[Media:Struct.1.A.Generic.20120802.pdf|pdf]])
&lt;/br&gt;

==== Entity and Architecture ====

&lt;br&gt; 
==== Block Statement ====

&lt;br&gt; 
==== Process Statement ====

&lt;br&gt;
==== Operators ====

&lt;br&gt;
==== Assignment Statement ====

&lt;br&gt; 
==== Concurrent Statement ====

&lt;br&gt; 
==== Sequential Control Statement ====

&lt;br&gt;
==== Function ====
* Function.1.A Usage ([[Media:Function.1.A.Usage.20120611.pdf|pdf]])
* Function.2.A Conversion Function ([[Media:Function.2.A.Conversion.pdf|pdf]])
* Function.3.A Resolution Function ([[Media:Function.3.A.Resolution.pdf|pdf]])

&lt;br&gt;
==== Procedure ====


&lt;br&gt;
==== Package ====
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:VHDL]]
[[Category:FPGA]]</text>
      <sha1>33m5auy6cji05vn94fnj4a2e7fdujst</sha1>
    </revision>
    <revision>
      <id>2843410</id>
      <parentid>2843408</parentid>
      <timestamp>2026-10-30T20:48:20Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Data */</comment>
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      <text bytes="2278" sha1="ori2lmk65sf9v88sldb2w6ajrkedzet" xml:space="preserve">&lt;!----------------------------------------------------------------------&gt;

== Flip Flop and Latch ==
* FFLatch.Overview.1.A ([[Media:FFLatch.Overview.1.A.20111103.pdf|pdf]])
* Counter.74LS193.1.A ([[Media:Counter.74LS193.1.A.20111108.pdf|pdf]])
* Clock.Overview.1.A ([[Media:Clock.Overview.1.A.20111108.pdf|pdf]])
* Function.Overview.1.A ([[Media:Function.Overview.1.A.20111201.pdf|pdf]])
&lt;br&gt; 

== Versions of VHDL ==
* VHDL Versions ([[Media:VHDL.1.A.Versions.20120619.pdf|pdf]])
* VHDL Libraries ([[Media:VHDL.1.A.Libraries.20140219.pdf|pdf]])
&lt;br&gt;

== Basic Features of VHDL ==
==== Data ====
* Data Objects ([[Media:Data.Object.1A.20261027.pdf|A]], [[Media:Data.Object.1B.20260602.pdf|B]])
* Data Types ([[Media:Data.Type.2A.20260602.pdf|A]], [[Media:Data.Type.2B.20260602.pdf|B]])
* Packages ([[Media:Data.Package.3A.20251206.pdf|pdf]])
* Signal Types ([[Media:Signal.Type.1A.20250614.pdf|pdf]])
* Attributes ([[Media:Data.4.A.Attribute.20251021.pdf|pdf]])
&lt;br&gt;

==== Signals &amp; Variables ====
* Signals &amp; Variables ([[Media:Signal.1A.SigVar.20250614.pdf|pdf]])
* Sequential Signal Assignments ([[Media:Signal.4A.Sequential.20250612.pdf|pdf]])
* Concurrent &amp; Sequential Signal Assignments ([[Media:Signal.1.A.ConSeq.20120611.pdf|pdf]])
* Inertial &amp; Transport Delay Models ([[Media:Signal.2.A.InertTrans.20120704.pdf|pdf]])
* Simulation &amp; Synthesis ([[Media:Signal.3.A.SimSyn.20120504.pdf|pdf]])


&lt;br&gt;

==== Structure ====
* Component ([[Media:Struct.1.A.Component.20120804.pdf|pdf]])
* Configuration ([[Media:Struct.1.A.Configuration.20121003.pdf|pdf]])
* Generic ([[Media:Struct.1.A.Generic.20120802.pdf|pdf]])
&lt;/br&gt;

==== Entity and Architecture ====

&lt;br&gt; 
==== Block Statement ====

&lt;br&gt; 
==== Process Statement ====

&lt;br&gt;
==== Operators ====

&lt;br&gt;
==== Assignment Statement ====

&lt;br&gt; 
==== Concurrent Statement ====

&lt;br&gt; 
==== Sequential Control Statement ====

&lt;br&gt;
==== Function ====
* Function.1.A Usage ([[Media:Function.1.A.Usage.20120611.pdf|pdf]])
* Function.2.A Conversion Function ([[Media:Function.2.A.Conversion.pdf|pdf]])
* Function.3.A Resolution Function ([[Media:Function.3.A.Resolution.pdf|pdf]])

&lt;br&gt;
==== Procedure ====


&lt;br&gt;
==== Package ====
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:VHDL]]
[[Category:FPGA]]</text>
      <sha1>ori2lmk65sf9v88sldb2w6ajrkedzet</sha1>
    </revision>
  </page>
  <page>
    <title>User talk:Dave Braunschweig</title>
    <ns>3</ns>
    <id>137364</id>
    <revision>
      <id>2843395</id>
      <parentid>2805480</parentid>
      <timestamp>2026-10-30T16:59:05Z</timestamp>
      <contributor>
        <username>~2026-56788-08</username>
        <id>3113246</id>
      </contributor>
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      <text bytes="9819" sha1="0vqkbewzdhyjf5tkgcfv78m1k7af0ct" xml:space="preserve">{{Archive box|[[/2013/]] · [[/2014/]] · [[/2015/]] · [[/2016/]] · [[/2017/]] · [[/2018/]] · [[/2019/]] · [[/2020/]] · [[/2021/]] · [[/2022/]] · [[/2023/]] · [[/2024/]]}}
{{:User:{{PAGENAME}}/Welcome}}
&lt;!-- Add comments below --&gt;

== Wikiversity:Drafts ==

I can see, that you have [https://en.wikiversity.org/w/index.php?title=Wikiversity%3ADrafts&amp;diff=1995513&amp;oldid=1995510 proposed Wikiversity:Drafts]. I would like to ask you what the status of this proposal is? I see several discussions and votes on its talk page, but I am not sure if they are directly related to your proposal. Has your proposal been voted on, or entered into any discussion that would ratify it as official Wikiversity policy? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 14:28, 22 November 2025 (UTC)

:@[[User:Juandev|Juandev]] I'm no longer active, but it was treated as official policy for at least four years. It looks like there are about 500 pages in [https://en.wikiversity.org/wiki/Special:AllPages?&amp;namespace=118 Draft] space now. I recommend checking with active admins or the community in general for current status.  -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 01:27, 23 November 2025 (UTC)
::Thank you, and sorry to disturb you. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:14, 23 November 2025 (UTC)

== Theological Academy ==

Hello! I am an administrator of the Russian Wikiversity. A few days ago, one of the users ([[v:ru:User:Lamaibum]]) started actively creating a course about the Theological Academy on the Russian Wikiversity. I noticed that the same illustrations from Wikimedia Commons are used in the project on the English Wikiversity: [[:Category:LAMAI Theological Academy]], created by the user [[User:Bmlamai]].

All PDF links in both courses lead to the website traditio.wiki (see e.g. [https://traditio.wiki/%D0%A4%D0%B0%D0%B9%D0%BB:SPS_LAMAI.pdf]), where the user Simures is the author of the materials dedicated to the LAMAI Theological Academy project. I checked this name and found out that this user was blocked by you (see [[User:Simures]]). I have reason to believe that [[User:Simures]], [[User:Bmlamai]], and [[v:ru:User:Lamaibum]] are the same person, as the abbreviation LAMAI is mentioned on the [[User:Simures]] page.

I am addressing you as an administrator of the English Wikiversity to consider the appropriateness of the '''LAMAI Theological Academy course''' on the platform. I am not insisting on its deletion, but I suggest discussing this issue with the active editors and making a joint decision.

As for the Russian Wikiversity, I have moved the course to the user's personal space, as its content, in my opinion, does not meet academic standards and is not educational or research material. Rather, these are marginal theories that do not enhance the reputation of Wikiversity. Unfortunately, in the past, such weak or strange texts have already damaged the reputation of our project.

I would be interested to hear your opinion on this matter. I wish you successful work at the Wikiversity! 

P.S. There remains a number of materials uploaded to Wikimedia Commons that are related to this course. However, this is now a matter for Wikimedia Commons editors to decide which of these materials should be kept and which should be removed. -- [[User:AKA MBG|Andrew Krizhanovsky]] ([[User talk:AKA MBG|discuss]] • [[Special:Contributions/AKA MBG|contribs]]) 20:25, 11 December 2025 (UTC)

== Your bot's ({{u|MaintenanceBot}}) advanced permissions on enwikiversity ==

Hello. A [[:m:Admin activity review|policy]] regarding the removal of &quot;advanced rights&quot; (administrator, bureaucrat, interface administrator, etc.) was adopted by [[:m:Requests for comment/Activity levels of advanced administrative rights holders|community consensus]] in 2013. According to this policy, the stewards are reviewing activity on wikis with no inactivity policy.

Your bot meet the inactivity criteria (no edits and no logged actions for 2 years) on this wiki. Since this wiki, to the best of our knowledge, does not have its own rights review process, the global one applies.

If you want to keep your advanced permissions, you should inform the community of the wiki about the fact that the stewards have sent you this information about your inactivity. A community notice about this process has been also posted on the local Village Pump of this wiki. If the community has a discussion about it and then wants you to keep your rights, please contact the stewards at the [[:m:Stewards' noticeboard]], and link to the discussion of the local community, where they express their wish to continue to maintain the rights.

If you wish to resign your rights, please [[m:SRP|request removal of your rights on Meta]].

If there is no response at all after one month, stewards will proceed to remove your administrator and/or bureaucrat rights. In ambiguous cases, stewards will evaluate the responses and will refer a decision back to the local community for their comment and review. If you have any questions, please contact the [[:m:Stewards' noticeboard|stewards]].

Yours faithfully. [[User:EPIC|EPIC]] ([[User talk:EPIC|discuss]] • [[Special:Contributions/EPIC|contribs]]) 17:32, 14 February 2026 (UTC)

:@[[User:EPIC|EPIC]]: See https://meta.wikimedia.org/wiki/Steward_requests/Permissions#MaintenanceBot@enwikiversity . Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 18:41, 14 February 2026 (UTC)

== Network+ ==

Sorry to bother you, but a year ago [[User talk:Dave Braunschweig/2024#IT Security update|you gave Tule-hog permission to edit resources like Network+]]. While he edited some and I deleted some pages at his request, the ''multi-page [[Network+]] resource'' seems unfinished to me. [[User talk:Tule-hog#Network+|I contacted the person in question]] about this problem a month ago, but without success. In reality, they were [[Special:Contributions/Tule-hog|last active in November 2025]], but they worked on the content pages in June 2025, which suggests that they have not been working on content pages for a long time.

Since his transformation of the Network+ resource you created seems unfinished to me, there are two possible solutions:
*keep both groups
*revert to your original version

I would personally advocate returning to your version because creating two versions of such an extensive course will cost a lot of time and focus on accuracy due to many moves or copies. Moreover, it is not certain that the newer version will ever be finished.

Therefore, I suggest that Tule-hog's actions in this course revert to your version, even though I noticed from your discussion that there are some outdated parts in the original form of the course/multi-page resource. How do you see it? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:27, 18 April 2026 (UTC)

:@[[User:Juandev|Juandev]]:
:The original material targeted the N10-006 version, released in 2015. The current version is N10-009. There is a lot of new material since then. I asked Claude AI to help me summarize: &quot;If you studied for N10-006 and are now targeting N10-009, your biggest knowledge gaps will be in cloud/hybrid networking, SD-WAN, zero-trust security, network automation, VxLAN, Wi-Fi 6, 5G/IoT, and the shift toward scenario-based applied thinking over memorization. The fundamentals — subnetting, TCP/IP, routing, switching — transfer completely.&quot;
:From that perspective, maybe 40% of the old material is still relevant. I wouldn't want to use that for exam prep. My recommendation is to move the entire project to Draft: space and let it hang out there for some period of time in case someone else wants to do the update. Otherwise, it can eventually disappear.
:There are other resources that better meet the needs of users who want to learn basic networking concepts. In particular, [[Computer Networks]] was specifically designed for this purpose and was used as the study guide for a real-world course.
:[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 13:37, 18 April 2026 (UTC)
::I see @[[User:Dave Braunschweig|Dave Braunschweig]]. What about the pages of the course Tule-hog [[:Category:Candidates for speedy deletion|proposed for deletion]]? Delate or move to draft also? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:06, 18 April 2026 (UTC)
:::@[[User:Juandev|Juandev]] I would not delete. If Tule-hog isn't going to do the cleanup, then anyone who might should have access to the full content to decide what they want to do with it. I suspect no one will do anything and it will eventually all get deleted. But I don't see any advantage to deleting some now and some later.  [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 19:25, 18 April 2026 (UTC)
::::OK, thx for the response. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:58, 18 April 2026 (UTC)

== Character encoding ==
Hi {{PAGENAME}},

I have checked the history of [[Character encoding]] and see you have put in work on that page. Are you still keeping an eye on this important page?

Just curious, [[Special:Contributions/~2026-56788-08|~2026-56788-08]] ([[User talk:~2026-56788-08|talk]]) 16:59, 30 October 2026 (UTC)</text>
      <sha1>0vqkbewzdhyjf5tkgcfv78m1k7af0ct</sha1>
    </revision>
    <revision>
      <id>2843398</id>
      <parentid>2843395</parentid>
      <timestamp>2026-10-30T18:09:45Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>/* Character encoding */ Reply</comment>
      <origin>2843398</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="11137" sha1="lqa2d9wd49kudxgq9e5ae4krxm1ijv5" xml:space="preserve">{{Archive box|[[/2013/]] · [[/2014/]] · [[/2015/]] · [[/2016/]] · [[/2017/]] · [[/2018/]] · [[/2019/]] · [[/2020/]] · [[/2021/]] · [[/2022/]] · [[/2023/]] · [[/2024/]]}}
{{:User:{{PAGENAME}}/Welcome}}
&lt;!-- Add comments below --&gt;

== Wikiversity:Drafts ==

I can see, that you have [https://en.wikiversity.org/w/index.php?title=Wikiversity%3ADrafts&amp;diff=1995513&amp;oldid=1995510 proposed Wikiversity:Drafts]. I would like to ask you what the status of this proposal is? I see several discussions and votes on its talk page, but I am not sure if they are directly related to your proposal. Has your proposal been voted on, or entered into any discussion that would ratify it as official Wikiversity policy? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 14:28, 22 November 2025 (UTC)

:@[[User:Juandev|Juandev]] I'm no longer active, but it was treated as official policy for at least four years. It looks like there are about 500 pages in [https://en.wikiversity.org/wiki/Special:AllPages?&amp;namespace=118 Draft] space now. I recommend checking with active admins or the community in general for current status.  -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 01:27, 23 November 2025 (UTC)
::Thank you, and sorry to disturb you. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:14, 23 November 2025 (UTC)

== Theological Academy ==

Hello! I am an administrator of the Russian Wikiversity. A few days ago, one of the users ([[v:ru:User:Lamaibum]]) started actively creating a course about the Theological Academy on the Russian Wikiversity. I noticed that the same illustrations from Wikimedia Commons are used in the project on the English Wikiversity: [[:Category:LAMAI Theological Academy]], created by the user [[User:Bmlamai]].

All PDF links in both courses lead to the website traditio.wiki (see e.g. [https://traditio.wiki/%D0%A4%D0%B0%D0%B9%D0%BB:SPS_LAMAI.pdf]), where the user Simures is the author of the materials dedicated to the LAMAI Theological Academy project. I checked this name and found out that this user was blocked by you (see [[User:Simures]]). I have reason to believe that [[User:Simures]], [[User:Bmlamai]], and [[v:ru:User:Lamaibum]] are the same person, as the abbreviation LAMAI is mentioned on the [[User:Simures]] page.

I am addressing you as an administrator of the English Wikiversity to consider the appropriateness of the '''LAMAI Theological Academy course''' on the platform. I am not insisting on its deletion, but I suggest discussing this issue with the active editors and making a joint decision.

As for the Russian Wikiversity, I have moved the course to the user's personal space, as its content, in my opinion, does not meet academic standards and is not educational or research material. Rather, these are marginal theories that do not enhance the reputation of Wikiversity. Unfortunately, in the past, such weak or strange texts have already damaged the reputation of our project.

I would be interested to hear your opinion on this matter. I wish you successful work at the Wikiversity! 

P.S. There remains a number of materials uploaded to Wikimedia Commons that are related to this course. However, this is now a matter for Wikimedia Commons editors to decide which of these materials should be kept and which should be removed. -- [[User:AKA MBG|Andrew Krizhanovsky]] ([[User talk:AKA MBG|discuss]] • [[Special:Contributions/AKA MBG|contribs]]) 20:25, 11 December 2025 (UTC)

== Your bot's ({{u|MaintenanceBot}}) advanced permissions on enwikiversity ==

Hello. A [[:m:Admin activity review|policy]] regarding the removal of &quot;advanced rights&quot; (administrator, bureaucrat, interface administrator, etc.) was adopted by [[:m:Requests for comment/Activity levels of advanced administrative rights holders|community consensus]] in 2013. According to this policy, the stewards are reviewing activity on wikis with no inactivity policy.

Your bot meet the inactivity criteria (no edits and no logged actions for 2 years) on this wiki. Since this wiki, to the best of our knowledge, does not have its own rights review process, the global one applies.

If you want to keep your advanced permissions, you should inform the community of the wiki about the fact that the stewards have sent you this information about your inactivity. A community notice about this process has been also posted on the local Village Pump of this wiki. If the community has a discussion about it and then wants you to keep your rights, please contact the stewards at the [[:m:Stewards' noticeboard]], and link to the discussion of the local community, where they express their wish to continue to maintain the rights.

If you wish to resign your rights, please [[m:SRP|request removal of your rights on Meta]].

If there is no response at all after one month, stewards will proceed to remove your administrator and/or bureaucrat rights. In ambiguous cases, stewards will evaluate the responses and will refer a decision back to the local community for their comment and review. If you have any questions, please contact the [[:m:Stewards' noticeboard|stewards]].

Yours faithfully. [[User:EPIC|EPIC]] ([[User talk:EPIC|discuss]] • [[Special:Contributions/EPIC|contribs]]) 17:32, 14 February 2026 (UTC)

:@[[User:EPIC|EPIC]]: See https://meta.wikimedia.org/wiki/Steward_requests/Permissions#MaintenanceBot@enwikiversity . Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 18:41, 14 February 2026 (UTC)

== Network+ ==

Sorry to bother you, but a year ago [[User talk:Dave Braunschweig/2024#IT Security update|you gave Tule-hog permission to edit resources like Network+]]. While he edited some and I deleted some pages at his request, the ''multi-page [[Network+]] resource'' seems unfinished to me. [[User talk:Tule-hog#Network+|I contacted the person in question]] about this problem a month ago, but without success. In reality, they were [[Special:Contributions/Tule-hog|last active in November 2025]], but they worked on the content pages in June 2025, which suggests that they have not been working on content pages for a long time.

Since his transformation of the Network+ resource you created seems unfinished to me, there are two possible solutions:
*keep both groups
*revert to your original version

I would personally advocate returning to your version because creating two versions of such an extensive course will cost a lot of time and focus on accuracy due to many moves or copies. Moreover, it is not certain that the newer version will ever be finished.

Therefore, I suggest that Tule-hog's actions in this course revert to your version, even though I noticed from your discussion that there are some outdated parts in the original form of the course/multi-page resource. How do you see it? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:27, 18 April 2026 (UTC)

:@[[User:Juandev|Juandev]]:
:The original material targeted the N10-006 version, released in 2015. The current version is N10-009. There is a lot of new material since then. I asked Claude AI to help me summarize: &quot;If you studied for N10-006 and are now targeting N10-009, your biggest knowledge gaps will be in cloud/hybrid networking, SD-WAN, zero-trust security, network automation, VxLAN, Wi-Fi 6, 5G/IoT, and the shift toward scenario-based applied thinking over memorization. The fundamentals — subnetting, TCP/IP, routing, switching — transfer completely.&quot;
:From that perspective, maybe 40% of the old material is still relevant. I wouldn't want to use that for exam prep. My recommendation is to move the entire project to Draft: space and let it hang out there for some period of time in case someone else wants to do the update. Otherwise, it can eventually disappear.
:There are other resources that better meet the needs of users who want to learn basic networking concepts. In particular, [[Computer Networks]] was specifically designed for this purpose and was used as the study guide for a real-world course.
:[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 13:37, 18 April 2026 (UTC)
::I see @[[User:Dave Braunschweig|Dave Braunschweig]]. What about the pages of the course Tule-hog [[:Category:Candidates for speedy deletion|proposed for deletion]]? Delate or move to draft also? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:06, 18 April 2026 (UTC)
:::@[[User:Juandev|Juandev]] I would not delete. If Tule-hog isn't going to do the cleanup, then anyone who might should have access to the full content to decide what they want to do with it. I suspect no one will do anything and it will eventually all get deleted. But I don't see any advantage to deleting some now and some later.  [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 19:25, 18 April 2026 (UTC)
::::OK, thx for the response. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:58, 18 April 2026 (UTC)

== Character encoding ==
Hi {{PAGENAME}},

I have checked the history of [[Character encoding]] and see you have put in work on that page. Are you still keeping an eye on this important page?

Just curious, [[Special:Contributions/~2026-56788-08|~2026-56788-08]] ([[User talk:~2026-56788-08|talk]]) 16:59, 30 October 2026 (UTC)

:@[[User:~2026-56788-08|~2026-56788-08]]:
:I am no longer active and therefore not keeping an eye on any pages. The change you made appears to have been AI-generated without any references to the source(s). I don't know how Wikiversity is handling these types of edits now. I would revert the entire update as being a likely copyright violation (not sourced). Wherever it was copied from, it must have a reference. I suspect this needs multiple references throughout the content.
:In terms of content approach, I think it now has the same issue that most Wikipedia articles have, which is too much information. The original intent was a quick lesson on character encoding, with a link to Wikipedia for that additional information. My personal instructional design preference would be for Wikiversity to continue that cleaner approach. Wikiversity content is much more likely to become outdated than Wikipedia will. Simple lessons here that link to other resources for detail will have a longer useful lifespan than detailed articles that are likely to expire. Once a lesson hits the TL;DR point, it is no longer useful to the target audience.
:[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 18:09, 30 October 2026 (UTC)</text>
      <sha1>lqa2d9wd49kudxgq9e5ae4krxm1ijv5</sha1>
    </revision>
  </page>
  <page>
    <title>Understanding Arithmetic Circuits</title>
    <ns>0</ns>
    <id>139384</id>
    <revision>
      <id>2843458</id>
      <parentid>2843230</parentid>
      <timestamp>2026-10-31T10:03:44Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Adder */</comment>
      <origin>2843458</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3176" sha1="lxgaxb7o5z1sb13a20laed3ivuu37mh" xml:space="preserve">
== Adder ==

* Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]]  )
 
{| class=&quot;wikitable&quot;
|-
!  Adder type      !! Overview !! Analysis !! VHDL Level Design  !! CMOS Level Design  
|-
| '''1. Ripple Carry Adder'''
|| [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]||
|| [[Media:Adder.rca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]]
|-
| '''2. Carry Lookahead Adder'''
|| [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261028.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261027.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] ||
|| [[Media:Adder.cla.20140313.pdf|pdf]]||
|-
| '''3. Carry Save Adder''' 
|| [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]||
|| ||
|-
|| '''4. Carry Select Adder''' 
|| [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]||
|| || 
|-
|| '''5. Carry Skip Adder'''
|| [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]||
|| 
|| [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]]
|- 
|| '''6. Carry Chain Adder'''
|| [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]||
|| [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]],  [[Media:Adder.cca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]]
|- 
|| '''7. Kogge-Stone Adder'''
|| [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]||
|| [[Media:Adder.ksa.20140409.pdf|pdf]]||
|-
|| '''8. Prefix Adder'''
|| [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]||
|| || 
|-
|| '''9.1 Variable Block Adder'''
|| [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]||
|| || 
|-
|| '''9.2 Multi-Level Variable Block Adder'''
|| [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]||
|| || 
|}
&lt;/br&gt;
 
=== Adder Architectures Suitable for FPGA === 
* FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]])
* FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]])
* FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]])
* FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]])
* Carry-Skip Adder
&lt;/br&gt;

== Barrel Shifter ==
* Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]])
&lt;/br&gt;

'''Mux Based Barrel Shifter'''
* Analysis  ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) 
* Implementation 
&lt;/br&gt;

== Multiplier == 
=== Array Multipliers ===
* Analysis  ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]])
&lt;/br&gt;

=== Tree Mulltipliers ===
* Lattice Multiplication  ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]])
* Wallace Tree  ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]])
* Dadda Tree  ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]])
&lt;/br&gt;

=== Booth Multipliers ===
* [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]]
* Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]])
&lt;/br&gt;

== Divider == 
* Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])&lt;/br&gt;

&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:Digital Circuit Design]]
[[Category:FPGA]]</text>
      <sha1>lxgaxb7o5z1sb13a20laed3ivuu37mh</sha1>
    </revision>
    <revision>
      <id>2843460</id>
      <parentid>2843458</parentid>
      <timestamp>2026-10-31T10:04:44Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Adder */</comment>
      <origin>2843460</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3176" sha1="3hyc6p13pi0jgfhjrr71m7dzucrmpwn" xml:space="preserve">
== Adder ==

* Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]]  )
 
{| class=&quot;wikitable&quot;
|-
!  Adder type      !! Overview !! Analysis !! VHDL Level Design  !! CMOS Level Design  
|-
| '''1. Ripple Carry Adder'''
|| [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]||
|| [[Media:Adder.rca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]]
|-
| '''2. Carry Lookahead Adder'''
|| [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261029.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261027.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] ||
|| [[Media:Adder.cla.20140313.pdf|pdf]]||
|-
| '''3. Carry Save Adder''' 
|| [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]||
|| ||
|-
|| '''4. Carry Select Adder''' 
|| [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]||
|| || 
|-
|| '''5. Carry Skip Adder'''
|| [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]||
|| 
|| [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]]
|- 
|| '''6. Carry Chain Adder'''
|| [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]||
|| [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]],  [[Media:Adder.cca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]]
|- 
|| '''7. Kogge-Stone Adder'''
|| [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]||
|| [[Media:Adder.ksa.20140409.pdf|pdf]]||
|-
|| '''8. Prefix Adder'''
|| [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]||
|| || 
|-
|| '''9.1 Variable Block Adder'''
|| [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]||
|| || 
|-
|| '''9.2 Multi-Level Variable Block Adder'''
|| [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]||
|| || 
|}
&lt;/br&gt;
 
=== Adder Architectures Suitable for FPGA === 
* FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]])
* FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]])
* FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]])
* FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]])
* Carry-Skip Adder
&lt;/br&gt;

== Barrel Shifter ==
* Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]])
&lt;/br&gt;

'''Mux Based Barrel Shifter'''
* Analysis  ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) 
* Implementation 
&lt;/br&gt;

== Multiplier == 
=== Array Multipliers ===
* Analysis  ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]])
&lt;/br&gt;

=== Tree Mulltipliers ===
* Lattice Multiplication  ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]])
* Wallace Tree  ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]])
* Dadda Tree  ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]])
&lt;/br&gt;

=== Booth Multipliers ===
* [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]]
* Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]])
&lt;/br&gt;

== Divider == 
* Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])&lt;/br&gt;

&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:Digital Circuit Design]]
[[Category:FPGA]]</text>
      <sha1>3hyc6p13pi0jgfhjrr71m7dzucrmpwn</sha1>
    </revision>
    <revision>
      <id>2843462</id>
      <parentid>2843460</parentid>
      <timestamp>2026-10-31T10:05:30Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Adder */</comment>
      <origin>2843462</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3176" sha1="oekyrhrfv5xhe7zmysg4ljnlsgy5tuy" xml:space="preserve">
== Adder ==

* Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]]  )
 
{| class=&quot;wikitable&quot;
|-
!  Adder type      !! Overview !! Analysis !! VHDL Level Design  !! CMOS Level Design  
|-
| '''1. Ripple Carry Adder'''
|| [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]||
|| [[Media:Adder.rca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]]
|-
| '''2. Carry Lookahead Adder'''
|| [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261030.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261027.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] ||
|| [[Media:Adder.cla.20140313.pdf|pdf]]||
|-
| '''3. Carry Save Adder''' 
|| [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]||
|| ||
|-
|| '''4. Carry Select Adder''' 
|| [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]||
|| || 
|-
|| '''5. Carry Skip Adder'''
|| [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]||
|| 
|| [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]]
|- 
|| '''6. Carry Chain Adder'''
|| [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]||
|| [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]],  [[Media:Adder.cca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]]
|- 
|| '''7. Kogge-Stone Adder'''
|| [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]||
|| [[Media:Adder.ksa.20140409.pdf|pdf]]||
|-
|| '''8. Prefix Adder'''
|| [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]||
|| || 
|-
|| '''9.1 Variable Block Adder'''
|| [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]||
|| || 
|-
|| '''9.2 Multi-Level Variable Block Adder'''
|| [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]||
|| || 
|}
&lt;/br&gt;
 
=== Adder Architectures Suitable for FPGA === 
* FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]])
* FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]])
* FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]])
* FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]])
* Carry-Skip Adder
&lt;/br&gt;

== Barrel Shifter ==
* Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]])
&lt;/br&gt;

'''Mux Based Barrel Shifter'''
* Analysis  ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) 
* Implementation 
&lt;/br&gt;

== Multiplier == 
=== Array Multipliers ===
* Analysis  ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]])
&lt;/br&gt;

=== Tree Mulltipliers ===
* Lattice Multiplication  ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]])
* Wallace Tree  ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]])
* Dadda Tree  ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]])
&lt;/br&gt;

=== Booth Multipliers ===
* [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]]
* Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]])
&lt;/br&gt;

== Divider == 
* Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])&lt;/br&gt;

&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:Digital Circuit Design]]
[[Category:FPGA]]</text>
      <sha1>oekyrhrfv5xhe7zmysg4ljnlsgy5tuy</sha1>
    </revision>
    <revision>
      <id>2843464</id>
      <parentid>2843462</parentid>
      <timestamp>2026-10-31T10:06:22Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Adder */</comment>
      <origin>2843464</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3176" sha1="cqiwc48rkxnwg6msd57fyzqcc19xmk1" xml:space="preserve">
== Adder ==

* Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]]  )
 
{| class=&quot;wikitable&quot;
|-
!  Adder type      !! Overview !! Analysis !! VHDL Level Design  !! CMOS Level Design  
|-
| '''1. Ripple Carry Adder'''
|| [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]||
|| [[Media:Adder.rca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]]
|-
| '''2. Carry Lookahead Adder'''
|| [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261031.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261027.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] ||
|| [[Media:Adder.cla.20140313.pdf|pdf]]||
|-
| '''3. Carry Save Adder''' 
|| [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]||
|| ||
|-
|| '''4. Carry Select Adder''' 
|| [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]||
|| || 
|-
|| '''5. Carry Skip Adder'''
|| [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]||
|| 
|| [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]]
|- 
|| '''6. Carry Chain Adder'''
|| [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]||
|| [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]],  [[Media:Adder.cca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]]
|- 
|| '''7. Kogge-Stone Adder'''
|| [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]||
|| [[Media:Adder.ksa.20140409.pdf|pdf]]||
|-
|| '''8. Prefix Adder'''
|| [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]||
|| || 
|-
|| '''9.1 Variable Block Adder'''
|| [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]||
|| || 
|-
|| '''9.2 Multi-Level Variable Block Adder'''
|| [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]||
|| || 
|}
&lt;/br&gt;
 
=== Adder Architectures Suitable for FPGA === 
* FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]])
* FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]])
* FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]])
* FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]])
* Carry-Skip Adder
&lt;/br&gt;

== Barrel Shifter ==
* Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]])
&lt;/br&gt;

'''Mux Based Barrel Shifter'''
* Analysis  ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) 
* Implementation 
&lt;/br&gt;

== Multiplier == 
=== Array Multipliers ===
* Analysis  ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]])
&lt;/br&gt;

=== Tree Mulltipliers ===
* Lattice Multiplication  ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]])
* Wallace Tree  ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]])
* Dadda Tree  ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]])
&lt;/br&gt;

=== Booth Multipliers ===
* [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]]
* Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]])
&lt;/br&gt;

== Divider == 
* Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])&lt;/br&gt;

&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:Digital Circuit Design]]
[[Category:FPGA]]</text>
      <sha1>cqiwc48rkxnwg6msd57fyzqcc19xmk1</sha1>
    </revision>
    <revision>
      <id>2843466</id>
      <parentid>2843464</parentid>
      <timestamp>2026-10-31T10:26:14Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Adder */</comment>
      <origin>2843466</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3176" sha1="r5knnlthj0fsu5vqhcg8k0ur5k4esar" xml:space="preserve">
== Adder ==

* Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]]  )
 
{| class=&quot;wikitable&quot;
|-
!  Adder type      !! Overview !! Analysis !! VHDL Level Design  !! CMOS Level Design  
|-
| '''1. Ripple Carry Adder'''
|| [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]||
|| [[Media:Adder.rca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]]
|-
| '''2. Carry Lookahead Adder'''
|| [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261031.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261028.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] ||
|| [[Media:Adder.cla.20140313.pdf|pdf]]||
|-
| '''3. Carry Save Adder''' 
|| [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]||
|| ||
|-
|| '''4. Carry Select Adder''' 
|| [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]||
|| || 
|-
|| '''5. Carry Skip Adder'''
|| [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]||
|| 
|| [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]]
|- 
|| '''6. Carry Chain Adder'''
|| [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]||
|| [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]],  [[Media:Adder.cca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]]
|- 
|| '''7. Kogge-Stone Adder'''
|| [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]||
|| [[Media:Adder.ksa.20140409.pdf|pdf]]||
|-
|| '''8. Prefix Adder'''
|| [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]||
|| || 
|-
|| '''9.1 Variable Block Adder'''
|| [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]||
|| || 
|-
|| '''9.2 Multi-Level Variable Block Adder'''
|| [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]||
|| || 
|}
&lt;/br&gt;
 
=== Adder Architectures Suitable for FPGA === 
* FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]])
* FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]])
* FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]])
* FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]])
* Carry-Skip Adder
&lt;/br&gt;

== Barrel Shifter ==
* Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]])
&lt;/br&gt;

'''Mux Based Barrel Shifter'''
* Analysis  ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) 
* Implementation 
&lt;/br&gt;

== Multiplier == 
=== Array Multipliers ===
* Analysis  ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]])
&lt;/br&gt;

=== Tree Mulltipliers ===
* Lattice Multiplication  ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]])
* Wallace Tree  ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]])
* Dadda Tree  ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]])
&lt;/br&gt;

=== Booth Multipliers ===
* [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]]
* Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]])
&lt;/br&gt;

== Divider == 
* Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])&lt;/br&gt;

&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:Digital Circuit Design]]
[[Category:FPGA]]</text>
      <sha1>r5knnlthj0fsu5vqhcg8k0ur5k4esar</sha1>
    </revision>
    <revision>
      <id>2843468</id>
      <parentid>2843466</parentid>
      <timestamp>2026-10-31T10:27:06Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Adder */</comment>
      <origin>2843468</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3176" sha1="te4ruwgs9o4tuu7pckq8c37ukiu7o2i" xml:space="preserve">
== Adder ==

* Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]]  )
 
{| class=&quot;wikitable&quot;
|-
!  Adder type      !! Overview !! Analysis !! VHDL Level Design  !! CMOS Level Design  
|-
| '''1. Ripple Carry Adder'''
|| [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]||
|| [[Media:Adder.rca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]]
|-
| '''2. Carry Lookahead Adder'''
|| [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261031.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261029.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] ||
|| [[Media:Adder.cla.20140313.pdf|pdf]]||
|-
| '''3. Carry Save Adder''' 
|| [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]||
|| ||
|-
|| '''4. Carry Select Adder''' 
|| [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]||
|| || 
|-
|| '''5. Carry Skip Adder'''
|| [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]||
|| 
|| [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]]
|- 
|| '''6. Carry Chain Adder'''
|| [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]||
|| [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]],  [[Media:Adder.cca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]]
|- 
|| '''7. Kogge-Stone Adder'''
|| [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]||
|| [[Media:Adder.ksa.20140409.pdf|pdf]]||
|-
|| '''8. Prefix Adder'''
|| [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]||
|| || 
|-
|| '''9.1 Variable Block Adder'''
|| [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]||
|| || 
|-
|| '''9.2 Multi-Level Variable Block Adder'''
|| [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]||
|| || 
|}
&lt;/br&gt;
 
=== Adder Architectures Suitable for FPGA === 
* FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]])
* FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]])
* FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]])
* FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]])
* Carry-Skip Adder
&lt;/br&gt;

== Barrel Shifter ==
* Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]])
&lt;/br&gt;

'''Mux Based Barrel Shifter'''
* Analysis  ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) 
* Implementation 
&lt;/br&gt;

== Multiplier == 
=== Array Multipliers ===
* Analysis  ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]])
&lt;/br&gt;

=== Tree Mulltipliers ===
* Lattice Multiplication  ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]])
* Wallace Tree  ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]])
* Dadda Tree  ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]])
&lt;/br&gt;

=== Booth Multipliers ===
* [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]]
* Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]])
&lt;/br&gt;

== Divider == 
* Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])&lt;/br&gt;

&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:Digital Circuit Design]]
[[Category:FPGA]]</text>
      <sha1>te4ruwgs9o4tuu7pckq8c37ukiu7o2i</sha1>
    </revision>
    <revision>
      <id>2843470</id>
      <parentid>2843468</parentid>
      <timestamp>2026-10-31T10:27:51Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Adder */</comment>
      <origin>2843470</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3176" sha1="25agaokh1q9xsb5tzk7j4sjcucowx2b" xml:space="preserve">
== Adder ==

* Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]]  )
 
{| class=&quot;wikitable&quot;
|-
!  Adder type      !! Overview !! Analysis !! VHDL Level Design  !! CMOS Level Design  
|-
| '''1. Ripple Carry Adder'''
|| [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]||
|| [[Media:Adder.rca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]]
|-
| '''2. Carry Lookahead Adder'''
|| [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261031.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261030.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] ||
|| [[Media:Adder.cla.20140313.pdf|pdf]]||
|-
| '''3. Carry Save Adder''' 
|| [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]||
|| ||
|-
|| '''4. Carry Select Adder''' 
|| [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]||
|| || 
|-
|| '''5. Carry Skip Adder'''
|| [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]||
|| 
|| [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]]
|- 
|| '''6. Carry Chain Adder'''
|| [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]||
|| [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]],  [[Media:Adder.cca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]]
|- 
|| '''7. Kogge-Stone Adder'''
|| [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]||
|| [[Media:Adder.ksa.20140409.pdf|pdf]]||
|-
|| '''8. Prefix Adder'''
|| [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]||
|| || 
|-
|| '''9.1 Variable Block Adder'''
|| [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]||
|| || 
|-
|| '''9.2 Multi-Level Variable Block Adder'''
|| [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]||
|| || 
|}
&lt;/br&gt;
 
=== Adder Architectures Suitable for FPGA === 
* FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]])
* FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]])
* FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]])
* FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]])
* Carry-Skip Adder
&lt;/br&gt;

== Barrel Shifter ==
* Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]])
&lt;/br&gt;

'''Mux Based Barrel Shifter'''
* Analysis  ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) 
* Implementation 
&lt;/br&gt;

== Multiplier == 
=== Array Multipliers ===
* Analysis  ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]])
&lt;/br&gt;

=== Tree Mulltipliers ===
* Lattice Multiplication  ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]])
* Wallace Tree  ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]])
* Dadda Tree  ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]])
&lt;/br&gt;

=== Booth Multipliers ===
* [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]]
* Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]])
&lt;/br&gt;

== Divider == 
* Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])&lt;/br&gt;

&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:Digital Circuit Design]]
[[Category:FPGA]]</text>
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    <revision>
      <id>2843472</id>
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      <timestamp>2026-10-31T10:28:42Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Adder */</comment>
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== Adder ==

* Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]]  )
 
{| class=&quot;wikitable&quot;
|-
!  Adder type      !! Overview !! Analysis !! VHDL Level Design  !! CMOS Level Design  
|-
| '''1. Ripple Carry Adder'''
|| [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]||
|| [[Media:Adder.rca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]]
|-
| '''2. Carry Lookahead Adder'''
|| [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261031.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261031.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] ||
|| [[Media:Adder.cla.20140313.pdf|pdf]]||
|-
| '''3. Carry Save Adder''' 
|| [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]||
|| ||
|-
|| '''4. Carry Select Adder''' 
|| [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]||
|| || 
|-
|| '''5. Carry Skip Adder'''
|| [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]||
|| 
|| [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]]
|- 
|| '''6. Carry Chain Adder'''
|| [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]||
|| [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]],  [[Media:Adder.cca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]]
|- 
|| '''7. Kogge-Stone Adder'''
|| [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]||
|| [[Media:Adder.ksa.20140409.pdf|pdf]]||
|-
|| '''8. Prefix Adder'''
|| [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]||
|| || 
|-
|| '''9.1 Variable Block Adder'''
|| [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]||
|| || 
|-
|| '''9.2 Multi-Level Variable Block Adder'''
|| [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]||
|| || 
|}
&lt;/br&gt;
 
=== Adder Architectures Suitable for FPGA === 
* FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]])
* FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]])
* FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]])
* FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]])
* Carry-Skip Adder
&lt;/br&gt;

== Barrel Shifter ==
* Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]])
&lt;/br&gt;

'''Mux Based Barrel Shifter'''
* Analysis  ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) 
* Implementation 
&lt;/br&gt;

== Multiplier == 
=== Array Multipliers ===
* Analysis  ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]])
&lt;/br&gt;

=== Tree Mulltipliers ===
* Lattice Multiplication  ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]])
* Wallace Tree  ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]])
* Dadda Tree  ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]])
&lt;/br&gt;

=== Booth Multipliers ===
* [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]]
* Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]])
&lt;/br&gt;

== Divider == 
* Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])&lt;/br&gt;

&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:Digital Circuit Design]]
[[Category:FPGA]]</text>
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    <title>Template:Motivation and emotion/Book chapter structure</title>
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      <text bytes="11717" sha1="ilmygowov9gahbyidc2lqzsl7y22q7j" xml:space="preserve">&lt;noinclude&gt;
{{:Motivation and emotion/Assessment/Topic/Quickstarttip}}
&lt;hr&gt;
&lt;/noinclude&gt;{{title|Title goes here:&lt;br&gt;Subtitle goes here?}}
&lt;div align=center&gt;Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].&lt;br&gt;[[Motivation and emotion/About/Staff|Seek approval]] for any changes.&lt;br&gt;Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].&lt;/div&gt;
__TOC__

==Overview==
{{RoundBoxTop|theme=3}}
[[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]]

; Introduce the topic with a scenario

Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it.

The scenario should:
* Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario.
* Describe a '''realistic problem, situation, or question''' related to the topic.
* Be engaging and accessible to a reader who is new to the topic.
* Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter.
* Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it.
* Be presented in a [[#Feature box|feature box]].
* Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario.

For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points.

;Feature box colour
To change the feature-box colour:
# Select Edit source
# Find theme=3
# Change 3 to another theme number

{{RoundBoxBottom}}

The Overview section should consist of three parts:
# '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above)
# '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help
# '''Focus questions''': Unpack the sub-title into focus questions in a feature box

Recommended length: 180 to 330 words.

This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter.

The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product.

Key resources:
* [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit
* [[Motivation and emotion/Assessment/Topic|Topic development guidelines]]
* [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]]

{{RoundBoxTop|theme=3}}
'''Focus questions'''

Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions.
* What is the first focus question?
* What is the second focus question? 
* What is the third focus question?

Ask [[w:Open-ended question|open-ended]] questions. For example:

{{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)&lt;br&gt;
{{tick}} What is the relationship between weather and criminal behaviour? (open-ended)
{{RoundBoxBottom}}

==Headings==
Each chapter should use this standard heading structure:
* [[#Overview|Overview]]
* 3 to 6 major headings tailored to the topic; can have sub-headings:
** avoid sections with only one sub-heading (use 0 or 2+ sub-headings)
** provide an introductory paragraph before breaking into sub-sections
* [[#Conclusion|Conclusion]]
* [[#See also|See also]]
* [[#References|References]]
* [[#External links|External links]]

==Key points==
* For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion 
* Include key citations

==Figures==
[[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]]

* For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario
* For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples
* Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio
* Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed
* Embed figures throughout the chapter, starting with the scenario in the Overview section
* Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text)
* Cite each figure at least once in the main text (e.g., see Figure 2)

==Learning features==
Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options:

{{anchor|Scenarios}}
;Scenarios
* Scenarios, case studies, or examples that illustrate concepts in action
* Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages)
* Can be real or fictional; if real, provide citation(s)

{{anchor|Feature box}}
;Feature boxes
* Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect
* Consider using feature boxes for:
** [[#Scenarios|Scenarios]], case studies, or examples
** Focus questions
** Tips
** Quiz questions
** Take-home messages

;Embedded links
* When key words are introduced, use [[Help:Links|interwiki links]] to:
** Wikipedia articles (e.g., &quot;An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]&quot;) or
** Related book chapters (e.g., &quot;If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]&quot;)

{{anchor|Tables}}
;Tables
* Use tables to organise and summarise information
* Cite each table at least once in the main text (e.g., see Table 1)
* Tables should be captioned
* [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted

'''Table 1''' 

A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., 

The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other

{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
! !! Known to self !! Not known to self
|-
| '''Known to others''' || Open area || Blind spot
|-
| '''Not known to others''' || Hidden area || Unknown
|}

;Quizzes
* Consider including one or two quiz questions for each main section; avoid long quizzes at the end
* Ask about ''conceptual'' understanding of key take-home messages, rather than trivial detail
* Ask easy rather than hard questions
* Different types of quiz questions are possible; see [[Help:Quiz|Quiz]]
* Don’t use headings for quizzes (just embed the questions, as for figures, tables, and feature boxes, in the most relevant place

Example simple quiz questions. Choose your answers and click &quot;Submit&quot;:
&lt;quiz display=simple&gt;
{The purpose of quizzes is to provide an interactive learning feature:
|type=&quot;()&quot;}
+ True
- False

{Long and complex quiz questions are recommended:
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;

==Conclusion==
* The most important section
* Provide at least three bullet-points at the topic development stage, based on preliminary thinking
* For the book chapter, summarise the key points and develop clear take-home message(s) that address the focus questions based on psychological theory and research
* Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem
* Recommended length: 150 to 330 words

{{tip|Suggestions for this section:
* What is the answer to the sub-title question based on psychological theory and research?
* What are the answers to the focus questions?
* What are the practical, take-home messages?
}}

==See also==
List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example:
* [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity)
* [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021)
* [[w:Self determination theory|Self determination theory]] (Wikipedia)
* [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity)

{{tip|Suggestions for this section:
* Link to the most relevant internal resources about the topic
* Include the source in parentheses
}}

==References==
Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent.

APA style example:
{{Hanging indent|1=

Rosenberg, B. D., &amp; Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091

Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper &amp; Row.

}}

{{tip|Suggestions for this section:
* Important aspects of APA referencing style
** Author surname, followed by a comma, then the author initials separated by full stops and spaces
** Year of publication in parentheses
** Title of work in lower case (except first letter and proper names), ending in a full-stop
** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop
** doi as a URL which is a working hyperlink (i.e., clickable)
** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]:
*** Use &quot;Edit source&quot;
*** &lt;nowiki&gt;{{Hanging indent|1= the full list of references}}&lt;/nowiki&gt;
* The most common mistakes include:
** Incorrect capitalisation
** Incorrect italicisation
** dois which aren't clickable as working hyperlinks
** Citing sources that haven't been consulted
}}

==External links==
[[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example:
* [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne)
* [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com)

{{tip|Suggestions for this section:
* Link to the most relevant external resources about the topic
* Include the source in parentheses after the link
}}&lt;includeonly&gt;

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]&lt;/includeonly&gt;&lt;noinclude&gt;
[[Category:Motivation and emotion/Assessment/Chapter]]
[[Category:Motivation and emotion/Book]]
&lt;/noinclude&gt;</text>
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    <title>Wikiversity:Newsletters/This Month in Education</title>
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      <text bytes="322242" sha1="cdq0i3v84wkjnocxq8ua1ulefn1nl03" xml:space="preserve">== Archives ==
* [[Outreach:Education/Newsletter/Archives]]

== This Month in Education: January 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 7 | Issue 1 | January 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

{{anchor|back}}
&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;


{| style=&quot;width:60%;&quot;
| style=&quot;width:50%; color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/January 2018#Featured Topic|Featured Topic]]
| style=&quot;width:50%; font-size:16px; font-family:times new roman;&quot; |
&lt;!-- Enter the title of the articles for this issue  --&gt;

[[outreach:Education/Newsletter/January 2018#Article 1|Bertsomate: using Basque oral poetry to illustrate math concepts]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/January 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/January 2018#Article 2|Wikimedia Serbia celebrated 10 years from the first article written within the Education Program]]

[[outreach:Education/Newsletter/January 2018#Article 3|WikiChallenge Ecoles d'Afrique update]]

[[outreach:Education/Newsletter/January 2018#Article 4|The first Swedish Master's in Digital Humanities partners with Wikimedia Sverige]]

[[outreach:Education/Newsletter/January 2018#Article 5|How we use PetScan to improve partnership with lecturers and professors]]


|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/January 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/January 2018#Article 6|The Education Survey Report is out!]]

[[outreach:Education/Newsletter/January 2018#Article 7|Education Extension scheduled shutdown]]
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 18:42, 1 February 2018 (UTC)&lt;/div&gt;
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== This Month in Education: February 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 7 | Issue 2 | February 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;

{| style=&quot;width:60%;&quot;
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/February 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/February 2018#Article 2|WikiProject Engineering Workshop at IIUC,Chittagong]]

[[outreach:Education/Newsletter/February 2018#Article 3|What did we learn from Wikibridges MOOC?]]

[[outreach:Education/Newsletter/February 2018#Article 4|Wikimedia Serbia launched Wiki scholar project]]

[[outreach:Education/Newsletter/February 2018#Article 5|Wiki Club in Ohrid, Macedonia]]

[[outreach:Education/Newsletter/February 2018#Article 6|Karvachar’s WikiClub: When getting knowledge is cool]]

[[outreach:Education/Newsletter/February 2018#Article 7|More than 30 new courses launched in the University of the Basque Country]]

[[outreach:Education/Newsletter/February 2018#Article 8|Review meeting on Christ Wikipedia Education Program]]

[[outreach:Education/Newsletter/February 2018#Article 9|The Multidisciplinary Choices of High School Students: The Arabic Education Program; Wikimedia Israel]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/February 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/February 2018#Article 10|The Education Extension is being deprecated (second call)]]

[[outreach:Education/Newsletter/February 2018#Article 11|The 2017 survey report live presentation is available for viewing]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 08:53, 1 March 2018 (UTC)&lt;/div&gt;
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== This Month in Education: March 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 7 | Issue 3 | March 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;


{| style=&quot;width:60%;&quot;
| style=&quot;width:50%; color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/March 2018#Featured Topic|Featured Topic]]
| style=&quot;width:50%; font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/March 2018#Article 1|Education Programs Itinerary]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/March 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/March 2018#Article 2|Animated science educational videos in Basque for secondary school student]]

[[outreach:Education/Newsletter/March 2018#Article 3|Beirut WikiClub: Wikijourney that has enriched our experiences]]

[[outreach:Education/Newsletter/March 2018#Article 4|Students of the Faculty of Biology in Belgrade edit Wikipedia for the first time]]

[[outreach:Education/Newsletter/March 2018#Article 5|The role of Wikipedia in education - Examples from the Wiki Education Foundation]]

[[outreach:Education/Newsletter/March 2018#Article 6|Multilingual resource for Open education projects]]

[[outreach:Education/Newsletter/March 2018#Article 7|Wikipedia: examples of curricular integration in Portugal]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/March 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/March 2018#Article 8|Resources and Tips to engage with Educators]]

[[outreach:Education/Newsletter/March 2018#Article 9|Education Session at WMCON 2018]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 10:33, 4 April 2018 (UTC)&lt;/div&gt;
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== This Month in Education: April 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 7 | Issue 4 | April 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;


{| style=&quot;width:60%;&quot;
| style=&quot;width:50%; color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/April 2018#Featured Topic|Featured Topic]]
| style=&quot;width:50%; font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/April 2018#Article 1|Wikimedia at the Open Educational Resources Conference 2018]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/April 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/April 2018#Article 2|Global perspectives from Western Norway]]

[[outreach:Education/Newsletter/April 2018#Article 3|Togh's WikiClub: Wikipedia is the 8th wonder of the world!]]

[[outreach:Education/Newsletter/April 2018#Article 4|Aboriginal Volunteers in Taiwan Shared Experience about Incubating Minority Language Wikipedia in Education Magazine]]

[[outreach:Education/Newsletter/April 2018#Article 5|Workshops with Wiki Clubs members in the Republic of Macedonia]]

[[outreach:Education/Newsletter/April 2018#Article 6|Celebrating Book's Day in the University of the Basque Country: is Wikipedia the largest Basque language book?]]

[[outreach:Education/Newsletter/April 2018#Article 7|Txikipedia is born and you'll love it]]

[[outreach:Education/Newsletter/April 2018#Article 8|Students Write Wiktionary]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/April 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |


[[outreach:Education/Newsletter/April 2018#Article 9|Presenting the Wikipedia Education Program at the Open Education Global Conference]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 07:33, 4 May 2018 (UTC)&lt;/div&gt;
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== This Month in Education: May 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 5 | May 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;


&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;

{| style=&quot;width:60%;&quot;
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/May 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/May 2018#Article 2|Creating and reusing OERs for a Wikiversity science journalism course from Brazil]]

[[outreach:Education/Newsletter/May 2018#Article 3|Inauguration Ceremony of Sri Jayewardenepura University Wiki Club]]

[[outreach:Education/Newsletter/May 2018#Article 4|Wiki Education publishes evaluation of Fellows pilot]]

[[outreach:Education/Newsletter/May 2018#Article 5|The first students of Russia with diplomas of Wikimedia and Petrozavodsk State University]]

[[outreach:Education/Newsletter/May 2018#Article 6|Selet WikiSchool]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/May 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/May 2018#Article 8|A lofty vision for the Education Team]]

[[outreach:Education/Newsletter/May 2018#Article 9|UNESCO Mobile Learning Week 2018, Digital Skills for Life and Work]]
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 21:44, 4 June 2018 (UTC)&lt;/div&gt;
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== This Month in Education: June 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 6 | June 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;


{| style=&quot;width:60%;&quot;
| style=&quot;width:50%; color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#Featured Topic|Featured Topic]]
| style=&quot;width:50%; font-size:16px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#Article 1|Academia and Wikipedia: the first Irish conference on Wikipedia in education]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/June 2018#Article 2|Ashesi Wiki Club: Charting the cause for Wikipedia Education Program in West Africa]]

[[outreach:Education/Newsletter/June 2018#Article 3|Wikimedia Serbia has received a new accreditation for the Accredited seminars for teachers]]

[[outreach:Education/Newsletter/June 2018#Article 4|Côte d'Ivoire: Wikipedia Classes 2018 are officially up and running]]

[[outreach:Education/Newsletter/June 2018#Article 5|Basque secondary students have now better coverage for main topics thanks to the Education Program]]

[[outreach:Education/Newsletter/June 2018#Article 6|What lecturers think about their first experience in the Basque Education Program]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#Article 7|Education Extension scheduled deprecation]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#In the News|In the News]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; | 
[[outreach:Education/Newsletter/June 2018#Article 8|Wikipedia calls for participation to boost content from the continent]]

[[outreach:Education/Newsletter/June 2018#Article 9|Wikipedia in the History Classroom]]

[[outreach:Education/Newsletter/June 2018#Article 10|Wikipedia as a Pedagogical Tool Complicating Writing in the Technical Writing Classroom]]

[[outreach:Education/Newsletter/June 2018#Article 11|When the World Helps Teach Your Class: Using Wikipedia to Teach Controversial Issues]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 06:03, 30 June 2018 (UTC)&lt;/div&gt;
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== This Month in Education: July 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 7 | July 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;


{| style=&quot;width:60%;&quot;
| style=&quot;width:50%; color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/July 2018#Featured Topic|Featured Topic]]
| style=&quot;width:50%; font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/July 2018#Article 1|Wikipedia+Education Conference 2019: Community Engagement Survey]]


|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/July 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/July 2018#Article 2|Young wikipedian: At WikiClub you get knowledge on your own will]]

[[outreach:Education/Newsletter/July 2018#Article 3|Wikipedia in schools project at the &quot;New Technologies in Education&quot; Conference]]

[[outreach:Education/Newsletter/July 2018#Article 4|Basque Education Program: 2017-2018 school year report]]


|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/July 2018#In the News|In the News]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; | 
[[outreach:Education/Newsletter/July 2018#Article 10|UNESCO ICT in Education Prize call for nominations opens]]

[[outreach:Education/Newsletter/July 2018#Article 11|An educator's overview of Wikimedia (in short videos format)]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 06:32, 2 August 2018 (UTC)&lt;/div&gt;
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== This Month in Education: August 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 8 | August 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;

{| style=&quot;width:60%;&quot;
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/August 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/August 2018#Article 2|The reconnection of Wikimedia Projects in Brazil]]

[[outreach:Education/Newsletter/August 2018#Article 3|Christ (DU) students enrolls for 3rd Wikipedia certificate course]]

[[outreach:Education/Newsletter/August 2018#Article 4|Educational wiki-master-classes at International &quot;Selet&quot; forum]]

[[outreach:Education/Newsletter/August 2018#Article 5|54 students help enrich the digital Arabic content]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/August 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/August 2018#Article 6|Mapping education in the Wikimedia Movement]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 03:12, 2 September 2018 (UTC)&lt;/div&gt;
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== This Month in Education: September 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 9 | September 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;


&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;

{| style=&quot;width:60%;&quot;
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/September 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/September 2018#Article 1|Edu Wiki Camp 2018: New Knowledge for New Generation]]

[[outreach:Education/Newsletter/September 2018#Article 2|Education loves Monuments: A Brazilian Tale]]

[[outreach:Education/Newsletter/September 2018#Article 3|“I have always liked literature, now I like it even more thanks to Wikipedia”. Literature is in the air of WikiClubs․]]

[[outreach:Education/Newsletter/September 2018#Article 4|History of Wikipedia Education programme at Christ (Deemed to be University)]]

[[outreach:Education/Newsletter/September 2018#Article 5|Preparation for the autumn educational session of Selet WikiSchool is started]]

[[outreach:Education/Newsletter/September 2018#Article 6|Wiki Camp Doyran 2018]]

[[outreach:Education/Newsletter/September 2018#Article 7|Wikicamp Czech Republic 2018]]

[[outreach:Education/Newsletter/September 2018#Article 8|Wikipedia offline in rural areas of Colombia]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/September 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/September 2018#Article 9|Presentation on mapping education in the Wikimedia Movement]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 01:14, 9 October 2018 (UTC)&lt;/div&gt;
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== This Month in Education: November 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 10 | October 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;


&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;

{| style=&quot;width:60%;&quot;
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/October 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/October 2018#Article 1|A new academic course featuring Wikidata at Tel Aviv University]]

[[outreach:Education/Newsletter/October 2018#Article 2|How we included Wikipedia edition into a whole University department curriculum]]

[[outreach:Education/Newsletter/October 2018#Article 3|Meet the first board of the UG Wikipedia &amp; Education]]

[[outreach:Education/Newsletter/October 2018#Article 4|The education program has kicked off as the new academic year starts]]

[[outreach:Education/Newsletter/October 2018#Article 5|The education program has kicked off as the new academic year starts in Albania]]

[[outreach:Education/Newsletter/October 2018#Article 6|The first Wikimedia+Education conference will happen on April 5-7 at Donostia-Saint Sebastian]]

[[outreach:Education/Newsletter/October 2018#Article 7|Using ORES to assign articles in Basque education program]]

[[outreach:Education/Newsletter/October 2018#Article 8|What to write for Wikipedia about? Monuments!]]

[[outreach:Education/Newsletter/October 2018#Article 9|Wikifridays: editing Wikipedia in the university]]

[[outreach:Education/Newsletter/October 2018#Article 10|Writing articles on Wikipedia is our way of leaving legacy to the next generations]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 05:55, 12 November 2018 (UTC)&lt;/div&gt;
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== This Month in Education: November 2018 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em; direction:ltr;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 4 &amp;bull; Issue 10 &amp;bull; October 2018&lt;/span&gt;

------

&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/November 2018|Contents]] &amp;bull; [[outreach:Education/Newsletter/November 2018/Single page|Single page view]] &amp;bull; [[:m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

-------
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:outreach:Education/News/November 2018/WikiEducation - Report from Wikimedians of Albanian Language UG |WikiEducation - Report from Wikimedians of Albanian Language UG]]
*[[:outreach:Education/News/November 2018/Wikipedia Education Program in ICETC 2018 , Japan |Wikipedia Education Program in ICETC 2018, Japan]]
*[[:outreach:Education/News/November 2018/Wikipedia has become the inseparable part of my daily life |Wikipedia has become the inseparable part of my daily life]]
*[[:outreach:Education/News/November 2018/Wikipedia is a world in which anyone of us has his own place |Wikipedia is a world in which anyone of us has his own place]]
*[[:outreach:Education/News/November 2018/Wiki conference for teachers in Ohrid |Wiki conference for teachers in Ohrid]]
*[[:outreach:Education/News/November 2018/Our baby is 3! |Our baby is 3!]]
*[[:outreach:Education/News/November 2018/highlighting work of Sailesh Patnaik |Highlighting work of Sailesh Patnaik]]
*[[:outreach:Education/News/November 2018/Important updates from Wikimedia Education Team |Important updates from Wikimedia Education Team]]
*[[:outreach:Education/News/November 2018/Welcome Melissa to the Education Team |Welcome Melissa to the Education Team]]
*[[:outreach:Education/News/November 2018/What has the education team been up to? Year end review and updates! |What has the education team been up to? Year end review and updates! ]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 18:18, 30 November 2018 (UTC)&lt;/div&gt;
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== This Month in Education: January 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;bull; Issue 1 &amp;bull; January 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/January 2019|Contents]] &amp;bull; [[outreach:Education/Newsletter/January 2019/Headlines|Headlines]] &amp;bull; [[:m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:outreach:Education/News/January 2019/Registration for Wikimedia+Education Conference is open|Registration for Wikimedia+Education Conference is open]]
*[[:outreach:Education/News/January 2019/Collaboration with Yerevan State University of Languages and Social Sciences after V. Brusov|Collaboration with Yerevan State University of Languages and Social Sciences after V. Brusov]]
*[[:outreach:Education/News/January 2019/Meet the first Programs &amp; Events Dashboard sysops|Meet the first Programs &amp; Events Dashboard sysops]]
*[[:outreach:Education/News/January 2019/More than a hundred students gathered in Ecuador to edit Wikipedia|More than a hundred students gathered in Ecuador to edit Wikipedia]]
*[[:outreach:Education/News/January 2019/Selet WikiSchool continues to teach young Tatar language Wikipedians|Selet WikiSchool continues to teach young Tatar language Wikipedians]]
*[[:outreach:Education/News/January 2019/The WikiClub contributes to the development of our human qualities |The WikiClub contributes to the development of our human qualities]]
*[[:outreach:Education/News/January 2019/Third prize for Wikipedia in schools project|Third prize for Wikipedia in schools project]]
*[[:outreach:Education/News/January 2019/We've updated the design of Education space!|We've updated the design of Education space!]]
*[[:outreach:Education/News/January 2019/WikiChallenge Ecoles d'Afrique 2019|The WikiChallenge Ecoles d'Afrique is back]]
*[[:outreach:Education/News/January 2019/Wiki Advanced Training at VVIT|Wiki Advanced Training at VVIT]]
*[[:outreach:Education/News/January 2019/WikiEducation in Albania from WoALUG|Creating our first WikiClub]]
*[[:outreach:Education/News/January 2019/WikiClubs participate in edit-a-thon of cartoons|WikiClubs participate in edit-a-thon of cartoons]]
*[[:outreach:Education/News/January 2019/Wikimedia and Education in Portugal: Where are we now|Wikimedia and Education in Portugal: Where are we now]]
*[[:outreach:Education/News/January 2019/Wikimedia Israel: “Wikipedia Ambassadors” program for Arabic-speaking schools is launched|Wikimedia Israel: “Wikipedia Ambassadors” program for Arabic-speaking schools is launched]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 04:41, 29 January 2019 (UTC)&lt;/div&gt;
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== This Month in Education: February 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 2 &amp;#x2022; February 2019&lt;/span&gt;

----

&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/February 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/February 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[:outreach:Education/News/February 2019/Wikimedia User Group Nigeria in Collaboration with AfroCrowd Celebrate Black Month History with a 2Day Editathon|Wikimedia User Group Nigeria in Collaboration with AfroCrowd Celebrate Black Month History with a 2Day Editathon]]
* [[:outreach:Education/News/February 2019/Wikimedia+Education Programme announced|Wikimedia+Education Programme announced]]
* [[:outreach:Education/News/February 2019/Wikipedia in Education, Uruguay|Wikipedia in Education, Uruguay]]
* [[:outreach:Education/News/February 2019/Oslo Metropolitan University hires “Wikipedia-assistants”|Oslo Metropolitan University hires “Wikipedia-assistants”]]
* [[:outreach:Education/News/February 2019/Basque Education Program: 2018 in review|Basque Education Program: 2018 in review]]
* [[:outreach:Education/News/February 2019/Wikimedia Israel introduces Wikidata to Education|Wikimedia Israel introduces Wikidata to Education]]
* [[:outreach:Education/News/February 2019/Wikimedia Serbia made tutorials in Serbian language on editing Wikipedia|Wikimedia Serbia made tutorials in Serbian language on editing Wikipedia]]
* [[:outreach:Education/News/February 2019/Seminar on wikis in education|Seminar on wikis in education]]
* [[:outreach:Education/News/February 2019/Wikimedia, Tourism and Education: Launching project ISAL|Wikimedia, Tourism and Education: Launching project ISAL]]
* [[:outreach:Education/News/February 2019/The Swiss Lab: Wikipedia as a game|The Swiss Lab: Wikipedia as a game]]
* [[:outreach:Education/News/February 2019/Meet Hungary|Meet Hungary]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 17:52, 27 February 2019 (UTC)&lt;/div&gt;
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== This Month in Education: March 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 3 &amp;#x2022; March 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/March 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/March 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[:outreach:Education/News/March 2019/Wikimedia at MLW2019|Wikimedia at UNESCO Mobile Learning Week 2019]]
* [[:outreach:Education/News/March 2019/Wiki Education publishes evaluation on how to get subject matter experts to edit|Wiki Education publishes evaluation on how to get subject matter experts to edit]]
* [[:outreach:Education/News/March 2019/WikiGap brings editors to close WikiGap|WikiGap brings editors to close WikiGap and open Wiki Pathshala]]
* [[:outreach:Education/News/March 2019/Education Mapping exercise is open for public review|Education Mapping exercise is open for public review]]
* [[:outreach:Education/News/March 2019/Wikimedia movement projects and activities presented at EDU RUSSIA 2019 forum|Wikimedia movement projects and activities presented at EDU RUSSIA 2019 forum]]
* [[:outreach:Education/News/March 2019/“Edit-a-thons give us opportunity to distract from common interests” The club members write articles about New Year|“Edit-a-thons give us opportunity to distract from common interests” The club members write articles about New Year]]
* [[:outreach:Education/News/March 2019/WikiClub as a non-formal educational centre in rural communities|WikiClub as a non-formal educational centre in rural communities]]
* [[:outreach:Education/News/March 2019/Mini-MWT at VVIT (Feb 2019)|Mini MediaWiki Training at VVIT]]&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 06:31, 28 March 2019 (UTC)&lt;/div&gt;
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== Bring your idea for Wikimedia in Education to life! Launch of the Wikimedia Education Greenhouse ==

{{center|'''Apply for Education Greenhouse'''}}

[[File:Wikimedia Education Greenhouse logo button.svg|frameless|left|120px]]
Are you passionate about open education? Do you have an idea to apply Wikimedia projects to an education initiative but don’t know where to start? Join the the Wikimedia &amp; Education Greenhouse! It is an immersive co-learning experience that lasts 9 months and will equip you with the skills, knowledge and support you need to bring your ideas to life. You can apply as a team or as an individual, by May 12th. Find out more &lt;big&gt; [[:outreach:Education/Greenhouse|Education Greenhouse]].&lt;/big&gt; For more information reachout to mguadalupe{{@}}wikimedia.org

—[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 11:16, 5 April 2019 (UTC)
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== This Month in Education: April 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 4 &amp;#x2022; April 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/April 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/April 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[:outreach:Education/News/April 2019/Launch of the Wikimedia &amp; Education Greenhouse!|Launch of the Wikimedia &amp; Education Greenhouse!]]
* [[:outreach:Education/News/April 2019/Wikipedia Student Scholar|Wikipedia Student Scholar]]
* [[:outreach:Education/News/April 2019/Wikimedia Commons: a highly hostile place for multimedia students contributions|Wikimedia Commons: a highly hostile place for multimedia students contributions]]
* [[:outreach:Education/News/April 2019/Wikimedia+Education Conference highlights|Wikimedia+Education Conference highlights]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 01:27, 24 April 2019 (UTC)&lt;/div&gt;
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== This Month in Education: May 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 5 &amp;#x2022; May 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[Outreach:Education/Newsletter/May 2019|Contents]] &amp;#x2022; [[Outreach:Education/Newsletter/May 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:Outreach:Education/News/May 2019/Education in Wales|Education in Wales]]
*[[:Outreach:Education/News/May 2019/Wikimedia &amp; Education Greenhouse: Applications closed!|Wikimedia &amp; Education Greenhouse: Applications closed!]]
*[[:Outreach:Education/News/May 2019/Meet Germany|Wiki Camp 'Meet Germany']]
*[[:Outreach:Education/News/May 2019/Seniors also count!|Seniors also count!]]
*[[:Outreach:Education/News/May 2019/Mandatory internship at Wikimedia Armenia|Mandatory internship at Wikimedia Armenia]]
*[[:Outreach:Education/News/May 2019/Wikimedia Experience Survey by VVIT WikiConnect|Wikimedia Experience Survey by VVIT WikiConnect]]
*[[:Outreach:Education/News/May 2019/OFWA Wikipedia Education Highlights April 2019|OFWA Wikipedia Education Highlights April 2019]]
*[[:Outreach:Education/News/May 2019/Wikimedia Education at &quot;Wikicamp Chattogram 2019&quot;|Wikimedia Education at &quot;Wikicamp Chattogram 2019&quot;]]
*[[:Outreach:Education/News/May 2019/Edit a thon about flora and fauna to celebrate the earth day|Edit a thon about flora and fauna to celebrate the earth day]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 07:16, 29 May 2019 (UTC)&lt;/div&gt;
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== This Month in Education: June 2019 ==

{| style=&quot;width:70%;&quot;
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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 6 &amp;#x2022; June 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/June 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/June 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[outreach:Education/News/June 2019/The introduction of the Wikipedia into the educational program has expanded|The introduction of the Wikipedia into the educational program has expanded]]
*[[outreach:Education/News/June 2019/Welcome Vasanthi|Welcome Vasanthi to the Education Team!]]
*[[outreach:Education/News/June 2019/Wikimedia Education SAARC Conference happening in India|Wikimedia Education SAARC Conference happening in India]]
*[[outreach:Education/News/June 2019/&quot;Won't somebody please think of the children?&quot;|&quot;Won't somebody please think of the children?&quot;]]
*[[outreach:Education/News/June 2019/The first Annual Report of VVIT WikiConnect|The first Annual Report of VVIT WikiConnect]]
*[[outreach:Education/News/June 2019/An effective collaboration of WikiClubs and schools|An effective collaboration of WikiClubs and schools]]
*[[outreach:Education/News/June 2019/Wikiclassroom: New way for students' inspiration|Wikiclassroom: New way for students' inspiration]]
*[[outreach:Education/News/June 2019/Wikipedia as a classroom activity kicks off in Kosovo|Wikipedia as a classroom activity kicks off in Kosovo]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 17:40, 6 July 2019 (UTC)&lt;/div&gt;
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== This Month in Education: July 2019 ==

{| style=&quot;width:70%;&quot;
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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 7 &amp;#x2022; July 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/July 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/July 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:outreach:Education/News/July 2019/First WikiEducation gathering in Mexico|First WikiEducation gathering in Mexico]]
*[[:outreach:Education/News/July 2019/SEABA school in India has hired a Wikimedian to teach Wikimedia project in their school.|SEABA school in India has hired a Wikimedian to teach Wikimedia project in their school.]]
*[[:outreach:Education/News/July 2019/Selet WikiSchool: results of first half of 2019|Selet WikiSchool: results of first half of 2019]]
*[[:outreach:Education/News/July 2019/Students Use Archival Documents in a Competition, WMIL|Students Use Archival Documents in a Competition, WMIL]]
*[[:outreach:Education/News/July 2019/Stepanakert WikiClub: Meeting with the Speaker of the Artsakh Parliament - Ashot Ghoulian|Stepanakert WikiClub: Meeting with the Speaker of the Artsakh Parliament - Ashot Ghoulian]]

*[[:outreach:Education/News/July 2019/Collaboration with American University of Armenia|Collaboration with American University of Armenia]]
*[[:outreach:Education/News/July 2019/Finalizing the Collaboration with Armenian Education Foundation|Finalizing the Collaboration with Armenian Education Foundation]]
*[[:outreach:Education/News/July 2019/Wikimedia Education SAARC Conference Journey|Wikimedia Education SAARC Conference Journey]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 09:53, 30 July 2019 (UTC)&lt;/div&gt;
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== This Month in Education: August 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 8 &amp;#x2022; August 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/August 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/August 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/August 2019/Summer WikiCamp for secondary school students 2019 in Armenia|Summer WikiCamp for secondary school students 2019 in Armenia]]
* [[outreach:Education/News/August 2019/Together, we can create an environment that promotes Quality Education|Together, we can create an environment that promotes Quality Education]]
* [[outreach:Education/News/August 2019/International Days and pop culture motivate primary and secondary education students to write on Wikipedia and Wikidata|International Days and pop culture motivate primary and secondary education students to write on Wikipedia and Wikidata]]
* [[outreach:Education/News/August 2019/Quality learning and recruiting students at Edu Wiki camp|Quality learning and recruiting students at Edu Wiki camp]]
* [[outreach:Education/News/August 2019/We spend such wonderful days in WikiCamps that noone wants to return home|We spend such wonderful days in WikiCamps that noone wants to return home]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 01:00, 5 September 2019 (UTC)&lt;/div&gt;
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== This Month in Education: September 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 9 &amp;#x2022; September 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/September 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/September 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:outreach:Education/News/September 2019/Learning history by expanding articles about novels|Learning history by expanding articles about novels]]
*[[:outreach:Education/News/September 2019/Organizing the Education space at Wikimania 2019 - A conversation with Shani Evenstein|Organizing the Education space at Wikimania 2019 - A conversation with Shani Evenstein]]
*[[:outreach:Education/News/September 2019/Wiki Goes to School is back in three cities in Indonesia|Wiki Goes to School is back in three cities in Indonesia]]
*[[:outreach:Education/News/September 2019/Wikipedia workshop at the Summer IT School for Teachers|Wikipedia workshop at the Summer IT School for Teachers]]
*[[:outreach:Education/News/September 2019/WikiChallenge Ecoles d'Afrique 2019 is over|WikiChallenge Ecoles d'Afrique 2019 is over]]
*[[:outreach:Education/News/September 2019/Wikipedia Education Program launched in Bangladesh|Wikipedia Education Program held at Netrokona Government College, Bangladesh]]
*[[:outreach:Education/News/September 2019/Stepanakert WikiClub turns 4!|Stepanakert WikiClub turns 4!]]
*[[:outreach:Education/News/September 2019/Wikimedia Indonesia trained the trainers through WikiPelatih 2019|Wikimedia Indonesia trained the trainers through WikiPelatih 2019]]
*[[:outreach:Education/News/September 2019/Students learning Wikipedia editing by attending Wikicamp at Nabran|Students learning Wikipedia editing by attending Wikicamp at Nabran]]
*[[:outreach:Education/News/September 2019/What is happening at Wikimedia Space?|What is happening at Wikimedia Space?]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 19:34, 1 October 2019 (UTC)&lt;/div&gt;
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== This Month in Education: October 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 10 &amp;#x2022; October 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/October 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/October 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[outreach:Education/News/October 2019/Wikimedia Chile launched its new online course for school teachers|Wikimedia Chile launched its new online course for school teachers]]
*[[outreach:Education/News/October 2019/Wikimedia Norway is developing an education program for Sámi students and universities teaching Sámi subjects|Wikimedia Norway is developing an education program for Sámi students and universities teaching Sámi subjects]]
*[[outreach:Education/News/October 2019/Teachers Association of the Republic of Indonesia (PGRI) Keeps Improving Teachers’ Digital Literacy Through the Use of Wikipedia|Teachers Association of the Republic of Indonesia (PGRI) Keeps Improving Teachers’ Digital Literacy Through the Use of Wikipedia]]
*[[outreach:Education/News/October 2019/Lectures on Wikipedia at the the University of Warsaw|Lectures on Wikipedia at the the University of Warsaw]]

*[[outreach:Education/News/October 2019/Wikicamp in Armenia through the Eyes of Foreigners| Wikicamp in Armenia through the Eyes of Foreigners]]
*[[outreach:Education/News/October 2019/New Wiki Education evaluation report of Wikidata courses published|New Wiki Education evaluation report of Wikidata courses published courses.]]
*[[outreach:Education/News/October 2019/Youth Salon by VVIT WikiConnect along with Wikipedia &amp; Education user group|Wikimedia 2030 Strategoy Youth Salon by VVIT WikiConnect]]
*[[outreach:Education/News/October 2019/Wikimedia &amp; Education Greenhouse – Highlights from the first unit of the online course|Wikimedia &amp; Education Greenhouse – Highlights from the first unit of the online courses.]]
*[[outreach:Education/News/September 2019/What is happening at Wikimedia Space?|What is happening at Wikimedia Space?]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 08:30, 25 October 2019 (UTC)&lt;/div&gt;
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== This Month in Education: November 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 11 &amp;#x2022; November 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/October 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/October 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:outreach:Education/News/November 2019/GOES for Ghana|Wikimedians aim to make a difference in the lives of students in Ghana with support from the Wikimedia &amp; Education Greenhouse]]
*[[:outreach:Education/News/November 2019/The Third &quot;Editatón WikiUNAM&quot;|The Third &quot;Editatón WikiUNAM&quot;]]
*[[:outreach:Education/News/November 2019/Spreading Free Knowledge in the Land of Minangkabau|Spreading Free Knowledge in the Land of Minangkabau]]
*[[:outreach:Education/News/November 2019/What can we learn from the Open Education movement about attaining educational SDG in the digital age?|What can we learn from the Open Education movement about attaining educational SDG in the digital age?]]
*[[:outreach:Education/News/November 2019/We are highlighting the work User:Ixocactus for his contributions in Wikimedia &amp; Education‎| We are highlighting the work of User:Ixocactus this month‎]]
*[[:outreach:Education/News/November 2019/“Olympic sports through history” on Serbian Wikipedia|“Olympic sports through history” on Serbian Wikipedia courses.]]
*[[:outreach:Education/News/November 2019/Workshops with Wiki Club members|Workshops with Wiki Club members]]
*[[:outreach:Education/News/November 2019/&quot;Learning about other Culture&quot; SEABA School, Lehragaga|&quot;Learning about other Culture&quot; SEABA School, Lehragaga.]]
*[[:outreach:Education/News/November 2019/What is happening at Wikimedia Space?|What is happening at Wikimedia Space?]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 03:15, 29 November 2019 (UTC)&lt;/div&gt;
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== This Month in Education: January 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;bull; Issue 1 &amp;bull; January 2020&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/January 2019|Contents]] &amp;bull; [[outreach:Education/Newsletter/January 2019/Headlines|Headlines]] &amp;bull; [[:m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[:outreach:Education/News/January 2020/Featured education community member of January 2020|Meet this month's featured Wikimedia &amp; Education community member: User:Parvathisri]]
* [[:outreach:Education/News/January 2020/Alva's college collaboration|Alva's college collaboration]]
* [[:outreach:Education/News/January 2020/EtnoWiki strikes again!|EtnoWiki strikes again in Poland!]]
* [[:outreach:Education/News/January 2020/Internship program: Engaging New Volunteers to Join the Community|Internship program: Engaging New Volunteers to Join the Community]]
* [[:outreach:Education/News/January 2020/Joint translations as language studying tool in Karvachar’s Wikiclub|Joint translations as language studying tool in Karvachar’s Wikiclub]]
* [[:outreach:Education/News/January 2020/Selet WikiSchool introduces Wikinews and other Wikimedia projects|Selet WikiSchool introduces Wikinews and other Wikimedia projects]]
* [[:outreach:Education/News/January 2020/Training of Trainers for Teachers in South Sulawesi Was Organized For the First Time|Training of Trainers for Teachers in South Sulawesi Was Organized For the First Time]]
* [[:outreach:Education/News/January 2020/Twenty video tutorials in Serbian language on editing Wikipedia|Twenty video tutorials in Serbian language on editing Wikipedia]]
* [[:outreach:Education/News/January 2020/Updates from Wikimedia Education database edit-a-thon|Updates from Wikimedia Education database edit-a-thon]]
* [[:outreach:Education/News/January 2020/Wiki Club Ohrid grows|Wiki Club Ohrid grows]]
* [[:outreach:Education/News/January 2020/Wiki Masuk Sekolah (Wiki Goes to School) Involved the Students in Producing and Sharing Knowledge Through Wikipedia|Wiki Masuk Sekolah (Wiki Goes to School) Involved the Students in Producing and Sharing Knowledge Through Wikipedia]]
* [[:outreach:Education/News/January 2020/Wikiclassroom as a New Means of Gaining Knowledge|Wikiclassroom as a New Means of Gaining Knowledge]]
* [[:outreach:Education/News/January 2020/Wikimedia &amp; Education Greenhouse – Highlights from the second unit of the online course|Wikimedia &amp; Education Greenhouse – Highlights from the second unit of the online course]]
* [[:outreach:Education/News/January 2020/WoALUG collaboration with educational institution BONEVET in Prishtina|WoALUG collaboration with educational institution BONEVET in Prishtina]]

&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 07:26, 3 February 2020 (UTC)&lt;/div&gt;
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== This Month in Education: February 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 1 &amp;#x2022; February 2020&lt;/span&gt;
----&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/February 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/February 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;

* [[:outreach:Education/News/February 2020/Featured education community member of February 2020|Featured education community member of February 2020]]
* [[:outreach:Education/News/February 2020/Wikipedia in Mayan Language|Wikipedia in Mayan Language]]
* [[:outreach:Education/News/February 2020/Open Education Week - events with Wikimedia Poland|Open Education Week - events with Wikimedia Poland]]
* [[:outreach:Education/News/February 2020/Youngest wikimedians ever editing Txikipedia|Youngest wikimedians ever editing Txikipedia]]
* [[:outreach:Education/News/February 2020/Fashion and digital citizenship at Bath Spa University|Fashion and digital citizenship at Bath Spa University]]
* [[:outreach:Education/News/February 2020/WoALUG and REC Albania continue their collaboration in Wikimedia Education|WoALUG and REC Albania continue their collaboration in Wikimedia Education]]
* [[:outreach:Education/News/February 2020/Respati Project|Respati Project]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 22:06, 3 March 2020 (UTC)&lt;/div&gt;
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== This Month in Education: March 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 3 &amp;#x2022; March 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/March 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/March 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/March 2020/An Update on Wikimedia Indonesia’s Education Program|An Update on Wikimedia Indonesia’s Education Program]]
* [[outreach:Education/News/March 2020/Education Program in CUC Sur, Jalisco, México|Education Program in CUC Sur, Jalisco, México]]
* [[outreach:Education/News/March 2020/Featured education community member of March 2020|Meet this month's featured Wikimedia &amp; Education community member: Amber Berson]]
* [[outreach:Education/News/March 2020/Enhancing Armenian Wikipedia with professional articles|Enhancing Armenian Wikipedia with professional articles]]
* [[outreach:Education/News/March 2020/How collaborations and perseverance contributed to an especially impactful educational project|How collaborations and perseverance contributed to an especially impactful educational project]]
* [[outreach:Education/News/March 2020/Wikimedia Argentina carried out the first training program in education and Human Rights for the Wikimedia Movement|Wikimedia Argentina carried out the first training program in education and Human Rights for the Wikimedia Movement]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 15:30, 30 March 2020 (UTC)&lt;/div&gt;
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== This Month in Education: April 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 4 &amp;#x2022; April 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/April 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/April 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/April 2020/ Wikipedia Reveals New Sides of Translation|Wikipedia Reveals New Sides of Translation]]
* [[outreach:Education/News/April 2020/Education Webinars organized by Wikimedia México|Education Webinars organized by Wikimedia México]]
* [[outreach:Education/News/April 2020/Fact checking tool with library under cc-license|Fact checking tool with library under cc-license]]
* [[outreach:Education/News/April 2020/Fast help for schools: An interactive platform for Open Educational Resources|Fast help for schools: An interactive platform for Open Educational Resources]]
* [[outreach:Education/News/April 2020/Featured education community member of April 2020|Meet this month's featured Wikimedia &amp; Education community member]]
* [[outreach:Education/News/April 2020/Wiki Club Ashesi Welcomes Onboard a New Patron|Wiki Club Ashesi Welcomes Onboard a New Patron]]
* [[outreach:Education/News/April 2020/Wiki-school project with Wikimedia Poland|Wiki-school. A new program for teachers in Poland]]
* [[outreach:Education/News/April 2020/Wikimedia Serbia was organized action on improving students assignments on Wikipedia|Wikimedia Serbia was organized action on improving students assignments on Wikipedia]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 10:45, 5 May 2020 (UTC)&lt;/div&gt;
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== This Month in Education: May 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 5 &amp;#x2022; May 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/May 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/May 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/May 2020/EduWiki challenge México by Wikimedia México|EduWiki challenge México by Wikimedia México]]
* [[outreach:Education/News/May 2020/Featured education community member of May 2020|Featured education community member of May 2020]]
* [[outreach:Education/News/May 2020/Sharing Wikimedia Education Projects in the Philippines|Sharing Wikimedia Education Projects in the Philippines]]
* [[outreach:Education/News/May 2020/Turkish professors are giving Wikipedia assignments during Covid-19 days|Turkish professors are giving Wikipedia assignments during Covid-19 days]]
* [[outreach:Education/News/May 2020/Wikidata introduced in Faculty of Economics, University of Belgrade|Wikidata introduced in Faculty of Economics, University of Belgrade]]
* [[outreach:Education/News/May 2020/Wikipedia as career counseling tool for teenagers|Wikipedia as career counseling tool for teenagers]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 16:39, 10 June 2020 (UTC)&lt;/div&gt;
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== This Month in Education: June 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 6 &amp;#x2022; June 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/June 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/June 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/June 2020/Understanding Wikimedia Affiliates Evaluation in Education Report|Understanding Wikimedia Affiliates Evaluation in Education Report]]
* [[outreach:Education/News/June 2020/Understanding Wikimedia Community as Research Fellows|Understanding Wikimedia Community as Research Fellows]]
* [[outreach:Education/News/June 2020/Participants of Wiki/Ponder online workshop in Kosovo edit Wikipedia|Participants of Wiki/Ponder online workshop in Kosovo edit Wikipedia]]
* [[outreach:Education/News/June 2020/Wikimedia &amp; Education Greenhouse – Celebrating the final unit of the online course!|Wikimedia &amp; Education Greenhouse – Celebrating the final unit of the online course!]]
* [[outreach:Education/News/June 2020/Wikipedia in schools competing for innovations in teaching award|Wikipedia in schools competing for innovations in teaching award]]
* [[outreach:Education/News/June 2020/Featured education community member of June 2020|Meet this month's featured Wikimedia &amp; Education community member: Oleh Kushch]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 03:54, 24 June 2020 (UTC)&lt;/div&gt;
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== This Month in Education: July 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 7 &amp;#x2022; July 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/July 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/July 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/July 2020/About Education at the Wikimedia Polska Conference|About Education at the Wikimedia Polska Conference]]
* [[outreach:Education/News/July 2020/Featured education community member of July 2020|Featured education community member]]
* [[outreach:Education/News/July 2020/The importance of having an Education and Human Rights Program|The importance of having an Education and Human Rights Program]]
* [[outreach:Education/News/July 2020/The Welsh Wiki-Education project|The Welsh Wiki-Education project]]
* [[outreach:Education/News/July 2020/Wikimedia Chile faces the challenge of mandatory virtuality|Wikimedia Chile faces the challenge of mandatory virtuality]]
* [[outreach:Education/News/July 2020/WoALUG and Canadian Institute of Technology write about women in tech|WoALUG and Canadian Institute of Technology write about women in tech]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 05:27, 5 August 2020 (UTC)&lt;/div&gt;
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== This Month in Education: August 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 • Issue 8 • August 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/August 2020|Contents]] • [[outreach:Education/Newsletter/August 2020/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/August 2020/Collaboration between Karvachar Armath laboratory and Karvachar’s Wikiclub as a new educational platform for the teenagers|Collaboration between Karvachar Armath laboratory and Karvachar’s Wikiclub as a new educational platform for the teenagers]]
* [[outreach:Education/News/August 2020/Education cycle “Wikipedia, the free encyclopedia: an instructional strategy for the teaching practice” organized by the Faculty of Education Sciences of the Universidad Autónoma de Tlaxcala and Wikimedia México.|Education cycle “Wikipedia, the free encyclopedia: an instructional strategy for the teaching practice”]]

* [[outreach:Education/News/August 2020/3rd edition of Wikipedia Education Program in Hebron, Palestine. (COVID-19 edition)|3rd edition of Wikipedia Education Program in Hebron, Palestine. (COVID-19 edition)]]
* [[outreach:Education/News/August 2020/Introductory Wikipedia Workshop with Future Engineers: First Step of Education Program|Introductory Wikipedia Workshop with Future Engineers: First Step of Education Program]]
* [[outreach:Education/News/August 2020/A picture is worth a thousand words: history students research pictures on Commons|A picture is worth a thousand words: history students research pictures on Commons]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 13:33, 23 August 2020 (UTC)&lt;/div&gt;
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== This Month in Education: September 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 • Issue 9 • September 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/September 2020|Contents]] • [[outreach:Education/Newsletter/September 2020/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/September 2020/Active autumn in the Polish wiki-education|Active autumn in the Polish wiki-education]]
* [[outreach:Education/News/September 2020/Cycle &quot;Caminos y voces de la educación con Wikipedia&quot;|Cycle &quot;Caminos y voces de la educación con Wikipedia&quot;]]
* [[outreach:Education/News/September 2020/Featured education community member of September 2020|Featured education community member of September 2020]]
* [[outreach:Education/News/September 2020/The Use of Wikipedia and Wikimedia Commons as tool for Module Development in the Philippines|The Use of Wikipedia and Wikimedia Commons as tool for Module Development in the Philippines]]
* [[outreach:Education/News/September 2020/Wikimedia Indonesia Education Team Launched Their Books About Wikipedia|Wikimedia Indonesia Education Team Launched Their Books About Wikipedia]]
* [[outreach:Education/News/September 2020/Wikimedia Serbia is organizing the first online Edu Wiki camp|Wikimedia Serbia is organizing the first online Edu Wiki camp]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 12:49, 23 September 2020 (UTC)&lt;/div&gt;
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== This Month in Education: October 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 • Issue 10 • October 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/October 2020|Contents]] • [[outreach:Education/Newsletter/October 2020/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/October 2020/Collegiate Students Fight Historical Revisionism Through Online Wikipedia Edit-a-thon|Collegiate Students Fight Historical Revisionism Through Online Wikipedia Edit-a-thon]]
* [[outreach:Education/News/October 2020/Digital skills using Wikimedia Art + Feminism|Digital skills using Wikimedia Art + Feminism]]
* [[outreach:Education/News/October 2020/Editathon “¡No se olvida!” (We don’t forget!)|Editathon “¡No se olvida!” (We don’t forget!)]]
* [[outreach:Education/News/October 2020/Education news bytes|Education news bytes]]
* [[outreach:Education/News/October 2020/Featured education community member of October 2020|Featured education community member of October 2020]]
* [[outreach:Education/News/October 2020/Teaching Wikipedia at University of Tromsø with support from the Sámi Parliament|Teaching Wikipedia at University of Tromsø with support from the Sámi Parliament]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 12:59, 25 October 2020 (UTC)&lt;/div&gt;
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== This Month in Education: November 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 • Issue 11 • November 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/November 2020|Contents]] • [[outreach:Education/Newsletter/November 2020/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/November 2020/Celebrating 10 years of student editing in the United States and Canada|Celebrating 10 years of student editing in the United States and Canada]]
* [[outreach:Education/News/November 2020/Cooperation in digital education – Wikimedia Polska conference|Cooperation in digital education – Wikimedia Polska conference]]
* [[outreach:Education/News/November 2020/Education Team 2020 Year End Review|Education Team 2020 Year End Review]]
* [[outreach:Education/News/November 2020/Featured education community members of 2020|Featured education community members of 2020]]
* [[outreach:Education/News/November 2020/Fifteen years of implementation of the Wikipedia Education Program in Serbia|Fifteen years of implementation of the Wikipedia Education Program in Serbia]]
* [[outreach:Education/News/November 2020/Hablon User Group and UP Internet Freedom Network Wikipedia Edit-a-thon|Hablon User Group and UP Internet Freedom Network Wikipedia Edit-a-thon]]
* [[outreach:Education/News/November 2020/Online trainings on Wikipedia with high school students of Kosova|Online trainings on Wikipedia with high school students of Kosova]]
* [[outreach:Education/News/November 2020/Photographics and free culture training in Cameroon and Switzerland|Photographics and free culture training in Cameroon and Switzerland]]
* [[outreach:Education/News/November 2020/The article about Wiki-education in the science magazine|The article about Wiki-education in the science magazine]]
* [[outreach:Education/News/November 2020/The first Online EduWiki Camp in Serbia|The first Online EduWiki Camp in Serbia]]
* [[outreach:Education/News/November 2020/Wikimedia Mexico’s Education Program celebrates Open Access Week 2020|Wikimedia Mexico’s Education Program celebrates Open Access Week 2020]]
* [[outreach:Education/News/November 2020/Wikipedia as a Tool to Educate and to Be Educated|Wikipedia as a Tool to Educate and to Be Educated]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 07:14, 17 December 2020 (UTC)&lt;/div&gt;
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== This Month in Education: January 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 1 • January 2021&lt;/span&gt;
----&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/January 2021|Contents]] • [[outreach:Education/Newsletter/January 2021/Headlines|Headlines]] • [[metawiki:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/January 2021/Featured education community member of January 2021|Featured education community member of January 2021]]
* [[outreach:Education/News/January 2021/Open Education Global 2020 Conference|Open Education Global 2020 Conference]]
* [[outreach:Education/News/January 2021/Reading Wikipedia in Bolivia|Reading Wikipedia in Bolivia]]
* [[outreach:Education/News/January 2021/The impact of war on young Wikimedians in Stepanakert|The impact of war on young Wikimedians in Stepanakert]]
* [[outreach:Education/News/January 2021/The Possibility of Open-Access Learning Portals in the Philippines|The Possibility of Open-Access Learning Portals in the Philippines]]
* [[outreach:Education/News/January 2021/Training Resources about Author’s Rights published by Wiki in Africa|Training Resources about Author’s Rights published by Wiki in Africa]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 17:26, 23 January 2021 (UTC)&lt;/div&gt;
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== This Month in Education: January 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 1 • January 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/January 2021|Contents]] • [[outreach:Education/Newsletter/January 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/January 2021/Featured education community member of January 2021|Featured education community member of January 2021]]
* [[outreach:Education/News/January 2021/Open Education Global 2020 Conference|Open Education Global 2020 Conference]]
* [[outreach:Education/News/January 2021/Reading Wikipedia in Bolivia|Reading Wikipedia in Bolivia]]
* [[outreach:Education/News/January 2021/The impact of war on young Wikimedians in Stepanakert|The impact of war on young Wikimedians in Stepanakert]]
* [[outreach:Education/News/January 2021/The Possibility of Open-Access Learning Portals in the Philippines|The Possibility of Open-Access Learning Portals in the Philippines]]
* [[outreach:Education/News/January 2021/Training Resources about Author’s Rights published by Wiki in Africa|Training Resources about Author’s Rights published by Wiki in Africa]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 15:35, 24 January 2021 (UTC)&lt;/div&gt;
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== This Month in Education: February 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 2 • February 2021&lt;/span&gt;
----&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/February 2021|Contents]] • [[outreach:Education/Newsletter/February 2021/Headlines|Headlines]] • [[metawiki:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/February 2021/Education news bytes|Wikimedia Education news bytes]]
* [[outreach:Education/News/February 2021/Featured education community member of February 2021|Featured education community member of February 2021]]
* [[outreach:Education/News/February 2021/Karvachar Wikiclub continues its activities online|Karvachar Wikiclub continues its activities online]]
* [[outreach:Education/News/February 2021/Over 4,000 references added|Over 4,000 more references added! 1Lib1Ref campaign in Poland]]
* [[outreach:Education/News/February 2021/Philippines Climate Change Translate-a-thon|Philippines Climate Change Translate-a-thon]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 07:33, 24 February 2021 (UTC)&lt;/div&gt;
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== This Month in Education: March 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 3 • March 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/March 2021|Contents]] • [[outreach:Education/Newsletter/March 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/March 2021/A Wikipedia Webinar for Indonesian Women Teachers|A Wikipedia Webinar for Indonesian Women Teachers]]
* [[outreach:Education/News/March 2021/Educational program of GLAM Macedonia|Educational program of GLAM Macedonia]]
* [[outreach:Education/News/March 2021/Filling Gaps - the Conference about Education in Poland|Filling the Gaps &amp; Open Education Week]]
* [[outreach:Education/News/March 2021/Featured education community member of March 2021|Meet this month's featured Wikimedia &amp; Education community member: Bara'a Zama'reh]]
* [[outreach:Education/News/March 2021/Using Wikipedia and Bridging the Gender Gap: In-Service training for Teachers in Philippines|Using Wikipedia and Bridging the Gender Gap: In-Service training for Teachers in Philippines]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 11:46, 26 March 2021 (UTC)&lt;/div&gt;
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== This Month in Education: April 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 4 • April 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/April 2021|Contents]] • [[outreach:Education/Newsletter/April 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/April 2021/Collaboration with Brusov State University|Collaboration with Brusov State University]]
* [[outreach:Education/News/April 2021/Editing contest &quot;Meet Russia&quot;|Editing contest &quot;Meet Russia&quot;]]
* [[outreach:Education/News/April 2021/Educational project: Wikipedia at the University with the University Center for Economic-Administrative Sciences|Educational project: Wikipedia at the University with the University Center for Economic-Administrative Sciences (Centro Universitario de Ciencias Económico Administrativas (CUCEA)) of the University of Guadalajara]]
* [[outreach:Education/News/April 2021/Regional Meeting of Latin American Education by the EWOC|Regional Meeting of Latin American Education by the EWOC]]
* [[outreach:Education/News/April 2021/Students of the Faculty of Philosophy in Belgrade have started an internship program|Students of the Faculty of Philosophy in Belgrade have started an internship program]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 22:48, 25 April 2021 (UTC)&lt;/div&gt;
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== This Month in Education: May 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 5 • May 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/May 2021|Contents]] • [[outreach:Education/Newsletter/May 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/May 2021/A Multimedia-Rich Wikiversity MOOC from Brazil|A Multimedia-Rich Wikiversity MOOC from Brazil]]
* [[outreach:Education/News/May 2021/Featured education community member of May 2021|Meet this month's featured Wikimedia &amp; Education community member: Maria Weronika Kmoch]]
* [[outreach:Education/News/May 2021/Offline workshop with Nikola Koperniku High School in Albania|Offline workshop with Nikola Koperniku High School in Albania]]
* [[outreach:Education/News/May 2021/Wiki Education Program Organized with the University Students for the First time in Bangladesh|Wiki Education Program Organized with the University Students for the First time in Bangladesh]]
* [[outreach:Education/News/May 2021/Wikimedia Commons workshop with high school students in Kosovo; Workshop with telecommunication students at University of Prishtina|Wikimedia Commons workshop with high school students in Kosovo]]
* [[outreach:Education/News/May 2021/Wikipedia training for the Safeguardians of the Intangible Cultular Heritage|Wikipedia training for the Bearers of Intangible Cultural Heritage in Poland]]
* [[outreach:Education/News/May 2021/“Writing a Wikipedia article isn’t as difficult and unimaginable as it seems”: A case for Wikipedia Education Program in Ukraine|“Writing a Wikipedia article isn’t as difficult and unimaginable as it seems”: A case for Wikipedia Education Program in Ukraine]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 17:37, 27 May 2021 (UTC)&lt;/div&gt;
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== This Month in Education: June 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 6 • June 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/June 2021|Contents]] • [[outreach:Education/Newsletter/June 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/June 2021/Children writing for an encyclopedia – is it possible?|Can children write articles for a wiki encyclopedia?]]
* [[outreach:Education/News/June 2021/Editing contest &quot;Biosphere reserves in the world&quot;|Editing contest &quot;Biosphere reserves in the world&quot;]]
* [[outreach:Education/News/June 2021/Training &amp; workshop on Wikidata and Wikimedia Commons with students from Municipal Learning Center, Gurrakoc|Training &amp; workshop on Wikidata and Wikimedia Commons with students from Municipal Learning Center, Gurrakoc]]
* [[outreach:Education/News/June 2021/Wiki for Human Rights Campaign in the Philippines|Wiki for Human Rights Campaign in the Philippines]]
* [[outreach:Education/News/June 2021/Wiki-School program in Poland at the end of school year|Wikipedia makes children and teachers happy!]]
* [[outreach:Education/News/June 2021/Workshop with students of Language Faculty of Philology, University of Prishtina &quot;Hasan Prishtina&quot;|Workshop with the students of Language Faculty of Philology, University of Prishtina &quot;Hasan Prishtina&quot;]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 19:57, 23 June 2021 (UTC)&lt;/div&gt;
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== This Month in Education: July 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 7 • July 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/July 2021|Contents]] • [[outreach:Education/Newsletter/July 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/July 2021/UHI Editathon celebrates 10 years as a university|University celebrates 10th anniversary with an Editathon]]
* [[outreach:Education/News/July 2021/A paper on Students' Attitudes Towards the Use of Wikipedia|A paper on Students' Attitudes Towards the Use of Wikipedia]]
* [[outreach:Education/News/July 2021/Announcing the Training of Trainers program for Reading Wikipedia in the Classroom!|Announcing the Training of Trainers program for &quot;Reading Wikipedia in the Classroom&quot;]]
* [[outreach:Education/News/July 2021/MOOC Conocimiento Abierto y Software Libre|MOOC Conocimiento Abierto y Software Libre]]
* [[outreach:Education/News/July 2021/Leamos Wikipedia en Bolivia|Updates on the Leamos Wikipedia en Bolivia 2021]]
* [[outreach:Education/News/July 2021/E-lessons on Wikipedia from Wikimedia Polska|Virtual lessons on Wikipedia from Wikimedia Polska for schools]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 19:32, 3 August 2021 (UTC)&lt;/div&gt;
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== This Month in Education: August 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 8 • August 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/August 2021|Contents]] • [[outreach:Education/Newsletter/August 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/August 2021/Workshop for the Teachers from Poland|GLAM-wiki Summer in the City: Polish Teachers met in Warsaw]]
* [[outreach:Education/News/August 2021/Wikipedia for School – our largest article contest for Ukrainian teachers|Wikipedia for School – our largest article contest for Ukrainian teachers]]
* [[outreach:Education/News/August 2021/The importance of Social Service: Modality of educational linkage with ITESM, Querétaro campus and Wikimedia Mexico|The importance of Social Service: Modality of educational linkage with ITESM, Querétaro campus and Wikimedia Mexico]]
* [[outreach:Education/News/August 2021/&quot;Searching for the unschooling vibes around Wikipedia&quot; at the Wikimania 2021|Wikimania 2021 and the unschooling vibes around Wikipedia by Wikimedia Polska, Education team]]
* [[outreach:Education/News/August 2021/Open Foundation West Africa Introduces KIWIX Offline to the National Association of Graduate Teachers|Open Foundation West Africa Introduces KIWIX Offline to the National Association of Graduate Teachers]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 13:37, 25 August 2021 (UTC)&lt;/div&gt;
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== This Month in Education: September 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 9 • September 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/September 2021|Contents]] • [[outreach:Education/Newsletter/September 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/September 2021/Cultural history on Wikipedia|Cultural history on Wikipedia]]
* [[outreach:Education/News/September 2021/Education program in Ukraine is finally back to offline|Education program in Ukraine is finally back to offline!]]
* [[outreach:Education/News/September 2021/Reading Wikipedia in the Classroom Module Distribution in the Philippines|Reading Wikipedia in the Classroom Module Distribution in the Philippines]]
* [[outreach:Education/News/September 2021/Senior Citizens WikiTown 2021: Týn nad Vltavou|Senior Citizens WikiTown 2021: Týn nad Vltavou]]
* [[outreach:Education/News/September 2021/WikiXLaEducación: New contest to include articles about education on Wikipedia|#WikiXLaEducación: New contest to include articles about education on Wikipedia]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 19:42, 26 September 2021 (UTC)&lt;/div&gt;
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== This Month in Education: October 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 10 • October 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/October 2021|Contents]] • [[outreach:Education/Newsletter/October 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/October 2021/1st joint contest Wikimedia UG Georgia and the Ministry of Education of Georgia.|1st joint contest Wikimedia UG Georgia and the Ministry of Education of Georgia]]
* [[outreach:Education/News/October 2021/Promoting more inclusive and equitable support for the Wikimedia Education community|Promoting more inclusive and equitable support for the Wikimedia Education community]]
* [[outreach:Education/News/October 2021/The Second Online EduWiki Camp in Serbia|The Second Online EduWiki Camp in Serbia]]
* [[outreach:Education/News/October 2021/University courses in the UK|Higher and further education courses in the UK]]
* [[outreach:Education/News/October 2021/Wikipedia on Silesia Cieszyn in Poland|Wikipedia on Silesia Cieszyn in Poland and in Czech Republic]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:40, 26 October 2021 (UTC)&lt;/div&gt;
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== This Month in Education: November 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 11 • November 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Education/Newsletter/November 2021|Contents]] • [[m:Education/Newsletter/November 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[m:Education/News/November 2021/We talked about EduWiki Outreach Collaborators and how Wikimedia Serbia played a role being a part of it|We talked about EduWiki Outreach Collaborators and how Wikimedia Serbia played a role being a part of it]]
* [[m:Education/News/November 2021/Welcome to Meta!|Welcome to Meta!]]
* [[m:Education/News/November 2021/Wikipedia Education Program in Ukraine in 2021|Wikipedia Education Program in Ukraine in 2021]]
* [[m:Education/News/November 2021/Wikipedia and Education Mentorship Program-Serbia and Philippines Partnership|Wikipedia and Education Mentorship Program-Serbia and Philippines Partnership]]
* [[m:Education/News/November 2021/Launch of the Wikimedia Research Fund!|Launch of the Wikimedia Research Fund!]]
* [[m:Education/News/November 2021/Education projects in the Land of Valencia|Education projects in the Land of Valencia]]
* [[m:Education/News/November 2021/A Hatch-Tyap-Wikipedia In-person Training Event|A Hatch-Tyap-Wikipedia In-person Training Event]]
* [[m:Education/News/November 2021/Celebrating Sq Wikipedia Birthday with the Vasil Kamami High School students|Celebrating Sq Wikipedia Birthday with the Vasil Kamami High School students]]
* [[m:Education/News/November 2021/Celebrating Wikidata with the Nikola Koperniku High School students|Celebrating Wikidata with the Nikola Koperniku High School students]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 16:18, 21 November 2021 (UTC)&lt;/div&gt;
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== This Month in Education: January 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;br/&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 1 • January 2022&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/January 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/January 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/January 2022/30-h Wikipedia Article Writing Challenge|30-h Wikipedia Article Writing Challenge]]
* [[m:Special:MyLanguage/Education/News/January 2022/Announcing Wiki Workshop 2022|Announcing Wiki Workshop 2022]]
* [[m:Special:MyLanguage/Education/News/January 2022/Final exhibition about Cieszyn Silesia region|Final exhibition about Cieszyn Silesia region]]
* [[m:Special:MyLanguage/Education/News/January 2022/Join us this February for the EduWiki Week|Join us this February for the EduWiki Week]]
* [[m:Special:MyLanguage/Education/News/January 2022/Offline Education project WikiChallenge closed its third edition|Offline Education project WikiChallenge closed its third edition]]
* [[m:Special:MyLanguage/Education/News/January 2022/Reading Wikipedia in the Classroom ToT Experience of a Filipina Wikimedian|Reading Wikipedia in the Classroom ToT Experience of a Filipina Wikimedian]]
* [[m:Special:MyLanguage/Education/News/January 2022/Welcoming new trainers of the Reading Wikipedia in the Classroom program|Welcoming new trainers of the Reading Wikipedia in the Classroom program]]
* [[m:Special:MyLanguage/Education/News/January 2022/Wikimedia Israel’s education program: Students enrich Hebrew Wiktionary with Biblical expressions still in use in modern Hebrew|Wikimedia Israel’s education program: Students enrich Hebrew Wiktionary with Biblical expressions still in use in modern Hebrew]]
&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 17:28, 24 January 2022 (UTC)&lt;/div&gt;
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== This Month in Education: February 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt; {{int:please-translate}}
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 2 • February 2022&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/February 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/February 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/div&gt;
&lt;/div&gt;
&lt;div style=&quot;column-count: 2; column-width: 35em;&quot;&gt;

* [[m:Special:MyLanguage/Education/News/February 2022/Open Foundation West Africa Expands Open Movement With UHAS|Open Foundation West Africa Expands Open Movement With UHAS]]
* [[m:Special:MyLanguage/Education/News/February 2022/Celebrating the 18th anniversary of Ukrainian Wikipedia|Celebrating the 18th anniversary of Ukrainian Wikipedia]]
* [[m:Special:MyLanguage/Education/News/February 2022/Integrating Wikipedia in the academic curriculum in a university in Mexico|Integrating Wikipedia in the academic curriculum in a university in Mexico]]
* [[m:Special:MyLanguage/Education/News/February 2022/Results of &quot;Reading Wikipedia&quot; workshop in the summer school of Plan Ceibal in Uruguay|Results of &quot;Reading Wikipedia&quot; workshop in the summer school of Plan Ceibal in Uruguay]]
* [[m:Special:MyLanguage/Education/News/February 2022/WikiFundi, offline editing plateform : last release notes and how-tos|WikiFundi, offline editing plateform : last release notes and how-tos]]
* [[m:Special:MyLanguage/Education/News/February 2022/Writing Wikipedia as an academic assignment in STEM fields|Writing Wikipedia as an academic assignment in STEM fields]]
* [[m:Special:MyLanguage/Education/News/February 2022/The Learning and Connection – 1Lib1Ref with African Librarians|The Learning and Connection – 1Lib1Ref with African Librarians]]
&lt;/div&gt;
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:09, 28 February 2022 (UTC)&lt;/div&gt;
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== This Month in Education: March 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 3 • March 2022&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/March 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/March 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;

* [[m:Special:MyLanguage/Education/News/March 2022/Arte+Feminismo Pilipinas:Advocacy on Women Empowerment|Arte+Feminismo Pilipinas:Advocacy on Women Empowerment]]
* [[m:Special:MyLanguage/Education/News/March 2022/The edit-a-thon on Serbian Wikipedia on the occasion of Edu Wiki Week|The edit-a-thon on Serbian Wikipedia on the occasion of Edu Wiki Week]]
* [[m:Special:MyLanguage/Education/News/March 2022/Call for Participation: Higher Education Survey|Call for Participation: Higher Education Survey]]
* [[m:Special:MyLanguage/Education/News/March 2022/Collection of Good Practices in Wikipedia Education|Collection of Good Practices in Wikipedia Education]]
* [[m:Special:MyLanguage/Education/News/March 2022/Conversation: Open education in the Wikimedia Movement views from Latin America|Conversation: Open education in the Wikimedia Movement views from Latin America]]
* [[m:Special:MyLanguage/Education/News/March 2022/EduWiki Week 2022, celebrations and learnings|EduWiki Week 2022, celebrations and learnings]]
* [[m:Special:MyLanguage/Education/News/March 2022/EduWiki Week in Armenia|EduWiki Week in Armenia]]
* [[m:Special:MyLanguage/Education/News/March 2022/Open Education Week at the Universidad Autónoma de Nuevo León|Open Education Week at the Universidad Autónoma de Nuevo León]]
* [[m:Special:MyLanguage/Education/News/March 2022/Wikipedia + Education Talk With Leonard Hagan|Wikipedia + Education Talk With Leonard Hagan]]
* [[m:Special:MyLanguage/Education/News/March 2022/Wikimedia Israel cooperates with Yad Vashem in developing a training course for teachers|Wikimedia Israel cooperates with Yad Vashem in developing a training course for teachers]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 16:57, 25 March 2022 (UTC)&lt;/div&gt;
&lt;/div&gt;
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== This Month in Education: April 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 4 • April 2022&lt;/span&gt;
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&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/April 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/April 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;

* [[m:Special:MyLanguage/Education/News/April 2022/Audio-Educational Seminar of Wikimedia Mexico|Audio-Educational Seminar of Wikimedia Mexico]]
* [[m:Special:MyLanguage/Education/News/April 2022/Dagbani Wikimedians using digital TV broadcast to train Wikipedia contributors in Ghana|Dagbani Wikimedians using digital TV broadcast to train Wikipedia contributors in Ghana]]
* [[m:Special:MyLanguage/Education/News/April 2022/Digital Education &amp; The Open Space With Herbert Acheampong|Digital Education &amp; The Open Space With Herbert Acheampong]]
* [[m:Special:MyLanguage/Education/News/April 2022/HerStory walks as a part of edit-a-thons|HerStory walks as a part of edit-a-thons]]
* [[m:Special:MyLanguage/Education/News/April 2022/Join us for Wiki Workshop 2022|Join us for Wiki Workshop 2022]]
* [[m:Special:MyLanguage/Education/News/April 2022/The youngest member of Tartu Wikiclub is 15-year-old student|The youngest member of Tartu Wikiclub is 15-year-old student]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 12:51, 24 April 2022 (UTC)&lt;/div&gt;
&lt;/div&gt;
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== This Month in Education: May 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 5 • May 2022&lt;/span&gt;
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&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/May 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/May 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;

* [[Education/News/May 2022/Wiki Hackathon in Kwara State|Wiki Hackathon in Kwara State]]
* [[Education/News/May 2022/Introduction of the Wikimedia Fan Club to Kwara State University Malete|Introduction of the Wikimedia Fan Club to Kwara State University Malete]]
* [[Education/News/May 2022/Education in Kosovo|Education in Kosovo]]
* [[Education/News/May 2022/Bringing the Wikiprojects to the Island of Catanduanes|Bringing the Wikiprojects to the Island of Catanduanes]]
* [[Education/News/May 2022/Tyap Wikipedia Goes Live|Tyap Wikipedia Goes Live]]
* [[Education/News/May 2022/Spring 1Lib1Ref edition in Poland|Spring 1Lib1Ref edition in Poland]]
* [[Education/News/May 2022/Tyap Editors Host Maiden Wiktionary In-person Training Workshop|Tyap Editors Host Maiden Wiktionary In-person Training Workshop]]
* [[Education/News/May 2022/Wikibooks project in teaching|Wikibooks project in teaching]]
* [[Education/News/May 2022/Africa Eduwiki Network Hosted Conversation about Wikimedian in Education with Nebojša Ratković|Africa Eduwiki Network Hosted Conversation about Wikimedian in Education with Nebojša Ratković]]
* [[Education/News/May 2022/My Journey In The Wiki-Space By Thomas Baah|My Journey In The Wiki-Space By Thomas Baah]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education| Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 02:43, 1 June 2022 (UTC)&lt;/div&gt;
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== This Month in Education: May 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 5 • May 2022&lt;/span&gt;
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&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/May 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/May 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;

* [[m:Education/News/May 2022/Wiki Hackathon in Kwara State|Wiki Hackathon in Kwara State]]
* [[m:Education/News/May 2022/Introduction of the Wikimedia Fan Club to Kwara State University Malete|Introduction of the Wikimedia Fan Club to Kwara State University Malete]]
* [[m:Education/News/May 2022/Education in Kosovo|Education in Kosovo]]
* [[m:Education/News/May 2022/Bringing the Wikiprojects to the Island of Catanduanes|Bringing the Wikiprojects to the Island of Catanduanes]]
* [[m:Education/News/May 2022/Tyap Wikipedia Goes Live|Tyap Wikipedia Goes Live]]
* [[m:Education/News/May 2022/Spring 1Lib1Ref edition in Poland|Spring 1Lib1Ref edition in Poland]]
* [[m:Education/News/May 2022/Tyap Editors Host Maiden Wiktionary In-person Training Workshop|Tyap Editors Host Maiden Wiktionary In-person Training Workshop]]
* [[m:Education/News/May 2022/Wikibooks project in teaching|Wikibooks project in teaching]]
* [[m:Education/News/May 2022/Africa Eduwiki Network Hosted Conversation about Wikimedian in Education with Nebojša Ratković|Africa Eduwiki Network Hosted Conversation about Wikimedian in Education with Nebojša Ratković]]
* [[m:Education/News/May 2022/My Journey In The Wiki-Space By Thomas Baah|My Journey In The Wiki-Space By Thomas Baah]]
&lt;/div&gt;
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== This Month in Education: June 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 11 • Issue 6 • June 2022&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/June 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/June 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/June 2022/Black Lunch Table: Black History Month with Igbo Wikimedians User Group|Black Lunch Table: Black History Month with Igbo Wikimedians User Group]]
* [[m:Special:MyLanguage/Education/News/June 2022/Bolivian Teachers Welcomed Wikipedia in their Classroom|Bolivian Teachers Welcomed Wikipedia in their Classroom]]
* [[m:Special:MyLanguage/Education/News/June 2022/Educational program &amp; Wikivoyage in Ukrainian University|Educational program &amp; Wikivoyage in Ukrainian University]]
* [[m:Special:MyLanguage/Education/News/June 2022/The Great Learning and Connection: Experience from AFLIA|The Great Learning and Connection: Experience from AFLIA]]
* [[m:Special:MyLanguage/Education/News/June 2022/New Mexico Students Join Wikimedia Movement Through WikiForHumanRights Campaign|New Mexico Students Join Wikimedia Movement Through WikiForHumanRights Campaign]]
* [[m:Special:MyLanguage/Education/News/June 2022/The school wiki-project run by a 15 year old student came to an end|The school wiki-project run by a 15 year old student came to an end]]
* [[m:Special:MyLanguage/Education/News/June 2022/The students of Kadir Has University, Istanbul contribute Wikimedia projects in &quot;Civic Responsibility Project&quot; course|The students of Kadir Has University, Istanbul contribute Wikimedia projects in &quot;Civic Responsibility Project&quot; course]]
* [[m:Special:MyLanguage/Education/News/June 2022/Wiki Trip with Vasil Kamami Wikiclub to Berat, the town of one thousand windows|Wiki Trip with Vasil Kamami Wikiclub to Berat, the town of one thousand windows]]
* [[m:Special:MyLanguage/Education/News/June 2022/Wikiclubs in Albania|Wikiclubs in Albania]]
* [[m:Special:MyLanguage/Education/News/June 2022/Wikidata in the classroom FGGC Bwari Experience|Wikidata in the classroom FGGC Bwari Experience]]
* [[m:Special:MyLanguage/Education/News/June 2022/Wikipedia and Secondary Schools in Aotearoa New Zealand|Wikipedia and Secondary Schools in Aotearoa New Zealand]]
* [[m:Special:MyLanguage/Education/News/June 2022/А large-scale online course for teaching beginners to work in Wikipedia has been developed in Russia|А large-scale online course for teaching beginners to work in Wikipedia has been developed in Russia]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 18:50, 4 July 2022 (UTC)&lt;/div&gt;
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== This Month in Education: July 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 11 • Issue 7 • July 2022&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/July 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/July 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/July 2022/Wikimedia Chile launched a teacher guidebook with Wiki tools for Heritage Education|Wikimedia Chile launched a teacher guidebook with Wiki tools for Heritage Education]]
* [[m:Special:MyLanguage/Education/News/July 2022/Wikimedia Serbia received a new accreditation for the professional development program|Wikimedia Serbia received a new accreditation for the professional development program]]
* [[m:Special:MyLanguage/Education/News/July 2022/Wikimedia for Illiterate Persons|Wikimedia for Illiterate Persons]]
* [[m:Special:MyLanguage/Education/News/July 2022/EtnoWiki edit-a-thon in Poland|Polish Wikipedia is enriched with new EtnoWiki content]]
* [[m:Special:MyLanguage/Education/News/July 2022/Career Education through Wikipedia|Career Education through Wikipedia]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 17:38, 3 August 2022 (UTC)&lt;/div&gt;
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== This Month in Education: August 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 11 • Issue 8 • August 2022&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/August 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/August 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/August 2022/The Making of a Certified Trainer of Reading Wikipedia in the Classroom|The Making of a Certified Trainer of Reading Wikipedia in the Classroom]]
* [[m:Special:MyLanguage/Education/News/August 2022/Wikimania SDGs 2022: The Kwara Experience|Wikimania SDGs 2022: The Kwara Experience]]
* [[m:Special:MyLanguage/Education/News/August 2022/An adapted Module teacher’s guide in Yoruba and English about Reading Wikipedia in the Classroom in Nigeria is now available on Commons|An adapted Module teacher’s guide in Yoruba and English about Reading Wikipedia in the Classroom in Nigeria is now available on Commons]]
* [[m:Special:MyLanguage/Education/News/August 2022/Reading Wikipedia in the Classroom Kwara, Nigeria: The Trainers Experience|Reading Wikipedia in the Classroom Kwara, Nigeria: The Trainers Experience]]
* [[m:Special:MyLanguage/Education/News/August 2022/Edu Wiki Camp 2022 in Serbia: Together again|Edu Wiki Camp 2022 in Serbia: Together again]]
* [[m:Special:MyLanguage/Education/News/August 2022/Reading Wikipedia in the Classroom Program Nigeria: The Teacher experience |Reading Wikipedia in the Classroom Program Nigeria: The Teacher experience]]
* [[m:Special:MyLanguage/Education/News/August 2022/Wiki For Senior Citizens|Wiki For Senior Citizens]]
* [[m:Special:MyLanguage/Education/News/August 2022/WikiLoves SDGs Nigeria Tours Kwara State University Malete|WikiLoves SDGs Nigeria Tours Kwara State University Malete]]
* [[m:Special:MyLanguage/Education/News/August 2022/Wikiteka project in Poland - summertime|Wikiteka project in Poland - summertime]]
&lt;/div&gt;
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== This Month in Education: September 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 11 • Issue 9 • September 2022&lt;/span&gt;
&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/September 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/September 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;
&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/September 2022/OpenEdu.ch: centralising training documents, a platform for the teachers' community in Switzerland|OpenEdu.ch: centralising training documents, a platform for the teachers' community in Switzerland]]
* [[m:Special:MyLanguage/Education/News/September 2022/Senior Citizens WikiTown 2022: Exploring Olomouc and its heritage|Senior Citizens WikiTown 2022: Exploring Olomouc and its heritage]]
* [[m:Special:MyLanguage/Education/News/September 2022/Wikimedia Research Fund|Wikimedia Research Fund]]
* [[m:Special:MyLanguage/Education/News/September 2022/Wikimedia Youths Commemorate the International Youth Day 2022 in an exciting way across the globe|Wikimedia Youths Commemorate the International Youth Day 2022 in an exciting way across the globe]]
* [[m:Special:MyLanguage/Education/News/September 2022/Wikipedia, Education, and the Crisis of Information|Wikipedia, Education, and the Crisis of Information]]
&lt;/div&gt;
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== This Month in Education: End of the 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 11 • Issue 10 • October–November 2022&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/End of the 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/End of the 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/October 2022/2nd Latin American Regional Meeting on Education|2nd Latin American Regional Meeting on Education]]
* [[m:Special:MyLanguage/Education/News/October 2022/Adopting Wikipedia for Secondary School Students in Nigeria Classroom|Adopting Wikipedia for Secondary School Students in Nigeria Classroom]]
* [[m:Special:MyLanguage/Education/News/October 2022/Celebrating 2022 Vibrance in Kwara State University Malete|Celebrating 2022 Vibrance in Kwara State University Malete]]
* [[m:Special:MyLanguage/Education/News/October 2022/Celebrating the Wikipedia and Wikidata Birthday in school|Celebrating the Wikipedia and Wikidata Birthday in school]]
* [[m:Special:MyLanguage/Education/News/October 2022/Report on school libraries in Poland for the Wikiteka project|Report on school libraries in Poland for the Wikiteka project]]
* [[m:Special:MyLanguage/Education/News/October 2022/Wiki For Senior Citizens Network|Wiki For Senior Citizens Network]]
* [[m:Special:MyLanguage/Education/News/October 2022/WikiEducation, Educational practices and experiences in Mexico with Wikipedia and other open resources|WikiEducation, Educational practices and experiences in Mexico with Wikipedia and other open resources]]
* [[m:Special:MyLanguage/Education/News/October 2022/Wikimedia &amp; Education Workshops: a Wiki Movimento Brasil initiative|Wikimedia &amp; Education Workshops: a Wiki Movimento Brasil initiative]]
* [[m:Special:MyLanguage/Education/News/November 2022/An event at the National History Museum in Tirana|An event at the National History Museum in Tirana]]
* [[m:Special:MyLanguage/Education/News/November 2022/Students 24-hour competition on Wikipedia article writing|Students 24-hour competition on Wikipedia article writing]]
* [[m:Special:MyLanguage/Education/News/November 2022/Wiki-Data a Giant at 10|Wiki-Data a Giant at 10]]
* [[m:Special:MyLanguage/Education/News/November 2022/WikiGraphers: Visualizing Open Knowledge|WikiGraphers: Visualizing Open Knowledge]]
* [[m:Special:MyLanguage/Education/News/November 2022/Wikimedia Israel’s Educational Innovation: “Students Write Wikipedia” as a Matriculation-Exam Alternative|Wikimedia Israel’s Educational Innovation: “Students Write Wikipedia” as a Matriculation-Exam Alternative]]
* [[m:Special:MyLanguage/Education/News/November 2022/Wikimedia Morocco User Group Empowers Moroccan Teachers to Use Wikipedia in the Classroom |Wikimedia Morocco User Group Empowers Moroccan Teachers to Use Wikipedia in the Classroom]]
* [[m:Special:MyLanguage/Education/News/November 2022/Wikimedia Russia has released the &quot;Introduction to Wikipedia&quot; textbook|Wikimedia Russia has released the &quot;Introduction to Wikipedia&quot; textbook]]
* [[m:Special:MyLanguage/Education/News/November 2022/“Wikipedia for School” contest was held in Ukraine for the third time|“Wikipedia for School” contest was held in Ukraine for the third time]]
* [[m:Special:MyLanguage/Education/News/November 2022/Announcing the Wikipedia &amp; Education User Group Election Results|Announcing the Wikipedia &amp; Education User Group Election Results]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 06:56, 19 December 2022 (UTC)&lt;/div&gt;
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== This Month in Education: January 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 1 • January 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/January 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/January 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/January 2023/Educational Projects 2023-1 in Mexico|Educational Projects 2023-1 in Mexico]]
* [[m:Special:MyLanguage/Education/News/January 2023/Integration of Wikipedia in Ukrainian universities – teacher-led and student-led|Integration of Wikipedia in Ukrainian universities – teacher-led and student-led]]
* [[m:Special:MyLanguage/Education/News/January 2023/Transitional Justice in Kosovo edit-a-thon and Partnership with Faculty of Electrical and Computer Engineering - University of Prishtina|Transitional Justice in Kosovo edit-a-thon and Partnership with Faculty of Electrical and Computer Engineering - University of Prishtina]]
* [[m:Special:MyLanguage/Education/News/January 2023/Wikidata Citation Hunt Program for secondary school students, Dubai|Wikidata Citation Hunt Program for secondary school students, Dubai]]
* [[m:Special:MyLanguage/Education/News/January 2023/Wikipedia edit-a-thon with students from Art Faculty - University of Prishtina|Wikipedia edit-a-thon with students from Art Faculty - University of Prishtina]]
* [[m:Special:MyLanguage/Education/News/January 2023/Тeacher from Belgrade got a reward for using Wikibooks in teaching|Тeacher from Belgrade got a reward for using Wikibooks in teaching]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 17:32, 6 February 2023 (UTC)&lt;/div&gt;
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== This Month in Education: February 2023 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 2 • February 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/February 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/February 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/February 2023/A Strategic Direction for a Massive Online Course for Educators in Brazil|A Strategic Direction for a Massive Online Course for Educators in Brazil]]
* [[m:Special:MyLanguage/Education/News/February 2023/Alliance Funding for Wikipedia as a school resource in Tāmaki Makaurau Auckland, New Zealand|Alliance Funding for Wikipedia as a school resource in Tāmaki Makaurau Auckland, New Zealand]]
* [[m:Special:MyLanguage/Education/News/February 2023/Call for Submissions to Wiki Workshop 2023|Call for Submissions to Wiki Workshop 2023]]
* [[m:Special:MyLanguage/Education/News/February 2023/Collaboration with Charles University on the creation of Czech Wikipedia started in January|Collaboration with Charles University on the creation of Czech Wikipedia started in January]]
* [[m:Special:MyLanguage/Education/News/February 2023/Open Education Week 2023 in the Wikimedia Mexico Education Program|Open Education Week 2023 in the Wikimedia Mexico Education Program]]
* [[m:Special:MyLanguage/Education/News/February 2023/Wikiclubs with different schools in Albania |Wikiclubs with different schools in Albania]]
&lt;/div&gt;
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== This Month in Education: March 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 3 • March 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/March 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/March 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/March 2023/Audio-seminar project of the Wikimedia Mexico Education Program|Audio-seminar project of the Wikimedia Mexico Education Program]]
* [[m:Special:MyLanguage/Education/News/March 2023/Empowering Nigerian Female Artists: Through Art &amp; Feminism Edith-A-Thon at KWASU Fan Club|Empowering Nigerian Female Artists: Through Art &amp; Feminism Edith-A-Thon at KWASU Fan Club]]
* [[m:Special:MyLanguage/Education/News/March 2023/Exploring How Wikipedia Works|Exploring How Wikipedia Works]]
* [[m:Special:MyLanguage/Education/News/March 2023/Florida graduate students complete Library History edit-a-thon for credit|Florida graduate students complete Library History edit-a-thon for credit]]
* [[m:Special:MyLanguage/Education/News/March 2023/Improving hearing health content in Brazil|Improving hearing health content in Brazil]]
* [[m:Special:MyLanguage/Education/News/March 2023/Media Literacy Portal to become a key resource for media education in Czech Libraries |Media Literacy Portal to become a key resource for media education in Czech Libraries]]
* [[m:Special:MyLanguage/Education/News/March 2023/Wikeys in the Albanian language|Wikeys in the Albanian language]]
* [[m:Special:MyLanguage/Education/News/March 2023/Wikimarathon is an opportunity to involve students and teachers in creating and editing articles in Wikipedia|Wikimarathon is an opportunity to involve students and teachers in creating and editing articles in Wikipedia]]
* [[m:Special:MyLanguage/Education/News/March 2023/Wikimedia Polska short report|Wikimedia Polska short report]]
* [[m:Special:MyLanguage/Education/News/March 2023/Wikimedia Serbia participated in the State Seminar of the The Mathematical Society of Serbia|Wikimedia Serbia participated in the State Seminar of the The Mathematical Society of Serbia]]
&lt;/div&gt;
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== This Month in Education: April 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 4 • April 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/April 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/April 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/April 2023/Auckland Museum Alliance fund project update|Auckland Museum Alliance fund project update]]
* [[m:Special:MyLanguage/Education/News/April 2023/Introducing Wikipedia to Kusaal Language Teachers|Introducing Wikipedia to Kusaal Language Teachers]]
* [[m:Special:MyLanguage/Education/News/April 2023/KWASU Fan Club Leads the Way in 21st Century Learning with Wiki in School Program|KWASU Fan Club Leads the Way in 21st Century Learning with Wiki in School Program]]
* [[m:Special:MyLanguage/Education/News/April 2023/On-line Courses for Educators in Poland|On-line Courses for Educators in Poland]]
* [[m:Special:MyLanguage/Education/News/April 2023/Online meeting of Ukrainian educators working with Wikipedia – four perspectives|Online meeting of Ukrainian educators working with Wikipedia – four perspectives]]
* [[m:Special:MyLanguage/Education/News/April 2023/Wikiclubs Editathon in Elbasan, Albania |Wikiclubs Editathon in Elbasan, Albania]]
* [[m:Special:MyLanguage/Education/News/April 2023/Wikipedia at the Brazilian Linguistics Olympiad|Wikipedia at the Brazilian Linguistics Olympiad]]
* [[m:Special:MyLanguage/Education/News/April 2023/Wikipedia at the University of Łódź Information Management Conference|Wikipedia at the University of Łódź Information Management Conference]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 16:27, 23 May 2023 (UTC)&lt;/div&gt;
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== This Month in Education: June 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 5 • June 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/June 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/June 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/June 2023/Africa Day 2023: Abuja Teachers celebrates|Africa Day 2023: Abuja Teachers celebrates]]
* [[m:Special:MyLanguage/Education/News/June 2023/From editing articles to civic power – Wikimedia UK's research on democracy and Wikipedia|From editing articles to civic power – Wikimedia UK's research on democracy and Wikipedia]]
* [[m:Special:MyLanguage/Education/News/June 2023/Reading Wikipedia in the Classroom Program in Yemen Brings Positive Impact to Yemeni Teachers|Reading Wikipedia in the Classroom Program in Yemen Brings Positive Impact to Yemeni Teachers]]
* [[m:Special:MyLanguage/Education/News/June 2023/Using Wikipedia in education: students' and teachers' view|Using Wikipedia in education: students' and teachers' view]]
* [[m:Special:MyLanguage/Education/News/June 2023/The Journey of Reading Wikipedia in the Classroom Lagos State|The Journey of Reading Wikipedia in the Classroom Lagos State]]
* [[m:Special:MyLanguage/Education/News/June 2023/WMB goes to Serbia |WMB goes to Serbia]]
* [[m:Special:MyLanguage/Education/News/June 2023/But we don't want it to end!|But we don't want it to end!]]
&lt;/div&gt;
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== This Month in Education: July 2023 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 7 • July 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/July 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/July 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/July 2023/Wikimedia Kaduna Connect Campaign|Wikimedia Kaduna Connect Campaign]]
* [[m:Special:MyLanguage/Education/News/July 2023/Wikimedia Serbia published a paper Promoting Equity in Access to Open Knowledge: An Example of the Wikipedia Educational Program|Wikimedia Serbia published a paper Promoting Equity in Access to Open Knowledge: An Example of the Wikipedia Educational Program]]
* [[m:Special:MyLanguage/Education/News/July 2023/Wikimedia and Education Kailali Multiple campus|Wikimedia and Education Kailali Multiple campus]]
* [[m:Special:MyLanguage/Education/News/July 2023/WikiCamp in Istog, Kosovo: Promoting Knowledge and Nature Appreciation|WikiCamp in Istog, Kosovo: Promoting Knowledge and Nature Appreciation]]
* [[m:Special:MyLanguage/Education/News/July 2023/Wiki at the Brazilian National History Symposium|Wiki at the Brazilian National History Symposium]]
* [[m:Special:MyLanguage/Education/News/July 2023/US &amp; Canada program reaches 100M words added |US &amp; Canada program reaches 100M words added]]
* [[m:Special:MyLanguage/Education/News/July 2023/Renewed Community Wikiconference brought together experienced Wikipedians and newcomers|Renewed Community Wikiconference brought together experienced Wikipedians and newcomers]]
* [[m:Special:MyLanguage/Education/News/July 2023/Kusaal Wikipedia Workshop at Ajumako Campus, University of Education, Winneba|Kusaal Wikipedia Workshop at Ajumako Campus, University of Education, Winneba]]
* [[m:Special:MyLanguage/Education/News/July 2023/Join us to celebrate the Kiwix4Schools Africa Mentorship Program Graduation Ceremony|Join us to celebrate the Kiwix4Schools Africa Mentorship Program Graduation Ceremony]]
* [[m:Special:MyLanguage/Education/News/July 2023/Activities that took place during the presentation of the WikiEducation book|Activities that took place during the presentation of the WikiEducation book. Educational practices and experiences in Mexico with Wikipedia and other open resources in Xalala, Veracruz from the Wikimedia Mexico Education Program]]
* [[m:Special:MyLanguage/Education/News/July 2023/62+ Participants Graduates from the Kiwix4Schools Africa Mentorship Program|62+ Participants Graduates from the Kiwix4Schools Africa Mentorship Program]]
* [[m:Special:MyLanguage/Education/News/July 2023/“Reading Wikipedia in the Classroom” course launched in Ukraine|“Reading Wikipedia in the Classroom” course launched in Ukraine]]
* [[m:Special:MyLanguage/Education/News/July 2023/OFWA and Goethe Institute Host Wiki Skills For Librarians Workshop-Ghana|OFWA and Goethe Institute Host Wiki Skills For Librarians Workshop-Ghana]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:32, 14 August 2023 (UTC)&lt;/div&gt;
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== This Month in Education: September 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 7 • September 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/September 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/September 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/September 2023/Inauguration of the Kent Wiki Club at the Wikimania 2023 Conference|Inauguration of the Kent Wiki Club at the Wikimania 2023 Conference]]
* [[m:Special:MyLanguage/Education/News/September 2023/Letter Magic: Supercharging Your WikiEducation Programs|Letter Magic: Supercharging Your WikiEducation Programs]]
* [[m:Special:MyLanguage/Education/News/September 2023/Réseau @pprendre (Learning Network) : The Initiative for Educational Change in Francophone West Africa|Réseau @pprendre (Learning Network) : The Initiative for Educational Change in Francophone West Africa]]
* [[m:Special:MyLanguage/Education/News/September 2023/WikiChallenge Ecoles d’Afrique closes its 5th edition with 13 winning schools|WikiChallenge Ecoles d’Afrique closes its 5th edition with 13 winning schools]]
* [[m:Special:MyLanguage/Education/News/September 2023/WikiConecta: connecting Brazilian university professors and Wikimedia|WikiConecta: connecting Brazilian university professors and Wikimedia]]
* [[m:Special:MyLanguage/Education/News/September 2023/Wikimedia Germany launches interactive event series Open Source AI in Education |Wikimedia Germany launches interactive event series Open Source AI in Education]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 05:01, 10 October 2023 (UTC)&lt;/div&gt;
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== This Month in Education: October 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;Volume 12 • Issue 8 • October 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/October 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/October 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/October 2023/3 Generations at Wikipedia Education Program in Türkiye|3 Generations at Wikipedia Education Program in Türkiye]]
* [[m:Special:MyLanguage/Education/News/October 2023/CBSUA Launches Wiki Education in Partnership with PhilWiki Community and Bikol Wikipedia Community|CBSUA Launches Wiki Education in Partnership with PhilWiki Community and Bikol Wikipedia Community]]
* [[m:Special:MyLanguage/Education/News/October 2023/Celebrating Wikidata’s Birthday in Elbasan|Celebrating Wikidata’s Birthday in Elbasan]]
* [[m:Special:MyLanguage/Education/News/October 2023/Edu Wiki Camp 2023 - together in Sremski Karlovci|Edu Wiki Camp 2023 - together in Sremski Karlovci]]
* [[m:Special:MyLanguage/Education/News/October 2023/PhilWiki Community promotes language preservation and cultural heritage advocacies at ADNU|PhilWiki Community promotes language preservation and cultural heritage advocacies at ADNU]]
* [[m:Special:MyLanguage/Education/News/October 2023/PunjabWiki Education Program: A Wikipedia Adventure in Punjab|PunjabWiki Education Program: A Wikipedia Adventure in Punjab]]
* [[m:Special:MyLanguage/Education/News/October 2023/WikiConference on Education ignites formation of Wikimedia communities|WikiConference on Education ignites formation of Wikimedia communities]]
* [[m:Special:MyLanguage/Education/News/October 2023/Wikimedia Estonia talked about education at CEE meeting in Tbilisi|Wikimedia Estonia talked about education at CEE meeting in Tbilisi]]
* [[m:Special:MyLanguage/Education/News/October 2023/Wikimedia in Brazil is going to be a book|Wikimedia in Brazil is going to be a book]]
* [[m:Special:MyLanguage/Education/News/October 2023/Wikipedian Editor Project: Arabic Sounds Workshop 2023|Wikipedian Editor Project: Arabic Sounds Workshop 2023]]
&lt;/div&gt;
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== This Month in Education: November 2023 ==

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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 9 • November 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/November 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/November 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/November 2023/4th WikiUNAM Editathon: Community knowledge strengthens education|4th WikiUNAM Editathon: Community knowledge strengthens education]]
* [[m:Special:MyLanguage/Education/News/November 2023/Edit-a-thon at the Faculty of Medical Sciences of Santa Casa de São Paulo|Edit-a-thon at the Faculty of Medical Sciences of Santa Casa de São Paulo]]
* [[m:Special:MyLanguage/Education/News/November 2023/EduWiki Nigeria Community: Embracing Digital Learning Through Wikipedia|EduWiki Nigeria Community: Embracing Digital Learning Through Wikipedia]]
* [[m:Special:MyLanguage/Education/News/November 2023/Evening Wikischool offers Czech seniors further education on Wikipedia|Evening Wikischool offers Czech seniors further education on Wikipedia]]
* [[m:Special:MyLanguage/Education/News/November 2023/Expansion of Wikipedia Education Program through Student Associations at Iranian Universities|Expansion of Wikipedia Education Program through Student Associations at Iranian Universities]]
* [[m:Special:MyLanguage/Education/News/November 2023/Exploring Wikipedia through Wikiclubs and the Wikeys board game in Albania |Exploring Wikipedia through Wikiclubs and the Wikeys board game in Albania]]
* [[m:Special:MyLanguage/Education/News/November 2023/First anniversary of the game Wikeys|First anniversary of the game Wikeys]]
* [[m:Special:MyLanguage/Education/News/November 2023/Involve visiting students in education programs|Involve visiting students in education programs]]
* [[m:Special:MyLanguage/Education/News/November 2023/Iranian Students as Wikipedians: Using Wikipedia to Teach Research Methodology and Encyclopedic Writing|Iranian Students as Wikipedians: Using Wikipedia to Teach Research Methodology and Encyclopedic Writing]]
* [[m:Special:MyLanguage/Education/News/November 2023/Kiwix4Schools Nigeria: Bridging Knowledge Gap through Digital Literacy|Kiwix4Schools Nigeria: Bridging Knowledge Gap through Digital Literacy]]
* [[m:Special:MyLanguage/Education/News/November 2023/Lire wikipedia en classe à Djougou au Bénin|Lire wikipedia en classe à Djougou au Bénin]]
* [[m:Special:MyLanguage/Education/News/November 2023/Tyap Wikimedians Zaria Outreach|Tyap Wikimedians Zaria Outreach]]
* [[m:Special:MyLanguage/Education/News/November 2023/Art Outreach at Aje Compreshensive Senior High School 1st November 2023, Lagos Mainland|Art Outreach at Aje Comprehensive Senior High School 1st November 2023, Lagos Mainland]]
* [[m:Special:MyLanguage/Education/News/November 2023/PhilWiki Community holds a meet-up to advocate women empowerment|PhilWiki Community holds a meet-up to advocate women empowerment]]
&lt;/div&gt;

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== This Month in Education: January 2024 ==

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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 1 • January 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/January 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/January 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/January 2024/Cross-Continental Wikimedia Activities: A Dialogue between Malaysia and Estonia|Cross-Continental Wikimedia Activities: A Dialogue between Malaysia and Estonia]]
* [[m:Special:MyLanguage/Education/News/January 2024/Czech programme SWW in 2023 – how have we managed to engage students|Czech programme SWW in 2023 – how have we managed to engage students]]
* [[m:Special:MyLanguage/Education/News/January 2024/Extending Updates on Wikipedia in Education – Elbasan, Albania|Extending Updates on Wikipedia in Education – Elbasan, Albania]]
* [[m:Special:MyLanguage/Education/News/January 2024/Reading Wikipedia in the Classroom Teacher’s guide – now available in Bulgarian language|Reading Wikipedia in the Classroom Teacher’s guide – now available in Bulgarian language]]
* [[m:Special:MyLanguage/Education/News/January 2024/Summer students at Auckland Museum|Summer students at Auckland Museum]]
* [[m:Special:MyLanguage/Education/News/January 2024/WikiDunong: EduWiki Initiatives in the Philippines Project|WikiDunong: EduWiki Initiatives in the Philippines Project]]
* [[m:Special:MyLanguage/Education/News/January 2024/Wikimedia Armenia's Educational Workshops|Wikimedia Armenia's Educational Workshops]]
* [[m:Special:MyLanguage/Education/News/January 2024/Wikimedia Foundation publishes its first Child Rights Impact Assessment|Wikimedia Foundation publishes its first Child Rights Impact Assessment]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 10:02, 10 February 2024 (UTC)&lt;/div&gt;
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== This Month in Education: February 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 2 • February 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/February 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/February 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/February 2024/2 new courses in Students Write Wikipedia Starting this February|2 new courses in Students Write Wikipedia Starting this February]]
* [[m:Special:MyLanguage/Education/News/February 2024/More two wiki-education partnerships|More two wiki-education partnerships]]
* [[m:Special:MyLanguage/Education/News/February 2024/Open Education Week 2024 in Mexico|Open Education Week 2024 in Mexico]]
* [[m:Special:MyLanguage/Education/News/February 2024/Reading Wikipedia in Bolivia, the community grows|Reading Wikipedia in Bolivia, the community grows]]
* [[m:Special:MyLanguage/Education/News/February 2024/Wiki Education Philippines promotes OERs utilization|Wiki Education Philippines promotes OERs utilization]]
* [[m:Special:MyLanguage/Education/News/February 2024/Wiki Loves Librarians, Kaduna|Wiki Loves Librarians, Kaduna]]
* [[m:Special:MyLanguage/Education/News/February 2024/Wiki Workshop 2024 CfP - Call for Papers Research track|Wiki Workshop 2024 CfP – Call for Papers Research track]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 18:37, 20 March 2024 (UTC)&lt;/div&gt;
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== This Month in Education: March 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 3 • March 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/March 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/March 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/March 2024/Reading Wikipedia in the classroom, Kaduna|Reading Wikipedia in the classroom, Kaduna]]
* [[m:Special:MyLanguage/Education/News/March 2024/Reading Wikipedia in Ukraine – the course for educators is now available on demand|Reading Wikipedia in Ukraine – the course for educators is now available on demand]]
* [[m:Special:MyLanguage/Education/News/March 2024/Wiki Movement Brazil will once again support the Brazilian Linguistics Olympiad|Wiki Movement Brazil will once again support the Brazilian Linguistics Olympiad]]
* [[m:Special:MyLanguage/Education/News/March 2024/Wikipedia within the Education Setting in Albania|Wikipedia within the Education Setting in Albania]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 07:28, 28 April 2024 (UTC)&lt;/div&gt;
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== This Month in Education: April 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 4 • April 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/April 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/April 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/April 2024/EduWiki Updates From Uganda|EduWiki Updates From Uganda]]
* [[m:Special:MyLanguage/Education/News/April 2024/Good news from Bolivia: Reading Wikipedia Program continues in 2024|Good news from Bolivia: Reading Wikipedia Program continues in 2024]]
* [[m:Special:MyLanguage/Education/News/April 2024/Hearing Health Project: Impactful partnership with Wiki Movement Brazil|Hearing Health Project: Impactful partnership with Wiki Movement Brazil]]
* [[m:Special:MyLanguage/Education/News/April 2024/Wikimedia Spain, Amical Wikimedia and the University of Valencia develop Wikipedia educational project|Wikimedia Spain, Amical Wikimedia and the University of Valencia develop Wikipedia educational project]]&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 03:19, 14 May 2024 (UTC)&lt;/div&gt;
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== This Month in Education: May 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 5 • May 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/May 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/May 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/May 2024/Albania - Georgia Wikimedia Cooperation 2024|Albania - Georgia Wikimedia Cooperation 2024]]
* [[m:Special:MyLanguage/Education/News/May 2024/Aleksandër Xhuvani University Editathon in Elbasan|Aleksandër Xhuvani University Editathon in Elbasan]]
* [[m:Special:MyLanguage/Education/News/May 2024/Central Bicol State University of Agriculture LitFest features translation and article writing on Wikipedia|Central Bicol State University of Agriculture LitFest features translation and article writing on Wikipedia]]
* [[m:Special:MyLanguage/Education/News/May 2024/Empowering Youth Council in Bulqiza through editathons|Empowering Youth Council in Bulqiza through editathons]]
* [[m:Special:MyLanguage/Education/News/May 2024/We left a piece of our hearts at Arhavi|We left a piece of our hearts at Arhavi]]
* [[m:Special:MyLanguage/Education/News/May 2024/Wiki Movimento Brasil at Tech Week and Education Speaker Series |Wiki Movimento Brasil at Tech Week and Education Speaker Series]]
* [[m:Special:MyLanguage/Education/News/May 2024/Wikimedia MKD trains new users in collaboration with MYLA|Wikimedia MKD trains new users in collaboration with MYLA]]
&lt;/div&gt;
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== This Month in Education: June 2024 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 6 • June 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/June 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/June 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/June 2024/From a Language Teacher to a Library Support Staff: The Wikimedia Effect|From a Language Teacher to a Library Support Staff: The Wikimedia Effect]]
* [[m:Special:MyLanguage/Education/News/June 2024/5th WikiEducation 2024 Conference in Mexico|5th WikiEducation 2024 Conference in Mexico]]
* [[m:Special:MyLanguage/Education/News/June 2024/Lviv hosted a spring wikischool for Ukrainian high school students|Lviv hosted a spring wikischool for Ukrainian high school students]]
* [[m:Special:MyLanguage/Education/News/June 2024/First class of teachers graduated from Reading Wikipedia in the Classroom 2024|First class of teachers graduated from Reading Wikipedia in the Classroom 2024]]
* [[m:Special:MyLanguage/Education/News/June 2024/Empowering Digital Citizenship: Unlocking the Power of Open Knowledge with Participants of the LIFE Legacy|Empowering Digital Citizenship: Unlocking the Power of Open Knowledge with Participants of the LIFE Legacy]]
* [[m:Special:MyLanguage/Education/News/June 2024/Wiki Movimento Brazil supports online and in-person courses and launches material to guide educators in using Wikimedia projects |Wiki Movimento Brazil supports online and in-person courses and launches material to guide educators in using Wikimedia projects]]
* [[m:Special:MyLanguage/Education/News/June 2024/Where to find images for free? Webinar for librarians answered many questions|Where to find images for free? Webinar for librarians answered many questions]]
* [[m:Special:MyLanguage/Education/News/June 2024/Wikimedia MKD and University of Goce Delchev start a mutual collaboration|Wikimedia MKD and University of Goce Delchev start a mutual collaboration]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 06:58, 9 July 2024 (UTC)&lt;/div&gt;
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== This Month in Education: August 2024 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 7 • August 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/August 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/August 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/August 2024/Cross-Cultural Knowledge Sharing: Wikipedia's New Frontier at University of Tehran|Cross-Cultural Knowledge Sharing: Wikipedia's New Frontier at University of Tehran]]
* [[m:Special:MyLanguage/Education/News/August 2024/Let's Read Wikipedia in Bolivia reaches teachers in Cochabamba|Let's Read Wikipedia in Bolivia reaches teachers in Cochabamba]]
* [[m:Special:MyLanguage/Education/News/August 2024/Results of the 2023 “Wikipedia for School” Contest in Ukraine|Results of the 2023 “Wikipedia for School” Contest in Ukraine]]
* [[m:Special:MyLanguage/Education/News/August 2024/Edu Wiki Camp in Serbia, 2024|Edu Wiki Camp in Serbia, 2024]]
* [[m:Special:MyLanguage/Education/News/August 2024/Wikimedia Human Rights Month this year engaged schools in large amount|Wikimedia Human Rights Month this year engaged schools in large amount]]
* [[m:Special:MyLanguage/Education/News/August 2024/Strengthening Education Programs at Wikimania 2024: A Global Leap in Collaborative Learning|Strengthening Education Programs at Wikimania 2024: A Global Leap in Collaborative Learning]]
* [[m:Special:MyLanguage/Education/News/August 2024/Wiki Education programs are featured in a scientific outreach magazine, and Wiki Movimento Brasil offers training for researchers in the Amazon|Wiki Education programs are featured in a scientific outreach magazine, and Wiki Movimento Brasil offers training for researchers in the Amazon]]
* [[m:Special:MyLanguage/Education/News/August 2024/Wiki Movimento Brasil aims to adapt a game about Wikipedia, organize an academic event for scientific dissemination, and host the XXXIII Wiki-Education Workshop|Wiki Movimento Brasil aims to adapt a game about Wikipedia, organize an academic event for scientific dissemination, and host the XXXIII Wiki-Education Workshop]]
&lt;/div&gt;
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== This Month in Education: October 2024 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 8 • October 2024&lt;/span&gt;
&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/October 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/October 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;
&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/October 2024/CBSUA Wiki Education turns 1 year|CBSUA Wiki Education turns 1 year]]
* [[m:Special:MyLanguage/Education/News/October 2024/7th Senior WikiTown took place in Becov nad Teplou, Czech Republic|7th Senior WikiTown took place in Becov nad Teplou, Czech Republic]]
* [[m:Special:MyLanguage/Education/News/October 2024/Edit-a-thon about Modern Architecture in Kosovo|Edit-a-thon about Modern Architecture in Kosovo]]
* [[m:Special:MyLanguage/Education/News/October 2024/Edu_Wiki_in_South_Sudan:_Creating_a_better_future_in_education|Empowering Digital Literacy through Wikimedia in South Sudan]]
* [[m:Special:MyLanguage/Education/News/October 2024/Many new articles and contributions in September and October for Wikimedia MKD|Many new articles and contributions in September and October for Wikimedia MKD]]
* [[m:Special:MyLanguage/Education/News/October 2024/New Record: 5 Events in Municipal Library within a Month |New Record: 5 Events in Municipal Library within a Month]]
* [[m:Special:MyLanguage/Education/News/October 2024/Wiki-Education programs in Brazil are centered around the Wikidata and Wikisource platforms|Wiki-Education programs in Brazil are centered around the Wikidata and Wikisource platforms]]
* [[m:Special:MyLanguage/Education/News/October 2024/WikiChallenge African Schools wins the “Open Pedagogy” Award 2024 from OE Global|WikiChallenge African Schools wins the “Open Pedagogy” Award 2024 from OE Global]]
* [[m:Special:MyLanguage/Education/News/October 2024/Wikipedia helps in improving cognitive skills|Wikipedia helps in improving cognitive skills]]
* [[m:Special:MyLanguage/Education/News/October 2024/Wikipedia in Graduate Studies: Expanding Research Impact|Wikipedia in Graduate Studies: Expanding Research Impact]]
* [[m:Special:MyLanguage/Education/News/October 2024/WiLMa PH establishes a Wiki Club|WiLMa PH establishes a Wiki Club]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 14:56, 12 November 2024 (UTC)&lt;/div&gt;
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== This Month in Education: November 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 9 • November 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/November 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/November 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/November 2024/Auckland Museum Wikipedia Student Programme|Auckland Museum Wikipedia Student Programme]]
* [[m:Special:MyLanguage/Education/News/November 2024/Citizenship and free knowledge on Wikipedia in Albanian language|Citizenship and free knowledge on Wikipedia in Albanian language]]
* [[m:Special:MyLanguage/Education/News/November 2024/Engaging students with Wikipedia and Wikidata at Hasanuddin University’s Wikimedia Week|Engaging students with Wikipedia and Wikidata at Hasanuddin University’s Wikimedia Week]]
* [[m:Special:MyLanguage/Education/News/November 2024/Minigrant initiative by empowering the Rrëshen community in Albania|Minigrant initiative by empowering the Rrëshen community in Albania]]
* [[m:Special:MyLanguage/Education/News/November 2024/Wikidata birthday in Albania, 2024|Wikidata birthday in Albania, 2024]]
* [[m:Special:MyLanguage/Education/News/November 2024/Wikidata birthday in School |Wikidata birthday in School]]
* [[m:Special:MyLanguage/Education/News/November 2024/Wikimedia Education Workshop at Lumbini Technological University|Wikimedia Education Workshop at Lumbini Technological University]]
* [[m:Special:MyLanguage/Education/News/November 2024/Wikimedia MKD's new collaborations and new content|Wikimedia MKD's new collaborations and new content]]
* [[m:Special:MyLanguage/Education/News/November 2024/Improving Historical Knowledge on Persian Wikipedia through a continuous Wikimedia Education Program: Shahid Beheshti University Wikipedia Education Program|Improving Historical Knowledge on Persian Wikipedia through a continuous Wikimedia Education Program: Shahid Beheshti University Wikipedia Education Program]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:12, 10 December 2024 (UTC)&lt;/div&gt;
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== This Month in Education: January 2025 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 1 • January 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/January 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/January 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/January 2025/Advancing Education Pillar in Kosovo: 2024 Journey|Advancing Education Pillar in Kosovo: 2024 Journey]]
* [[m:Special:MyLanguage/Education/News/January 2025/Auckland Museum Wikipedia Students Making Progress|Auckland Museum Wikipedia Students Making Progress]]
* [[m:Special:MyLanguage/Education/News/January 2025/Celebrating 10 Years of Wiki Education|Celebrating 10 Years of Wiki Education]]
* [[m:Special:MyLanguage/Education/News/January 2025/Empowering Multilingual Students: Expanding Wikipedia Through Collaboration of foreign languages faculty's students of the University of Tehran|Empowering Multilingual Students: Expanding Wikipedia Through Collaboration of foreign languages faculty's students of the University of Tehran]]
* [[m:Special:MyLanguage/Education/News/January 2025/Ensuring accurate and authentic information with 1Lib1Ref Campaign in Anambra|Ensuring accurate and authentic information with 1Lib1Ref Campaign in Anambra]]
* [[m:Special:MyLanguage/Education/News/January 2025/Experiences of Wikipedia in the classroom with a gender perspective in Monterrey |Experiences of Wikipedia in the classroom with a gender perspective in Monterrey]]
* [[m:Special:MyLanguage/Education/News/January 2025/Fine Arts University Students exploring Wikipedia in Tirana, Albania|Fine Arts University Students exploring Wikipedia in Tirana, Albania]]
* [[m:Special:MyLanguage/Education/News/January 2025/Lviv hosted Ukraine’s first student photo walk for Wikipedia|Lviv hosted Ukraine’s first student photo walk for Wikipedia]]
* [[m:Special:MyLanguage/Education/News/January 2025/Many new trained volunteers and new articles at the end of the year in Macedonia|Many new trained volunteers and new articles at the end of the year in Macedonia]]
* [[m:Special:MyLanguage/Education/News/January 2025/Wikimedia and Scientific Events in Brazil|Wikimedia and Scientific Events in Brazil]]
* [[m:Special:MyLanguage/Education/News/January 2025/Wiki Workshop- Call for Contributions|Wiki Workshop- Call for Contributions]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:56, 5 February 2025 (UTC)&lt;/div&gt;
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== This Month in Education: February 2025 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 2 • February 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/February 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/February 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/February 2025/Activities series at the Shefit Hekali school in Peqin, Albania|Activities series at the Shefit Hekali school in Peqin, Albania]]
* [[m:Special:MyLanguage/Education/News/February 2025/Wikimedia Brazil has formed a partnership with a public policy research institute|Wikimedia Brazil has formed a partnership with a public policy research institute]]
* [[m:Special:MyLanguage/Education/News/February 2025/Preserving Heritage: Tuluvas Aati Month Educational Wikimedia Programs|Preserving Heritage: Tuluvas Aati Month Educational Wikimedia Programs]]
* [[m:Special:MyLanguage/Education/News/February 2025/Reflecting on our Past: Farewell to the Auckland Museum Summer Students|Reflecting on our Past: Farewell to the Auckland Museum Summer Students]]
* [[m:Special:MyLanguage/Education/News/February 2025/Successful Conclusion of the Second Phase of &quot;Reading Wikipedia in the Classroom&quot; in Yemen|Successful Conclusion of the Second Phase of &quot;Reading Wikipedia in the Classroom&quot; in Yemen]]
* [[m:Special:MyLanguage/Education/News/February 2025/Wiki Workshop in Mitrovica |Wiki Workshop in Mitrovica]]
* [[m:Special:MyLanguage/Education/News/February 2025/Wikimedia MKD' Education: Lots of new trained users, lots of new articles|Wikimedia MKD' Education: Lots of new trained users, lots of new articles]]
* [[m:Special:MyLanguage/Education/News/February 2025/Wikimedia Serbia receives accreditation from the National Library of Serbia for the Wiki Senior seminar|Wikimedia Serbia receives accreditation from the National Library of Serbia for the Wiki Senior seminar]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 09:04, 12 March 2025 (UTC)&lt;/div&gt;
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== This Month in Education: March 2025 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 3 • March 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/March 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/March 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/March 2025/A Whole New World: Research Findings on New Editor Integration in Serbian Wikipedia|A Whole New World: Research Findings on New Editor Integration in Serbian Wikipedia]]
* [[m:Special:MyLanguage/Education/News/March 2025/Bolivia: a new round of Leamos Wikipedia begins in Bolivia|Bolivia: a new round of Leamos Wikipedia begins in Bolivia]]
* [[m:Special:MyLanguage/Education/News/March 2025/Faculty of Social Sciences Workshop in Albania|Faculty of Social Sciences Workshop in Albania]]
* [[m:Special:MyLanguage/Education/News/March 2025/Lots of contributions and trainings as part of Wikimedia MKD's Education Programme|Lots of contributions and trainings as part of Wikimedia MKD's Education Programme]]
* [[m:Special:MyLanguage/Education/News/March 2025/Wikimedia organized multiple events of science and education in Brazil during the month of March|Wikimedia organized multiple events of science and education in Brazil during the month of March]]
&lt;/div&gt;

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== This Month in Education: April 2025 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 4 • April 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/April 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/April 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/April 2025/Ceremony of giving certificates and awarding the winners of the edit-a-thon: Meet Slovenia|Ceremony of giving certificates and awarding the winners of the edit-a-thon: Meet Slovenia]]
* [[m:Special:MyLanguage/Education/News/April 2025/The Workshops Wikimedia &amp; Education are back in Brazil|The Workshops Wikimedia &amp; Education are back in Brazil]]
* [[m:Special:MyLanguage/Education/News/April 2025/EduWiki Nigeria: Advancing Digital Literacy in Schools|EduWiki Nigeria: Advancing Digital Literacy in Schools]]
* [[m:Special:MyLanguage/Education/News/April 2025/Empowering the Next Generation: Wikidata Training at Federal Government Boys College, FGBC Abuja|Empowering the Next Generation: Wikidata Training at Federal Government Boys College, FGBC Abuja]]
* [[m:Special:MyLanguage/Education/News/April 2025/Final Wikipedia project with Shefit Hekali school in Peqin, Albania|Final Wikipedia project with Shefit Hekali school in Peqin, Albania]]
* [[m:Special:MyLanguage/Education/News/April 2025/Teachers who graduated from the Leamos Wikipedia program in Bolivia become mentors for their colleagues |Teachers who graduated from the Leamos Wikipedia program in Bolivia become mentors for their colleagues]]
* [[m:Special:MyLanguage/Education/News/April 2025/Wikivoyage in Has region, Northern Albania|Wikivoyage in Has region, Northern Albania]]
* [[m:Special:MyLanguage/Education/News/April 2025/Wikivoyage workshop in Bulqiza|Wikivoyage workshop in Bulqiza]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 02:48, 10 May 2025 (UTC)&lt;/div&gt;
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== This Month in Education: May 2025 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 5 • May 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/May 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/May 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/May 2025/Journalism students at Aleksandër Xhuvani University explore Wikipedia in Albania|Journalism students at Aleksandër Xhuvani University explore Wikipedia in Albania]]
* [[m:Special:MyLanguage/Education/News/May 2025/Reviewing pending articles editathon with high school students in Albania|Reviewing pending articles editathon with high school students in Albania]]
* [[m:Special:MyLanguage/Education/News/May 2025/Several educational workshops to promote science on Wiki were held in Brazil in the month of May|Several educational workshops to promote science on Wiki were held in Brazil in the month of May]]
* [[m:Special:MyLanguage/Education/News/May 2025/Simón Bolívar Teacher Training College joins the Let's Read Wikipedia Program|Simón Bolívar Teacher Training College joins the Let's Read Wikipedia Program]]
* [[m:Special:MyLanguage/Education/News/May 2025/Students become Editors: Wikimedia Chile launches Latin America's first Vikidia Workshop|Students become Editors: Wikimedia Chile launches Latin America's first Vikidia Workshop]]
* [[m:Special:MyLanguage/Education/News/May 2025/The DemocraTICon competition was held, this year for the first time with a discipline focused on Wikipedia |The DemocraTICon competition was held, this year for the first time with a discipline focused on Wikipedia]]
* [[m:Special:MyLanguage/Education/News/May 2025/Wikimedia MKD's &quot;Lajka&quot; workshop in Skopje|Wikimedia MKD's &quot;Lajka&quot; workshop in Skopje]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 02:57, 28 May 2025 (UTC)&lt;/div&gt;
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== This Month in Education: June 2025 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 6 • June 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/June 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/June 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/June 2025/Albanian high school students at the Wikimedia Youth Conference 2025 in Prague|Albanian high school students at the Wikimedia Youth Conference 2025 in Prague]]
* [[m:Special:MyLanguage/Education/News/June 2025/Bolivia has 20 new teachers graduated from the Let's Read Wikipedia in the Classroom program|Bolivia has 20 new teachers graduated from the Let's Read Wikipedia in the Classroom program]]
* [[m:Special:MyLanguage/Education/News/June 2025/Brazil was present at the EduWiki Conference 2025 in Bogota|Brazil was present at the EduWiki Conference 2025 in Bogota]]
* [[m:Special:MyLanguage/Education/News/June 2025/Does Wikipedia has future in the times of Chat-GPT|Does Wikipedia has future in the times of Chat-GPT]]
* [[m:Special:MyLanguage/Education/News/June 2025/PhilWiki Community promotes accessible multilingual stories for children|PhilWiki Community promotes accessible multilingual stories for children]]
* [[m:Special:MyLanguage/Education/News/June 2025/Reading and Editing Wikipedia in a Bangladeshi College|Reading and Editing Wikipedia in a Bangladeshi College]]
* [[m:Special:MyLanguage/Education/News/June 2025/Wikimedia MKD's Workshops in June|Wikimedia MKD's Workshops in June]]
* [[m:Special:MyLanguage/Education/News/June 2025/Wikipedia meets 2500 Ukrainian educators at the country’s biggest education festival|Wikipedia meets 2500 Ukrainian educators at the country’s biggest education festival]]

&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 07:18, 27 June 2025 (UTC)&lt;/div&gt;
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== This Month in Education: July 2025 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 7 • July 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/July 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/July 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/July 2025/Crafting Impactful Education Newsletters: Shared Insights from EduWiki 2025|Crafting Impactful Education Newsletters: Shared Insights from EduWiki 2025]]
* [[m:Special:MyLanguage/Education/News/July 2025/Educational Outreach with Youth Centers in Albania|Educational Outreach with Youth Centers in Albania]]
* [[m:Special:MyLanguage/Education/News/July 2025/Discussing educational resources at WikiCon Brasil 2025|Discussing educational resources at WikiCon Brasil 2025]]
* [[m:Special:MyLanguage/Education/News/July 2025/Enhancing Mobile-Friendly Contribution in Wikimedia Education Programs|Enhancing Mobile-Friendly Contribution in Wikimedia Education Programs]]
* [[m:Special:MyLanguage/Education/News/July 2025/The second semester of Leamos Wikipedia begins in Bolivia with challenges and learning|The second semester of Leamos Wikipedia begins in Bolivia with challenges and learning]]
* [[m:Special:MyLanguage/Education/News/July 2025/When Travel Fails, Learning Continues: A Reflection from EduWiki 2025 |When Travel Fails, Learning Continues: A Reflection from EduWiki 2025]]
* [[m:Special:MyLanguage/Education/News/July 2025/Wiki club in Kumanovo - the newest Wiki club of Wikimedia MKD|Wiki club in Kumanovo - the newest Wiki club of Wikimedia MKD]]
* [[m:Special:MyLanguage/Education/News/July 2025/Jaroslav Mašek: How KISK FF MU students used AI to write Wikipedia|Jaroslav Mašek: How KISK FF MU students used AI to write Wikipedia]]
* [[m:Special:MyLanguage/Education/News/July 2025/Various programmes up and rolling with Charles University Prague|Various programmes up and rolling with Charles University Prague]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 03:00, 1 August 2025 (UTC)&lt;/div&gt;
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== This Month in Education: August 2025 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 8 • August 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/August 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/August 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/August 2025/Bootcamp Wikipedia in Classroom|Bootcamp Wikipedia in Classroom]]
* [[m:Special:MyLanguage/Education/News/August 2025/Brazil launches campaign about Open Science on Wiki|Brazil launches campaign about Open Science on Wiki]]
* [[m:Special:MyLanguage/Education/News/August 2025/Breaking Barriers: Yoruba Wikipedia Fan Club Offa's Historic Wins|Breaking Barriers: Yoruba Wikipedia Fan Club Offa's Historic Wins]]
* [[m:Special:MyLanguage/Education/News/August 2025/Emerging Voices in Free Knowledge: The Journey of Wiki Club SATI|Emerging Voices in Free Knowledge: The Journey of Wiki Club SATI]]
* [[m:Special:MyLanguage/Education/News/August 2025/From a Curious Student to a Wikimedia Leader|From a Curious Student to a Wikimedia Leader]]
* [[m:Special:MyLanguage/Education/News/August 2025/From webinars to conferences: Wikimedia Ukraine’s approach to events for educators|From webinars to conferences: Wikimedia Ukraine’s approach to events for educators]]
* [[m:Special:MyLanguage/Education/News/August 2025/Higher education with Wikipedia in Spain|Higher education with Wikipedia in Spain]]
* [[m:Special:MyLanguage/Education/News/August 2025/Scientific Contribution from Serbia: Wikipedia in Education Research Published in a Prestigious Journal|Scientific Contribution from Serbia: Wikipedia in Education Research Published in a Prestigious Journal]]
* [[m:Special:MyLanguage/Education/News/August 2025/Teachers with Wikipedia. What if we create a Spanish-speaking collaboration network|Teachers with Wikipedia. What if we create a Spanish-speaking collaboration network]]
* [[m:Special:MyLanguage/Education/News/August 2025/The brains behind Wikipedia|The brains behind Wikipedia]]
* [[m:Special:MyLanguage/Education/News/August 2025/Why EduWiki Should Be Considered by Policymakers|Why EduWiki Should Be Considered by Policymakers]]
* [[m:Special:MyLanguage/Education/News/August 2025/Wikimedia Chile in Visviri: Free knowledge and education at Chile’s starting point|Wikimedia Chile in Visviri: Free knowledge and education at Chile’s starting point]]
* [[m:Special:MyLanguage/Education/News/August 2025/Wikipedia as a tool presented at Media Education Summer School for Teachers|Wikipedia as a tool presented at Media Education Summer School for Teachers]]
* [[m:Special:MyLanguage/Education/News/August 2025/Wikipedia vs AI at La Trobe University|Wikipedia vs AI at La Trobe University]]
* [[m:Special:MyLanguage/Education/News/August 2025/St Aloysius University – Wikipedia training session for newcomers|St Aloysius University – Wikipedia training session for newcomers]]
* [[m:Special:MyLanguage/Education/News/August 2025/Wiki Loves Academics, WUGN Kaduna|Wiki Loves Academics, WUGN Kaduna]]
* [[m:Special:MyLanguage/Education/News/August 2025/In Just 3 Minutes: The Power of Wiki Education|In Just 3 Minutes: The Power of Wiki Education]]
* [[m:Special:MyLanguage/Education/News/August 2025/Sensing Cebu: Fieldnotes of an Academic as a Wiki Volunteer|Sensing Cebu: Fieldnotes of an Academic as a Wiki Volunteer]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:16, 2 September 2025 (UTC)&lt;/div&gt;
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== This Month in Education: September 2025 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 9 • September 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/September 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/September 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/September 2025/Brazil organizes seminar to discuss open science and scientific dissemination|Brazil organizes seminar to discuss open science and scientific dissemination]]
* [[m:Special:MyLanguage/Education/News/September 2025/CBSUA Recognizes Wiki Training Completers, Awards Feminism &amp; Folklore 2025 Winners|CBSUA Recognizes Wiki Training Completers, Awards Feminism &amp; Folklore 2025 Winners]]
* [[m:Special:MyLanguage/Education/News/September 2025/2nd International Conference on Wikimedia, Education, and Digital Cultures Mexico 2025|2nd International Conference on Wikimedia, Education, and Digital Cultures Mexico 2025]]
* [[m:Special:MyLanguage/Education/News/September 2025/Accredited seminar for teachers in Veliko Gradište|Accredited seminar for teachers in Veliko Gradište]]
* [[m:Special:MyLanguage/Education/News/September 2025/Breaking Barriers, Why open Knowledge matters|Breaking Barriers, Why open Knowledge matters]]
* [[m:Special:MyLanguage/Education/News/September 2025/Cross-Continental Knowledge Exchange: Offa Youth Impact Initiative and St Aloysius University in 3D Education Outreach |Cross-Continental Knowledge Exchange: Offa Youth Impact Initiative and St Aloysius University in 3D Education Outreach]]
* [[m:Special:MyLanguage/Education/News/September 2025/Igbo Language Audio Project in the Igbo Wiki Fan Club IMSU &amp; Alvan|Igbo Language Audio Project in the Igbo Wiki Fan Club IMSU &amp; Alvan]]
* [[m:Special:MyLanguage/Education/News/September 2025/Let's Read Wikipedia reached teachers of the Weenhayek indigenous nation in Bolivia|Let's Read Wikipedia reached teachers of the Weenhayek indigenous nation in Bolivia]]
* [[m:Special:MyLanguage/Education/News/September 2025/Monográfico sobre Wikipedia en el aula, Revista Docere|Monograph on Wikipedia in the classroom, Docere Magazine]]
* [[m:Special:MyLanguage/Education/News/September 2025/The Third Training Course of the “Reading Wikipedia in the Classroom” Program in Jordan|The Third Training Course of the “Reading Wikipedia in the Classroom” Program in Jordan]]
* [[m:Special:MyLanguage/Education/News/September 2025/The Ukrainian Educators’ Wikimedia Conference 2025|The Ukrainian Educators’ Wikimedia Conference 2025]]
* [[m:Special:MyLanguage/Education/News/September 2025/Wikimedia MKD's edit-a-thon: Lakes|Wikimedia MKD's edit-a-thon: Lakes]]
* [[m:Special:MyLanguage/Education/News/September 2025/Cultura libre en las aulas|Free culture in the classroom]]
* [[m:Special:MyLanguage/Education/News/September 2025/Wikimedia Rwanda Wiki clubs|Wikimedia Rwanda Wiki clubs]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:09, 2 October 2025 (UTC)&lt;/div&gt;
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== This Month in Education: October 2025 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 10 • October 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/October 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/October 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/October 2025/&quot;WikiDonne Internship: Wikimedia Platforms for Open Education and Inclusive Culture!&quot; winner at the Open Education Awards 2025|&quot;WikiDonne Internship: Wikimedia Platforms for Open Education and Inclusive Culture!&quot; winner at the Open Education Awards 2025]]
* [[m:Special:MyLanguage/Education/News/October 2025/A Proud Chapter in My Wikimedia Journey 🇳🇬: From Editor to Organizer|A Proud Chapter in My Wikimedia Journey 🇳🇬: From Editor to Organizer]]
* [[m:Special:MyLanguage/Education/News/October 2025/Debating open science and scientific dissemination in Brazil|Debating open science and scientific dissemination in Brazil]]
* [[m:Special:MyLanguage/Education/News/October 2025/Enhancing Academic Articles on Wikipedia with the State University of Jakarta|Enhancing Academic Articles on Wikipedia with the State University of Jakarta]]
* [[m:Special:MyLanguage/Education/News/October 2025/India’s Students and Educators Lead the Way in the Wiki Science Competition 2025|India’s Students and Educators Lead the Way in the Wiki Science Competition 2025]]
* [[m:Special:MyLanguage/Education/News/October 2025/JDACA &amp; Amman Arab University|JDACA &amp; Amman Arab University]]
* [[m:Special:MyLanguage/Education/News/October 2025/New starting page for Wikipedia users had been launched in September|New starting page for Wikipedia users had been launched in September]]
* [[m:Special:MyLanguage/Education/News/October 2025/Teaching Evidence Synthesis Automation with the Wikipedia–Kaggle Dataset|Teaching Evidence Synthesis Automation with the Wikipedia–Kaggle Dataset]]
* [[m:Special:MyLanguage/Education/News/October 2025/Wikimedia MKD’s Education Program activities for October|Wikimedia MKD’s Education Program activities for October]]
* [[m:Special:MyLanguage/Education/News/October 2025/Wikimedia Serbia prepares eight annual Edu Wiki camp|Wikimedia Serbia prepares eight annual Edu Wiki camp]]
* [[m:Special:MyLanguage/Education/News/October 2025/Wikivoyage editathon in Peshkopia, Albania|Wikivoyage editathon in Peshkopia, Albania]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 06:04, 2 November 2025 (UTC)&lt;/div&gt;
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== This Month in Education: November 2025 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 11 • November 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/November 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/November 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/November 2025/Auckland Museum's Wiki Summer Student Programme is back for 2025 &amp; 2026|Auckland Museum's Wiki Summer Student Programme is back for 2025 &amp; 2026]]
* [[m:Special:MyLanguage/Education/News/November 2025/Edu Wiki camp 2025 in Belgrade, Serbia|Edu Wiki camp 2025 in Belgrade, Serbia]]
* [[m:Special:MyLanguage/Education/News/November 2025/Wikidata na Escola: estudantes da zona rural de Minas Gerais contribuem com dados sobre mulheres negras brasileiras|Wikidata na Escola: estudantes da zona rural de Minas Gerais contribuem com dados sobre mulheres negras brasileiras]]
* [[m:Special:MyLanguage/Education/News/November 2025/190 students from Oteitza Lizeoa create 48 articles on the history of the Basque Country for Txikipedia in one day|190 students from Oteitza Lizeoa create 48 articles on the history of the Basque Country for Txikipedia in one day]]
* [[m:Special:MyLanguage/Education/News/November 2025/2nd International Congress Wikimedia, Education, and Digital Cultures – WECUDI|2nd International Congress Wikimedia, Education, and Digital Cultures – WECUDI]]
* [[m:Special:MyLanguage/Education/News/November 2025/Africa and Proud Leads Wiki Classroom Project Across Three Nigerian States|Africa and Proud Leads Wiki Classroom Project Across Three Nigerian States]]
* [[m:Special:MyLanguage/Education/News/November 2025/November 2025November 2025/Annual Czech Wiki Conference took place on Saturday, Nov 8th|November 2025November 2025/Annual Czech Wiki Conference took place on Saturday, Nov 8th]]
* [[m:Special:MyLanguage/Education/News/November 2025/EduWiki Meetup at GLAM Wiki Conference 2025|EduWiki Meetup at GLAM Wiki Conference 2025]]
* [[m:Special:MyLanguage/Education/News/November 2025/Highly productive autumn education activities in Macedonia|Highly productive autumn education activities in Macedonia]]
* [[m:Special:MyLanguage/Education/News/November 2025/Kannada Wikipedia Asian Month 2025: Edit-a-thon &amp; Workshop Highlights from Loyola College, Karnataka|Kannada Wikipedia Asian Month 2025: Edit-a-thon &amp; Workshop Highlights from Loyola College, Karnataka]]
* [[m:Special:MyLanguage/Education/News/November 2025/Kosovo Wikivoyage Editathons in Gjakova and Krusha e Madhe|Kosovo Wikivoyage Editathons in Gjakova and Krusha e Madhe]]
* [[m:Special:MyLanguage/Education/News/November 2025/Ukrainian educators create open lesson plans based on the «Reading Wikipedia in the Classroom» course|Ukrainian educators create open lesson plans based on the «Reading Wikipedia in the Classroom» course]]
* [[m:Special:MyLanguage/Education/News/November 2025/United Architects of the Philippines Student Auxiliary – University of Nueva Caceres joins Wikisource Training|United Architects of the Philippines Student Auxiliary – University of Nueva Caceres joins Wikisource Training]]
* [[m:Special:MyLanguage/Education/News/November 2025/Videos on Teaching Experiences with Wikipedia, Wikidata, Commons, and OSM|Videos on Teaching Experiences with Wikipedia, Wikidata, Commons, and OSM]]
* [[m:Special:MyLanguage/Education/News/November 2025/Wiki as a tool for technological empowerment of indigenous knowledge|Wiki as a tool for technological empowerment of indigenous knowledge]]
* [[m:Special:MyLanguage/Education/News/November 2025/Wiki Science Competition in Albania and Kosovo|Wiki Science Competition in Albania and Kosovo]]
* [[m:Special:MyLanguage/Education/News/November 2025/Wiki Workshop 2026 Call for Contributions|Wiki Workshop 2026 Call for Contributions]]
* [[m:Special:MyLanguage/Education/News/November 2025/Wikipedia Contribution with Faculty of Mathematical and Natural Sciences Students in Kosovo|Wikipedia Contribution with Faculty of Mathematical and Natural Sciences Students in Kosovo]]
* [[m:Special:MyLanguage/Education/News/November 2025/Impact of Wikimedia Rwanda Wiki Clubs in Growth of Wikimedia User Group Rwanda Community|Impact of Wikimedia Rwanda Wiki Clubs in Growth of Wikimedia User Group Rwanda Community]]
&lt;/div&gt;

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== This Month in Education: December 2025 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 12 • December 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/December 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/December 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/December 2025/WikiLatih Wiktionary with the Goethe-Institut: Strengthening the Digital Presence of Indonesia’s Local Languages|WikiLatih Wiktionary with the Goethe-Institut: Strengthening the Digital Presence of Indonesia’s Local Languages]]
* [[m:Special:MyLanguage/Education/News/December 2025/Wiki in schools - Architecture and Open Heritage|Wiki in schools - Architecture and Open Heritage]]
* [[m:Special:MyLanguage/Education/News/December 2025/What are the challenges and opportunities in scientific dissemination? Reflecting on the topic in the Brazilian context|What are the challenges and opportunities in scientific dissemination? Reflecting on the topic in the Brazilian context]]
* [[m:Special:MyLanguage/Education/News/December 2025/WikipediaxAI: Wikipedia, AI, and the future of knowledge|WikipediaxAI: Wikipedia, AI, and the future of knowledge]]
* [[m:Special:MyLanguage/Education/News/December 2025/Wikipedia at University Another year of working alongside higher education institutions in Argentina|Wikipedia at University Another year of working alongside higher education institutions in Argentina]]
* [[m:Special:MyLanguage/Education/News/December 2025/WAM - Tulu Edit-a-thon &amp; Workshop in St Aloysius University |WAM - Tulu Edit-a-thon &amp; Workshop in St Aloysius University]]
* [[m:Special:MyLanguage/Education/News/December 2025/Visibilizando memórias negras: estudantes da UFRGS ampliam a Wikipédia com foco na imprensa e no associativismo pós-abolição|Visibilizando memórias negras: estudantes da UFRGS ampliam a Wikipédia com foco na imprensa e no associativismo pós-abolição]]
* [[m:Special:MyLanguage/Education/News/December 2025/Transforming Education Through Wikimedia in Kosovo: 2025|Transforming Education Through Wikimedia in Kosovo: 2025]]
* [[m:Special:MyLanguage/Education/News/December 2025/New WikiClubs and educational partnership in Albania|New WikiClubs and educational partnership in Albania]]
* [[m:Special:MyLanguage/Education/News/December 2025/New WikiClub with the Dibra Youth Center in Albania|New WikiClub with the Dibra Youth Center in Albania]]
* [[m:Special:MyLanguage/Education/News/December 2025/Landmark Educational Initiatives and Wikimedia Programs Transform Learning in 2025|Landmark Educational Initiatives and Wikimedia Programs Transform Learning in 2025]]
* [[m:Special:MyLanguage/Education/News/December 2025/Knowledge in the Digital Age: A WMUK Collaborative Workshop|Knowledge in the Digital Age: A WMUK Collaborative Workshop]]
&lt;/div&gt;

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== This Month in Education: January 2026 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 15 • Issue 1 • January 2026&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/January 2026|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/January 2026/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/January 2026/Strengthening Wikimedia Education and Digital Literacy in 2026|Strengthening Wikimedia Education and Digital Literacy in 2026]]
* [[m:Special:MyLanguage/Education/News/January 2026/Dzongkha Wikipedia Education Program in Bhutan|Dzongkha Wikipedia Education Program in Bhutan]]
* [[m:Special:MyLanguage/Education/News/January 2026/Wikipedia Education Program - Train The Trainer in Nepal|Wikipedia Education Program – Train The Trainer in Nepal]]
* [[m:Special:MyLanguage/Education/News/January 2026/Wikipedia 25 celebration in the Igbo Wiki Fan Club Alvan and IMSU|Wikipedia 25 celebration in the Igbo Wiki Fan Club Alvan and IMSU]]
* [[m:Special:MyLanguage/Education/News/January 2026/CBSUA boosts Open Knowledge and Local Culture through expanded Wiki Education Program|CBSUA boosts Open Knowledge and Local Culture through expanded Wiki Education Program]]
* [[m:Special:MyLanguage/Education/News/January 2026/WikiChallenge African Schools: Young voices, real impact, and continued (reasonable) growth|WikiChallenge African Schools: Young voices, real impact, and continued (reasonable) growth]]
* [[m:Special:MyLanguage/Education/News/January 2026/Updates on Auckland Museum Summer Student Programme|Updates on Auckland Museum Summer Student Programme]]
* [[m:Special:MyLanguage/Education/News/January 2026/Stronger and bolder Wikiforhumanrights 2025 in Anambra Network|Stronger and bolder Wikiforhumanrights 2025 in Anambra Network]]
* [[m:Special:MyLanguage/Education/News/January 2026/Official Opening of IFAK Secondary School Wiki Club: Engaging Youth in Learning Through Open Knowledge|Official Opening of IFAK Secondary School Wiki Club: Engaging Youth in Learning Through Open Knowledge]]
* [[m:Special:MyLanguage/Education/News/January 2026/Greetings from the Jeronim de Rada WikiClub in Elbasan, Albania, for Christmas 2025|Greetings from the Jeronim de Rada WikiClub in Elbasan, Albania, for Christmas 2025]]
* [[m:Special:MyLanguage/Education/News/January 2026/Great and productive final activities of 2025 Wikimedia MKD education programme|Great and productive final activities of 2025 Wikimedia MKD education programme]]
* [[m:Special:MyLanguage/Education/News/January 2026/Envisioning an Open Future together - WikiForAll|Envisioning an Open Future together – WikiForAll]]
* [[m:Special:MyLanguage/Education/News/January 2026/A look back: reviewing the main education activities in Brazil in 2025|A look back: reviewing the main education activities in Brazil in 2025]]
* [[m:Special:MyLanguage/Education/News/January 2026/A 147-Year-Old Institution Celebrates 25 Years of Wikipedia: St Aloysius University and the Spirit of Open Knowledge|A 147-Year-Old Institution Celebrates 25 Years of Wikipedia: St Aloysius University and the Spirit of Open Knowledge]]
* [[m:Special:MyLanguage/Education/News/January 2026/¡Celebrando 25 años de conocimiento libre! El Proyecto &quot;25x25&quot; llega a las aulas de Córdoba, Argentina|Celebrating 25 years of free knowledge! The '25x25' Project reaches the classrooms of Córdoba, Argentina]]
* [[m:Special:MyLanguage/Education/News/January 2026/A atuação em rede da Universidade Federal de Juiz de Fora para a difusão do conhecimento livre na Wikipédia|The collaborative efforts of the Federal University of Juiz de Fora for the dissemination of free knowledge on Wikipedia]]
&lt;/div&gt;

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== This Month in Education: February 2026 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 15 • Issue 2 • February 2026&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/February 2026|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/February 2026/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/February 2026/Cairo University Spanish Language Volunteers document Madrid’s Historic and Contemporary Palaces|Cairo University Spanish Language Volunteers document Madrid’s Historic and Contemporary Palaces]]
* [[m:Special:MyLanguage/Education/News/February 2026/Celebrating 25 Years of Wikipedia in Uzbekistan|Celebrating 25 Years of Wikipedia in Uzbekistan]]
* [[m:Special:MyLanguage/Education/News/February 2026/Encontro da Rede Latino Americana de Inteligência Artificial Feminista: construindo futuros possíveis|Meeting of the Latin American Network of Feminist Artificial Intelligence: building possible futures]]
* [[m:Special:MyLanguage/Education/News/February 2026/Farewelling the Auckland Museum Summer Students|Farewelling the Auckland Museum Summer Students]]
* [[m:Special:MyLanguage/Education/News/February 2026/Inclusive Climate Learning with Wikimedia Reaches Special School in Kumasi|Inclusive Climate Learning with Wikimedia Reaches Special School in Kumasi]]
* [[m:Special:MyLanguage/Education/News/February 2026/Introducing Wikimedia in Academic curriculum for students of higher education in universities of Telangana |Introducing Wikimedia in Academic curriculum for students of higher education in universities of Telangana]]
* [[m:Special:MyLanguage/Education/News/February 2026/Learning from Finland: Edit-a-thon on Finnish Education set to take place in Belgrade|Learning from Finland: Edit-a-thon on Finnish Education set to take place in Belgrade]]
* [[m:Special:MyLanguage/Education/News/February 2026/Library of IME-USP Workshop: Edits in History of Mathematics|Library of IME-USP Workshop: Edits in History of Mathematics]]
* [[m:Special:MyLanguage/Education/News/February 2026/LitFest 2026: Room to Dream to amplify local voices across Wikimedia|LitFest 2026: Room to Dream to amplify local voices across Wikimedia]]
* [[m:Special:MyLanguage/Education/News/February 2026/New online workshops for the German language Wikipedia|New online workshops for the German language Wikipedia]]
* [[m:Special:MyLanguage/Education/News/February 2026/Road to Wiki Cohort 1: Building India's Next Generation of Wikimedia Technical Contributors|Road to Wiki Cohort 1: Building India's Next Generation of Wikimedia Technical Contributors]]
* [[m:Special:MyLanguage/Education/News/February 2026/The history of the Wikimedia movement in a Brazil: a book about stories and projects|The history of the Wikimedia movement in a Brazil: a book about stories and projects]]
* [[m:Special:MyLanguage/Education/News/February 2026/Wiki Club Federal Government Boys College Celebrates Mother Tongue Day|Wiki Club Federal Government Boys College Celebrates Mother Tongue Day]]
* [[m:Special:MyLanguage/Education/News/February 2026/Wiki Club Minalabac joins Freedom to Read 2026: One World, Many Languages|Wiki Club Minalabac joins Freedom to Read 2026: One World, Many Languages]]
* [[m:Special:MyLanguage/Education/News/February 2026/Wiki Love Folklore Photowalk at Khajuraho Dance Festival 2026|Wiki Love Folklore Photowalk at Khajuraho Dance Festival 2026]]
* [[m:Special:MyLanguage/Education/News/February 2026/Wiki Loves Fish Workshop Empowers Students to Document Coastal Biodiversity|Wiki Loves Fish Workshop Empowers Students to Document Coastal Biodiversity]]
* [[m:Special:MyLanguage/Education/News/February 2026/WikiCendekia 2026: Insights from our training of admins in Indonesia|WikiCendekia 2026: Insights from our training of admins in Indonesia]]
* [[m:Special:MyLanguage/Education/News/February 2026/Wikimedia MKD's activities- new wiki club and a lots of new training workshops|Wikimedia MKD's activities- new wiki club and a lots of new training workshops]]
* [[m:Special:MyLanguage/Education/News/February 2026/WikiPatrimoine Senghor : Valorisation du patrimoine culturel africain à l'Université Senghor|WikiPatrimoine Senghor : Valuation of African cultural heritage at the University Senghor]]
* [[m:Special:MyLanguage/Education/News/February 2026/Wikipedia Turns 25: Young Voices, Big Future|Wikipedia Turns 25: Young Voices, Big Future]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 11:55, 3 March 2026 (UTC)&lt;/div&gt;
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== This Month in Education: March 2026 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 15 • Issue 3 • March 2026&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/March 2026|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/March 2026/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/March 2026/Advancing 21st-Century Education: Proposal to Establish the Yorùbá Wikipedia Fan Club at Arolu College of Education, Ilemona|Advancing 21st-Century Education: Proposal to Establish the Yorùbá Wikipedia Fan Club at Arolu College of Education, Ilemona]]
* [[m:Special:MyLanguage/Education/News/March 2026/Awareness Programme on Language and Culture Protection by KWUG|Awareness Programme on Language and Culture Protection by KWUG]]
* [[m:Special:MyLanguage/Education/News/March 2026/Teachers from Various Institutions in Rio de Janeiro Explore Wikipedia as a Means of Preserving Memory and Checking Sources|Teachers from Various Institutions in Rio de Janeiro Explore Wikipedia as a Means of Preserving Memory and Checking Sources]]
* [[m:Special:MyLanguage/Education/News/March 2026/Edu Wiki Nigeria Co-Founder Facilitates Textbook Donation to AHAJAS Integrated School, Gombe|Edu Wiki Nigeria Co-Founder Facilitates Textbook Donation to AHAJAS Integrated School, Gombe]]
* [[m:Special:MyLanguage/Education/News/March 2026/Inside Wikimedia Ukraine's education program|Inside Wikimedia Ukraine's education program]]
* [[m:Special:MyLanguage/Education/News/March 2026/Karavali Wikimedians at Mangaluru Design Summit 2026|Karavali Wikimedians at Mangaluru Design Summit 2026]]
* [[m:Special:MyLanguage/Education/News/March 2026/One School, One Article Campaign Wrap Up|One School, One Article Campaign Wrap Up]]
* [[m:Special:MyLanguage/Education/News/March 2026/Seeds of Knowledge: A Wiki Project that Sparked a Community at ADUN|Seeds of Knowledge: A Wiki Project that Sparked a Community at ADUN]]
* [[m:Special:MyLanguage/Education/News/March 2026/Student workshops at Serbian Universities: enriching Wikipedia with topics on culture and technology|Student workshops at Serbian Universities: enriching Wikipedia with topics on culture and technology]]
* [[m:Special:MyLanguage/Education/News/March 2026/The Open Knowledge Alliance: Wikimedia and Libraries|The Open Knowledge Alliance: Wikimedia and Libraries]]
* [[m:Special:MyLanguage/Education/News/March 2026/Wikimedia CR published updated guide for beginners|Wikimedia CR published updated guide for beginners]]
* [[m:Special:MyLanguage/Education/News/March 2026/Wikimedia goes back to the classroom in Brazil|Wikimedia goes back to the classroom in Brazil]]
* [[m:Special:MyLanguage/Education/News/March 2026/Workshop on Feminism and Folklore 2026 by Wiki Club SATI|Workshop on Feminism and Folklore 2026 by Wiki Club SATI]]
* [[m:Special:MyLanguage/Education/News/March 2026/“Wikimedia MKD in Action: Teacher Conferences and Education Activities|“Wikimedia MKD in Action: Teacher Conferences and Education Activities]]
* [[m:Special:MyLanguage/Education/News/March 2026/Wikipedia &amp; Libraries: Building New Contributors|Wikipedia &amp; Libraries: Building New Contributors]]

&lt;/div&gt;

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== This Month in Education: April 2026 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 15 • Issue 4 • April 2026&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/April 2026|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/April 2026/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/April 2026/Empowering Knowledge: Wikimedia MKD Education Update|Empowering Knowledge: Wikimedia MKD Education Update]]
* [[m:Special:MyLanguage/Education/News/April 2026/WikiScholar: A School-Level Initiative to Promote Free Knowledge in Bangladesh|WikiScholar: A School-Level Initiative to Promote Free Knowledge in Bangladesh]]
* [[m:Special:MyLanguage/Education/News/April 2026/Wikipedia for School 2025–2026: A Competition That Continued Despite Frost, Power Outages, and War|Wikipedia for School 2025–2026: A Competition That Continued Despite Frost, Power Outages, and War]]
* [[m:Special:MyLanguage/Education/News/April 2026/Wikimedia UK and Thoughtful delivery new media literacy teacher training course|Wikimedia UK and Thoughtful delivery new media literacy teacher training course]]
* [[m:Special:MyLanguage/Education/News/April 2026/Wikimedia CR supporting SDG's in Czech schools|Wikimedia CR supporting SDG's in Czech schools]]
* [[m:Special:MyLanguage/Education/News/April 2026/University Students’ Mandatory Internships at Wikimedia Armenia|University Students’ Mandatory Internships at Wikimedia Armenia]]
* [[m:Special:MyLanguage/Education/News/April 2026/Third year of collaboration with Aleksandër Xhuvani University in Elbasan, Albania|Third year of collaboration with Aleksandër Xhuvani University in Elbasan, Albania]]
* [[m:Special:MyLanguage/Education/News/April 2026/Students Discover Open Source and Learn Wikipedia and Wikidata Skills for the First Time in Zarqa, Jordan|Students Discover Open Source and Learn Wikipedia and Wikidata Skills for the First Time in Zarqa, Jordan]]
* [[m:Special:MyLanguage/Education/News/April 2026/Leveraging on Wikipedia as a tool for curbing Health Misinformation and Disinformation in Akwa Ibom and Rivers State, Nigeria|Leveraging on Wikipedia as a tool for curbing Health Misinformation and Disinformation in Akwa Ibom and Rivers State, Nigeria]]
* [[m:Special:MyLanguage/Education/News/April 2026/Governance and Public Knowledge: Wikipedia as a Learning Tool in Sustainability Education through UNESCO Designated Sites|Governance and Public Knowledge: Wikipedia as a Learning Tool in Sustainability Education through UNESCO Designated Sites]]
* [[m:Special:MyLanguage/Education/News/April 2026/A month full of encounters with students in Brazil|A month full of encounters with students in Brazil]]
&lt;/div&gt;
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== This Month in Education: May 2026 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 15 • Issue 5 • May 2026&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/May 2026|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/May 2026/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/May 2026/Teaching innovation with Wikimedia. Shared experiences in Spanish Universities|Teaching innovation with Wikimedia. Shared experiences in Spanish Universities]]
* [[m:Special:MyLanguage/Education/News/May 2026/Editing Wikipedia with Viktor Hygo High School in Albania|Editing Wikipedia with Viktor Hygo High School in Albania]]
* [[m:Special:MyLanguage/Education/News/May 2026/Debating free license in Brazil|Debating free license in Brazil]]
* [[m:Special:MyLanguage/Education/News/May 2026/Microclimatic Explainers: A short-form media approach to build micro-level environmental awareness in India|Microclimatic Explainers: A short-form media approach to build micro-level environmental awareness in India]]
* [[m:Special:MyLanguage/Education/News/May 2026/Ukraine publishes the first academic collection of papers on Wikipedia and Wikimedia Projects|Ukraine publishes the first academic collection of papers on Wikipedia and Wikimedia Projects]]
* [[m:Special:MyLanguage/Education/News/May 2026/Wiki Digital Youth Club Launches in Tanzania: Youth Build Digital Skills Through Competitive Quest Challenges|Wiki Digital Youth Club Launches in Tanzania: Youth Build Digital Skills Through Competitive Quest Challenges]]
* [[m:Special:MyLanguage/Education/News/May 2026/Wiki Youth Participation in Building Rwanda’s Open Knowledge Ecosystem|Wiki Youth Participation in Building Rwanda’s Open Knowledge Ecosystem]]
* [[m:Special:MyLanguage/Education/News/May 2026/Wikimedia Digi-Youth Club in Nigeria|Wikimedia Digi-Youth Club in Nigeria]]
* [[m:Special:MyLanguage/Education/News/May 2026/Wikimedia MKD's Education News &amp; Activities|Wikimedia MKD's Education News &amp; Activities]]
* [[m:Special:MyLanguage/Education/News/May 2026/Wikipedia Serbia's interns and Wiki Ambassadors provide crucial support towards end of the school year|Wikipedia Serbia's interns and Wiki Ambassadors provide crucial support towards end of the school year]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 16:53, 1 June 2026 (UTC)&lt;/div&gt;
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== This Month in Education: June 2026 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 15 • Issue 6 • June 2026&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/June 2026|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/June 2026/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/June 2026/Wikipedia Editathon at Dinajpur Govt. College: Empowering Graduate Students in the Open Knowledge Movement|Wikipedia Editathon at Dinajpur Govt. College: Empowering Graduate Students in the Open Knowledge Movement]]
* [[m:Special:MyLanguage/Education/News/June 2026/Wikimedia Serbia prepares for Edu Wiki camp 2026|Wikimedia Serbia prepares for Edu Wiki camp 2026]]
* [[m:Special:MyLanguage/Education/News/June 2026/Wiki Digi-Youth Clubs pilot explores challenge-based learning across three countries|Wiki Digi-Youth Clubs pilot explores challenge-based learning across three countries]]
* [[m:Special:MyLanguage/Education/News/June 2026/Why the EduWiki Hub Starter Kit Matters for the Future of Education|Why the EduWiki Hub Starter Kit Matters for the Future of Education]]
* [[m:Special:MyLanguage/Education/News/June 2026/Portuguese Universities adopt free knowledge tools: Wikipedia is the favorite|Portuguese Universities adopt free knowledge tools: Wikipedia is the favorite]]
* [[m:Special:MyLanguage/Education/News/June 2026/Translating on Wikipedia used as extra – credit assignment in University of Prishtina, Kosovo|Translating on Wikipedia used as extra – credit assignment in University of Prishtina, Kosovo]]
* [[m:Special:MyLanguage/Education/News/June 2026/Strengthening Wikimedia Education Through Community Learning and Digital Literacy Initiatives|Strengthening Wikimedia Education Through Community Learning and Digital Literacy Initiatives]]
* [[m:Special:MyLanguage/Education/News/June 2026/Small Group, Big Impact: Building Skills Through the Wikimedia Volunteer Focus Group in Botswana|Small Group, Big Impact: Building Skills Through the Wikimedia Volunteer Focus Group in Botswana]]
* [[m:Special:MyLanguage/Education/News/June 2026/&quot;25x25 Project – Celebrating Wikipedia&quot; in Córdoba, Argentina|&quot;25x25 Project – Celebrating Wikipedia&quot; in Córdoba, Argentina]]
* [[m:Special:MyLanguage/Education/News/June 2026/Mapping and gathering educational activities on Wiki in Brazilian universities|Mapping and gathering educational activities on Wiki in Brazilian universities]]
* [[m:Special:MyLanguage/Education/News/June 2026/Growing Wiki Education in the Philippines: Highlights from Bikol WikiConference 2026|Growing Wiki Education in the Philippines: Highlights from Bikol WikiConference 2026]]
* [[m:Special:MyLanguage/Education/News/June 2026/From Mentee to Builder: Six Months in the EduWiki Hub Mentorship Program|From Mentee to Builder: Six Months in the EduWiki Hub Mentorship Program]]
* [[m:Special:MyLanguage/Education/News/June 2026/EduWiki Hub publishes its first Community Newsletter|EduWiki Hub publishes its first Community Newsletter]]
* [[m:Special:MyLanguage/Education/News/June 2026/Click, Capture, and Contribute: Scaling Open Knowledge Through Mobile Photography|Click, Capture, and Contribute: Scaling Open Knowledge Through Mobile Photography]]
* [[m:Special:MyLanguage/Education/News/June 2026/Education in Action: Limkokwing School Adoption Program 2026 and Wikimedia Learning Outcomes|Education in Action: Limkokwing School Adoption Program 2026 and Wikimedia Learning Outcomes]]
* [[m:Special:MyLanguage/Education/News/June 2026/Impact of Wiki Digi youth Clubs initiative in education of Rwanda|Impact of Wiki Digi youth Clubs initiative in education of Rwanda]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 04:15, 28 June 2026 (UTC)&lt;/div&gt;
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== This Month in Education: July 2026 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 15 • Issue 7 • July 2026&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/July 2026|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/July 2026/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/July 2026/Practical Wikipedia Training for Teachers Held in Tetovo, Macedonia|Practical Wikipedia Training for Teachers Held in Tetovo, Macedonia]]
* [[m:Special:MyLanguage/Education/News/July 2026/Wikimedia Ukraine at the Teachers of the Future Festival|Wikimedia Ukraine at the Teachers of the Future Festival]]
* [[m:Special:MyLanguage/Education/News/July 2026/Six Months of Growth, Learning, and Impact: My Journey as an EduWiki Mentor|Six Months of Growth, Learning, and Impact: My Journey as an EduWiki Mentor]]
* [[m:Special:MyLanguage/Education/News/July 2026/PhilWiki Community pays homage to Antoine de Saint-Exupéry at Wikimania Paris 2026|PhilWiki Community pays homage to Antoine de Saint-Exupéry at Wikimania Paris 2026]]
* [[m:Special:MyLanguage/Education/News/July 2026/Google25 Expands Tamil Wikipedia Community|Google25 Expands Tamil Wikipedia Community]]
* [[m:Special:MyLanguage/Education/News/July 2026/Edu Wiki camp gathers Serbian youth around the topic of open knowledge|Edu Wiki camp gathers Serbian youth around the topic of open knowledge]]
* [[m:Special:MyLanguage/Education/News/July 2026/Cátedra Glaciares: A Collaborative Experience for the Study and Conservation of Colombia’s Cryosphere|Cátedra Glaciares: A Collaborative Experience for the Study and Conservation of Colombia’s Cryosphere]]
* [[m:Special:MyLanguage/Education/News/July 2026/Continuing Wiki education partnerships in Brazil|Continuing Wiki education partnerships in Brazil]]
* [[m:Special:MyLanguage/Education/News/July 2026/Building EduWiki in Albania: From school outreach to student contributions in Wikimedia projects|Building EduWiki in Albania: From school outreach to student contributions in Wikimedia projects]]
* [[m:Special:MyLanguage/Education/News/July 2026/1Lib1Ref WUGN Kaduna, 2026|1Lib1Ref WUGN Kaduna, 2026]]
* [[m:Special:MyLanguage/Education/News/July 2026/We create the first master class on access to knowledge and open technology in collaboration with National Autonomous University of Mexico, UNAM|We create the first master class on access to knowledge and open technology in collaboration with National Autonomous University of Mexico, UNAM]]

&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 19:48, 30 July 2026 (UTC)&lt;/div&gt;
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== This Month in Education: August 2026 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 15 • Issue 8 • August 2026&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/August 2026|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/August 2026/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/August 2026/Coordinating Wikimedia's Presence in Iraqi Universities|Coordinating Wikimedia's Presence in Iraqi Universities]]
* [[m:Special:MyLanguage/Education/News/August 2026/The EduWiki Hub Starter Kit Is Now Available in Spanish|The EduWiki Hub Starter Kit Is Now Available in Spanish]]
* [[m:Special:MyLanguage/Education/News/August 2026/Wiki and democracy campaign launches in Brazil|Wiki and democracy campaign launches in Brazil]]
* [[m:Special:MyLanguage/Education/News/August 2026/Wiki Clubs strengthen youth participation in open knowledge in the Philippines|Wiki Clubs strengthen youth participation in open knowledge in the Philippines]]
* [[m:Special:MyLanguage/Education/News/August 2026/Wikidata for research in the UI1|Wikidata for research in the UI1]]
* [[m:Special:MyLanguage/Education/News/August 2026/Nupe Wikipedia Hits 1,000 Articles: The Next Chapter in Our Knowledge Journey |Nupe Wikipedia Hits 1,000 Articles: The Next Chapter in Our Knowledge Journey]]
* [[m:Special:MyLanguage/Education/News/August 2026/Recruiting newcomers to preserve Yiddish using Wiktionary as a tool|Recruiting newcomers to preserve Yiddish using Wiktionary as a tool]]
* [[m:Special:MyLanguage/Education/News/August 2026/Voices in Our Hands: How Nigerian Kids are Documenting Nigerian Sign Language for the World|Voices in Our Hands: How Nigerian Kids are Documenting Nigerian Sign Language for the World]]
* [[m:Special:MyLanguage/Education/News/August 2026/Wiki in Schools, Architecture and Open Heritage|Wiki in Schools, Architecture and Open Heritage]]
* [[m:Special:MyLanguage/Education/News/August 2026/More than 200 registrations, 22 speakers, and seven hours of shared experience: Wikimedia Ukraine’s Education Community Conference 2026|More than 200 registrations, 22 speakers, and seven hours of shared experience: Wikimedia Ukraine’s Education Community Conference 2026]]
* [[m:Special:MyLanguage/Education/News/August 2026/Launch of Wikifying a Conference handbook|Launch of Wikifying a Conference handbook]]
* [[m:Special:MyLanguage/Education/News/August 2026/EduWiki Hub Updates: Working Groups Feedback Session and a New Roundtable for Program Officers|EduWiki Hub Updates: Working Groups Feedback Session and a New Roundtable for Program Officers]]
* [[m:Special:MyLanguage/Education/News/August 2026/Curiosity through academic inquiry - learning by writing Wikipedia articles in Serbia|Curiosity through academic inquiry - learning by writing Wikipedia articles in Serbia]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 17:54, 1 September 2026 (UTC)&lt;/div&gt;
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== This Month in Education: September 2026 ==
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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 15 • Issue 9 • September 2026&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/September 2026|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/September 2026/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/September 2026/Wikipedia Writing Training at Universitas Terbuka. WikiRempah Welcomes Wikimedians in Ternate|Wikipedia Writing Training at Universitas Terbuka. WikiRempah Welcomes Wikimedians in Ternate]]
* [[m:Special:MyLanguage/Education/News/September 2026/Wikimedia MKD’s Wiki Camp &amp; Team Building 2026|Wikimedia MKD’s Wiki Camp &amp; Team Building 2026]]
* [[m:Special:MyLanguage/Education/News/September 2026/Wikimedia Commons Training for Students at Universitas Nurul Hasan Bacan: Mobilizing Bacan's Youth with WikiRempah|Wikimedia Commons Training for Students at Universitas Nurul Hasan Bacan: Mobilizing Bacan's Youth with WikiRempah]]
* [[m:Special:MyLanguage/Education/News/September 2026/Wikidata integration in the Library &amp; Information Science course|Wikidata integration in the Library &amp; Information Science course]]
* [[m:Special:MyLanguage/Education/News/September 2026/Translating the EduWiki Newcomer's Starter Kit in Albanian language|Translating the EduWiki Newcomer's Starter Kit in Albanian language]]
* [[m:Special:MyLanguage/Education/News/September 2026/Training Wikimedia Commons WikiRempah in Bacan, Bringing Digital Education to an Island Without Electricity|Training Wikimedia Commons WikiRempah in Bacan, Bringing Digital Education to an Island Without Electricity]]
* [[m:Special:MyLanguage/Education/News/September 2026/Synergy Between WikiRempah, the West Halmahera Regency Education and Culture Office, and the Sultanate of Jailolo in Documenting Spice Route Cultural Sites|Synergy Between WikiRempah, the West Halmahera Regency Education and Culture Office, and the Sultanate of Jailolo in Documenting Spice Route Cultural Sites]]
* [[m:Special:MyLanguage/Education/News/September 2026/St Aloysius Wiki Club Celebrates 10th Anniversary of Tulu Wikipedia|St Aloysius Wiki Club Celebrates 10th Anniversary of Tulu Wikipedia]]
* [[m:Special:MyLanguage/Education/News/September 2026/Road to Open Source: bringing open source contribution into Indian engineering classrooms|Road to Open Source: bringing open source contribution into Indian engineering classrooms]]
* [[m:Special:MyLanguage/Education/News/September 2026/Photography and education: initiatives in Brazil|Photography and education: initiatives in Brazil]]
* [[m:Special:MyLanguage/Education/News/September 2026/Open Knowledge Initiatives Summer Internship 2026 – Project Workflow &amp; Learnings|Open Knowledge Initiatives Summer Internship 2026 – Project Workflow &amp; Learnings]]
* [[m:Special:MyLanguage/Education/News/September 2026/Media Literacy Teacher Training with Wikimedia UK and Thoughtful|Media Literacy Teacher Training with Wikimedia UK and Thoughtful]]
* [[m:Special:MyLanguage/Education/News/September 2026/Heritage Across Borders: St Aloysius Wiki Club Students Celebrate Cultural Heritage Through Wikipedia|Heritage Across Borders: St Aloysius Wiki Club Students Celebrate Cultural Heritage Through Wikipedia]]
* [[m:Special:MyLanguage/Education/News/September 2026/From Bandung's Street Signs to Wikipedia: Rediscovering Sundanese Script|From Bandung's Street Signs to Wikipedia: Rediscovering Sundanese Script]]
* [[m:Special:MyLanguage/Education/News/September 2026/CSPC Wiki Club launches student community for open knowledge and youth leadership|CSPC Wiki Club launches student community for open knowledge and youth leadership]]
* [[m:Special:MyLanguage/Education/News/September 2026/Amplifying Underrepresented Voices: Lessons from the Language Diversity Hub 2026|Amplifying Underrepresented Voices: Lessons from the Language Diversity Hub 2026]]
* [[m:Special:MyLanguage/Education/News/September 2026/Education activity: Can I trust Wikipedia?|Education activity: Can I trust Wikipedia?]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 18:36, 30 September 2026 (UTC)&lt;/div&gt;
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== This Month in Education: October 2026 ==
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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 15 • Issue 10 • October 2026&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/October 2026|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/October 2026/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/October 2026/Wikipedia Education Awareness Campaign Held in Dinajpur, Bangladesh|Wikipedia Education Awareness Campaign Held in Dinajpur, Bangladesh]]
* [[m:Special:MyLanguage/Education/News/October 2026/Wikimedia MKD Continues Its Educational Activities in the New School Year|Wikimedia MKD Continues Its Educational Activities in the New School Year]]
* [[m:Special:MyLanguage/Education/News/October 2026/WikiLatih Bogor Méré Rohangan pikeun Diajar, Silih Bagikeun Pangaweruh, jeung Nyambungkeun Antargenerasi|WikiLatih Bogor Méré Rohangan pikeun Diajar, Silih Bagikeun Pangaweruh, jeung Nyambungkeun Antargenerasi]]
* [[m:Special:MyLanguage/Education/News/October 2026/Wiki Club Organise Two-Day Technical Workshop on MediaWiki Projects at St Aloysius University|Wiki Club Organise Two-Day Technical Workshop on MediaWiki Projects at St Aloysius University]]
* [[m:Special:MyLanguage/Education/News/October 2026/WIKI 101 learning module developed for Filipino university students|WIKI 101 learning module developed for Filipino university students]]
* [[m:Special:MyLanguage/Education/News/October 2026/When the Forest Changes, What Can We Learn Through Wikimedia|When the Forest Changes, What Can We Learn Through Wikimedia]]
* [[m:Special:MyLanguage/Education/News/October 2026/Open Knowledge Course inspires students in Olomouc in writing Wikipedie articles|Open Knowledge Course inspires students in Olomouc in writing Wikipedie articles]]
* [[m:Special:MyLanguage/Education/News/October 2026/New student-led Wikimedia communities expand youth participation in ESEAP|New student-led Wikimedia communities expand youth participation in ESEAP]]
* [[m:Special:MyLanguage/Education/News/October 2026/Improving health-related content on Wikipedia: an initiative in Brazil|Improving health-related content on Wikipedia: an initiative in Brazil]]
* [[m:Special:MyLanguage/Education/News/October 2026/How EduWiki Hub Partnerships Are Building Capacity for Wikimedia Education Worldwide|How EduWiki Hub Partnerships Are Building Capacity for Wikimedia Education Worldwide]]
* [[m:Special:MyLanguage/Education/News/October 2026/From the First Cohort to the Second: Learning and Teaching Wikipedia at a University in Türkiye|From the First Cohort to the Second: Learning and Teaching Wikipedia at a University in Türkiye]]
* [[m:Special:MyLanguage/Education/News/October 2026/From Forgotten Pages to Living Heritage: Bikol Wikisource marks its second year|From Forgotten Pages to Living Heritage: Bikol Wikisource marks its second year]]
* [[m:Special:MyLanguage/Education/News/October 2026/First workshops for Serbian students and pupils in the academic year|First workshops for Serbian students and pupils in the academic year]]
* [[m:Special:MyLanguage/Education/News/October 2026/Czech seniors visited Vyšší Brod Monastery and are heading to the 10th anniversary of Senior Wikitown|Czech seniors visited Vyšší Brod Monastery and are heading to the 10th anniversary of Senior Wikitown]]
* [[m:Special:MyLanguage/Education/News/October 2026/Auckland Museum's fourth cohort of Wiki summer students|Auckland Museum's fourth cohort of Wiki summer students]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 18:19, 30 October 2026 (UTC)&lt;/div&gt;
&lt;/div&gt;
&lt;!-- Message sent by User:ZI Jony@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/This_Month_in_Education&amp;oldid=31135529 --&gt;</text>
      <sha1>cdq0i3v84wkjnocxq8ua1ulefn1nl03</sha1>
    </revision>
  </page>
  <page>
    <title>Haskell programming in plain view</title>
    <ns>0</ns>
    <id>203942</id>
    <revision>
      <id>2843402</id>
      <parentid>2841840</parentid>
      <timestamp>2026-10-30T20:27:34Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Lambda Calculus */</comment>
      <origin>2843402</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6273" sha1="fts7ka8lt4zm1l38phqagix75at6447" xml:space="preserve">
==Introduction==
* Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]])
* Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]])
* Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]])
* Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]])
* Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]])
&lt;/br&gt;

==Applications==
* Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]])
* Bird's Implementation 
:- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]])
:- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]])
:- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]])
:- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;


==Types==
* Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]])
* TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]])
* Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]])
* Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]])
* Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]])

==Functions==
* Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]])
* Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]])
* Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]])

==Expressions==
* Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]])
* Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]])
* Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;

==Lambda Calculus==
* Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]])
* Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20260915.pdf |pdf]])
* Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]])
* Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]])
* Encoding Datatypes 
:- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]])
:- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]])
:- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]])
:- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]])
:- Recursions ([[Media:LCal.9A.Recursion.20261026.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]])
&lt;/br&gt;
&lt;/br&gt;

==Function Oriented Typeclasses== 
=== Functors ===
* Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]])
* Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]])
* Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]])

=== Applicatives ===
* Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]])
* Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]])
* Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]])
* Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]])

=== Monads I : Background ===
* Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]])
* Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]])
* Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]])
* Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]])
* IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]])
* Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]])

=== Monads II : State Transformer Monads ===
* State Transformer 
: - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]])
: - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]])
: - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]])

* State Monad 
: - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]])
: - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) 
: - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]])

=== Monads III : Mutable State Monads ===
* Mutability Background 
: - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]])
: - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]])
: - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]])
: - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]])
: - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]])

* Mutable Objects
: - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]])
: - Mutable Data Structures  ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]])

* IO Monad 
: - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]])
: - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]])  
: - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]])  

* ST Monad 
: - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]])
: - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]])
: - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]])

=== Monads IV : Reader and Writer Monads ===
* Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]])
* Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]])
* MonadState Class
:: - State &amp; StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]])
* MonadReader Class
:: - Reader &amp; ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]])
* Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]])

=== Monoid ===
* Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]])

=== Arrow ===
* Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://learnyouahaskell.com/introduction Learn you Haskell]
* [http://book.realworldhaskell.org/read/ Real World Haskell]
* [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material]


[[Category:Haskell|programming in plain view]]</text>
      <sha1>fts7ka8lt4zm1l38phqagix75at6447</sha1>
    </revision>
    <revision>
      <id>2843404</id>
      <parentid>2843402</parentid>
      <timestamp>2026-10-30T20:28:31Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Lambda Calculus */</comment>
      <origin>2843404</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6273" sha1="dm0wayelvdglbuk6rj6apbfnzi1wchl" xml:space="preserve">
==Introduction==
* Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]])
* Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]])
* Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]])
* Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]])
* Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]])
&lt;/br&gt;

==Applications==
* Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]])
* Bird's Implementation 
:- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]])
:- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]])
:- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]])
:- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;


==Types==
* Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]])
* TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]])
* Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]])
* Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]])
* Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]])

==Functions==
* Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]])
* Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]])
* Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]])

==Expressions==
* Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]])
* Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]])
* Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;

==Lambda Calculus==
* Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]])
* Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20260915.pdf |pdf]])
* Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]])
* Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]])
* Encoding Datatypes 
:- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]])
:- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]])
:- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]])
:- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]])
:- Recursions ([[Media:LCal.9A.Recursion.20261027.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]])
&lt;/br&gt;
&lt;/br&gt;

==Function Oriented Typeclasses== 
=== Functors ===
* Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]])
* Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]])
* Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]])

=== Applicatives ===
* Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]])
* Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]])
* Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]])
* Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]])

=== Monads I : Background ===
* Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]])
* Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]])
* Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]])
* Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]])
* IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]])
* Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]])

=== Monads II : State Transformer Monads ===
* State Transformer 
: - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]])
: - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]])
: - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]])

* State Monad 
: - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]])
: - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) 
: - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]])

=== Monads III : Mutable State Monads ===
* Mutability Background 
: - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]])
: - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]])
: - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]])
: - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]])
: - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]])

* Mutable Objects
: - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]])
: - Mutable Data Structures  ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]])

* IO Monad 
: - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]])
: - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]])  
: - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]])  

* ST Monad 
: - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]])
: - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]])
: - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]])

=== Monads IV : Reader and Writer Monads ===
* Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]])
* Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]])
* MonadState Class
:: - State &amp; StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]])
* MonadReader Class
:: - Reader &amp; ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]])
* Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]])

=== Monoid ===
* Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]])

=== Arrow ===
* Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://learnyouahaskell.com/introduction Learn you Haskell]
* [http://book.realworldhaskell.org/read/ Real World Haskell]
* [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material]


[[Category:Haskell|programming in plain view]]</text>
      <sha1>dm0wayelvdglbuk6rj6apbfnzi1wchl</sha1>
    </revision>
  </page>
  <page>
    <title>Digital Media Concepts</title>
    <ns>0</ns>
    <id>213879</id>
    <revision>
      <id>2843444</id>
      <parentid>2842585</parentid>
      <timestamp>2026-10-31T03:21:07Z</timestamp>
      <contributor>
        <username>Adrianna Barrientos</username>
        <id>3113429</id>
      </contributor>
      <comment>/* Fall 2026 */</comment>
      <origin>2843444</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="66121" sha1="2griwontlye5341d3wryl8p6c83zcqi" xml:space="preserve">

== '''Digital Artists Wiki Project''' Assignment ==

=== Assignment Description ===
For this assignment, you will write and publish a wiki-style article about a digital artist/technology of your choice on Wikiversity.&lt;ref&gt;https://www.techxlab.org/solutions/wikimedia-foundation-wikiversity&lt;/ref&gt; You should begin by finding an article stub that needs to be developed or identifying a potential artist whose work is not featured currently. Remember that you are writing for the Wikiversity community and your article will be judged and graded on Wikipedia publishing standards.&lt;ref&gt;[[Wikipedia:Wikipedia:Policies and guidelines]]&lt;/ref&gt;

== Instructions ==
'''1. Create a user Profile here:'''&lt;br&gt;
[[Special:CreateAccount]]&lt;br&gt;
User Guidelines can be found here: [[Wikiversity:Introduction]]&lt;br&gt;&lt;br&gt;

'''2. Choose a Topic'''&lt;br&gt;
You may choose any topic related to digital art and technology from any time period. Try to find a topic that's important to you and not already featured on wikipedia. In case you have difficulties finding a topic, please feel free to consult with your instructor.&lt;br&gt;

Please note that each student must choose a unique topic.

Once you have selected a digital artist, post your artist’s name along with your name under the Spring 2026 header. Please check that no one else has elected to work on the same artists.
Example:
&lt;pre&gt;* ~~~~[[Digital Media Concepts/YOUR PAGE TITLE]]&lt;/pre&gt;
for example
&lt;pre&gt;* ~~~~[[Digital Media Concepts/Wafaa Bilal]]&lt;/pre&gt; produces:
* [[User:Ireicher2|Ireicher2]]  01:01, 15 August 2016 (UTC) [[/Wafaa Bilal/]]


'''3. OR Create your page using the following:'''
&lt;inputbox&gt;
type=create
width=80
preload={{FULLPAGENAME}}/Template
editintro=
buttonlabel=Create project subpage
searchbuttonlabel=
break=no
prefix={{FULLPAGENAME}}/
placeholder=enter title here

&lt;/inputbox&gt;&lt;br&gt;
This template can help get you started: [[Digital_Media_Concepts/Template|Template]]


== Links ==
A wikilink (or internal link) links a page to another page within English Wikipedia. In wikitext, links are enclosed in double square brackets like this:
&lt;pre&gt;[[abc]]&lt;/pre&gt; is seen as [[abc]]

External links use absolute URLs to link directly to any web page. External links are enclosed in single square brackets (rather than double brackets as with internal links), with the optional link text separated from the URL by a space 
&lt;pre&gt;[http://www.example.org/ link text]&lt;/pre&gt; will be rendered as: [http://www.example.org/ link text]

When no link text is specified, external links appear numbered: 
&lt;pre&gt;[http://www.example.org/some-other-page]&lt;/pre&gt; becomes: [http://www.example.org/some-other-page]

Links with no square brackets display in their entirety
&lt;pre&gt;http://www.example.org/&lt;/pre&gt;
displays as http://www.example.org

=== Fall 2026 ===
{{collapse top|Project List}}
* [[User:Mr. Screw News|Mr. Screw News]] ([[User talk:Mr. Screw News|discuss]] • [[Special:Contributions/Mr. Screw News|contribs]]) 17:29, 20 October 2026 (UTC)[[Digital Media Concepts/Peer to Peer Online Education Interactions ]]
* [[User:Hadfaiez|Hadfaiez]] ([[User talk:Hadfaiez|discuss]] • [[Special:Contributions/Hadfaiez|contribs]]) 04:59, 15 October 2026 (UTC)[[Digital Media Concepts/Smartwatch Technology for Health Monitoring and Fitness Tracking]]
* [[User:Katelyn Thilak|Katelyn Thilak]] ([[User talk:Katelyn Thilak|discuss]] • [[Special:Contributions/Katelyn Thilak|contribs]]) 08:00, 18 October 2026 (UTC)[[Digital_Media_Concepts/Joy_Buolamwini_and_Facial_Analysis_Bias]]
* [[User:MLResearchEngineer|Andy Chin]] ([[User talk:AndyChin|discuss]] • [[Special:Contributions/AndyChin|contribs]]) [[Digital Media Concepts/Claude Code in Software Development]]
* [[User:JK010707|JK010707]] ([[User talk:JK010707|discuss]] • [[Special:Contributions/JK010707|contribs]]) 18:39, 25 October 2026 (UTC)[[Digital Media Concepts/The Nemesis System and Warner Bros. Patent]]
* [[User:Adrianna Barrientos|Adrianna Barrientos]] ([[User talk:Adrianna Barrientos|discuss]] • [[Special:Contributions/Adrianna Barrientos|contribs]]) 03:20, 31 October 2026 (UTC)[[Digital Media Concepts/Implementing AI to Decrease Healthcare Costs]]
{{collapse bottom}}

=== Spring 2026 ===
{{collapse top|Project List}}
* [[User:Jaylor22|Jaylor22]] ([[User talk:Jaylor22|discuss]] • [[Special:Contributions/Jaylor22|contribs]]) 22:52, 7 April 2026 (UTC)[[Digital Media Concepts/Use of CGI in Motion Picture Film How to Train Your Dragon]]
* [[User:Ireicher2|Ireicher2]] ([[User talk:Ireicher2|discuss]] • [[Special:Contributions/Ireicher2|contribs]]) 02:21, 4 April 2026 (UTC)[[Digital Media Concepts/TikTok and Its Impact on Self-Esteem]]
* [[User:Ksafa1|Ksafa1]] ([[User talk:Ksafa1|discuss]] • [[Special:Contributions/Ksafa1|contribs]]) 05:29, 1 April 2026 (UTC)[[Digital Media Concepts/The Rise of Digital Music Therapy Apps and Teen Mental Health]]
* [[User:Mina Safa|Mina Safa]] ([[User talk:Mina Safa|discuss]] • [[Special:Contributions/Mina Safa|contribs]]) 03:59, 1 April 2026 (UTC)[[Digital Media Concepts/Digital Media Concepts/Algorithmic Mood Feeds]]
* [[User:Aarna.Makam|Aarna.Makam]] ([[User talk:Aarna.Makam|discuss]] • [[Special:Contributions/Aarna.Makam|contribs]]) 00:08, 31 March 2026 (UTC)[[Digital Media Concepts/Virtual Concerts &amp; Hologram-Style Live Events]]
* [[User:Ireicher2|Ireicher2]] ([[User talk:Ireicher2|discuss]] • [[Special:Contributions/Ireicher2|contribs]]) 18:27, 29 March 2026 (UTC)[[Digital Media Concepts/New StudyFetch]]
* [[User:Vania Lat|Vania Lat]] ([[User talk:Vania Lat|discuss]] • [[Special:Contributions/Vania Lat|contribs]]) 20:33, 9 March 2026 (UTC) [[Digital Media Concepts/Technological Landscape of Esports]]
* [[User:SarahLuber|SarahLuber]] ([[User talk:SarahLuber|discuss]] • [[Special:Contributions/SarahLuber|contribs]]) 20:59, 9 March 2026 (UTC)[[Digital Media Concepts/Notch's history In Games]]
* [[User:5heep.doggydog|5heep.doggydog]] ([[User talk:5heep.doggydog|discuss]] • [[Special:Contributions/5heep.doggydog|contribs]]) 16:43, 13 March 2026 (UTC)[[Digital Media Concepts/Radio Telemetry in Bear Conservation]]

* [[User:Qianqian Z|Qianqian Z]] ([[User talk:Qianqian Z|discuss]] • [[Special:Contributions/Qianqian Z|contribs]]) 05:19, 16 March 2026 (UTC) [[Digital Media Concepts/Zhang Yiming and Algorithm-Driven Content Platforms]]

* [[User:EZMedina18|EZMedina18]] ([[User talk:EZMedina18|discuss]] • [[Special:Contributions/EZMedina18|contribs]]) 04:34, 27 March 2026 (UTC)[[Digital Media Concepts/Trackman Golf Launch Monitors]]
* [[User:Triajj|Trianna J.]] ([[User talk:Triajj|discuss]] • [[Special:Contributions/Triajj|contribs]]) 23:26, 27 March 2026 (UTC)[[Digital Media Concepts/Digital Marketing Strategies in K-Pop]]
* [[User:Qiurick|Qiurick]] ([[User talk:Qiurick|discuss]] • [[Special:Contributions/Qiurick|contribs]]) 20:50, 28 March 2026 (UTC)[[Digital Media Concepts/Simon Collins-Laflamme]]
* [[User:SwarG07|SwarG07]] ([[User talk:SwarG07|discuss]] • [[Special:Contributions/SwarG07|contribs]]) 06:01, 30 March 2026 (UTC) [[Digital Media Concepts/Kanye West and the Living Album Concept]]
* [[User:Joaquin A Quinonez|Joaquin A Quinonez]] ([[User talk:Joaquin A Quinonez|discuss]] • [[Special:Contributions/Joaquin A Quinonez|contribs]]) 20:25, 30 March 2026 (UTC)[[Digital Media Concepts/Environmental storytelling in Xenoblade Chronicles]]
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=== Fall 2025 ===
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*  [[User:Yusuf152|Yusuf152] ([[User talk:Yusuf152|discuss]] • [[Special:Contributions/Yusuf152|contribs]]) 06:42, 27 October 2025 (UTC) [[Digital Media Concepts/Social Media Technology and the Arab Spring]]

* [[User:Riaz23413|Riaz23413]] ([[User talk:Riaz23413|discuss]] • [[Special:Contributions/Riaz23413|contribs]]) 06:42, 27 October 2025 (UTC)[[Digital Media Concepts/Midjourney v6]]*[[User:JSDAID|JSDAID]] ([[User talk:JSDAID|discuss]]  • [[Special:Contributions/JSDAID|contribs]]) 04:00, 26 October 2025 (UTC) [[Digital Media Concepts/Devine Lu Linvega]]
* [[User:SrushDigitalMedia|SrushDigitalMedia]] ([[User talk:SrushDigitalMedia|discuss]] • [[Special:Contributions/SrushDigitalMedia|contribs]]) 00:23, 8 October 2025 (UTC)[[Digital Media Concepts/Jessica “Sting” Peterson]]
*[[User:Lsingh29|Lsingh29]] ([[User talk:Lsingh29|discuss]] • [[Special:Contributions/Lsingh29|contribs]]) 06:47, 19 October 2025 (UTC)[[Digital Media Concepts/The Cultural Impact of Pokémon on Youth]]
* [[User:Fnabong|Fnabong]] ([[User talk:Fnabong|discuss]] • [[Special:Contributions/Fnabong|contribs]]) 03:19, 24 October 2025 (UTC)[[Digital Media Concepts/Online Privacy Plan]]
* [[User:Sharaf Obaid|Sharaf Obaid]] ([[User talk:Sharaf Obaid|discuss]] • [[Special:Contributions/Sharaf Obaid|contribs]]) 16:25, 25 October 2025 (UTC)[[Digital Media Concepts/Impact of AI on Social Media]]
* [[User:A.A2711|A.A2711]] ([[User talk:A.A2711|discuss]] • [[Special:Contributions/A.A2711|contribs]]) 19:15, 25 October 2025 (UTC)[[Digital Media Concepts/Paul Allen's Philanthropic Practices]]
* [[User:AdamFlick18|AdamFlick18]] ([[User talk:AdamFlick18|discuss]] • [[Special:Contributions/AdamFlick18|contribs]]) 06:19, 27 October 2025 (UTC)[[Digital Media Concepts/Automated Industrial Robotics Inc. (AIR)]]
* [[User:Msingh132|Msingh132]] ([[User talk:Msingh132|discuss]] • [[Special:Contributions/Msingh132|contribs]]) 07:23, 27 October 2025 (UTC)[[Digital Media Concepts/The impact of renewable energy on emerging economies]]
* [[User:CleaverCat2|&lt;bdi&gt;CleaverCat2&lt;/bdi&gt;]] ([[User talk:CleaverCat2|discuss]] •  [[Special:Contributions/CleaverCat2|contribs]]) 06:26, 26 October 2025 (UTC) '''[[Digital Media Concepts/Generative AI on Game Development]]'''
* [[User:Wesleyphin|Wesleyphin]] ([[User talk:Wesleyphin|discuss]] • [[Special:Contributions/Wesleyphin|contribs]]) 23:04, 26 October 2025 (UTC)[[Digital Media Concepts/Sora 2]]
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=== Spring 2025 ===
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* [[User:Gsingh598|Gsingh598]] ([[User talk:Gsingh598|discuss]] • [[Special:Contributions/Gsingh598|contribs]]) 18:09, 10 April 2025 (UTC)[[Digital Media Concepts/Refik Anadol: Blending Data and Art Through Machine Learning]]
* [[User:Safaiqbal11|Safaiqbal11]] ([[User talk:Safaiqbal11|discuss]] • [[Special:Contributions/Safaiqbal11|contribs]]) 04:58, 17 March 2025 (UTC)[[Digital Media Concepts/The Evolution of the iPhone and Its Cultural Impact]]
* [[User:Weswu341|Weswu341]] ([[User talk:Weswu341|discuss]] • [[Special:Contributions/Weswu341|contribs]]) 01:27, 19 March 2025 (UTC)[[Digital Media Concepts/Yucef Merhi]]
* [[User:Mdelacruz7|Mdelacruz7]] ([[User talk:Mdelacruz7|discuss]] • [[Special:Contributions/Mdelacruz7|contribs]]) 02:32, 25 March 2025 (UTC)[[Digital Media Concepts/Technology and its Influence on Romance.]]
* [[User:Amojado1|Amojado1]] ([[User talk:Amojado1|discuss]] • [[Special:Contributions/Amojado1|contribs]]) 22:09, 28 March 2025 (UTC)[[Digital Media Concepts/Samir Vasavada]]
* [[User:TianxinXu0201|TianxinXu0201]] ([[User talk:TianxinXu0201|discuss]] • [[Special:Contributions/TianxinXu0201|contribs]]) 19:15, 29 March 2025 (UTC)[[Digital Media Concepts/The Role of Autopilot in Tesla's Robotaxi Plan]]
* [[User:Zsadozai|Zsadozai]] ([[User talk:Zsadozai|discuss]] • [[Special:Contributions/Zsadozai|contribs]]) 05:31, 30 March 2025 (UTC)[[Digital Media Concepts/The Influence of Live Creators]]
* [[User:Dija8719|Dija8719]] ([[User talk:Dija8719|discuss]] • [[Special:Contributions/Dija8719|contribs]]) 06:53, 30 March 2025 (UTC)[[Digital Media Concepts/Smartphones Impact on Communication]]
* [[User:Ksak2|Ksak2]] ([[User talk:Ksak2|discuss]] • [[Special:Contributions/Ksak2|contribs]]) 23:49, 30 March 2025 (UTC)[[Digital Media Concepts/The Reflection of the Nintendo Wii on the Nintendo Switch]]
* [[User:Nyanoble|Nyanoble]] ([[User talk:Nyanoble|discuss]] • [[Special:Contributions/Nyanoble|contribs]]) 00:30, 31 March 2025 (UTC)[[Digital Media Concepts/ Impact AI has on the job market]]
* [[User:Kjchai1|Kjchai1]] ([[User talk:Kjchai1|discuss]] • [[Special:Contributions/Kjchai1|contribs]]) 04:00, 31 March 2025 (UTC)[[Digital Media Concepts/Alex Karp's impact on the public view of AI]]
* [[User:Mpiquero1]]  23:07, 30 March 2025 (UTC)[[Digital Media Concepts/Quantum Computing and Information Security]]
* [[User:NoahMacias1|NoahMacias1]] ([[User talk:NoahMacias1|discuss]] • [[Special:Contributions/NoahMacias1|contribs]]) 04:15, 2 April 2025 (UTC)[[Digital Media Concepts/Marvel Rivals vs Overwatch]]
* [[User:Cassidyhalen|Cassidyhalen]] ([[User talk:Cassidyhalen|discuss]] • [[Special:Contributions/Cassidyhalen|contribs]]) 10:28, 5 April 2025 (UTC)[[Digital Media Concepts/Waymo's impact on the economy]]
* [[User:Glry2ua|Glry2ua]] ([[User talk:Glry2ua|discuss]] • [[Special:Contributions/Glry2ua|contribs]]) 06:50, 27 May 2025 (UTC)[[Digital Media Concepts/Counter-Drone Technologies]]

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=== Fall 2024 ===
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* [[User:Dawson Travis|Dawson Travis]] ([[User talk:Dawson Travis|discuss]] • [[Special:Contributions/Dawson Travis|contribs]]) 20:03, 2 November 2024 (UTC)[[Digital Media Concepts/Bruce Laval]]
* [[User:Jillianrae247|Jillianrae247]] ([[User talk:Jillianrae247|discuss]] • [[Special:Contributions/Jillianrae247|contribs]]) 06:21, 28 October 2024 (UTC)[[Digital Media Concepts/David LaRochelle]]
* [[User:Jmartin51|Jmartin51]] ([[User talk:Jmartin51|discuss]] • [[Special:Contributions/Jmartin51j|contribs]]) 22:46, 27 October 2024 (UTC)[[Creating Digital Media Concepts/Relationship of GPUs and Bitcoin Mining]]
* [[User:Hero1ghj|Hero1ghj]] ([[User talk:Hero1ghj|discuss]] • [[Special:Contributions/Hero1ghj|contribs]]) 01:56, 28 October 2024 (UTC)[[Digital Media Concepts/The Fortnite Storyline]]
* [[User:Catalinajordanvillar|Catalinajordanvillar]] ([[User talk:Catalinajordanvillar|discuss]] • [[Special:Contributions/Catalinajordanvillar|contribs]]) 06:57, 27 October 2024 (UTC)[[Digital Media Concepts/Evolution Of Disney Animation]]
* [[User:Daid gem|Daid gem]] ([[User talk:Daid gem|discuss]] • [[Special:Contributions/Daid gem|contribs]]) 22:35, 25 October 2024 (UTC)[[Digital Media Concepts/Webtoon Adaptations]]
* [[User:Hillary Cheng|Hillary Cheng]] ([[User talk:Hillary Cheng|discuss]] • [[Special:Contributions/Hillary Cheng|contribs]]) 18:37, 15 October 2024 (UTC)[[Digital Media Concepts/Lane Centering Technology]]
* [[User:Chloecastellana|Chloecastellana]] ([[User talk:Chloecastellana|discuss]] • [[Special:Contributions/Chloecastellana|contribs]]) 23:04, 19 October 2024 (UTC)[[Digital Media Concepts/Jack Ma]]
* [[User:Durontop7|Durontop7]] ([[User talk:Durontop7|discuss]] • [[Special:Contributions/Durontop7|contribs]]) 02:11, 28 October 2024 (UTC)[[Digital Media Concepts/Getting Over It with Bennett Foddy]]
* [[User:Megamatt02001|Megamatt02001]] ([[User talk:Megamatt02001|discuss]] • [[Special:Contributions/Megamatt02001|contribs]]) 13:05, 28 October 2024 (UTC) [[Hideo Kojima's Podcast &quot;Brain Structure&quot;]]
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=== Spring 2024 ===
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* [[User:Ireicher2|Ireicher2]] ([[User talk:Ireicher2|discuss]] • [[Special:Contributions/Ireicher2|contribs]]) 20:28, 22 April 2024 (UTC)[[Digital Media Concepts/Can't Help Myself Robot]]
* [[User:Ireicher2|Ireicher2]] ([[User talk:Ireicher2|discuss]] • [[Special:Contributions/Ireicher2|contribs]]) 23:24, 25 March 2024 (UTC)[[Digital Media Concepts/Online Shopping]]
* [[User:Homero021004|Homero021004]] ([[User talk:Homero021004|discuss]] • [[Special:Contributions/Homero021004|contribs]]) 03:44, 25 March 2024 (UTC)[[Digital Media Concepts/AI’s Impact on Art]]
* [[User:Diegou04|Diegou04]] ([[User talk:Diegou04|discuss]] • [[Special:Contributions/Diegou04|contribs]]) 00:39, 25 March 2024 (UTC)[[Digital Media Concepts/Apple Vision Pro Environmental Considerations ]]
* [[User:Omegajame456|Omegajame456]] ([[User talk:Omegajame456|discuss]] • [[Special:Contributions/Omegajame456|contribs]]) 10:40, 23 March 2024 (UTC)[[Digital Media Concepts/Smart Roads]]
* [[User:Ashlyn45|Ashlyn45]] ([[User talk:Ashlyn45|discuss]] • [[Special:Contributions/Ashlyn45|contribs]]) 06:50, 22 March 2024 (UTC)[[Digital Media Concepts/Khan Academy Breakthrough]]
* [[User:Myat K.S|Myat K.S]] ([[User talk:Myat K.S|discuss]] • [[Special:Contributions/Myat K.S|contribs]]) 10:10, 7 March 2024 (UTC)[[Digital Media Concepts/BILL GATES (William Henry Gates III)]]
* [[User:Yuyani0915|Yuyani0915]] ([[User talk:Yuyani0915|discuss]] • [[Special:Contributions/Yuyani0915|contribs]]) 22:38, 13 March 2024 (UTC)[[Digital Media Concepts/Gaming Technology]]
* [[User:RobbyDAID|RobbyDAID]] ([[User talk:RobbyDAID|discuss]] • [[Special:Contributions/RobbyDAID|contribs]]) 19:23, 19 March 2024 (UTC)[[Digital Media Concepts/Lost Cities]]
* [[User:Isaiah Guerrero|Isaiah Guerrero]] ([[User talk:Isaiah Guerrero|discuss]] • [[Special:Contributions/Isaiah Guerrero|contribs]]) 04:15, 20 March 2024 (UTC)[[Digital Media Concepts/Nano Bots and CO2]]
* [[User:Xavierrrrrrr01|Xavierrrrrrr01]] ([[User talk:Xavierrrrrrr01|discuss]] • [[Special:Contributions/Xavierrrrrrr01|contribs]]) 19:20, 20 March 2024 (UTC)[[Digital Media Concepts/Uses of the Raspberry Pi]]
* [[User:Luna, D Media|Luna, D Media]] ([[User talk:Luna, D Media|discuss]] • [[Special:Contributions/Luna, D Media|contribs]]) 02:09, 23 March 2024 (UTC)[[Digital Media Concepts/Science S.T.E.M. Influencers]]
* [[User:Yueminl|Yueminl]] ([[User talk:Yueminl|discuss]] • [[Special:Contributions/Yueminl|contribs]]) 22:39, 23 March 2024 (UTC)[[Digital Media Concepts/Information Cocoons Effect]]
* [[User:Tarunya Dharma|Tarunya Dharma]] ([[User talk:Tarunya Dharma|discuss]] • [[Special:Contributions/Tarunya Dharma|contribs]]) 01:59, 24 March 2024 (UTC)[[Digital Media Concepts/AI Human Clones]]
* [[User:GCanilao|GCanilao]] ([[User talk:GCanilao|discuss]] • [[Special:Contributions/GCanilao|contribs]]) 05:56, 24 March 2024 (UTC)[[Digital Media Concepts/Evolution of &quot;Bits&quot; in Game Graphics]]
* [[User:Helldivers.2|Helldivers.2]] ([[User talk:Helldivers.2|discuss]] • [[Special:Contributions/Helldivers.2|contribs]]) 17:12, 23 March 2024 (UTC)[[Digital Media Concepts/Helldivers 2 Impact on Gaming Community]]
* [[User:Arbalest zy|Arbalest zy]] ([[User talk:Arbalest zy|discuss]] • [[Special:Contributions/Arbalest zy|contribs]]) 03:45, 25 March 2024 (UTC)[[Digital Media Concepts/Proprietary PS Vita memory card]]
* [[User:RaymondHuang10|RaymondHuang10]] ([[User talk:RaymondHuang10|discuss]] • [[Special:Contributions/RaymondHuang10|contribs]]) 11:59, 25 March 2024 (UTC)[[Digital Media Concepts/Keshi]]
* [[User:Weijian Chen|Weijian Chen]] ([[User talk:Weijian Chen|discuss]] • [[Special:Contributions/Weijian Chen|contribs]]) 21:17, 28 March 2024 (UTC)[[Digital Media Concepts/CPU Evolution]]
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=== Fall 2023 ===
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* [[User:Homero021004|Homero021004]] ([[User talk:Homero021004|discuss]] • [[Special:Contributions/Homero021004|contribs]]) 06:23, 23 October 2023 (UTC)[[Digital Media Concepts/Autism (ASD) &amp; Social Media]]
* -~--([Digital Media Concepts/Transforming Agriculture: A Case Study on Pakistan|))
* [[User:Garylongington|Garylongington]] ([[User talk:Garylongington|discuss]] • [[Special:Contributions/Garylongington|contribs]]) 21:04, 22 October 2023 (UTC)[[Digital Media Concepts/Slender: The Eight Pages]]
* [[User:Ireicher2|Ireicher2]] ([[User talk:Ireicher2|discuss]] • [[Special:Contributions/Ireicher2|contribs]]) 16:06, 6 June 2023 (UTC)[[Digital Media Concepts/Wafaa Bilal Example]]
* [[User:Archelone|Archelone]] ([[User talk:Archelone|discuss]] • [[Special:Contributions/Archelone|contribs]]) 01:32, 16 October 2023 (UTC)[[Digital Media Concepts/Representation in Baldur's Gate 3]]
* [[User:Gauze0001|Gauze0001]] ([[User talk:Gauze0001|discuss]] • [[Special:Contributions/Gauze0001|contribs]]) 01:11, 17 October 2023 (UTC)[[Digital Media Concepts/Cameron's World]]
* [[User:Owynmlee|Owynmlee]] ([[User talk:Owynmlee|discuss]] • [[Special:Contributions/Owynmlee|contribs]]) 01:11, 18 October 2023 (UTC)[[Digital Media Concepts/Shrinkwrapping]]
* [[User:Atnguyen12|Atnguyen12]] ([[User talk:Atnguyen12|discuss]] • [[Special:Contributions/Atnguyen12|contribs]]) 05:54, 21 October 2023 (UTC)[[Digital Media Concepts/Wonderlab]]
* [[User:BinhNguyenSKMT|BinhNguyenSKMT]] ([[User talk:BinhNguyenSKMT|discuss]] * [[Special:Contributions/BinhNguyenSKMT|contribs]]) 01:14, 22 October 2023 (UTC) [[Digital Media Concepts/Education with Generative AI]]
* [[User:Jonnmac|Jonnmac]] ([[User talk:Jonnmac|discuss]] • [[Special:Contributions/Jonnmac|contribs]]) 02:50, 23 October 2023 (UTC)[[Digital Media Concepts/Team Fortress 2 Culture]]
* [[Digital Media Concepts/Transportation Technologies]]
* [[User:Kalvabb|Kalvabb]] ([[User talk:Kalvabb|discuss]] * [[Special:Contributions/Kalvabb|contribs]]) 10:58, 22 October 2023 (UTC) [[Digital Media Concepts/Writing and Artificial Intelligence]]
* [[User:Karan 035|Karan 035]] ([[User talk:Karan 035|discuss]] • [[Special:Contributions/Karan 035|contribs]]) 02:07, 23 October 2023 (UTC)[[Digital Media Concepts/Steve jobs and his Leadership styles]]
* [[User:Elyssamlee|Elyssamlee]] ([[User talk:Elyssamlee|discuss]] • [[Special:Contributions/Elyssamlee|contribs]]) 02:53, 23 October 2023 (UTC)[[Digital Media Concepts/Steve Lacy]]
* [[User:Daniel Lopezzz|Daniel Lopezzz]] ([[User talk:Daniel Lopezzz|discuss]] • [[Special:Contributions/Daniel Lopezzz|contribs]]) 23:40, 19 November 2023 (UTC)[[Digital Media Concepts/Xbox Technological Advances]]
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=== Spring 2022 ===
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* [[User:Ireicher2|Ireicher2]] ([[User talk:Ireicher2|discuss]] • [[Special:Contributions/Ireicher2|contribs]]) 19:27, 24 February 2022 (UTC) [[Digital Media Concepts/Wafaa Bilal 3]]
* [[User:Logain.Abd|Logain.Abd]] ([[User talk:Logain.Abd|discuss]] • [[Special:Contributions/Logain.Abd|contribs]]) 16:55, 1 March 2022 (UTC) [[Digital Media Concepts/Prosthetic Body Parts]]
* [[User:Ceruleansnake|Ceruleansnake]] ([[User talk:Ceruleansnake|discuss]] • [[Special:Contributions/Ceruleansnake|contribs]]) 19:29, 24 February 2022 (UTC) [[Digital Media Concepts/ENA (web series)]]
* [[User:SPiedyW5|SPiedyW5]] ([[User talk:SPiedyW5|discuss]] • [[Special:Contributions/SPiedyW5|contribs]]) 19:33, 24 February 2022 (UTC) [[Digital Media Concepts/Streaming Platforms]]
* [[User:AkhilKandkur|AkhilKandkur]] ([[User talk:AkhilKandkur|discuss]] • [[Special:Contributions/AkhilKandkur|contribs]]) 19:34, 24 February 2022 (UTC) [[Digital Media Concepts/DVD-Video]]
* [[User:Adamgmz|Adamgmz]] ([[User talk:Adamgmz|discuss]] • [[Special:Contributions/Adamgmz|contribs]]) 19:47, 24 February 2022 (UTC) [[Digital Media Concepts/Physically Based Rendering]]
* [[User:ZhuoL|ZhuoL]] ([[User talk:ZhuoL|discuss]] • [[Special:Contributions/ZhuoL|contribs]]) 20:29, 24 February 2022 (UTC) [[Digital Media Concepts/Audio Editing]]
* [[User:WanderingWalruses|WanderingWalruses]] ([[User talk:WanderingWalruses|discuss]] • [[Special:Contributions/WanderingWalruses|contribs]]) 20:32, 24 February 2022 (UTC) [[Digital Media Concepts/Youtube Monetization]]
* [[User:Anammughal|Anammughal]] ([[User talk:Anammughal|discuss]] • [[Special:Contributions/Anammughal|contribs]]) 20:36, 24 February 2022 (UTC) [[Digital Media Concepts/Artificial Intelligence in Healthcare]]
* [[User:Vlee88|Vlee88]] ([[User talk:Vlee88|discuss]] • [[Special:Contributions/Vlee88|contribs]]) 22:16, 24 February 2022 (UTC) [[Digital Media Concepts/Wacom/digital tablets]]
* [[User:TZrng8|TZrng8]] ([[User talk:TZrng8|discuss]] • [[Special:Contributions/TZrng8|contribs]]) 20:07, 25 February 2022 (UTC) [[Digital Media Concepts/Virtual Reality]]
* [[User:Nooshas|Nooshas]] ([[User talk:Nooshas|discuss]] • [[Special:Contributions/Nooshas|contribs]]) 04:57, 28 February 2022 (UTC) [[Digital Media Concepts/Eduardo Saverin]]
* [[User:Rjoyner1|Rjoyner1]] ([[User talk:Rjoyner1|discuss]] • [[Special:Contributions/Rjoyner1|contribs]]) 19:26, 1 March 2022 (UTC) [[Digital Media Concepts/Higher Learning Podacast]]
* [[User:Yaboiversity|Yaboiversity]] ([[User talk:Yaboiversity|discuss]] • [[Special:Contributions/Yaboiversity|contribs]]) 19:36, 1 March 2022 (UTC) [[Digital Media Concepts/Ceramic 3D Printers]]
* [[User:Ayeitsemmie|Ayeitsemmie]] ([[User talk:Ayeitsemmie|discuss]] • [[Special:Contributions/Ayeitsemmie|contribs]]) 20:35, 1 March 2022 (UTC) [[Digital Media Concepts/Technology Used In “Rick and Morty”]]
* [[User:Navveerbhangal|Navveerbhangal]] ([[User talk:Navveerbhangal|discuss]] • [[Special:Contributions/Navveerbhangal|contribs]]) 19:56, 1 March 2022 (UTC) [[Digital Media Concepts/Lex Fridman]]
* [[User:Mayapose|Mayapose]] ([[User talk:Mayapose|discuss]] • [[Special:Contributions/Mayapose|contribs]]) 00:23, 2 March 2022 (UTC) [[Digital Media Concepts/Hedy Lamarr]]
* [[User:Ohlonestudengo12|Ohlonestudengo12]] ([[User talk:Ohlonestudengo12|discuss]] • [[Special:Contributions/Ohlonestudengo12|contribs]]) 00:23, 2 March 2022 (UTC) [[Digital Media Concepts/Apple AirTag]]
* [[User:Aayyaz|Aayyaz]] ([[User talk:Aayyaz|discuss]] • [[Special:Contributions/Aayyaz|contribs]]) 20:08, 3 March 2022 (UTC) [[Digital Media Concepts/Speech Recognition]]
*  [[User:Brana1|Brana1]] ([[User talk:Brana1|discuss]] • [[Special:Contributions/Brana1|contribs]]) 06:56, 9 March 2022 (UTC)[[Digital Media Concepts/Sony Playstation]]
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=== Fall 2021 ===
{{collapse top|Project List}}
* [[User:Ireicher2|Ireicher2]] ([[User talk:Ireicher2|discuss]] • [[Special:Contributions/Ireicher2|contribs]]) 22:37, 21 September 2021 (UTC) [[Digital Media Concepts/Five Nights at Freddy's]]
* [[User:Zkeeler1|Zkeeler1]] ([[User talk:Zkeeler1|discuss]] • [[Special:Contributions/Zkeeler1|contribs]]) 01:28, 22 September 2021 (UTC) [[Digital Media Concepts/The process of Encryption]]
* [[User:Ronit Dhir|Ronit Dhir]] ([[User talk:Ronit Dhir|discuss]] • [[Special:Contributions/Ronit Dhir|contribs]]) 07:15, 14 October 2021 (UTC) [[Digital Media Concepts/Shantanu Narayen]]
* [[User:Joachanz|Joachanz]] ([[User talk:Joachanz|discuss]] • [[Special:Contributions/Joachanz|contribs]]) 20:32, 28 September 2021 (UTC) [[Digital Media Concepts/Riot Games Gender Discrimination Controversy]]
* [[User:SauerPatch|SauerPatch]] ([[User talk:SauerPatch|discuss]] • [[Special:Contributions/SauerPatch|contribs]]) 20:35, 28 September 2021 (UTC) [[Digital Media Concepts/Bitcoin]]
* [[User:Vy Trieu|Vy Trieu]] ([[User talk:Vy Trieu|discuss]] • [[Special:Contributions/Vy Trieu|contribs]]) 20:47, 28 September 2021 (UTC) [[Digital Media Concepts/Virtual Influencer]]
* [[User:GEEGOLLYY|GEEGOLLYY]] ([[User talk:GEEGOLLYY|discuss]] • [[Special:Contributions/GEEGOLLYY|contribs]]) 21:01, 28 September 2021 (UTC) [[Digital Media Concepts/Valorant]]
* [[User:Cheesze|Cheesze]] ([[User talk:Cheesze|discuss]] • [[Special:Contributions/Cheesze|contribs]]) 21:10, 28 September 2021 (UTC) [[Digital Media Concepts/Squid Game S1E6: Gganbu]]
* [[User:PcPeou1|PcPeou1]] ([[User talk:PcPeou1|discuss]] • [[Special:Contributions/PcPeou1|contribs]]) 21:19, 28 September 2021 (UTC) [[Digital Media Concepts/Ace Combat 7: Skies Unknown]]
* [[User:Ralph Lagmay|Ralph Lagmay]] ([[User talk:Ralph Lagmay|discuss]] • [[Special:Contributions/Ralph Lagmay|contribs]]) 19:24, 3 October 2021 (UTC) [[Digital Media Concepts/Beeple]]
* [[User:Nicole Wood|Nicole Wood]] ([[User talk:Nicole Wood|discuss]] • [[Special:Contributions/Nicole Wood]]) 23:29, 5 October 2021 (UTC) [[Digital Media Concepts/Sam Does Arts]]
* [[User:Choopa land|Choopa land]] ([[User talk:Choopa land|discuss]] • [[Special:Contributions/Choopa land|contribs]]) 21:31, 7 October 2021 (UTC) [[Digital Media Concepts/Sudha Murty]]
* [[User:Alex Walsh|Alex Walsh]] ([[User talk:Alex Walsh|discuss]] • [[Special:Contributions/Alex Walsh|contribs]]) 07:35, 9 October 2021 (UTC) [[Digital Media Concepts/Twitch Hate Raids]]
* [[User:Just TMar|Just TMar]] ([[User talk:Just TMar|discuss]] • [[Special:Contributions/Just TMar|contribs]]) 01:54, 11 October 2021 (UTC) [[Digital Media Concepts/Doxing]]
* [[User:Ghiyasat|Ghiyasat]] ([[User talk:Ghiyasat|discuss]] • [[Special:Contributions/Ghiyasat|contribs]]) 17:28, 11 October 2021 (UTC) [[Digital Media Concepts/Polygraph]]
* [[User:Snuckles49|Snuckles49]] ([[User talk:Snuckles49|discuss]] • [[Special:Contributions/Snuckles49|contribs]]) 00:43, 12 October 2021 (UTC) [[Digital Media Concepts/BattlEye Anti-Cheat]]
* [[User:Nino02|Nino02]] ([[User talk:Nino02|discuss]] • [[Special:Contributions/Nino02|contribs]]) (UTC) [[Digital Media Concepts/Video Streaming Services]]
* [[User:Ishadamle|Ishadamle]] ([[User talk:Ishadamle|discuss]] • [[Special:Contributions/Ishadamle|contribs]]) 16:56, 12 October 2021 (UTC) [[Digital Media Concepts/Aistė Stancikaitė]]
* [[User:Zainab Attarwala|Zainab Attarwala]] ([[User talk:Zainab Attarwala|discuss]] • [[Special:Contributions/Zainab Attarwala|contribs]]) 22:37, 21 September 2021 (UTC) [[Digital Media Concepts/Tokyo Medical University for Rejected Woman]]
* [[User:Yusef510|Yusef510]] ([[User talk:Yusef510|discuss]] • [[Special:Contributions/Yusef510|contribs]]) 21:26, 12 October 2021 (UTC) [[Digital Media Concepts/Women In Esports]]
* [[User:SLBriscoe|SLBriscoe]] ([[User talk:SLBriscoe|discuss]] • [[Special:Contributions/SLBriscoe|contribs]]) 21:36, 12 October 2021 (UTC) [[Digital Media Concepts/Dark Souls III]]
* [[User:Phonemyat238|Phonemyat238]] ([[User talk:Phonemyat238|discuss]] • [[Special:Contributions/Phonemyat238|contribs]]) 23:47, 12 October 2021 (UTC) [[Digital Media Concepts/Dota 2 Esport]]
* [[User:JBauer4|JBauer4]] ([[User talk:JBauer4|discuss]] • [[Special:Contributions/JBauer4|contribs]]) 23:57, 12 October 2021 (UTC) [[Digital Media Concepts/New World (game)]]
* [[User:Rburnham1740|Rburnham1740]] ([[User talk:Rburnham1740|discuss]] • [[Special:Contributions/Rburnham1740|contribs]]) 23:57, 12 October 2021 (UTC) [[Digital Media Concepts/Call Of Duty: Warzone]]
* [[User:HellaCinema|HellaCinema]] ([[User talk:HellaCinema|discuss]] • [[Special:Contributions/HellaCinema|contribs]]) 06:39, 13 October 2021 (UTC) [[Digital Media Concepts/New Age Cinema - Film Cinematography]]
* [[User:Tiwarisushant|Tiwarisushant]] ([[User talk:Tiwarisushant|discuss]] • [[Special:Contributions/Tiwarisushant|contribs]]) 23:58, 12 October 2021 (UTC) [[Digital Media Concepts/CGI - Uses and Importance]]
* [[User:JoseNavarro15|JoseNavarro15]] ([[User talk:JoseNavarro15|discuss]] • [[Special:Contributions/JoseNavarro15|contribs]]) 05:26, 18 October 2021 (UTC) [[Digital Media Concepts/Space X]]

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=== Fall 2020 ===
{{collapse top|Project List}}
* [[User:Daniyal.ak27|Daniyal.ak27]] ([[User talk:Daniyal.ak27|discuss]] • [[Special:Contributions/Daniyal.ak27|contribs]]) 21:42, 15 October 2020 (UTC) [[/Neuralink/]]
* [[User:Alisonmp|Alisonmp]] ([[User talk:Alisonmp|discuss]] • [[Special:Contributions/Alisonmp|contribs]]) 21:41, 15 October 2020 (UTC) [[/Video Streaming Services/]]
* [[Special:Contributions/2601:641:400:4F00:39DF:F97A:724A:496D|2601:641:400:4F00:39DF:F97A:724A:496D]] ([[User talk:2601:641:400:4F00:39DF:F97A:724A:496D|discuss]]) 21:40, 15 October 2020 (UTC) [[/Metroidvania/]]
* [[User:Bandz21811|Bandz21811]] ([[User talk:Bandz21811|discuss]] • [[Special:Contributions/Bandz21811|contribs]]) 03:26, 14 October 2020 (UTC) [[/Zoom Video Communications/]]
* [[User:Nidhisgupta|Nidhisgupta]] ([[User talk:Nidhisgupta|discuss]] • [[Special:Contributions/Nidhisgupta|contribs]]) 23:21, 11 October 2020 (UTC) [[/Cyber Crimes/]]
* [[User:Melissalop551|Melissalop551]] ([[User talk:Melissalop551|discuss]] • [[Special:Contributions/Melissalop551|contribs]]) 23:40, 9 October 2020 (UTC) [[/Iphone X (Face ID)/]]
* [[User:Navink100|Navink100]] ([[User talk:Navink100|discuss]] • [[Special:Contributions/Navink100|contribs]]) 20:03, 8 October 2020 (UTC) [[/The Evolution of Digital Scouting in the NBA/]]
* [[User:Rthawani2|Rthawani2]] ([[User talk:Rthawani2|discuss]] • [[Special:Contributions/Rthawani2|contribs]]) 22:35, 6 October 2020 (UTC) [[/LD, 2D, SD, 3D, HD, 4D, 4K, 8K/]]
* [[User:Bandz21811|Bandz21811]] ([[User talk:Bandz21811|discuss]] • [[Special:Contributions/Bandz21811|contribs]]) 21:13, 6 October 2020 (UTC) [[/Tesla Inc./]] 
* [[User:MalakaiCaro|MalakaiCaro]] ([[User talk:MalakaiCaro|discuss]] • [[Special:Contributions/MalakaiCaro|contribs]]) 21:03, 6 October 2020 (UTC) [[/Apple CarPlay/]]
* [[User:Jb000ts|Jb000ts]] ([[User talk:Jb000ts|discuss]] • [[Special:Contributions/Jb000ts|contribs]]) 20:46, 6 October 2020 (UTC) [[/Porsche Taycan/]]
* [[User:Simplyktp|Simplyktp]] ([[User talk:Simplyktp|discuss]] • [[Special:Contributions/Simplyktp|contribs]]) 00:54, 6 October 2020 (UTC) [[/Animal Crossing: New Horizons/]]
* [[User:Ankith Reddy Alwa|Ankith Reddy Alwa]] ([[User talk:Ankith Reddy Alwa|discuss]] • [[Special:Contributions/Ankith Reddy Alwa|contribs]]) 20:14, 1 October 2020 (UTC) [[/Narayana Murthy/]]
* [[User:MoisesMorales04|MoisesMorales04]] ([[User talk:MoisesMorales04|discuss]] • [[Special:Contributions/MoisesMorales04|contribs]]) 23:23, 29 September 2020 (UTC) [[/Adaptive Cruise Control/]]
* [[User:Rhummdan|Rhummdan]] ([[User talk:Rhummdan|discuss]] • [[Special:Contributions/Rhummdan|contribs]]) 21:45, 29 September 2020 (UTC) [[/NBA 2K/]]
* [[User:Yiyi799|Yiyi799]] ([[User talk:Yiyi799|discuss]] • [[Special:Contributions/Yiyi799|contribs]]) 20:36, 29 September 2020 (UTC) [[/Snapchat Lenses/]]
* [[User:Oaramirez780|Oaramirez780]] ([[User talk:Oaramirez780|discuss]] • [[Special:Contributions/Oaramirez780|contribs]]) 20:17, 29 September 2020 (UTC) [[/Image Comics/]]
* [[User:Coleslamfreckle|Coleslamfreckle]] ([[User talk:Coleslamfreckle|discuss]] • [[Special:Contributions/Coleslamfreckle|contribs]]) 19:36, 23 September 2020 (UTC) [[/Linux Beta/]]
* [[User:Shaikhhiba|Shaikhhiba]] ([[User talk:Shaikhhiba|discuss]] • [[Special:Contributions/Shaikhhiba|contribs]]) 02:01, 24 September 2020 (UTC) [[/Cancel Culture/]]
* [[User:444juptr|444juptr]] ([[User talk:444juptr|discuss]] • [[Special:Contributions/444juptr|contribs]]) 20:33, 29 September 2020 (UTC) [[/Otaku Life/]]
*[[User:Shruthi2001|Shruthi2001]] ([[User talk:Shruthi2001|discuss]] • [[Special:Contributions/Shruthi2001|contribs]]) 20:40, 29 September 2020 (UTC) [[/Social Media Effect on Diet/]]
* [[User:Vtran50|Vtran50]] ([[User talk:Vtran50|discuss]] • [[Special:Contributions/Vtran50|contribs]]) 20:51, 29 September 2020 (UTC) [[/Slander/]]
* [[User:JayceeLorenzo|JayceeLorenzo]] ([[User talk:JayceeLorenzo|discuss]] • [[Special:Contributions/JayceeLorenzo|contribs]]) 21:24, 29 September 2020 (UTC) [[/Continuous Variable Transmission (CVT)/]]
* [[User:IowaneNoka|IowaneNoka]] ([[User talk:IowaneNoka|discuss]] • [[Special:Contributions/IowaneNoka|contribs]]) 03:12, 10 October 2020 (UTC) [[/Call Of Duty:Modern Warfare (2019)/]]
* [[User:Kban2001|Kban2001]] ([[User talk:Kban2001|discuss]] • [[Special:Contributions/Kban2001|contribs]]) 16:11, 12 October 2020 (UTC) [[/ARK: Survival Evolved/]]
* [[User:Christiand28|Christiand28]] ([[User talk:Christiand28|discuss]] • [[Special:Contributions/Christiand28|contribs]]) 02:21, 13 October 2020 (UTC) [[/Call of Duty:Black Ops 2/]]
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=== Spring 2020 ===

{{collapse top|Project List}}
* [[User:Deuteryium|Deuteryium]] ([[User talk:Deuteryium|discuss]] • [[Special:Contributions/Deuteryium|contribs]]) 22:28, 5 March 2020 (UTC) [[Digital Media Concepts/Postmodern Jukebox]]
* [[User:Deuteryium|Deuteryium]] ([[User talk:Deuteryium|discuss]] • [[Special:Contributions/Deuteryium|contribs]]) 23:16, 27 February 2020 (UTC) [[Digital Media Concepts/Breaking the Fourth Wall]]
* [[User:PlasticOrPapper|PlasticOrPapper]] ([[User talk:PlasticOrPapper|discuss]] • [[Special:Contributions/PlasticOrPapper|contribs]]) 23:14, 27 February 2020 (UTC) [[Digital Media Concepts/Tom Clancy's Rainbow Six Siege]]
* [[User:Miranda Tapioca|Miranda Tapioca]] ([[User talk:Miranda Tapioca|discuss]] • [[Special:Contributions/Miranda Tapioca|contribs]]) 23:04, 25 February 2020 (UTC) [[Digital Media Concepts/Blizzard Entertaiment]]
* [[User:Christinuh|Christinuh]] ([[User talk:Christinuh|discuss]] • [[Special:Contributions/Christinuh|contribs]]) 23:07, 25 February 2020 (UTC) [[Digital Media Concepts/Breaking News on Twitter]]
* [[User:Emartinez40|Emartinez40]] ([[User talk:Emartinez40|discuss]] • [[Special:Contributions/Emartinez40|contribs]]) 23:09, 25 February 2020 (UTC) [[Digital Media Concepts/The Witcher (Game Series)]]
* [[User:MarkxG|MarkxG]] ([[User talk:MarkxG|discuss]] • [[Special:Contributions/MarkxG|contribs]]) 23:26, 25 February 2020 (UTC) [[Digital Media Concepts/Reddit]]
* [[User:Dmusselwhite1|Dmusselwhite1]] ([[User talk:Dmusselwhite1|discuss]] • [[Special:Contributions/Dmusselwhite1|contribs]]) 23:15, 25 February 2020 (UTC) [[Digital Media Concepts/CGI]]
* [[User:Ericahy|Ericahy]] ([[User talk:Ericahy|discuss]] • [[Special:Contributions/Ericahy|contribs]]) 23:17, 25 February 2020 (UTC) [[Digital Media Concepts/Siri]]
* [[User:Aphon17|Aphon17]] ([[User talk:Aphon17|discuss]] • [[Special:Contributions/Aphon17|contribs]]) 23:23, 25 February 2020 (UTC) [[Digital Media Concepts/Inside (video game)]]
* [[User:Mpaing2|Mpaing2]] ([[User talk:Mpaing2|discuss]] • [[Special:Contributions/Mpaing2|contribs]]) 22:15, 27 February 2020 (UTC) [[Digital Media Concepts/Apple Pencil]]
* [[User:TakeCare2021|TakeCare2021]] ([[User talk:TakeCare2021|discuss]] • [[Special:Contributions/TakeCare2021|contribs]]) 22:52, 27 February 2020 (UTC) [[Digital Media Concepts/Take Care (Album)]]
* [[User:DixonCider1331|DixonCider1331]] ([[User talk:DixonCider1331|discuss]] • [[Special:Contributions/DixonCider1331|contribs]]) 22:55, 27 February 2020 (UTC) [[Digital Media Concepts/Riot Games]]
* [[User:John.rod22|John.rod22]] ([[User talk:John.rod22|discuss]] • [[Special:Contributions/John.rod22|contribs]]) 23:01, 27 February 2020 (UTC) [[Digital Media Concepts/Grand Theft Auto V]]
* [[User:Ankits2001|Ankits2001]] ([[User talk:Ankits2001|discuss]] • [[Special:Contributions/Ankits2001|contribs]]) 23:06, 27 February 2020 (UTC) [[Digital Media Concepts/iPhone 4s (Siri)]]
* [[User:MichaelP75075|MichaelP75075]] ([[User talk:MichaelP75075|discuss]] • [[Special:Contributions/MichaelP75075|contribs]]) 22:10, 5 March 2020 (UTC) [[Digital Media Concepts/Black Mesa]]
* [[User:Kfernes1|Kfernes1]] ([[User talk:Kfernes1|discuss]] • [[Special:Contributions/Kfernes1|contribs]]) 22:38, 5 March 2020 (UTC) [[Digital Media Concepts/Joe Rogan Experience]]
* [[Special:Contributions/207.62.190.33|207.62.190.33]] ([[User talk:207.62.190.33|discuss]]) 23:42, 5 March 2020 (UTC) [[Digital Media Concepts/Tinder]]
* [[User:Atul.mav|Atul.mav]] ([[User talk:Atul.mav|discuss]] • [[Special:Contributions/Atul.mav|contribs]]) 17:48, 7 March 2020 (UTC) [[Digital Media Concepts/Ralph Lauren]]
* [[User:Namesshaikh|Namesshaikh]] ([[User talk:Namesshaikh|discuss]] • [[Special:Contributions/Namesshaikh|contribs]]) 22:19, 9 March 2020 (UTC) [[Digital Media Concepts/CD Projekt Red]]
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=== Fall 2019 ===
{{collapse top|Project List}}

* [[User:HPatel40|HPatel40]] ([[User talk:HPatel40|discuss]] • [[Special:Contributions/HPatel40|contribs]]) 19:23, 17 September 2019 (UTC) [[Digital Media Concepts/5G Technologies]]
* [[User:Hpatel42|Hpatel42]] ([[User talk:Hpatel42|discuss]] • [[Special:Contributions/Hpatel42|contribs]]) 19:01, 26 September 2019 (UTC)[[Digital Media Concepts/Larry Page]]
* [[User:CRichards17|CRichards17]] ([[User talk:CRichards17|discuss]] • [[Special:Contributions/CRichards17|contribs]]) 19:38, 17 September 2019 (UTC) [[Digital Media Concepts/White Supremacy on the Internet]]
* [[User:Waterbottle50|Waterbottle50]] ([[User talk:Waterbottle50|discuss]] • [[Special:Contributions/Waterbottle50|contribs]]) 19:55, 26 September 2019 (UTC)[[Digital Media Concepts/Color-blind lens/EnChroma]]
* [[User:Mcaya00|Mcaya00]] ([[User talk:Mcaya00|discuss]] • [[Special:Contributions/Mcaya00|contribs]]) 19:49, 17 September 2019 (UTC) [[Digital Media Concepts/Markus Perrson]]
* [[User:Qinyu Chen|Qinyu Chen]] ([[User talk:Qinyu Chen|discuss]] • [[Special:Contributions/Qinyu Chen|contribs]]) 19:36, 17 September 2019 (UTC) [[Digital Media Concepts/teamLab]]
* [[User:Soyoboy.exe|Soyboy.exe]] ([[User talk:Soyboy.exe|discuss]] • [[Special:Contributions/Soyboy.exe|contribs]]) 20:04, 17 September 2019 (UTC) [[Digital Media Concepts/Nintendo Switch]]
* [[User:Yjiang26|Yjiang26]] ([[User talk:Yjiang26|discuss]] • [[Special:Contributions/Yjiang26|contribs]]) 19:38, 17 September 2019 (UTC) [[Digital Media Concepts/Alipay]]
* [[User:Lmurffrenninger1|Lmurffrenninger1]] ([[User talk:Lmurffrenninger1|discuss]] • [[Special:Contributions/Lmurffrenninger1|contribs]]) 19:39, 17 September 2019 (UTC) [[Digital Media Concepts/MagicBands at Disneyland]]
* [[User:Jalvarellos1|Jalvarellos1]] ([[User talk:Jalvarellos1|discuss]] • [[Special:Contributions/Jalvarellos1|contribs]]) 19:41, 17 September 2019 (UTC) [[Digital Media Concepts/Rocket League]]
* [[Adam3318|Adam3318]] ([[User talk:Adam3318|discuss]] • [[Special:Contributions/Adam3318|contribs]]) 19:46, 17 September 2019 (UTC) [[Digital Media Concepts/3D scanning with drones]]
* [[User:SanIam|SanIam]] ([[User talk:SanIam|discuss]] • [[Special:Contributions/SanIam|contribs]]) 19:57, 17 September 2019 (UTC) [[Digital Media Concepts/The Legend Of Zelda: Breath of the Wild]]
* [[User:Nphan16|Nphan16]] ([[User talk:Nphan16|discuss]] • [[Special:Contributions/Nphan16|contribs]]) 20:02, 17 September 2019 (UTC) [[Digital Media Concepts/Hannah Alexander]]
* [[User:Vluong6|Vluong6]] ([[User talk:Vluong6|discuss]] • [[Special:Contributions/Vluong6|contribs]]) 20:24, 17 September 2019 (UTC) [[Digital Media Concepts/Cyberware]]
* [[User:Philventi|Philventi]] ([[User talk:Philventi|discuss]] • [[Special:Contributions/Philventi|contribs]]) 22:33, 17 September 2019 (UTC) [[Digital Media Concepts/iPadOS]]
* [[User:Jwendland1|Jwendland1]] ([[User talk:Jwendland1|discuss]] • [[Special:Contributions/Jwendland1|contribs]]) 19:05, 19 September 2019 (UTC)[[Digital Media Concepts/Infinadeck Omnidirectional Treadmill]]
* [[User:Ranle7|Ranle7]] ([[User talk:Ranle7|discuss]] • [[Special:Contributions/Ranle7|contribs]]) 19:06, 26 September 2019 (UTC)[[Digital Media Concepts/osu!]]
* [[User:Andrewyamasaki|Andrewyamasaki]] ([[User talk:Andrewyamasaki|discuss]] • [[Special:Contributions/Andrewyamasaki|contribs]]) 19:48, 17 September 2019 (UTC) [[Digital Media Concepts/Competitive Super Smash Bros Ultimate]]
* [[User:Samuel3571|Samuel3571]] ([[User talk:Samuel3571|discuss]] • [[Special:Contributions/Samuel3571|contribs]]) 20:35, 19 September 2019 (UTC)[[Digital Media Concepts/Forensic Technology]]
* [[User:Lmedina19|Lmedina19]] ([[User talk:Lmedina19|discuss]] • [[Special:Contributions/Lmedina19|contribs]]) 20:00, 26 September 2019 (UTC)[[Digital Media Concepts/Hayley Kiyoko]]
* [[User:Djh42|Djh42]] ([[User talk:Djh42|discuss]] • [[Special:Contributions/Djh42|contribs]]) 20:25, 26 September 2019 (UTC)[[Digital Media Concepts/Nintendo Switch Controller]]
* [[User:CharlieDub|CharlieDub]] ([[User talk:CharlieDub|discuss]] • [[Special:Contributions/CharlieDub|contribs]]) 19:42, 17 September 2019 (UTC) [[Digital Media Concepts/Porsche Ignition]]
* [[User:Erick.Flore|Erick.Flore]] ([[User talk:Erick.Flore|discuss]] • [[Special:Contributions/Erick.Flore|contribs]]) 20:40, 26 September 2019 (UTC)[[Digital Media Concepts/The video hosting site BitChute]]
* [[User:Dbarquin1|Dbarquin1]] ([[User talk:Dbarquin1|discuss]] • [[Special:Contributions/Dbarquin1|contribs]]) 17:28, 27 September 2019 (UTC)[[Digital Media Concepts/Custom Built Computer]]
* [[User:Spcharc|Spcharc]] ([[User talk:Spcharc|discuss]] • [[Special:Contributions/Spcharc|contribs]]) 18:07, 29 September 2019 (UTC) [[Digital Media Concepts/RSA (cryptosystem)]]
* [[User:Krishnan1000|Krishnan1000]] ([[User talk:Krishnan1000|discuss]] • [[Special:Contributions/Krishnan1000|contribs]]) 18:36, 29 September 2019 (UTC) [[Digital Media Concepts/Competitive Pokemon Battling]]
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=== Spring 2019 ===

{{collapse top|Project List}}
* [[User:Mknight77|Mknight77]] ([[User talk:Mknight77|discuss]] • [[Special:Contributions/Mknight77|contribs]]) 22:52, 26 February 2019 (UTC) [[Digital Media Concepts/Mayhem fest]]
* [[User:Samirjan0420|Samirjan0420]] ([[User talk:Samirjan0420|discuss]] • [[Special:Contributions/Samirjan0420|contribs]]) 22:05, 21 February 2019 (UTC) [[/The most hated car/]]
* [[User:Tobilansangan|Tobilansangan]] ([[User talk:Tobilansangan|discuss]] • [[Special:Contributions/Tobilansangan|contribs]]) 23:39, 19 February 2019 (UTC) [[/My Beautiful Dark Twisted Fantasy/]]
* [[User:alyssamunoz|alyssamunoz]] ([[User talk: alyssamunoz|discuss]] • [[Special:Contributions/alyssamunoz|contribs]]) 14:57, 19 February 2019 (UTC) [[/Dr.Pepper/]]
* [[User:omergreengiant|omergreengiant]] ([[User talk:omergreengiant|discuss]] • [[Special:Contributions/omergreengiant|contribs]]) 14:57, 19 February 2019 (UTC) [[/Kabul, Afghanistan/]]
* [[User:Ireicher2|Ireicher2]] ([[User talk:Ireicher2|discuss]] • [[Special:Contributions/Ireicher2|contribs]]) 22:14, 19 February 2019 (UTC) [[/Wafaa Bilal/]]
* [[User:Gum-POP|Gum-POP]] ([[User talk:Gum-POP|discuss]] • [[Special:Contributions/Gum-POP|contribs]]) 22:37, 14 February 2019 (UTC) [[/Gaming Desktop VS Gaming Laptop/]]
* [[User:Magtotodile|Magtotodile]] ([[User talk:Magtotodile|discuss]] • [[Special:Contributions/Magtotodile|contribs]]) 22:42, 14 February 2019 (UTC) [[/Virtual Self/]]
* [[User:Tvo36|Tvo36]] ([[User talk:Tvo36|discuss]] • [[Special:Contributions/Tvo36|contribs]]) 23:13, 14 February 2019 (UTC) [[/Markelle Fultz/]]
* [[User:iluca|iluca]] ([[User talk:iluca|discuss]] • [[Special:Contributions/iluca|contribs]]) 23:14, 14 February 2019 (UTC) [[/Nagishiro Mito/]]
* [[User:Justinchau|Justinchau]] ([[User talk:Justinchau|discuss]] • [[Special:Contributions/Justinchau|contribs]]) 23:16, 14 February 2019 (UTC) [[/Best Pizza/]]
* [[User:Ashwinjambu15|Ashwinjambu15]] ([[User talk:Ashwinjambu15|discuss]] • [[Special:Contributions/Ashwinjambu15|contribs]]) 23:19, 14 February 2019 (UTC) [[/Mos Def &amp; Talib Kweli Are Black Star/]]
* [[User:Ationgson|Ationgson]] ([[User talk:Ationgson|discuss]] • [[Special:Contributions/Ationgson|contribs]]) 23:24, 14 February 2019 (UTC) [[/2JZ Engine/]]
* [[User:Ddimitrov1|Ddimitrov1]] ([[User talk:Ddimitrov1|discuss]] • [[Special:Contributions/Ddimitrov1|contribs]]) 23:29, 14 February 2019 (UTC) [[/Theatre Of Blood/]]
* [[User:Gli15|Gli15]] ([[User talk:Gli15|discuss]] • [[Special:Contributions/Gli15|contribs]]) 22:12, 19 February 2019 (UTC) [[/Matcha/]]
* [[User:Akanijade|Akanijade]] ([[User talk:Akanijade|discuss]] • [[Special:Contributions/Akanijade|contribs]]) 22:39, 19 February 2019 (UTC) [[/Batik/]]
* [[User:BrokenConsole|BrokenConsole]] ([[User talk:BrokenConsole|discuss]] • [[Special:Contributions/BrokenConsole|contribs]]) 22:46, 19 February 2019 (UTC) [[/Custom Built Gaming Computers/]]
* [[User:Lord Arugula|Lord Arugula]] ([[User talk:Lord Arugula|discuss]] • [[Special:Contributions/Lord Arugula|contribs]]) 22:47, 19 February 2019 (UTC) [[/Aurelio Voltaire/]]
* [[User:Danialmirza99|Danialmirza99]] ([[User talk:Danialmirza99|discuss]] • [[Special:Contributions/Danialmirza99|contribs]]) 22:50, 19 February 2019 (UTC) [[/Spelling Bee (1938)/]]
* [[User:Janine8100|Janine8100]] ([[User talk:Janine8100|discuss]] • [[Special:Contributions/Janine8100|contribs]]) 22:52, 19 February 2019 (UTC) [[/Brunei Rainforests/]]
* [[User:D_Sh1nra|D_Sh1nra]] ([[User talk:D_Sh1nra|discuss]] • [[Special:Contributions/D_Sh1nra|contribs]]) 15:07, 19 February 2019 (UTC) [[/Phosphenes/]]
* [[User:Jameslacdao|Jameslacdao]] ([[User talk:Jameslacdao|discuss]] • [[Special:Contributions/Jameslacdao|contribs]]) 23:34, 19 February 2019 (UTC) [[/Love of my Life (Queen song)/]]
* [[User:Janinaengo|Janinaengo]] ([[User talk:Janinaengo|discuss]] • [[Special:Contributions/Janinaengo|contribs]]) 06:04, 20 February 2019 (UTC) [[/Influence of 90s sitcom Friends/]]
* [[User:Mdapostol|Mdapostol]] ([[User talk:Mdapostol|discuss]] • [[Special:Contributions/Mdapostol|contribs]]) 01:32, 26 February 2019 (UTC) [[/Regions of San Jose, California/]]
* [[User:HellBlossoms|HellBlossoms]] ([[User talk:HellBlossoms|discuss]] • [[Special:Contributions/HellBlossoms|contribs]]) 14:13, 26 February 2019 (UTC) [[/Bill Kaulitz/]]
* [[User:Nintenchris5963|Nintenchris5963]] ([[User talk:Nintenchris5963|discuss]] • [[Special:Contributions/Nintenchris5963|contribs]]) 22:28, 28 February 2019 (UTC) [[/CrossCode/]]
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=== Fall 2018 ===
{{collapse top|Project List}}
* [[User:J3tR0cK3t|J3tR0cK3t]] ([[User talk:J3tR0cK3t|discuss]] • [[Special:Contributions/J3tR0cK3t|contribs]]) 19:55, 13 September 2018 (UTC) [[/Streets of Rage (Axel Stone)/]]
* [[User:William Leber|William Leber]] ([[User talk:William Leber|discuss]] • [[Special:Contributions/William Leber|contribs]]) 19:56, 13 September 2018 (UTC) [[/Ethoslab/]]
* [[User:Vicpimentel99|Vicpimentel99]] ([[User talk:Vicpimentel99|discuss]] • [[Special:Contributions/Vicpimentel99|contribs]]) 20:19, 13 September 2018 (UTC) [[/Micah Mahinay/]]
* [[User:Magtotodile|Magtotodile]] ([[User talk:Magtotodile|discuss]] • [[Special:Contributions/Magtotodile|contribs]]) 20:21, 13 September 2018 (UTC) [[/Shelter (Song by Porter Robinson &amp; Madeon)/]]
* [[User:Ahuq2|Ahuq2]] ([[User talk:Ahuq2|discuss]] • [[Special:Contributions/Ahuq2|contribs]]) 20:25, 13 September 2018 (UTC) [[/Yakuza (video game series)/]]
* [[User:Plam153|Plam153]] ([[User talk:Plam153|discuss]] • [[Special:Contributions/Plam153|contribs]]) 20:22, 13 September 2018 (UTC) [[/Trinh Cong Son (Vietnamese songwriter)/]]
* [[User:DoomFry68|DoomFry68]] ([[User talk:DoomFry68|discuss]] • [[Special:Contributions/DoomFry68|contribs]]) 20:23, 13 September 2018 (UTC) [[/Yakuza: Goro Majima/]]
* [[User:FizzahKafil|FizzahKafil]] ([[User talk:FizzahKafil|discuss]] • [[Special:Contributions/FizzahKafil|contribs]]) 20:24, 13 September 2018 (UTC) [[/Little Big Planet/]]
* [[User:Dursa1|Dursa S]] ([[User talk:Dursa1|discuss]] • [[Special:Contributions/Dursa1|contribs]]) 20:24, 13 September 2018 (UTC) [[/r.h. Sin/]]
* [[User:ZaroonIqbal|ZaroonIqbal]] ([[User talk:ZaroonIqbal|discuss]] • [[Special:Contributions/ZaroonIqbal|contribs]]) 20:25, 13 September 2018 (UTC) [[/Fortnite/]]
*  [[User:Lmascardo1|Lmascardo1]] ([[User talk:Lmascardo1|discuss]] • [[Special:Contributions/Lmascardo1|contribs]]) 20:31, 13 September 2018 (UTC) [[/Stardew Valley/]]
* [[User:Aungthuhtet245|Aungthuhtet245]] ([[User talk:Aungthuhtet245|discuss]] • [[Special:Contributions/Aungthuhtet245|contribs]]) 20:32, 13 September 2018 (UTC) [[/Science Behind Pixar/]]
* [[User:Whill4|Whill4]] ([[User talk:Whill4|discuss]] • [[Special:Contributions/Whill4|contribs]]) 15:06, 17 September 2018 (UTC) [[ /Mariner's Apartment Complex (Lana Del Rey song)/]]
* [[User:WontonsofDMG|WontonsofDMG]] ([[User talk:WontonsofDMG|discuss]] • [[Special:Contributions/WontonsofDMG|contribs]]) 19:03, 18 September 2018 (UTC) [[/Heroes of the Storm/]]
* [[User:PATISBACK9|PATISBACK9]] ([[User talk:PATISBACK9|discuss]] • [[Special:Contributions/PATISBACK9|contribs]]) 19:19, 18 September 2018 (UTC) [[/DJ screw/]]
* [[User:EnderClevToby|EnderClevToby]] ([[User talk:EnderClevToby|discuss]] • [[Special:Contributions/EnderClevToby|contribs]]) 12:15, 18 September 2018 (UTC) [[/Matthew Fredrick/]]
* [[User:Danny M487|Danny M487]] ([[User talk:Danny M487|discuss]] • [[Special:Contributions/Danny M487|contribs]]) 19:30, 18 September 2018 (UTC) [[/Casey Neistat/]]
* [[User:Itsjustkulsoom|Itsjustkulsoom]] ([[User talk:Itsjustkulsoom|discuss]] • [[Special:Contributions/Itsjustkulsoom|contribs]]) 19:31, 18 September 2018 (UTC) [[/Zedd/]]
* [[User:Josemazon123|Josemazon123]] ([[User talk:Josemazon123|discuss]] • [[Special:Contributions/Josemazon123|contribs]]) 20:06, 18 September 2018 (UTC) [[/BROCKHAMPTON/]]
* [[User:Ahernandez85|Ahernandez85]] ([[User talk:Ahernandez85|discuss]] • [[Special:Contributions/Ahernandez85|contribs]]) 19:17, 20 September 2018 (UTC) [[/Legend Of Zelda: Ocarina of Time/]]
* [[User:JackyLu01|JackyLu01]] ([[User talk:JackyLu01|discuss]] • [[Special:Contributions/JackyLu01|contribs]]) 12:30, 20 September 2018 (UTC) [[/Smartisan/]]
* [[User:Manohar singh 32|Manohar singh 32]] ([[User talk:Manohar singh 32|discuss]] • [[Special:Contributions/Manohar singh 32|contribs]]) 19:51, 20 September 2018 (UTC) [[/Motion Capture/]]
* [[User:Zwo1|Zwo1]] ([[User talk:Zwo1|discuss]] • [[Special:Contributions/Zwo1|contribs]]) 23:57, 23 September 2018 (UTC) [[/DJI Mavic 2 Pro/]]
* [[User:Hartveit|Hartveit]] ([[User talk:Hartveit|discuss]] • [[Special:Contributions/Hartveit|contribs]]) 01:49, 25 September 2018 (UTC) [[/Hurdal Verk Folk High School/]]
* [[User:p_ng_r|p_ng_r]] ([[User talk:p_ng_r|discuss]] • [[Special:Contributions/p_ng_r|contribs]]) 12:41 25 September 2018 (UTC) [[/Wenqing Yan/]]
{{collapse bottom}}

=== Spring 2018 ===
{{collapse top|Project List}}
* [[User:Ireicher2|Ireicher2]]  01:01, 15 August 2016 (UTC) [[/Wafaa Bilal/]]
* [[User:Wompaku|Wompaku]] ([[User talk:Wompaku|discuss]] • [[Special:Contributions/Wompaku|contribs]]) 22:21, 13 February 2018 (UTC) [[/Life is Strange/]]
* [[User:Hamitaro|Hamitaro]] ([[User talk:Hamitaro|discuss]] • [[Special:Contributions/Hamitaro|contribs]]) 22:22, 13 February 2018 (UTC) [[/Persona 5/]]
* [[User:Shayan223|Sean223]] ([[User talk:Shayan223|discuss]] • [[Special:Contributions/Shayan223|contribs]]) 22:33, 13 February 2018 (UTC) [[/David Patrick Crane/]]
* [[User:Touch92|Touch92]] ([[User talk:Touch92|discuss]] • [[Special:Contributions/Touch92|contribs]]) 22:29, 13 February 2018 (UTC) [[/3D Printing/]]
* [[User:Peg123|Peg123]] ([[User talk:Peg123|discuss]] • [[Special:Contributions/Peg123|contribs]]) 22:32, 13 February 2018 (UTC) [[/Dota 2/]]
* [[User:Shadow1942oohwa|Shadow1942oohwa]] ([[User talk:Shadow1942oohwa|discuss]] • [[Special:Contributions/Shadow1942oohwa|contribs]]) 22:34, 13 February 2018 (UTC) [[/Dodge Charger Daytona/]]
* [[User:Skullallen|Skullallen]] ([[User talk:Skullallen|discuss]] • [[Special:Contributions/Skullallen|contribs]]) 22:38, 13 February 2018 (UTC) [[/DJI/]]
* [[User:Johnbcuong|Johnbcuong]] ([[User talk:Johnbcuong|discuss]] • [[Special:Contributions/Johnbcuong|contribs]]) 22:39, 13 February 2018 (UTC) [[/Nguyen Tu Quang/]]
* [[User:W popal1|W popal1]] ([[User talk:W popal1|discuss]] • [[Special:Contributions/W popal1|contribs]]) 22:36, 15 February 2018 (UTC) [[/Lilly Singh/]]
* [[User:Sankeerth1017|Sankeerth1017]] ([[User talk:Sankeerth1017|discuss]] • [[Special:Contributions/Sankeerth1017|contribs]]) 22:41, 13 February 2018 (UTC) [[/Pewdiepie/]]
* [[User:Jpierceall1|Jpierceall1]] ([[User talk:Jpierceall1|discuss]] • [[Special:Contributions/Jpierceall1|contribs]]) 22:49, 13 February 2018 (UTC) [[/The World of FPS/]]
*[[User:ShardolBGupta|ShardolBGupta]] ([[User talk:ShardolBGupta|discuss]] • [[Special:Contributions/ShardolBGupta|contribs]]) 22:42, 13 February 2018 (UTC) [[/Chevrolet Volt/]]
* [[User:JoshM75401|JoshM75401]] ([[User talk:JoshM75401|discuss]] • [[Special:Contributions/JoshM75401|contribs]]) 22:49, 13 February 2018 (UTC) [[/Jack Thompson/]]
* [[User:Thaliatorres|Thaliatorres]] ([[User talk:Thaliatorres|discuss]] • [[Special:Contributions/Thaliatorres|contribs]]) 23:04, 15 February 2018 (UTC) [[/Laserphaco Probe/]]
* [[User:YuuchyHongroy|YuuchyHongroy]] ([[User talk:YuuchyHongroy|discuss]] • [[Special:Contributions/YuuchyHongroy|contribs]]) 23:23, 15 February 2018 (UTC) [[/Photoshop/]]
* [[User:stzyjpg|stzyjpg]] ([[User talk:stzyjpg|discuss]] • [[Special:Contributions/stzyjpg|contribs]]) 23:23, 18 February 2018 (UTC) [[/Jeff Bezos/]]
{{collapse bottom}}

=== Fall 2017 ===
{{collapse top|Project List}}
*[[User:Kbearrr|Kbearrr]] ([[User talk:Kbearrr|discuss]] • [[Special:Contributions/Kbearrr|contribs]]) 19:20, 19 September 2017 (UTC) [[/Detriments of the Internet/]]
*[[User:Ratalouie|Ratalouie]] ([[User talk:Ratalouie|discuss]] • [[Special:Contributions/Ratalouie|contribs]]) 19:45, 19 September 2017 (UTC) [[/Overwatch/]]
*[[User:Inadversity574|Inadversity574]] ([[User talk:Inadversity574|discuss]] • [[Special:Contributions/Inadversity574|contribs]]) 19:44, 19 September 2017 (UTC) [[/Fire Emblem/]]
*[[User:Dwingdwang|Dwingdwang]] ([[User talk:Dwingdwang|discuss]] • [[Special:Contributions/Dwingdwang|contribs]]) 20:02, 19 September 2017 (UTC) [[/Fixed Gear Bikes/]]
* [[User:Isaacpacheco12|Isaacpacheco12]] ([[User talk:Isaacpacheco12|discuss]] • [[Special:Contributions/Isaacpacheco12|contribs]]) 20:12, 19 September 2017 (UTC) [[/Amazon Echo/]]
* [[User:Gdonpadlan|Gdonpadlan]] ([[User talk:Gdonpadlan|discuss]] • [[Special:Contributions/Gdonpadlan|contribs]]) 20:21, 19 September 2017 (UTC) [[/Nikon D850/]]
*[[User:Cdb1015|Cdb1015]] ([[User talk:Cdb1015|discuss]] • [[Special:Contributions/Cdb1015|contribs]]) 21:59, 19 September 2017 (UTC) [[/Visual Effects in Television and Movies/]]
* [[User:Sjsanchez|Sjsanchez]] ([[User talk:Sjsanchez|discuss]] • [[Special:Contributions/Sjsanchez|contribs]]) 01:11, 20 September 2017 (UTC) [[/Ryan Higa/]]
* [[User:Aevans28|Aevans28]] ([[User talk:Aevans28|discuss]] • [[Special:Contributions/Aevans28|contribs]]) 03:56, 20 September 2017 (UTC) [[/Patty Jenkins/]]
* [[User:Johnlee1234594|Johnlee1234594]] ([[User talk:Johnlee1234594|discuss]] • [[Special:Contributions/Johnlee1234594|contribs]]) 11:17, 19 September 2017 (UTC) [[/Tom Hanks/]]
* [[User:Michaelellasos|Michaelellasos]] ([[User talk:Michaelellasos|discuss]] • [[Special:Contributions/Michaelellasos|contribs]]) 21:36, 20 September 2017 (UTC) [[/Counter Strike: Global Offensive/]]
* [[bilal621]]  ([[User talk:bilal621|discuss]] • [[Special:Contributions/bilal621|contribs]]) 22:03, 20 September 2017 (UTC) [[/Call of Duty: Modern Warfare 2/]]
* [[User:Alscylla|Alscylla]] ([[User talk:Alscylla|discuss]] • [[Special:Contributions/Alscylla|contribs]]) 13:11, 21 September 2017 (UTC) [[/Final Fantasy Record Keeper/]]
* [[User:Kshadd15|Kshadd15]] ([[User talk:Kshadd15|discuss]] • [[Special:Contributions/Kshadd15|contribs]]) 10:59, 21 September 2017 (UTC) [[/Artificial Intelligence/]]
* [[User:Greentea456|Greentea456]] ([[User talk:Greentea456|discuss]] • [[Special:Contributions/Greentea456|contribs]]) 18:29, 21 September 2017 (UTC) [[Digital Media Concepts/Team Fortress 2|Team Fortress 2]]
* [[User:Mehraan01|Mehraan01]] ([[User talk:Mehraan01|discuss]] • [[Special:Contributions/Mehraan01|contribs]]) 19:43, 21 September 2017 (UTC) [[/Tesla, Inc./]]
* [[User:Zblazin|Zblazin]] ([[User talk:Zblazin|discuss]] • [[Special:Contributions/Zblazin|contribs]]) 20:12, 19 September 2017 (UTC) [[/Graphics processing unit/]]
{{collapse bottom}}

=== Spring 2017 ===
{{collapse top|Project List}}
*[[User:Mattvs1|Mattvs1]] ([[User talk:Mattvs1|discuss]] • [[Special:Contributions/Mattvs1|contribs]]) 22:56, 7 February 2017 (UTC) [[/No Man's Sky/]]
* [[User:Ebondoc98|Ebondoc98]] ([[User talk:Ebondoc98|discuss]] • [[Special:Contributions/Ebondoc98|contribs]]) 22:26, 9 February 2017 (UTC) [[/League of Legends/]]
* [[User:Dmendoza1|Dmendoza1]] ([[User talk:Dmendoza1|discuss]] • [[Special:Contributions/Dmendoza1|contribs]]) 22:44, 9 February 2017 (UTC) [[/The Legend Of Zelda/]]
* [[User:Mmmarrufo|Mmmarrufo]] ([[User talk:Mmmarrufo|discuss]] • [[Special:Contributions/Mmmarrufo|contribs]]) 22:58, 9 February 2017 (UTC) [[/Gabe Newell/]]
* [[User:Jfriedenberg|Jfriedenberg]] ([[User talk:Jfriedenberg|discuss]] • [[Special:Contributions/Jfriedenberg|contribs]]) 23:19, 9 February 2017 (UTC) [[/Shinji Mikami/]]
* [[User:AKW2017|AKW2017]] ([[User talk:AKW2017|discuss]] • [[Special:Contributions/AKW2017|contribs]]) 23:32, 9 February 2017 (UTC) [[/Wii U/]]
* [[User:Wramos1|Wramos1]] ([[User talk:Wramos1|discuss]] • [[Special:Contributions/Wramos1|contribs]]) 23:46, 9 February 2017 (UTC) [[/John Lasseter/]]
* [[User:Yjohar1|Yjohar1]] ([[User talk:Yjohar1|discuss]] • [[Special:Contributions/Yjohar1|contribs]]) 23:48, 9 February 2017 (UTC) [[/Video Game Aggression/]]
* [[User:Dzhang17|Dzhang17]] ([[User talk:Dzhang17|discuss]] • [[Special:Contributions/Dzhang17|contribs]]) 23:51, 9 February 2017 (UTC) [[/Fan Bingbing/]]
* [[User:Dougalhathaway|Dougalhathaway]] ([[User talk:Dougalhathaway|discuss]] • [[Special:Contributions/Dougalhathaway|contribs]]) 00:04, 10 February 2017 (UTC) [[/Rayman/]]
* [[User:Mochill|Mochill]] ([[User talk:Mochill|discuss]] • [[Special:Contributions/Mochill|contribs]]) 04:05, 10 February 2017 (UTC) [[/Commercial Head-up displays/]]
*[[User:Hdo18|Hdo18]] ([[User talk:Hdo18|discuss]] • [[Special:Contributions/Hdo18|contribs]]) 18:38, 13 February 2017 (UTC) [[/Cory Arcangel/]]
* [[User:GnaF69|GnaF69]] ([[User talk:GnaF69|discuss)]] • [[Special:Contributions/GnaF69|contribs]]) 20:22, 13 February 2017 (UTC) [[/John Romero/]]
* [[User:Blizz23|Blizz23]] ([[User talk:Blizz23|discuss]] • [[Special:Contributions/Blizz23|contribs]]) 23:45, 14 February 2017 (UTC) [[/Archaeology Robots/]]
* [[User:Bchu55|Bchu55]] ([[User talk:Bchu55|discuss]] • [[Special:Contributions/Bchu55|contribs]]) 23:50, 14 February 2017 (UTC) [[/Mark Zuckerberg/]]
{{collapse bottom}}


'''4. Research your topic'''&lt;br&gt;
Look for at least three kinds of sources:
#  Articles, any published material, interviews, videos and information you can use for your own contributions to the site
#  Internet sources that can be linked to your page including multimedia content (please make sure that images and other visual materials not restricted by copyright)&lt;br&gt;&lt;br&gt;


'''5. Add or edit headings such as:'''
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For a detailed editing reference, go to:
[[Wikiversity:FAQ/Editing|Wikiversity Editing Reference]]
&lt;br&gt;&lt;br&gt;

'''6. Need Images?'''
You can find images that are licensed under the Creative Comments license here [https://commons.wikimedia.org/wiki/Main_Page/ Wikimedia Commons]&lt;br&gt;&lt;br&gt;


Include &lt;nowiki&gt;[[Category:Digital Media Concepts]]&lt;/nowiki&gt; at the bottom of the page to move the page into the assignment category.

== Citations ==
APA style
&lt;ref&gt;&quot;Name of Article,&quot; accessed March 11, 2015, http://www.someURL.com.&lt;/ref&gt;

Chicago Style:
&lt;ref&gt;Name of Article (for a source that does not list a copyright date, you use (n.d.) ).  Retrieved October 15, 2015, from  http://www.someURL.com&lt;/ref&gt;

== Example of an annotated image ==

[[File:Great Wall of China in 2014.jpg|thumb|Great Wall of China in 2014]]


&lt;br style=&quot;clear: both;&quot;&gt;

== Example of an [[Template:Infobox|infobox]] ==
{{Infobox
|name    = Wafaa Bilal
|image        = [[File:Wafaa-bilal2.JPG|thumb]]
|title   =  Artist Wafaa Bilal

|headerstyle  = background:#ccf;
|labelstyle   = background:#ddf;
|label1  = 
|data1   = Wafaa Bilal reading at Lannan Center for Poetics and Social Practice, Georgetown University
|label2  = Nationality
|data2   = {{{item_one| Iraqi American}}}
|label3  = Born
|data3   = {{{item_two|June 10, 1966}}}
|label4  = Field of Research
|data4   = {{{item_three|[[Video]], [[Electronic Arts]], [[New Media]]}}}
|label5  = Birth Place
|data5   = {{{item_Four|Najaf, Iraq}}}
|label6  = Autor
|data6   = {{{item_Five|Slowking4}}}


}}
&lt;div style=&quot;clear:both;&quot;&gt;&lt;/div&gt;

{{Infobox
| name             = Digital Media Concepts
| bodystyle        = 
| titlestyle       = 
| abovestyle       = background:#cfc;
| subheaderstyle   = 
| title            = Test Infobox
| above            = Above text
| subheader        = Subheader above image
| subheader2       = Second subheader
| imagestyle       = 
| captionstyle     = 
| image            = [[File:Example-serious.jpg|200px|alt=Example alt text]]
| caption          = Caption displayed below Example-serious.jpg
| headerstyle      = background:#ccf;
| labelstyle       = background:#ddf;
| datastyle        = 
| header1          = Header defined alone
| label1           = 
| data1            = 
| header2          = 
| label2           = Label defined alone does not display (needs data, or is suppressed)
| data2            = 
| header3          = 
| label3           = 
| data3            = Data defined alone
| header4          = All three defined (header, label, data, all with same number)
| label4           = does not display (same number as a header)
| data4            = does not display (same number as a header)
| header5          = 
| label5           = Label and data defined (label)
| data5            = Label and data defined (data)
| belowstyle       = background:#ddf;
| below            = Below text
}}

&lt;div style=&quot;clear:both;&quot;&gt;&lt;/div&gt;

==Navigational Templates==
[[:w:Wikipedia:Navigation template|Navigation Template on Wikipedia]]

== Media Templates ==
{{Listen
| filename = Lion raring-sound1TamilNadu178.ogg
| title    = Lion roaring
| plain    = yes
| style    = float:left
}}
&lt;div style=&quot;clear:both;&quot;&gt;&lt;/div&gt;

== Useful links ==
* [[Help:Wikitext quick reference|Quick Reference]] 
* [[:w:Wikipedia:Tutorial/Wikipedia_links|Wikipedia Tutorial]]
* [http://www.wikihow.com/Cite How to cite on Wikipedia]
* [[:w:Help:Link|Using external links]]

== Completed Assignments ==
{{Subpages/List}}

==References==
{{reflist}}

[[Category:Art]]
[[Category:Culture]]
[[Category:Human]]
[[Category:Assignments]]
[[Category:Digital art]]
[[Category:Courses]]
[[Category:Education]]</text>
      <sha1>2griwontlye5341d3wryl8p6c83zcqi</sha1>
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        <id>3095758</id>
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      <minor />
      <comment>([[c:GR|GR]])  [[File:Toby Fox mask (cropped) (cropped).jpg]] → [[File:Toby Fox mask (cropped 2).jpg]] [[c:COM:FR#3|Criterion 3]] (obvious error) · Seems like a small mistake, this is a cleaner title</comment>
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{{Digital Media Concepts|Toby Fox}}

{{Infobox
| title            = '''Toby Fox'''
| image            = [[File:Toby Fox mask (cropped 2).jpg|200px]]
| headerstyle      = background:#ccf;{{Text color default}};
| labelstyle       = background:#ddf;{{Text color default}};
| label2           = Nationality
| data2            = {{{item_one|American}}}
| label3           = Born
| data3            = {{{item_two|October 11, 1991}}}
| label4           = Known For
| data4            = {{{item_three| ''Undertale'' and ''Deltarune''}}}
| label5           = Birth Place
| data5            = {{{item_Four|Manchester, New Hampshire}}}
}}

Toby Fox (born October 11, 1991) is a video game developer, composer, and musician most known for developing and composing the soundtrack for the critically acclaimed roleplaying game ''Undertale and Deltarune''.

== History ==
Fox was a fan of the game ''EarthBound'' and began as a forum member on its fansite, Starmen.net, under the username Radiation. He became a musician in 2008-2009 and made soundtracks for popular games like Pokemon Scarlet and Violet and Sword and Shield He would be an active member on the site and managed one of the site's forums up until 2011.&lt;ref&gt;{{cite web |url=https://forum.starmen.net/members/473|title= Starmen.net}}&lt;/ref&gt; Before starting work on ''Undertale'', he had little experience in actual game development except for the incomplete games he often made with his three brothers using the proprietary game engine RPG Maker 2000. He has made 2 different games and helped by making music in 5 others. He is a self-taught musician and ghool game developer. He graduated from Northeastern University with a Bachelor’s Degree. He was deeply inspired by EarthBound, which influenced his approach to game design and storytelling from a young age. &lt;ref&gt;{{cite web |url=https://seagaia.wordpress.com/2013/05/25/toby-foxs-undertale-dev-2-dev-interview-1/|title= Seagaia}}&lt;/ref&gt; For a while, Fox developed ''Undertale'' in the basement of webcomic artist Andrew Hussie, known for creating the popular comic ''Homestuck'', for which Fox also composed tracks for. He has won a NAVGTR Award for Original Role Playing Game, a Japan Game Awards: Award for Excellence, and the SXSW Gaming Matthew Crump Cultural Innovation Award, alongside numerous nominations and accolades from publications like The Escapist, Ars Technica, and Giant Bomb for his groundbreaking work in indie game development and music. He was also named to Forbes' 30 Under 30 list for his impact on gaming. He is  known to support the LGBTQ+ community.&lt;ref&gt;{{cite web |url=https://www.kickstarter.com/projects/14293468/homestuck-adventure-game/posts/1453119|title= Homestuck Kickstarter}}&lt;/ref&gt;&lt;ref&gt;{{cite web |url=http://www.gameinformer.com/themes/blogs/generic/post.aspx?WeblogApp=podcasts&amp;y=2015&amp;m=10&amp;d=15&amp;WeblogPostName=gi-show-_1320_-yoshis-woolly-world_2c00_-star-wars_3a00_-battlefront_2c00_-undertale-toby-fox&amp;GroupKeys=|title= Game Informer}}&lt;/ref&gt;
== Games ==
=== ''Undertale'' ===
''Undertale'' was the first major game completely developed by Toby. He worked on the project independently, with only artwork and sprites being supplied by other creators, mainly freelance artist Temmie Chang.&lt;ref&gt;{{cite web |url=https://www.kickstarter.com/projects/1002143342/undertale/description|title= Undertale Kickstarter}}&lt;/ref&gt; Fox began creating ''Undertale'' after already making a battle system using the engine GameMaker: Studio.&lt;ref&gt;{{cite web |url=http://existentialgamer.com/interview-toby-fox-undertale|title= Existential Gamer}}&lt;/ref&gt; The original game was meant to be released in 2014 but production was delayed. ''Undertale'' was praised for its writing, for which Fox claims he was inspired by internet culture, comedy shows such as ''Mr. Bean'' and the game ''EarthBound''.&lt;ref&gt;{{cite web |url=http://www.gameinformer.com/themes/blogs/generic/post.aspx?WeblogApp=podcasts&amp;y=2015&amp;m=10&amp;d=15&amp;WeblogPostName=gi-show-_1320_-yoshis-woolly-world_2c00_-star-wars_3a00_-battlefront_2c00_-undertale-toby-fox&amp;GroupKeys=|title= Game Informer}}&lt;/ref&gt; When it came to developing the game itself Fox said he wanted to develop a role-playing game that was non-traditional, had &quot;interesting characters&quot;, and that &quot;utilizes the medium as a storytelling device ... instead of having the story and gameplay abstractions be completely separate&quot;.&lt;ref&gt;{{cite web |url=https://seagaia.wordpress.com/2013/05/25/toby-foxs-undertale-dev-2-dev-interview-1/|title= Seagaia}}&lt;/ref&gt;''Undertale'' took 2.7 years to completely develop and was financed through a crowdfunding effort on Kickstarter.&lt;ref&gt;{{cite web |url=http://www.gameinformer.com/themes/blogs/generic/post.aspx?WeblogApp=podcasts&amp;y=2015&amp;m=10&amp;d=15&amp;WeblogPostName=gi-show-_1320_-yoshis-woolly-world_2c00_-star-wars_3a00_-battlefront_2c00_-undertale-toby-fox&amp;GroupKeys=|title= Game Informer}}&lt;/ref&gt; The game was released on September 15, 2015 for Windows and OS X, and July 17, 2016 for Linux.

=== ''Deltarune'' ===
''Deltarune'' is another of the major games released by Toby. Chapter 1 of the game was released October 31, 2018, Chapter 2 was released September 17, 2021, and Chapters 3 and 4 came out most recently and released June 4, 2025. ''Deltarune'' Chapters 1-4, by Toby Fox, build an immersive RPG world with familiar ''Undertale'' characters in an alternate universe, following silent protagonist Kris, the delinquent Susie, and the prince Ralsei on quests through &quot;Dark Worlds&quot; to seal fountains, battling foes with unique action RPG mechanics and dodge-bullets, all while weaving deeper mysteries, character depth (like Noelle in Chapter 2 and Tenna in Chapter 3), unique themes (cards, internet, TV), and a surprisingly dark, impactful story that subverts expectations and explores themes of identity, loneliness, and control, setting up a potential masterpiece even as an incomplete game. 

* '''The Fun Gang:''' You control Kris (silent protagonist), Susie (lizard-like delinquent), and Ralsei (gentle prince) in a party-based combat system.
* '''Dodge-Bullet Battles:''' Combat mixes traditional RPG choices (Attack/Act/Spare) with bullet-hell dodging, requiring strategic party health management.
* '''Dark Worlds:''' Each chapter introduces a fantastical &quot;Dark World&quot; based on a real-world location (closet, computer), sealed by sealing a &quot;Dark Fountain&quot;.
* '''Mystery &amp; Control:''' Kris removes their soul at chapter ends, suggesting the player controls the soul, not Kris, raising questions about free will. 
** '''Chapter 1: The Beginning (Cards)''': Introduces Kris and Susie, their first trip to the Dark World, and meeting Ralsei, establishing the core quest.
** '''Chapter 2: A Cyber's World (Internet)''': Adds Noelle to the party, introduces the memorable Spamton, and deepens lore with secrets like the &quot;Weird Route&quot;.
** '''Chapter 3: Late Night (TV/Game Show)''': Shifts focus to a game show format with Tenna, adding rhythm, quizzes, and darker themes.
** '''Chapter 4: Prophecy (Church/Dark Sanctuary)''': A surprisingly mature chapter with religious themes, moral choices, a rescue mission, and a significant &quot;Dark Sanctuary&quot;. 
*** '''Character Depth:''' Explores loneliness and self-worth for Kris, Susie, and Ralsei.
*** '''Humor &amp; Darkness:''' Balances quirky humor with surprisingly serious, adult themes and dark consequences.
*** '''Meta-Narrative:''' The vessel creation and soul-removal mechanics hint at greater control and player choices.
*** '''World Building:''' Expands ''Undertale''&lt;nowiki/&gt;'s universe with unique worlds (Cyber World, TV World, Dark Sanctuary). 
**** '''Incomplete Game:''' Chapters 1-4 are a substantial, free experience, but the full story requires future releases.
**** '''Secrets:''' Features numerous secrets, missable items (like the TopCake), and alternate paths (like the Weird Route).
**** '''Exceptional Quality:''' Praised for its music, unique gameplay, character writing, and ambition, building anticipation for the finale. 

==Musical Contributions==
Fox is a self-taught musician and has composed soundtracks for many games and comics including ''Midnight Crew: Drawing Dead'', ''Pokémon Sword/Pokémon Shield'', Animal Crossing: New Horizons, ''Alternia'' and ''Homestuck''. He composed all of the soundtrack for ''Undertale'' as well. When it comes to his influences for producing music, Fox states that he tries to be inspired by everything he listens to, especially tracks in video games.&lt;ref&gt;{{cite web |url=http://www.themarysue.com/interview-undertale-game-creator-toby-fox/|title= The Mary Sue}}&lt;/ref&gt;

==Discography==
{| class=&quot;wikitable collapsible collapsed&quot; style=&quot;width:100%;&quot;
|-  style=&quot;background:#ccc;{{Text color default}}; text-align:center;&quot;
! colspan=&quot;2&quot; style=&quot;background: LightSteelBlue;{{Text color default}};&quot; | Discography
|-  style=&quot;background:#ccc;{{Text color default}}; text-align:center;&quot;
! Album
! Tracks Composed
|-
| Midnight Crew: Drawing Dead
(February 4, 2010) &lt;ref name=&quot;MC: DD&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/midnight-crew-drawing-dead-2 |title = Midnight Crew: Drawing Dead}}&lt;/ref&gt;
| &quot;Liquid Negrocity&quot;, &quot;The Ballad of Jack Noir&quot; (Original Version)

|-
| Homestuck Vol. 4
(April 13, 2010) &lt;ref name=&quot;Homestuck 4&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/homestuck-vol-1-4| title= Homestuck Vol. 4}}&lt;/ref&gt;
| &quot;John Sleeps / Skaian Magicant&quot;, &quot;Carefree Victory&quot;, &quot;Atomyk Ebonpyre&quot;, &quot;Black&quot;

|-  
|Homestuck Vol. 5
(June 13, 2010) &lt;ref name=&quot;Homestuck 5&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/homestuck-vol-5| title= Homestuck Vol. 5}}&lt;/ref&gt;
| &quot;Skaian Skirmish&quot;, &quot;Savior of the Waking World&quot;, &quot;Happy Cat Song!&quot;, &quot;Hardchorale&quot;, &quot;White&quot;, &quot;Octoroon Rangoon&quot;, &quot;Lotus Land Story&quot;, &quot;Versus&quot;, &quot;Dupliblaze COMAGMA&quot;, &quot;Moonshatter&quot;, &quot;Sunsetter&quot;, &quot;Get Up&quot;, &quot;Vertical Motion&quot;, &quot;Amphibious Subterrain&quot;, &quot;Snow Pollen&quot;, &quot;Descend&quot;

|-
| Alternia
(July 18, 2010) &lt;ref name=&quot;Alternia&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/alternia| title= Alternia}}&lt;/ref&gt;
| &quot;Crustacean&quot;, &quot;Showdown&quot;, &quot;mIrAcLeS&quot;, &quot;The Lemonsnout Turnabout&quot;, &quot;Phaze and Blood&quot;, &quot;psych0ruins&quot;, &quot;Walls Covered In Blood&quot;, &quot;dESPERADO ROCKET CHAIRS,&quot;, &quot;Death of the Lusii&quot;, &quot;Virgin Orb&quot;, &quot;The La2t Frontiier&quot;, &quot;Skaian Summoning&quot;, &quot;Spider's Claw (Bonus)&quot;, &quot;Staring (Bonus)&quot;, &quot;Keepers (Bonus)&quot;

|-
| Squiddles!
(August 26, 2010) &lt;ref name=&quot;Squiddles&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/squiddles| title = Squiddles!}}&lt;/ref&gt;
| &quot;Squiddles the Movie Trailer - The Day the Unicorns Couldn't Play&quot;

|-
| The Baby Is You
(October 13, 2010) 
| &quot;THROGUH SONG&quot;, &quot;IM HAVING A BABY, AND THE BABY IS YOU&quot;, &quot;bootes&quot;, &quot;ROSE PRAGNET (feat. ????)&quot;, &quot;the rose rap (feat. von fawn)&quot;, &quot;uh oh&quot;, &quot;vs. bros&quot;, &quot;A BABY IS BORN (feat. artemis251 as luigi, chorus singer, kid, and hella jeff)&quot;

|-
| The Felt
(December 2, 2010) &lt;ref name=&quot;The Felt&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/the-felt| title= The Felt}}&lt;/ref&gt;
| &quot;Humphrey's Lullaby&quot;, &quot;English&quot;

|-
| Homestuck for the Holidays
(December 25, 2010) &lt;ref name=&quot;Homestuck Holidays&quot;&gt;{{cite web |url=https://homestuckgaiden.bandcamp.com/album/homestuck-for-the-holidays-unofficial-album| title = Homestuck for the Holidays }}&lt;/ref&gt;
| &quot;Carefree Perigee&quot;

|-
| Homestuck Vol. 6: Heir Transparent
(January 5, 2011) &lt;ref name=&quot;Homestuck 6&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/homestuck-vol-6-heir-transparent| title = Homestuck Vol. 6: Heir Transparent}}&lt;/ref&gt;
| &quot;Umbral Ultimatum&quot;, &quot;MeGaLoVania&quot;, &quot;Gaia Queen&quot;, &quot;Wacky Antics&quot;, &quot;Nic Cage Song&quot;, &quot;A Tender Moment&quot;

|-
| AlterniaBound
(March 14, 2011) &lt;ref name=&quot;AB&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/alterniabound| title= AlterniaBound}}&lt;/ref&gt;
| &quot;Karkat's Theme&quot;, &quot;Terezi's Theme&quot;, &quot;Vriska's Theme&quot;, &quot;FIDUSPAWN, GO!&quot;, &quot;Darling Kanaya&quot;, &quot;Eridan's Theme&quot;, &quot;Nautical Nightmare&quot;, &quot;Nepeta's Theme&quot;, &quot;Killed by BR8K Spider!!!!!!!!&quot;, &quot;Catapult Capuchin&quot;, &quot;Science Seahorse&quot;, &quot;A Fairy Battle&quot;, &quot;The Blind Prophet&quot;, &quot;AlterniaBound&quot;, &quot;You Won A Combat&quot;, &quot;Rest A While&quot;

|-
| Homestuck Vol. 7: At the Price of Oblivion
(May 31, 2011) &lt;ref name=&quot;Homestuck 7&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/homestuck-vol-7-at-the-price-of-oblivion| title= Homestuck Vol. 7: At the Price of Oblivion}}&lt;/ref&gt;
| &quot;Terezi Owns&quot;, &quot;Rumble at the Rink&quot;, &quot;Earthsea Borealis&quot;

|-
| The Wanderers
(July 14, 2011) &lt;ref name=&quot;Wanderers&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/the-wanderers| title= The Wanderers}}&lt;/ref&gt;
| &quot;Mayor Maynot&quot;, &quot;Riches to Ruins Movements I &amp; II&quot;, &quot;Tomahawk Head&quot;

|-
| Homestuck Vol. 8
(October 25, 2011) &lt;ref name=&quot;Homestuck 8&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/homestuck-vol-8| title= Homestuck Vol. 8}}&lt;/ref&gt;
| &quot;Love You (Feferi's Theme)&quot;, &quot;Davesprite&quot;, &quot;Frostbite&quot;, &quot;The Lost Child&quot;, &quot;Judgement Day&quot;, &quot;Penumbra Phantasm&quot; (featured in the third part of &quot;Cascade&quot;)

|-
| Improvised Touhou Music with Annoying Commentary (November 29, 2011) &lt;ref name=&quot;ITM&quot;&gt;{{cite web |url=http://fwugradiation.tumblr.com/post/13528293577/improvised-touhou-music-with-annoying-commentary |title= Improvised Touhou Music with Annoying Commentary}}&lt;/ref&gt;
| &quot;Girl's Pretty Dress Dress, Do Your Best Now&quot;, &quot;Magical Hopalong Cassidy Station&quot;, &quot;An Apple Disaster!&quot;

|-
| I Miss You - EarthBound 2012 (January 1, 2012) &lt;ref name=&quot;E 2012&quot;&gt;{{cite web |url=https://sleepytimejesse.bandcamp.com/album/i-miss-you-earthbound-2012|title= I Miss You - EarthBound 2012}}&lt;/ref&gt;
| &quot;Fallen Down&quot;, &quot;A New Line&quot;, &quot;Megalo Strike Back&quot;, &quot;Checkerboard Memories&quot;

|-
| coloUrs and mayhem: Universe A
(April 2, 2012) &lt;ref name=&quot;CAMA&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/colours-and-mayhem-universe-a| title= coloUrs and mayhem: Universe A}}&lt;/ref&gt;
| &quot;~~SIDE 1~~&quot;, &quot;~~SIDE 2~~&quot;, &quot;~~ADDITIONAL MAYHEM~~&quot;

|-
| coloUrs and mayhem: Universe B
(April 13, 2012) &lt;ref name=&quot;CAMB&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/colours-and-mayhem-universe-b| title= coloUrs and mayhem: Universe B}}&lt;/ref&gt;
| &quot;~~SIDE 1~~&quot;, &quot;~~SIDE 2~~&quot;, &quot;~~ADDITIONAL MAYHEM~~&quot;

|-
| Cherubim
(March 14, 2013) &lt;ref name=&quot;Cherubim&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/cherubim|title= Cherubim}}&lt;/ref&gt;
| &quot;The Lordling&quot;

|-
|  Undertale Demo OST
(May 21, 2013) 
| &quot;Once Upon a Time&quot;, &quot;Menu&quot;, &quot;Your Best Friend&quot;, &quot;Fallen Down&quot;, &quot;Ruins&quot;, &quot;Anticipation&quot;, &quot;Unnecessary Tension&quot;, &quot;Enemy Approaching&quot;, &quot;Ghost Fight&quot;, &quot;Determination&quot;, &quot;Home&quot;, &quot;Heartache&quot;, &quot;End&quot;, &quot;Nyeh Heh Heh!&quot;, &quot;Home (Music Box)&quot;, &quot;Empty House&quot;

|-  
|UNDERTALE Soundtrack
(September 15, 2015) 
| &quot;Once Upon a Time&quot;, &quot;Start Menu&quot;, 'Your Best Friend&quot;, &quot;Fallen Down&quot;, &quot;Ruins&quot;, &quot;Uwa!! So Temperate♫&quot;, &quot;Anticipation&quot;, &quot;Unnecessary Tension&quot;, &quot;Enemy Approaching&quot;, &quot;Ghost Fight&quot;, &quot;Determination&quot;, &quot;Home&quot;, &quot;Home (Music Box)&quot;, &quot;Heartache&quot;, &quot;sans.&quot;, &quot;Nyeh Heh Heh!&quot;, &quot;Snowy&quot;, &quot;Uwa!! So Holiday♫&quot;, &quot;Dogbass&quot;, &quot;Mysterious Place&quot;, &quot;Dogsong&quot;, &quot;Snowdin Town&quot;, &quot;Shop&quot;, &quot;Bonetrousle&quot;, &quot;Dating Start!&quot;, &quot;Dating Tense!&quot;, &quot;Dating Fight!&quot;, &quot;Premonition&quot;, &quot;Danger Mystery&quot;, &quot;Undyne&quot;, &quot;Waterfall&quot;, &quot;Run!&quot;, &quot;Quiet Water&quot;, &quot;Memory&quot;, &quot;Bird That Carries You Over A Disproportionately Small Gap&quot;, &quot;Dummy!&quot;, &quot;Pathetic House&quot;, &quot;Spooktune&quot;, &quot;Spookwave&quot;, &quot;Ghouliday&quot;, &quot;Chill&quot;, &quot;Thundersnail&quot;, &quot;Temmie Village&quot;, &quot;Tem Shop&quot;, &quot;NGAHHH!!&quot;, &quot;Spear of Justice&quot;, &quot;Ooo&quot;, &quot;Alphys&quot;, &quot;It's Showtime!&quot;, &quot;Metal Crusher&quot;, &quot;Another Medium&quot;, &quot;Uwa!! So HEATS!!♫&quot;, &quot;Stronger Monsters&quot;, &quot;Hotel&quot;, &quot;Can You Really Call This A Hotel, I Didn't Receive A Mint On My Pillow Or Anything&quot;, &quot;Confession&quot;, &quot;Live Report&quot;, &quot;Death Report&quot;, &quot;Spider Dance&quot;, &quot;Wrong Enemy !?&quot;, &quot;Oh! One True Love&quot;, &quot;Oh! Dungeon&quot;, &quot;It's Raining Somewhere Else&quot;, &quot;CORE Approach&quot;, &quot;CORE (Soundtrack)&quot;, &quot;Last Episode!&quot;, &quot;Oh My...&quot;, &quot;Death by Glamour&quot;, &quot;For The Fans&quot;, &quot;Long Elevator&quot;, &quot;Undertale&quot;, &quot;Song That Might Play When You Fight Sans&quot;, &quot;The Choice&quot;, &quot;Small Shock&quot;, &quot;Barrier&quot;, &quot;Bergentrückung&quot;, &quot;ASGORE&quot;, &quot;You Idiot&quot;, &quot;Your Best Nightmare&quot;, &quot;Finale&quot;, &quot;An Ending&quot;, &quot;She's Playing Piano&quot;, &quot;Here We Are&quot;, &quot;Amalgam&quot;, &quot;Fallen Down (Reprise)&quot;, &quot;Don't Give Up&quot;, &quot;Hopes and Dreams&quot;, &quot;Burn in Despair!&quot;, &quot;SAVE the World&quot;, &quot;His Theme&quot;, &quot;Final Power&quot;, &quot;Reunited&quot;, &quot;Menu (Full)&quot;, &quot;Respite&quot;, &quot;Bring It In, Guys!&quot;, &quot;Last Goodbye&quot;, &quot;But the Earth Refused to Die&quot;, &quot;Battle Against a True Hero&quot;, &quot;Power of &quot;NEO&quot;&quot;, &quot;MEGALOVANIA&quot;, &quot;Good Night&quot;

|-
| [S] Collide.
(April 6, 2016) &lt;ref name=&quot;S Collide&quot;&gt;{{cite web |url=https://homestuck.bandcamp.com/album/s-collide|title= [S] Collide.}}&lt;/ref&gt;
| &quot;Oppa Toby Style&quot;
|}

==Awards and Nominations==
===Reception===
''Undertale'' was released to rave reviews by many magazines and publications. The game and Toby Fox was nominated for and won many awards such as Game of the Year, Best Debut, and Best Game Ever. As for Fox's reaction to the massive success of his own game he stated that it overwhelmed him and caused a lot of stress, as he did not want the game to be tiring or spoiled for anyone. He also stated that he is perfectly comfortable if he never makes a game as successful again.&lt;ref&gt;{{cite web |url=http://undertale.tumblr.com/post/150397346860/retrospective-on-undertales-popularity|title= Undertale Blog}}&lt;/ref&gt;

{| class=&quot;wikitable collapsible collapsed&quot; style=&quot;width:100%;&quot;
! List of awards and nominations for ''Undertale''
|-
| style=&quot;padding:0; border:none;&quot;|
{| class=&quot;wikitable sortable plainrowheaders&quot; style=&quot;border:none; margin:0; width:100%;&quot;
|-
! scope=&quot;col&quot;| Date !! scope=&quot;col&quot;| Award !! scope=&quot;col&quot;| Category !! scope=&quot;col&quot;| Recipient(s) and Nominee(s) !! scope=&quot;col&quot;| Result !! scope=&quot;col&quot; class=&quot;unsortable&quot; | Ref.
|-
| align=&quot;center&quot;| October 30, 2015
! scope=&quot;row&quot;| ''Rock, Paper, Shotgun'' Game of the Month: October
| Game of the Month
| ''Undertale''
| Won
| align=&quot;center&quot;| &lt;ref name=&quot;RPS GOTM&quot;&gt;{{cite web |url=https://www.rockpapershotgun.com/2015/10/13/undertale-game-of-the-month/ |title=Game of the Month: October – Undertale |website=[[Rock, Paper, Shotgun]] |date=October 30, 2015 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egCag9iE |archivedate=January 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| November 27, 2015
! scope=&quot;row&quot;| Global Game Awards 2015
| Best Indie
| ''Undertale''
| Runner-Up
| align=&quot;center&quot;| &lt;ref name=&quot;Global Game Awards&quot;&gt;{{cite web |url=http://www.game-debate.com/awards/2015 |title=Global Game Awards 2015 |website=Game-Debate |date=November 27, 2015 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6eaF8iirs |archivedate=January 16, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 1, 2015
! scope=&quot;row&quot;| ''Time's Top 10 Video Games''
| Best Game
| ''Undertale''
| Ninth
| align=&quot;center&quot;| &lt;ref name=&quot;Time&quot;&gt;{{cite web |url=http://time.com/4106659/top-10-video-games/ |title=Top 10 Video Games |last=Peckham |first=Matt |website=[[Time (magazine)|Time]] |publisher=[[Time Inc.]] |date=December 1, 2015 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egtDVkOF |archivedate=December 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 3, 2015
! scope=&quot;row&quot;| The Game Awards 2015
| Best Independent Game
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;The Game Awards&quot;&gt;{{cite web |url=https://www.vg247.com/2015/12/04/the-game-awards-2015-winners/ |title=The Game Awards 2015 – Game of the Year goes to The Witcher 3 |last=Nunneley |first=Stephany |website=[[VG247]] |publisher=[[Videogaming247]] |date=December 4, 2015 |accessdate=January 15, 2016 |archiveurl=http://www.webcitation.org/6eYOBjjTo |archivedate=January 15, 2016}}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 3, 2015
! scope=&quot;row&quot;| The Game Awards 2015
| Games for Change
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;The Game Awards&quot; /&gt;
|-
| align=&quot;center&quot;| December 3, 2015
! scope=&quot;row&quot;| The Game Awards 2015
| Best Role-Playing Game
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;The Game Awards&quot; /&gt;
|-
| align=&quot;center&quot;| December 4, 2015
! scope=&quot;row&quot;| ''Vice's Best 20 Video Games of 2015''
| Best Game
| ''Undertale''
| Eighth
| align=&quot;center&quot;| &lt;ref name=&quot;Vice Best&quot;&gt;{{cite web |url=http://www.vice.com/en_ca/read/the-top-20-video-games-of-2015-according-to-vice-999 |title=The Best 20 Video Games of 2015 |last=Diver |first=Mike |website=[[Vice (magazine)|Vice]] |publisher=[[Vice Media]] |date=December 4, 2015 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6eaDGw7q0 |archivedate=January 16, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 15, 2015
! scope=&quot;row&quot;| ''Rock, Paper, Shotgun's'' Best PC Games of 2015
| Funniest Game on PC
| ''Undertale''
| Won
| align=&quot;center&quot;| &lt;ref name=&quot;rps funniest&quot;&gt;{{cite web |url=https://www.rockpapershotgun.com/2015/12/16/funniest-pc-game-2015/ |title=The RPS Advent Calendar, Dec 16th: Undertale |date=December 16, 2015 |website=[[Rock, Paper, Shotgun]] |accessdate=May 16, 2016 |archive-url=https://web.archive.org/web/20151226135527/http://www.rockpapershotgun.com/2015/12/16/funniest-pc-game-2015/ |archivedate=December 26, 2015 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 15, 2015
! scope=&quot;row&quot;| ''Good Game'' Awards 2015
| Game of the Year 
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;Good Game Awards&quot;&gt;{{cite web |url=http://www.abc.net.au/tv/goodgame/stories/s4371946.htm |title=Game of the Year - Part 1 |last1=O'Donnell |first=Steven |authorlink1=Steven O'Donnell (Australian actor) |last2=Bendixsen |first2=Stephanie |authorlink2=Stephanie Bendixsen |website=[[Australian Broadcasting Corporation]] |date=December 15, 2015 |accessdate=January 17, 2016 |archiveurl=http://www.webcitation.org/6ea5CWKoh |archivedate=January 16, 2016}}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 16, 2015
! scope=&quot;row&quot;| GameFAQs' Best Game Ever
| Best Game Ever
| ''Undertale''
| Won
| align=&quot;center&quot;| &lt;ref name=&quot;GameFAQs&quot;&gt;{{cite web |url=http://www.polygon.com/2015/12/16/10323192/undertale-gamefaqs-best-game-ever |title=Undertale wins GameFAQs' Best Game Ever contest |last=Frank |first=Allegra |website=[[Polygon (website)|Polygon]] |publisher=[[Vox Media]] |date=December 16, 2015 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egsbSNsX |archivedate=January 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 18, 2015
! scope=&quot;row&quot;| GameSpot Game of the Year
| Game of the Year
| ''Undertale''
| Nineteenth
| align=&quot;center&quot;| &lt;ref name=&quot;GameSpot GOTY&quot;&gt;{{cite web |url=http://www.gamespot.com/articles/game-of-the-year-2015-countdown-20-16/1100-6432501/ |title=Game of the Year 2015 Countdown: #20 - #16 |website=[[GameSpot]] |publisher=[[CBS Interactive]] |date=December 18, 2015 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egsAMSDq |archivedate=January 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 21, 2015
! scope=&quot;row&quot;| ''The Jimquisition'' Game of the Year Awards 2015
| Game of the Year
| ''Undertale''
| Won
| align=&quot;center&quot;| &lt;ref name=&quot;Jimquisition Awards&quot;&gt;{{cite web |url=http://www.thejimquisition.com/2015/12/the-jimquisition-game-of-the-year-awards-2015/ |title=The Jimquisition Game of the Year Awards 2015 |last=Sterling |first=Jim |authorlink=Jim Sterling |website=[[The Jimquisition]] |date=December 21, 2015 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egFRv1KT |archivedate=January 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 22, 2015
! scope=&quot;row&quot;| Destructoid Game of the Year
| Best PC Game
| ''Undertale''
| Won
| align=&quot;center&quot;| &lt;ref name=&quot;Destructoid Award&quot;&gt;{{cite web |url=http://www.destructoid.com/destructoid-s-award-for-best-pc-game-of-2015-goes-to--328410.phtml |title=Destructoid's award for Best PC Game of 2015 goes to... |last=Hansen |first=Steven |website=[[Destructoid]] |publisher=[[ModernMethod]] |date=December 22, 2015 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egF81TT0 |archivedate=January 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 25, 2015
! scope=&quot;row&quot;| ''The Escapist's'' Best Games of 2015
| Best Game
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;Escapist Best Game&quot;&gt;{{cite web |url=http://www.escapistmagazine.com/articles/view/video-games/features/15167-Best-Games-of-2015.3 |title=The Escapist's Best Games of 2015 |page=3 |website=[[The Escapist (magazine)|The Escapist]] |publisher=[[Defy Media]] |date=December 25, 2015 |accessdate=February 17, 2016 |archiveurl=http://www.webcitation.org/6fMQCMr0P |archivedate=February 17, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 28, 2015
! scope=&quot;row&quot;| Ars Technica best video games of 2015
| Best Game
| ''Undertale''
| Fifth
| align=&quot;center&quot;| &lt;ref name=&quot;Ars Technica 2015&quot;&gt;{{cite web |url=http://arstechnica.com/gaming/2015/12/the-best-video-games-of-2015-as-picked-by-the-ars-editors/4/ |title=The best video games of 2015, as picked by the Ars editor |page=4 |last=Orland |first=Kyle |website=[[Ars Technica]] |publisher=[[Condé Nast]] |date=December 28, 2015 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egDgThLD |archivedate=January 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 28, 2015
! scope=&quot;row&quot;| Giant Bomb's 2015 Game of the Year Awards
| Best Surprise
| ''Undertale''
| Runner-Up
| align=&quot;center&quot;| &lt;ref name=&quot;Giant Bomb 1&quot;&gt;{{cite web |url=http://www.giantbomb.com/articles/giant-bombs-2015-game-of-the-year-awards-day-one-t/1100-5316/ |title=Giant Bomb's 2015 Game of the Year Awards: Day One Text Recap |website=[[Giant Bomb]] |publisher=[[CBS Interactive]] |date=December 28, 2015 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egFb7Yri |archivedate=January 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| December 30, 2015
! scope=&quot;row&quot;| Giant Bomb's 2015 Game of the Year Awards
| Best Debut
| Toby Fox
| Runner-Up
| align=&quot;center&quot;| &lt;ref name=&quot;Giant Bomb 3&quot;&gt;{{cite web |url=http://www.giantbomb.com/articles/giant-bombs-2015-game-of-the-year-awards-day-three/1100-5318/ |title=Giant Bomb's 2015 Game of the Year Awards: Day Three Text Recap |website=[[Giant Bomb]] |publisher=[[CBS Interactive]] |date=December 30, 2015 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egFkFhrG |archivedate=January 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| January 1, 2016
! scope=&quot;row&quot;| Giant Bomb's 2015 Game of the Year Awards
| Game of the Year
| ''Undertale''
| Seventh
| align=&quot;center&quot;| &lt;ref name=&quot;Giant Bomb 5&quot;&gt;{{cite web |url=http://www.giantbomb.com/articles/giant-bombs-2015-game-of-the-year-awards-day-five-/1100-5320/ |title=Giant Bomb's 2015 Game of the Year Awards: Day Five Text Recap |website=[[Giant Bomb]] |publisher=[[CBS Interactive]] |date=January 1, 2016 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egFsYZfi |archivedate=January 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| January 7, 2016
! scope=&quot;row&quot;| ''Zero Punctuation'' Top 5 Games of 2015
| Game of the Year
| ''Undertale''
| Won
| align=&quot;center&quot;| &lt;ref name=&quot;Zero Punctuation&quot;&gt;{{cite web |url=http://www.escapistmagazine.com/videos/view/zero-punctuation/116617-Top-5-Best-and-Worst-Games-of-2015 |title=Top 5 Games of 2015 |website=[[The Escapist (magazine)|The Escapist]] |publisher=[[Defy Media]] |date=January 7, 2016 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egG6ajZK |archivedate=January 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| January 12, 2016
! scope=&quot;row&quot;| IGN's Best of 2015
| PC Game of the Year
| ''Undertale''
| Won
| align=&quot;center&quot;| &lt;ref name=&quot;IGN PC&quot;&gt;{{cite web |url=http://ign.com/wikis/best-of-2015/PC_Game_of_the_Year |title=PC Game of the Year |website=[[IGN]] |publisher=[[IGN Entertainment]] |date=January 12, 2016 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6egGeCTFF |archivedate=January 20, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| January 12, 2016
! scope=&quot;row&quot;| IGN's Best of 2015
| Best Story
| ''Undertale''
| Won
| align=&quot;center&quot;| &lt;ref name=&quot;IGN Story&quot;&gt;{{cite web |url=http://au.ign.com/wikis/best-of-2015/Best_Story |title=Best Story |website=[[IGN]] |publisher=[[IGN Entertainment]] |date=January 12, 2016 |accessdate=February 17, 2016 |archiveurl=http://www.webcitation.org/6fMKuWJ4e |archivedate=February 17, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| February 18, 2016
! scope=&quot;row&quot;| 19th Annual DICE Awards
| Outstanding Achievement in Game Direction
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;DICE&quot;&gt;{{cite web |url=http://www.polygon.com/2016/1/13/10760412/dice-awards-2016-nominees |title=DICE Awards finalists include Fallout 4, Witcher 3, Life is Strange and more |last=Frank |first=Allegra |website=[[Polygon (website)|Polygon]] |publisher=[[Vox Media]] |date=January 13, 2016 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6eaEctq4U |archivedate=January 16, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| February 18, 2016
! scope=&quot;row&quot;| 19th Annual DICE Awards
| DICE Sprite Award
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;DICE&quot; /&gt;
|-
| align=&quot;center&quot;| February 18, 2016
! scope=&quot;row&quot;| 19th Annual DICE Awards
| Role-Playing/Massive Multiplayer Game of the Year
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;DICE&quot; /&gt;
|-
| align=&quot;center&quot;| March 16, 2016
! scope=&quot;row&quot;| 2016 Game Developers Choice Awards
| Innovation Award
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;GDC&quot;&gt;{{cite web |url=http://www.vg247.com/2016/01/08/the-witcher-3-metal-gear-solid-5-lead-nominees-for-2016-game-developers-choice-awards/ |title=The Witcher 3, Metal Gear Solid 5 lead nominees for GDC 2016 Awards |last=Nunneley |first=Stephany |website=[[VG247]] |publisher=[[Videogaming247]] |date=January 8, 2016 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6eYOOuRrZ |archivedate=January 15, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| March 16, 2016
! scope=&quot;row&quot;| 2016 Game Developers Choice Awards
| Best Debut
| {{sort|Fox|Toby Fox}}
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;GDC&quot; /&gt;
|-
| align=&quot;center&quot;| March 16, 2016
! scope=&quot;row&quot;| 2016 Game Developers Choice Awards
| Best Narrative
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;GDC&quot; /&gt;
|-
| align=&quot;center&quot;| March 16, 2016
! scope=&quot;row&quot;| 2016 Independent Games Festival Awards
| Seumas McNally Grand Prize
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;IGF&quot;&gt;{{cite web |url=http://www.vg247.com/2016/01/06/her-story-2016-igf-awards/ |title=Her Story, Undertale, Darkest Dungeon receive multiple 2016 IGF Award nominations |last=Nunneley |first=Stephany |website=[[VG247]] |publisher=[[Videogaming247]] |date=January 6, 2016 |accessdate=January 21, 2016 |archiveurl=http://www.webcitation.org/6eYOWqOA1 |archivedate=January 15, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| March 16, 2016
! scope=&quot;row&quot;| 2016 Independent Games Festival Awards
| Excellence in Audio
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;IGF&quot; /&gt;
|-
| align=&quot;center&quot;| March 16, 2016
! scope=&quot;row&quot;| 2016 Independent Games Festival Awards
| Excellence in Narrative
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;IGF&quot; /&gt;
|-
| align=&quot;center&quot;| March 16, 2016
! scope=&quot;row&quot;| 2016 Independent Games Festival Awards
| Audience Award
| ''Undertale''
| Won
| align=&quot;center&quot;| &lt;ref name=&quot;IGFwinners&quot;&gt;{{cite web |url=http://www.gamasutra.com/view/news/268277/Her_Story_takes_home_top_honors_at_the_18th_annual_IGF_Awards.php |title=Her Story takes home top honors at the 18th annual IGF Awards |website=[[Gamasutra]] |publisher=[[UBM TechWeb]] |date=March 16, 2016 |accessdate=March 16, 2016 |archive-url=https://web.archive.org/web/20160411213833/http://www.gamasutra.com/view/news/268277/Her_Story_takes_home_top_honors_at_the_18th_annual_IGF_Awards.php |archive-date=April 11, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| March 19, 2016
! scope=&quot;row&quot;| South by Southwest Gaming Awards
| Game of the Year
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;SXSW nom&quot;&gt;{{cite web |url=http://www.polygon.com/2016/1/25/10830286/sxsw-gaming-award-nominees-2016 |title=Bloodborne, Metal Gear Solid 5 among SXSW Gaming Award nominees |last=Frank |first=Allegra |website=[[Polygon (website)|Polygon]] |publisher=[[Vox Media]] |date=January 25, 2016 |accessdate=February 17, 2016 |archiveurl=http://www.webcitation.org/6eoMvq8Nt |archivedate=January 25, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| March 19, 2016
! scope=&quot;row&quot;| South by Southwest Gaming Awards
| Excellence in Gameplay
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;SXSW nom&quot; /&gt;
|-
| align=&quot;center&quot;| March 19, 2016
! scope=&quot;row&quot;| South by Southwest Gaming Awards
| Most Fulfilling Crowdfunded Game
| ''Undertale''
| Won
| align=&quot;center&quot;| &lt;ref name=&quot;SXSW&quot;&gt;{{cite web |url=http://www.polygon.com/2016/3/21/11277046/sxsw-gaming-awards-winners-2016 |title=The Witcher 3 takes top honors at yet another award show, the SXSW Gaming Awards |last=Sarkar |first=Samit |work=[[Polygon (website)|Polygon]] |publisher=[[Vox Media]] |date=March 21, 2016 |accessdate=June 5, 2016 |archiveurl=http://www.webcitation.org/6gZ6BMatY |archivedate=April 6, 2016 }}&lt;/ref&gt;
|-
| align=&quot;center&quot;| March 19, 2016
! scope=&quot;row&quot;| South by Southwest Gaming Awards
| Most Promising New Intellectual Property
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;SXSW nom&quot; /&gt;
|-
| align=&quot;center&quot;| March 19, 2016
! scope=&quot;row&quot;| South by Southwest Gaming Awards
| Matthew Crump Cultural Innovation Award
| ''Undertale''
| Won
| align=&quot;center&quot;| &lt;ref name=&quot;SXSW&quot; /&gt;
|-
| align=&quot;center&quot;| April 7, 2016
! scope=&quot;row&quot;| British Academy Games Awards
| Story
| ''Undertale''
| Nominated
| align=&quot;center&quot;| &lt;ref name=&quot;bafta noms&quot;&gt;{{cite web | url = http://www.vg247.com/2016/03/10/rocket-league-the-witcher-3-fallout-4-others-up-for-bafta-best-game-award/ | title = Rocket League, The Witcher 3, Fallout 4, others up for BAFTA Best Game Award | website = [[VG247]] | first = Stephany | last = Nunnely | date = March 10, 2016 | accessdate = March 10, 2016 | publisher = [[Videogaming247]] |archive-url=http://www.webcitation.org/6hCnIWJHb |archive-date=May 2, 2016 }}&lt;/ref&gt;&lt;ref&gt;{{cite web | url = http://www.gamesindustry.biz/articles/2016-04-07-fallout-4-wins-best-game-at-baftas |website = [[GamesIndustry.biz]] | first = Rachel | last = Weber | title = Fallout 4 wins best game at BAFTAs | date = April 7, 2016 | accessdate = April 7, 2016 | publisher = [[Gamer Network]] |archive-url=http://www.webcitation.org/6hCmxLahf |archive-date=May 2, 2016 }}&lt;/ref&gt;
|}
|}

== References ==

{{reflist}}

[[Category:Digital art]]</text>
      <sha1>0kylxde8bew8dp5dyd0iu78mteysnvs</sha1>
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  <page>
    <title>AP Computer Science Principles</title>
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{{AP course revamp notice}}
'''AP Computer Science Principles''' is an introductory college-level computing course that introduces students to the breadth of the field of computer science. Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs. They incorporate abstraction into programs and use data to discover new knowledge. Students also explain how computing innovations and computing systems—including the internet—work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical.&lt;ref&gt;[https://apcentral.collegeboard.org/courses/ap-computer-science-principles/course College Board: AP Computer Science Principles]&lt;/ref&gt;

Advanced Placement examinations (AP exams) are exams offered in United States by the College Board and are taken each May by students. The tests are the culmination of year-long Advanced Placement (AP) courses. AP exams (with few exceptions) have a multiple-choice section and a free-response section.&lt;ref&gt;[[Wikipedia: Advanced Placement exams]]&lt;/ref&gt;

== Outline ==
* [[/Creative Development/]]
* [[/Data/]]
* [[/Algorithms and Programming/]]
* [[/Computer Systems and Networks/]]
* [[/Impact of Computing/]]

== See Also ==
* [[Wikipedia: Advanced Placement exams]]

== Bibliography ==
* [https://cnx.org/contents/nyJOW0xZ@1.1:ViZ7rttC OpenStax: Introduction to Computer Science]

== References ==
{{Reflist}}

{{CourseCat}}</text>
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PDF available: [[:File:Definable.pdf]]. It is hyperlinked, which is not visible here; download it and open in an appropriate pdf viewer. &amp;nbsp; [[User:Tsirel|Boris Tsirelson]] ([[User talk:Tsirel|discuss]] • [[Special:Contributions/Tsirel|contribs]]) 19:26, 21 December 2018 (UTC)

The PDF is now updated, it corresponds to [https://en.wikiversity.org/w/index.php?title=_WikiJournal_Preprints/Can_each_number_be_specified_by_a_finite_text%3F&amp;oldid=1995891 this version] of the preprint. [[User:Tsirel|Boris Tsirelson]] ([[User talk:Tsirel|discuss]] • [[Special:Contributions/Tsirel|contribs]]) 20:18, 7 April 2019 (UTC)

Self-published [https://arxiv.org/abs/1909.11149 on arXiv]. [[User:Tsirel|Boris Tsirelson]] ([[User talk:Tsirel|discuss]] • [[Special:Contributions/Tsirel|contribs]]) 03:26, 26 September 2019 (UTC)&lt;br&gt;
Discussions broke out the same day (and died out the next day) [https://twitter.com/sigfpe/status/1177220594087018499 on Twitter] [https://www.reddit.com/r/math/comments/d9k9ow/can_each_number_be_specified_by_a_finite_text/?sort=qa and Reddit].
{{Hidden begin| titlestyle = color:green;background:lightgrey;|title=Some quotes from Twitter...}}
*''(Uncanny as this is similar to something I was planning to tweet about - but this article will be a lot better than anything I could have written.)'' &amp;nbsp; (@sigfpe).
*''My mind is being blown by section 8, the value of Chaitin's constant depends on which model of ZFC you're in!'' &amp;nbsp; (@luqui)
*''I thought it was trivially true. Thanks for sharing. Another pdf in my todo read list. On the other side the concept of &quot;definable&quot; is quite fuzzy in my mind. Hopefully the doc would clarify my misconceptions a little.'' &amp;nbsp; (@DuduRyer)
------------------------------------------
{{Hidden end}}
{{Hidden begin| titlestyle = color:green;background:lightgrey;|title=...and from Reddit}}
*''So in fact we can't say that not every real is definable, because we can't even ask the question.'' [...] ''The problem is that it's impossible to define what it means for a formula to hold true of a given real number.'' &amp;nbsp; (Oscar_Cunningham)
*''Great article. Also interesting to see so many commenters miss the point. Let me try to summarize...''
:Alice: ''There are uncountably many reals, but only countably many definitions in any finite language, so undefinable reals must exist. I win!''
:Bob: ''By Lowenheim-Skolem, there's a countable model of ZFC. Moreover, there's a model of ZFC whose every member is definable. You were saying?''
:Alice: ''Wait, doesn't ZFC prove that reals are uncountable?''
:Bob: ''Sure it does. You're just mixing up levels. The reals of that model do have a one-to-one mapping with the integers, but that mapping isn't part of the model.''
:Alice: ''That's a pathological model then!''
:Bob: ''But you can't tell it from a normal one using ZFC. That's what being a model means.''
:Alice: ''Ok, screw this ZFC bullshit. My argument works in truth.''
:Bob: ''If your system of truths about reals is non-contradictory, then by Lowenheim-Skolem it has a countable model too. And I don't think it could prove the existence of reals undefinable in that system.''
:Alice: ''What's then the status of my argument?''
:Bob: ''I'd have to say it's neither true nor false. You know how the consistency of {union of all your truths} feels like a truth, but can't be part of the union? The existence of undefinable numbers is in the same kind of limbo. Philosophy of math is weird.'' &amp;nbsp; (want_to_want)
*[...] ''&quot;defining&quot; something is a delicate process. There's a potential difference between a definition in English words and one in mathematical symbols.''  &amp;nbsp; (avocadro)
* ''If an issue like this is resolved in the paper, don't tell me. I'm gonna go read it now before I say anything else potentially wrong/misinformed.''  &amp;nbsp; (point_six_typography)
* ''Read it to find out what the subtleties are!''  &amp;nbsp; (completely-ineffable)
* ''Premise 2 is too vague to a be a theorem, as it depends heavily on what counts as a “definition”. This is what the article is challenging.''  &amp;nbsp; (CheekySpice)
* ''&quot;exercises are waiting for you&quot;''  &amp;nbsp; (jmdugan)
------------------------------------------
{{Hidden end}}
[[User:Tsirel|Boris Tsirelson]] ([[User talk:Tsirel|discuss]] • [[Special:Contributions/Tsirel|contribs]]) 19:56, 24 October 2019 (UTC)

== Plagiarism check ==

* {{Pass}}: False positive of 43% possible, from http://jdh.hamkins.org/the-universal-definition/.  This is an extended quotation in a footnote, and is properly cited.  [[User:Maknongan|Maknongan]] ([[User talk:Maknongan|discuss]] • [[Special:Contributions/Maknongan|contribs]]) 12:31, 24 March 2019 (UTC)

== First review ==

{{review
 |reviewer   =Laureano Luna
 |link       =https://philpapers.org/s/Laureano%20Luna
 |version    =https://en.wikiversity.org/w/index.php?title=WikiJournal_Preprints/Can_each_number_be_specified_by_a_finite_text%3F&amp;oldid=1959508
 |date       = 24 March 2019
 |text       =

;Minor remarks

-In the introduction, the author says that P is a statement. In fact, it is a predicate or a Russellian propositional function but not by itself a proposition or a statement.

-In the section titled “From Predicates to Relations”, the author defines
&lt;nowiki&gt;A={(x_1,…,x_(n+1) )∈R^n  (…)}&lt;/nowiki&gt;
Note that n+1 doesn’t match R^n.

-In the section ‘Beyond the Algebraic’, this expression can be found:
∀ε&gt;0 ∃n∈N ∀m∈n(m≥n→-ε^(n^n )&lt;(n+1)^n-e^n&lt;εn^n )

Note that ‘m’ plays no role in the consequent. As a simpler alternative, I would suggest:

&lt;nowiki&gt;∀ε&gt;0 ∃n∈N ∀m∈n(m≥n→|(1+1⁄m)^m-e|&lt;ε)&lt;/nowiki&gt;

;More substantial remarks

-In ‘Beyond the Algebraic’, the author writes:

“On the other hand, if we choose a number between 0 and 1 at random, according to the uniform distribution, we almost surely get an indefinable number because the definable numbers are a countable set”. 

Here the author assumes that all real numbers are given and available once forever. This is an important part of the problem of the definability of the reals. Many definitionists (or predicativists) don’t believe the reals to be all simultaneously given; for many, the reals are indefinitely extensible. I think the author could profit from taking a look at this (for all I know unpublished)dissertation: A Defence of Predicativism as a Philosophy of Mathematics, by Storer: https://core.ac.uk/download/pdf/1322419.pdf

-In ‘Definable but Uncountable’, the author assumes the set R of all real numbers to be well-defined, when he claims the following number to be well-defined:
(z=0 ∧ ¬CH) ∨ (z=1 ∧ CH)

Again this is not clear in philosophy of mathematics: many predicativists (famously, Solomon Feferman in this paper: https://philpapers.org/rec/FEFITC) tend to believe CH is not a well-posed problem.

-The author depicts a hierarchy of mathematical languages with increasing definitional power. Each mathematical language defines only countably many real numbers but there are uncountably many levels in the hierarchy of languages. This is correct.

The author adds the remark that all those mathematical languages must be introduced by means of a natural language, which is also correct. In addressing this problem, we surely have to reach to the natural language: as the author, remarks, there is no mathematical definition of ‘mathematically definable’. However, the question immediately arises how could a natural language give birth to uncountably many mathematical languages. The problem of the limited number of definitional resources poses itself anew for the natural language. 

Surely, as the author points out, natural language goes beyond the concern of mathematics, strictly understood, but it is a bit surprising that the author stops at this point after so many and so detailed mathematical descriptions of definitional resources. More so because the author refers to a paper in which a solution is proposed (Luna, Laureano; Taylor, William (2010). &quot;&quot;Cantor’s proof in the full definable universe&quot;&quot;. The Australasian Journal of Logic  9: 10-26). The solution proposed by these authors is, shortly put, as follows: whatever our language, our universe of discourse is always extensible along an uncountable hierarchy of language levels, so that on each level our quantifiers mean differently and the same syntactical expressions are endowed by the logical context with new referents, so that more numbers can be defined than syntactical expressions exist. I think the author should at least mention this proposal. To this end, the author could profit from reading: 
Luna, Laureano (2017). Rescuing Poincaré from Richard’s Paradox. History and Philosophy of Logic 1, 38: https://www.tandfonline.com/doi/full/10.1080/01445340.2016.1247322

-As the author is willing to deal with a real philosophical problem, he should perhaps take into account the main philosophical issues involved and particularly the question of indefinite extensibility versus unrestricted quantification. I suggest this book, already a classical:
Rayo, Uzquiano editors (2006). Absolute Generality. OUP

Or for a more succinct overview:

Florio, Salvatore (2014). Unrestricted Quantification. Philosophy Compass 9/7 (2014): 441–454.

;General Remark

The work merits publication although I would recommend a more balanced relation between the mathematical and the philosophical parts, which could be achieved as a result of addressing the mentioned philosophical issues.

{{response|
:Thank you.  On one hand, being a mathematician, not philosopher, I feel unable to balance the two parts (mathematical and philosophical).  On the other hand, I do read the sources you provided, and I do hope to improve the article accordingly (which will take a time, of course).  Anyway, my preprint is not intended to contribute to philosophy, nor to mathematics, nor to be an encyclopedic article.  It is rather an explanatory essay intended for non-experts.  Am I willing to deal with a real philosophical problem?  No, my intention is more modest: to guide the reader from naive and incorrect approaches, through some relevant (and correct) mathematics, till the border between mathematics and philosophy, and say: here we stop; for good reason we fail to mathematically define &quot;THE set of all definable numbers&quot; (the &quot;THE&quot; means: ultimate, canonical, not relative to a model etc), and therefore WITHIN mathematics (as of now) we cannot ask, whether or not &quot;this set&quot; is countable, or contains all real numbers, etc.
::(To be continued later.) [[User:Tsirel|Boris Tsirelson]] ([[User talk:Tsirel|discuss]] • [[Special:Contributions/Tsirel|contribs]]) 08:08, 25 March 2019 (UTC)

:The review contains three minor remarks (denote them M1, M2, M3), four &quot;more substantial&quot; remarks (S1, S2, S3, S4) and one general remark (G1).

:M1
::Fixed (&quot;not a statement when &lt;math&gt;x&lt;/math&gt; is just a variable, but a statement whenever a real number is substituted for the variable&quot;).

:M2
::Fixed (&lt;math&gt;\mathbb R^{n+1},&lt;/math&gt; not &lt;math&gt;\mathbb R^n&lt;/math&gt;).

:M3
::Fixed (&lt;math&gt;m,&lt;/math&gt; not &lt;math&gt;n&lt;/math&gt;).

:S1, S2
::A clarification is added to Section 2 (&quot;From predicates to relations&quot;):
:::All mathematical objects (real numbers, limits, sets etc.) are treated in the framework of the mainstream mathematics, unless stated otherwise. Alternative approaches are sometimes mentioned in Sections 9, 10.

:S3
::The matter is now treated in Section 9.2 (&quot;Transfinite hierarchy&quot;) near the end,
::: Countability or uncountability of &lt;math&gt;\tilde R&lt;/math&gt; matters for model dependence...
::: This matter is closely related to the position of Laureano Luna [37]...
::: Assuming existence of large cardinals...
::and Section 10 (&quot;Conclusion&quot;) near the end,
::: Another problem manifests itself as model dependence for a mathematical language, and context dependence for a natural language...

:S4 and G1
::New sources, added to the bibliography ([16], [18]–[21], [30]–[37]), are used in Section 9.1 (&quot;Finite set theory&quot;) near the end,
::: Several possible such &quot;alternative airfields&quot; are examined by mathematicians and philosophers [30], [31], [32], [33], [34], [35], [36].
::Note 12,
::: Alternative, more constructive approaches attract the attention of mathematicians and philosophers [18], [19], [20], [21]. Maybe the collection of all subsets of an infinite set should be treated as a class rather than a set
::and Note 28.  But still, the two parts (mathematical and philosophical) are not balanced. In particular, &quot;absolute generality&quot; is not included, since it is not (yet?) treated mathematically (to the best of my knowledge).
::(The response is now completed.) [[User:Tsirel|Boris Tsirelson]] ([[User talk:Tsirel|discuss]] • [[Special:Contributions/Tsirel|contribs]]) 08:49, 2 April 2019 (UTC)
}}

}}
'''[https://en.wikiversity.org/w/index.php?title=WikiJournal_Preprints%2FCan_each_number_be_specified_by_a_finite_text%3F&amp;type=revision&amp;diff=1995891&amp;oldid=1959508 Summary of author revisions]'''

==Posthumous reviews==
Responses to invitations to comment with the information that the author has passed away and querying whether A) the paper is publishable in its current form, and B) whether it needs any additional foreword to clarify any outstanding issues.

{{review
|name = Ehud Hrushovski
|date = 22 September 2020
|affiliation = University of Oxford, UK
|link = https://www.maths.ox.ac.uk/people/ehud.hrushovski
|text=It seems nice to me and in my opinion can be published as it is.  It's very standard material but nicely written. I don't think the paragraph quoted from the correspondence should be included out of context, but perhaps a footnote referring to the entire correspondence (including especially his intentions for the future) would be nice.
}}

{{review
|name = Igor Rivin
|date = 23 September 2020
|affiliation = Temple University, Pennsylvania, USA
|link = https://www.math.temple.edu/~rivin/
|text = I am saddened to learn of Professor Tsirelson's passing, and am happy to recommend that the paper be published as is.
}}

{{review
|name = Mikhail Sodin 
|date = 25 September 2020
|affiliation = Tel Aviv University, Israel
|link = https://english.tau.ac.il/profile/sodin
|text = I absolutely support publication of this paper as is. No changes are needed. I do not think a foreword is needed. The wiki version had an appropriate
abstract.

''COI declaration: Boris Tsirelson was a colleague and a friend''
}}

== Editorial comment ==

{{Editorial comment
|name= Thomas Shafee
|date = 11:12, 28 October 2020 (UTC)
|text =After the author's passing in January of 2020 (after the first peer review), this article stalled for some time. However the handling editors liaised with the editorial board and decided to contact a set of additional reviewers to specifically ask:
#Is the article publishable in its current form given that no further updates will be made?
#Does an additional disclaimer of note need to be added to the top?
After receiving the additional reviews above, the consensus of the editorial board was to publish with no additional disclaimer needed.
}}

== Complex numbers  ==
The linear format Z =X +I Y where X is the real numbers and Y is for the complex numbers real and imaginary numbers form the complex number system where iota I is the Greek language alphabet for representation of the imaginary numbers because I=√-1 [[Special:Contributions/~2026-57916-36|~2026-57916-36]] ([[User talk:~2026-57916-36|talk]]) 11:33, 31 October 2026 (UTC)</text>
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This lesson introduces JavaScript while and do while loops.

__TOC__

== Objectives and Skills ==
Objectives and skills for this lesson include:&lt;ref&gt;[https://www.microsoft.com/en-us/learning/exam-98-382.aspx Microsoft: Exam 98-382 Introduction to Programming Using JavaScript]&lt;/ref&gt;
* Complete and debug loops
** for; while; do; break; continue

== Readings ==
# [[Wikipedia: Control flow]]
# [[Wikibooks: JavaScript/Control structures]]
#[https://techdifferences.com/difference-between-while-and-do-while-loop.html Techdifferences: Difference Between while and do-while Loop]

== Multimedia ==
# [https://youtu.be/gTdesbu8nyo?si=Un1drFh9KQjqsZgm YouTube: While/do while loop | JavaScript Full Tutorial]
# [https://www.youtube.com/watch?v=c8fjcoCHNAg YouTube: JavaScript Tutorial for Beginners - 11 - Loops]
# [https://www.youtube.com/watch?v=h84MlHv6g4Q YouTube: #16 While loop in JavaScript]
# [https://www.youtube.com/watch?v=v9zgD8wjtbw YouTube: freeCodeCamp.org While / Do While]
# [https://www.youtube.com/watch?v=PpbFyLTtpWI YouTube: JavaScript Tutorial For Beginners #16 - While Loops]
# [https://www.youtube.com/watch?v=9K3KDfmE3Io YouTube: JavaScript beginner tutorial 21 - do while loop]
# [https://www.youtube.com/watch?v=s9wW2PpJsmQ YouTube: JavaScript Loops]
# [https://www.youtube.com/watch?v=cnRD9o6odjk YouTube: 4.1: while and for Loops]

== Examples ==
* [https://www.w3schools.com/js/js_loop_while.asp W3Schools: JavaScript While Loop]
* [https://www.w3schools.com/jsref/jsref_dowhile.asp W3Schools: JavaScript Do/While Loop]
* [[/Example Code/]]
* [https://www.digitalocean.com/community/tutorials/using-while-loops-and-do-while-loops-in-javascript DigitalOcean: While Loops]

== Activities ==
Complete one the following activities in each category of loop using external JavaScript code. Apply JavaScript best practices, including comments, indentations, naming conventions, and constants. Use input elements for input and respond to input or change events or add buttons and respond to click events. Use HTML elements for output. Use separate functions for each type of processing. Avoid global variables by passing parameters and returning results. Create test data to validate the accuracy of each program. Add comments at the top of the program and include references to any resources used.

=== While Loops ===

Complete the following using a while loop structure.
# Create a program that uses a loop to generate a list of multiplication expressions for a given value. Ask the user to enter the value and the number of expressions to be displayed. For example, a list of three expressions for the value 1 would be:&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;1 * 1 = 1&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;1 * 2 = 2&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;1 * 3 = 3&lt;/code&gt;&lt;br&gt;A list of five expressions for the value 3 would be:&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;3 * 1 = 3&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;3 * 2 = 6&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;3 * 3 = 9&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;3 * 4 = 12&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;3 * 5 = 15&lt;/code&gt;
# Review [http://www.mathsisfun.com/numbers/pi.html MathsIsFun: Pi]. Write a program that uses the Nilakantha series to calculate Pi based on a given number of iterations entered by the user.
# Review [https://www.mathsisfun.com/definitions/average.html MathsIsFun: Definition of Average]. Create a program that asks the user to enter grade scores. Start by asking the user how many scores they would like to enter. Then use a loop to request each score using a prompt and add it to a total. Finally, calculate and display the average for the entered scores. (This might be helpful: [https://stackoverflow.com/questions/17907455/how-to-get-numeric-value-from-a-prompt-box Get Number from Prompt Input])
# Review [https://www.mathsisfun.com/definitions/average.html MathsIsFun: Definition of Average]. Create a program that asks the user to enter grade scores. Start by asking the user how many scores they would like to enter. Then request each score using an input element and add it to a total. Finally, calculate and display the average for the entered scores. In this approach, the loop action is performed by the user rather than by the code. Use hidden elements to keep track of the total and count.

=== Do While Loops ===

Complete the following using a do while loop structure.
# Review [https://www.mathsisfun.com/definitions/average.html MathsIsFun: Definition of Average]. Create a program that asks the user to enter grade scores. Use a loop to request each score using a prompt and add it to a total. Continue accepting scores until the user enters no value (empty input). Finally, calculate and display the average for the entered scores.
# Review [https://www.khanacademy.org/computing/computer-science/algorithms/intro-to-algorithms/a/a-guessing-game Khan Academy: A guessing game]. Write a program that allows the user to think of a number between 0 and 100, inclusive. Then have the program try to guess their number. Start at the midpoint (50) and ask the user if their number is (h)igher, (l)ower, or (e)qual to the guess using a prompt. If they indicate lower, guess the new midpoint (25). If they indicate higher, guess the new midpoint (75). Continue efficiently guessing higher or lower until they indicate equal, then print the number of guesses required to guess their number and end the program.
# Review [https://www.mathsisfun.com/definitions/average.html MathsIsFun: Definition of Average]. Create a program that asks the user to enter grade scores. Request each score using an input element and add it to a total. Continue accepting scores until the user enters no value (empty input). Finally, calculate and display the average for the entered scores. In this approach, the loop action is performed by the user rather than by the code. Use hidden elements to keep track of the total and count.
# Review [https://www.khanacademy.org/computing/computer-science/algorithms/intro-to-algorithms/a/a-guessing-game Khan Academy: A guessing game]. Write a program that allows the user to think of a number between 0 and 100, inclusive. Then have the program try to guess their number. Start at the midpoint (50) and ask the user if their number is (h)igher, (l)ower, or (e)qual to the guess using three buttons. If they indicate lower, guess the new midpoint (25). If they indicate higher, guess the new midpoint (75). Continue efficiently guessing higher or lower until they indicate equal, then print the number of guesses required to guess their number and end the program. In this approach, the loop action is performed by the user rather than by the code.

== Lesson Summary ==
*Loops are used to avoid code repetition.&lt;ref name = &quot;MDNː Loops and iteration&quot;&gt;[https://developer.mozilla.org/en-US/docs/Web/JavaScript/Guide/Loops_and_iteration MDNː Loops and iteration]&lt;/ref&gt;
*Loops are useful when aiming for DRY (Don't repeat yourself) solutions vs. WET (Write every time) solutions when programming.&lt;ref&gt;[[Wikipedia: Don't repeat yourself]]&lt;/ref&gt;
*Four components of any loop are the initialization of a loop control variable, terminating condition, update step (increment or decrement), and a loop body.&lt;ref&gt;[http://craie-programming.org/121/notes/looping.advanced.html Craie-programmingː Coding repetition]&lt;/ref&gt;&lt;ref&gt;[http://web.csulb.edu/~amonge/classes/cecs174/BigJava-EarlyObjects/chap06-loops.html CSULBː CECS 174, Loops]&lt;/ref&gt;
*Loop may run n number of times or may not run at all, depending on the condition.&lt;ref name = &quot;MDNː Loops and iteration&quot;/&gt;
*We get an infinite loop when we forget to include terminating condition, when the condition can never be met or if it makes the loop to start over and over again.&lt;ref&gt;[https://en.wikipedia.org/wiki/Infinite_loop Wikipediaː Infinite loop]&lt;/ref&gt;
*A nested loop, or a loop inside of another loop, can be used to better structure code and make it maintainable; but can present performance issues in larger applications.{{source}}
*A &quot;for&quot; loop is set to run a set number of times or until a certain condition is met.
*A &quot;while&quot; loop is set to run as long as a certain expression evaluates to true.
*In a while loop, the condition is checked before any statement in the loop is executed, where as a do while loop will execute the statements once before checking the condition.&lt;ref&gt;{{Cite web|url=https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Statements/while|title=while - JavaScript {{!}} MDN|website=developer.mozilla.org|access-date=2021-02-28}}&lt;/ref&gt;

== Key Terms ==
;Increment
:The increment operator (++) increments (adds one to) its operand and returns a value.&lt;ref&gt;{{Cite web|url=https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Operators/Increment|title=Increment (++)|website=MDN Web Docs|language=en|access-date=2020-09-29}}&lt;/ref&gt;

;Decrement
:the Decrement operator  (&lt;code&gt;--&lt;/code&gt;) decrements (subtracts one from) its operand and returns a value.&lt;ref&gt;{{Cite web|url=https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Operators/Decrement|title=Decrement (--) - JavaScript {{!}} MDN|website=developer.mozilla.org|language=en-US|access-date=2023-02-26}}&lt;/ref&gt;

;do while loop
:This loop will execute the code block once, before checking if the condition is true, then it will repeat the loop as long as the condition is true.&lt;ref&gt;{{Cite web|url=https://www.w3schools.com/js/js_loop_for.asp|title=JavaScript for Loop|website=www.w3schools.com|language=en-US|access-date=2023-02-26}}&lt;/ref&gt;

;Infinite loop
:A loop that theoretically runs forever.&lt;ref&gt;[https://javascript.info/while-for JavaScript.info: While and For]&lt;/ref&gt;

;Iteration
:It's a repetition of code or cycle, performed by a loop&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/JavaScript/Guide/Loops_and_iteration MDN: Loops and Iteration]&lt;/ref&gt;

;while loop
:The while loop executes a block of code repeatedly as long as a specified condition is true.&lt;ref&gt;[https://www.w3schools.com/js/js_loop_for.asp W3Schools: JavaScript for loop]&lt;/ref&gt;

== See Also ==
* [https://areknawo.com/javascript-debugging-done-right/ areknawo.com: JavaScript Debugging Done Right]
* [https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Statements/while MDN web docs: The while statement]
* [https://www.guru99.com/how-to-use-loops-in-javascript.html For, While and DO While LOOP in JavaScript (with Examples)]
* [https://www.tutorialspoint.com/javascript/javascript_while_loop.htm Tutorials Point: JavaScript While Loop]
* [https://www.tutorialgateway.org/difference-between-javascript-while-and-do-while-loop/ Difference between JavaScript While and Do While loop]
* [https://www.geeksforgeeks.org/difference-between-while-and-do-while-loop-in-c-c-java/ GeeksforGeeks: Difference Between While and Do-While]
* [https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Statements/do...while Mozilla: JavaScript Do/While Loop]
* [https://www.w3schools.com/js/js_loop_while.asp W3schools: Javascript While Loop]
* [https://sebhastian.com/javascript-while-loop/ sebhastian.com: JavaScript while loop (with examples and use cases)]
* [https://www.w3schools.com/js/js_comparisons.asp W3schools: JavaScript Comparison and Logical Operators]
* [https://www.programiz.com/javascript/while-loop Programiz: While and Do While Loops Explained]

== References ==
{{reflist}}

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This lesson introduces JavaScript while and do while loops.

__TOC__

== Objectives and Skills ==
Objectives and skills for this lesson include:&lt;ref&gt;[https://www.microsoft.com/en-us/learning/exam-98-382.aspx Microsoft: Exam 98-382 Introduction to Programming Using JavaScript]&lt;/ref&gt;
* Complete and debug loops
** for; while; do; break; continue

== Readings ==
# [[Wikipedia: Control flow]]
# [[Wikibooks: JavaScript/Control structures]]
#[https://techdifferences.com/difference-between-while-and-do-while-loop.html Techdifferences: Difference Between while and do-while Loop]

== Multimedia ==
# [https://youtu.be/gTdesbu8nyo?si=Un1drFh9KQjqsZgm YouTube: While/do while loop | JavaScript Full Tutorial]
# [https://www.youtube.com/watch?v=c8fjcoCHNAg YouTube: JavaScript Tutorial for Beginners - 11 - Loops]
# [https://www.youtube.com/watch?v=h84MlHv6g4Q YouTube: #16 While loop in JavaScript]
# [https://www.youtube.com/watch?v=v9zgD8wjtbw YouTube: freeCodeCamp.org While / Do While]
# [https://www.youtube.com/watch?v=PpbFyLTtpWI YouTube: JavaScript Tutorial For Beginners #16 - While Loops]
# [https://www.youtube.com/watch?v=9K3KDfmE3Io YouTube: JavaScript beginner tutorial 21 - do while loop]
# [https://www.youtube.com/watch?v=s9wW2PpJsmQ YouTube: JavaScript Loops]
# [https://www.youtube.com/watch?v=cnRD9o6odjk YouTube: 4.1: while and for Loops]

== Examples ==
* [https://www.w3schools.com/js/js_loop_while.asp W3Schools: JavaScript While Loop]
* [https://www.w3schools.com/jsref/jsref_dowhile.asp W3Schools: JavaScript Do/While Loop]
* [[/Example Code/]]
* [https://www.digitalocean.com/community/tutorials/using-while-loops-and-do-while-loops-in-javascript DigitalOcean: While Loops]

== Activities ==
Complete one the following activities in each category of loop using external JavaScript code. Apply JavaScript best practices, including comments, indentations, naming conventions, and constants. Use input elements for input and respond to input or change events or add buttons and respond to click events. Use HTML elements for output. Use separate functions for each type of processing. Avoid global variables by passing parameters and returning results. Create test data to validate the accuracy of each program. Add comments at the top of the program and include references to any resources used.

=== While Loops ===

Complete the following using a while loop structure.
# Create a program that uses a loop to generate a list of multiplication expressions for a given value. Ask the user to enter the value and the number of expressions to be displayed. For example, a list of three expressions for the value 1 would be:&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;1 * 1 = 1&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;1 * 2 = 2&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;1 * 3 = 3&lt;/code&gt;&lt;br&gt;A list of five expressions for the value 3 would be:&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;3 * 1 = 3&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;3 * 2 = 6&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;3 * 3 = 9&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;3 * 4 = 12&lt;/code&gt;&lt;br&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;code&gt;3 * 5 = 15&lt;/code&gt;
# Review [http://www.mathsisfun.com/numbers/pi.html MathsIsFun: Pi]. Write a program that uses the Nilakantha series to calculate Pi based on a given number of iterations entered by the user.
# Review [https://www.mathsisfun.com/definitions/average.html MathsIsFun: Definition of Average]. Create a program that asks the user to enter grade scores. Start by asking the user how many scores they would like to enter. Then use a loop to request each score using a prompt and add it to a total. Finally, calculate and display the average for the entered scores. (This might be helpful: [https://stackoverflow.com/questions/17907455/how-to-get-numeric-value-from-a-prompt-box Get Number from Prompt Input])
# Review [https://www.mathsisfun.com/definitions/average.html MathsIsFun: Definition of Average]. Create a program that asks the user to enter grade scores. Start by asking the user how many scores they would like to enter. Then request each score using an input element and add it to a total. Finally, calculate and display the average for the entered scores. In this approach, the loop action is performed by the user rather than by the code. Use hidden elements to keep track of the total and count.

=== Do While Loops ===

Complete the following using a do while loop structure.
# Review [https://www.mathsisfun.com/definitions/average.html MathsIsFun: Definition of Average]. Create a program that asks the user to enter grade scores. Use a loop to request each score using a prompt and add it to a total. Continue accepting scores until the user enters no value (empty input). Finally, calculate and display the average for the entered scores.
# Review [https://www.khanacademy.org/computing/computer-science/algorithms/intro-to-algorithms/a/a-guessing-game Khan Academy: A guessing game]. Write a program that allows the user to think of a number between 0 and 100, inclusive. Then have the program try to guess their number. Start at the midpoint (50) and ask the user if their number is (h)igher, (l)ower, or (e)qual to the guess using a prompt. If they indicate lower, guess the new midpoint (25). If they indicate higher, guess the new midpoint (75). Continue efficiently guessing higher or lower until they indicate equal, then print the number of guesses required to guess their number and end the program.
# Review [https://www.mathsisfun.com/definitions/average.html MathsIsFun: Definition of Average]. Create a program that asks the user to enter grade scores. Request each score using an input element and add it to a total. Continue accepting scores until the user enters no value (empty input). Finally, calculate and display the average for the entered scores. In this approach, the loop action is performed by the user rather than by the code. Use hidden elements to keep track of the total and count.
# Review [https://www.khanacademy.org/computing/computer-science/algorithms/intro-to-algorithms/a/a-guessing-game Khan Academy: A guessing game]. Write a program that allows the user to think of a number between 0 and 100, inclusive. Then have the program try to guess their number. Start at the midpoint (50) and ask the user if their number is (h)igher, (l)ower, or (e)qual to the guess using three buttons. If they indicate lower, guess the new midpoint (25). If they indicate higher, guess the new midpoint (75). Continue efficiently guessing higher or lower until they indicate equal, then print the number of guesses required to guess their number and end the program. In this approach, the loop action is performed by the user rather than by the code.

== Lesson Summary ==
*Loops are used to avoid code repetition.&lt;ref name = &quot;MDNː Loops and iteration&quot;&gt;[https://developer.mozilla.org/en-US/docs/Web/JavaScript/Guide/Loops_and_iteration MDNː Loops and iteration]&lt;/ref&gt;
*Loops are useful when aiming for DRY (Don't repeat yourself) solutions vs. WET (Write every time) solutions when programming.&lt;ref&gt;[[Wikipedia: Don't repeat yourself]]&lt;/ref&gt;
*Four components of any loop are the initialization of a loop control variable, terminating condition, update step (increment or decrement), and a loop body.&lt;ref&gt;[http://craie-programming.org/121/notes/looping.advanced.html Craie-programmingː Coding repetition]&lt;/ref&gt;&lt;ref&gt;[http://web.csulb.edu/~amonge/classes/cecs174/BigJava-EarlyObjects/chap06-loops.html CSULBː CECS 174, Loops]&lt;/ref&gt;
*Loop may run n number of times or may not run at all, depending on the condition.&lt;ref name = &quot;MDNː Loops and iteration&quot;/&gt;
*We get an infinite loop when we forget to include terminating condition, when the condition can never be met or if it makes the loop to start over and over again.&lt;ref&gt;[https://en.wikipedia.org/wiki/Infinite_loop Wikipediaː Infinite loop]&lt;/ref&gt;
*A nested loop, or a loop inside of another loop, can be used to better structure code and make it maintainable; but can present performance issues in larger applications.{{source}}
*A &quot;for&quot; loop is set to run a set number of times or until a certain condition is met.
*A &quot;while&quot; loop is set to run as long as a certain expression evaluates to true.
*In a while loop, the condition is checked before any statement in the loop is executed, where as a do while loop will execute the statements once before checking the condition.&lt;ref&gt;{{Cite web|url=https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Statements/while|title=while - JavaScript {{!}} MDN|website=developer.mozilla.org|access-date=2021-02-28}}&lt;/ref&gt;

== Key Terms ==
;Increment
:The increment operator (++) increments (adds one to) its operand and returns a value.&lt;ref&gt;{{Cite web|url=https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Operators/Increment|title=Increment (++)|website=MDN Web Docs|language=en|access-date=2020-09-29}}&lt;/ref&gt;

;Decrement
:The Decrement operator  (&lt;code&gt;--&lt;/code&gt;) decrements (subtracts one from) its operand and returns a value.&lt;ref&gt;{{Cite web|url=https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Operators/Decrement|title=Decrement (--) - JavaScript {{!}} MDN|website=developer.mozilla.org|language=en-US|access-date=2023-02-26}}&lt;/ref&gt;

;do while loop
:This loop will execute the code block once, before checking if the condition is true, then it will repeat the loop as long as the condition is true.&lt;ref&gt;{{Cite web|url=https://www.w3schools.com/js/js_loop_for.asp|title=JavaScript for Loop|website=www.w3schools.com|language=en-US|access-date=2023-02-26}}&lt;/ref&gt;

;Infinite loop
:A loop that theoretically runs forever.&lt;ref&gt;[https://javascript.info/while-for JavaScript.info: While and For]&lt;/ref&gt;

;Iteration
:It is a repetition of code or cycle, performed by a loop.&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/JavaScript/Guide/Loops_and_iteration MDN: Loops and Iteration]&lt;/ref&gt;

;while loop
:The while loop executes a block of code repeatedly as long as a specified condition is true.&lt;ref&gt;[https://www.w3schools.com/js/js_loop_for.asp W3Schools: JavaScript for loop]&lt;/ref&gt;

== See Also ==
* [https://areknawo.com/javascript-debugging-done-right/ areknawo.com: JavaScript Debugging Done Right]
* [https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Statements/while MDN web docs: The while statement]
* [https://www.guru99.com/how-to-use-loops-in-javascript.html For, While and DO While LOOP in JavaScript (with Examples)]
* [https://www.tutorialspoint.com/javascript/javascript_while_loop.htm Tutorials Point: JavaScript While Loop]
* [https://www.tutorialgateway.org/difference-between-javascript-while-and-do-while-loop/ Difference between JavaScript While and Do While loop]
* [https://www.geeksforgeeks.org/difference-between-while-and-do-while-loop-in-c-c-java/ GeeksforGeeks: Difference Between While and Do-While]
* [https://developer.mozilla.org/en-US/docs/Web/JavaScript/Reference/Statements/do...while Mozilla: JavaScript Do/While Loop]
* [https://www.w3schools.com/js/js_loop_while.asp W3schools: Javascript While Loop]
* [https://sebhastian.com/javascript-while-loop/ sebhastian.com: JavaScript while loop (with examples and use cases)]
* [https://www.w3schools.com/js/js_comparisons.asp W3schools: JavaScript Comparison and Logical Operators]
* [https://www.programiz.com/javascript/while-loop Programiz: While and Do While Loops Explained]

== References ==
{{reflist}}

{{subpage navbar}}
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{{AP course revamp notice}} 
Advanced Placement examinations (AP exams) are exams offered in United States by the College Board and are taken each May by students. The tests are the culmination of year-long Advanced Placement (AP) courses. AP exams (with few exceptions) have a multiple-choice section and a free-response section.&lt;ref&gt;[[Wikipedia: Advanced Placement exams]]&lt;/ref&gt;

The AP Biology exam studies the core scientific principles, theories, and processes that govern living organisms and biological systems, including hands-on laboratory work to investigate natural phenomena.&lt;ref&gt;[https://apstudents.collegeboard.org/courses/ap-biology College Board: AP Biology]&lt;/ref&gt;

== New Outline ==
# [[/Chemistry of Life/]]
## [[/Chemistry of Life/Structure of Water and Hydrogen Bonding/|Structure of Water and Hydrogen Bonding]]
## Elements of Life
## Introduction to Biological Macromolecules
## Carbohydrates
## Lipids
## Nucleic Acids
## Proteins
# Cell Structure and Function
## Cell Structure: Subcellular Components
## Cell Structure and Function
## Cell Size
## Plasma Membranes
## Membrane Permeability
## Membrane Transport
## Facilitated Diffusion
## Tonicity and Osmoregulation
## Mechanisms of Transport
## Cell Compartmentalization
## Origins of Cell Compartmentalization

== See Also ==
* [[Wikipedia: Advanced Placement exams]]

== Bibliography ==
* [https://openstax.org/details/books/biology-ap-courses OpenStax: Biology for AP Courses]

== References ==
{{Reflist}}

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{{AP course revamp notice}} 
Advanced Placement examinations (AP exams) are exams offered in United States by the College Board and are taken each May by students. The tests are the culmination of year-long Advanced Placement (AP) courses. AP exams (with few exceptions) have a multiple-choice section and a free-response section.&lt;ref&gt;[[Wikipedia: Advanced Placement exams]]&lt;/ref&gt;

The AP Biology exam studies the core scientific principles, theories, and processes that govern living organisms and biological systems, including hands-on laboratory work to investigate natural phenomena.&lt;ref&gt;[https://apstudents.collegeboard.org/courses/ap-biology College Board: AP Biology]&lt;/ref&gt;

== Outline ==
# [[/Chemistry of Life/]]
## [[/Chemistry of Life/Structure of Water and Hydrogen Bonding/|Structure of Water and Hydrogen Bonding]]
## Elements of Life
## Introduction to Biological Macromolecules
## Carbohydrates
## Lipids
## Nucleic Acids
## Proteins
# Cell Structure and Function
## Cell Structure: Subcellular Components
## Cell Structure and Function
## Cell Size
## Plasma Membranes
## Membrane Permeability
## Membrane Transport
## Facilitated Diffusion
## Tonicity and Osmoregulation
## Mechanisms of Transport
## Cell Compartmentalization
## Origins of Cell Compartmentalization

== See Also ==
* [[Wikipedia: Advanced Placement exams]]

== Bibliography ==
* [https://openstax.org/details/books/biology-ap-courses OpenStax: Biology for AP Courses]

== References ==
{{Reflist}}

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{{AP course revamp notice}} 
Advanced Placement examinations (AP exams) are exams offered in United States by the College Board and are taken each May by students. The tests are the culmination of year-long Advanced Placement (AP) courses. AP exams (with few exceptions) have a multiple-choice section and a free-response section.&lt;ref&gt;[[Wikipedia: Advanced Placement exams]]&lt;/ref&gt;

The AP Biology exam studies the core scientific principles, theories, and processes that govern living organisms and biological systems, including hands-on laboratory work to investigate natural phenomena.&lt;ref&gt;[https://apstudents.collegeboard.org/courses/ap-biology College Board: AP Biology]&lt;/ref&gt;

You can expect this course to have substantial information for all units and subunits by July 21st, 2027.
== Outline ==
# [[/Chemistry of Life/]]
## [[/Chemistry of Life/Structure of Water and Hydrogen Bonding/|Structure of Water and Hydrogen Bonding]]
## Elements of Life
## Introduction to Biological Macromolecules
## Carbohydrates
## Lipids
## Nucleic Acids
## Proteins
# Cell Structure and Function
## Cell Structure: Subcellular Components
## Cell Structure and Function
## Cell Size
## Plasma Membranes
## Membrane Permeability
## Membrane Transport
## Facilitated Diffusion
## Tonicity and Osmoregulation
## Mechanisms of Transport
## Cell Compartmentalization
## Origins of Cell Compartmentalization

{{5%done}}
== See Also ==
* [[Wikipedia: Advanced Placement exams]]

== Bibliography ==
* [https://openstax.org/details/books/biology-ap-courses OpenStax: Biology for AP Courses]

== References ==
{{Reflist}}

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{{AP course revamp notice}} 
Advanced Placement examinations (AP exams) are exams offered in United States by the College Board and are taken each May by students. The tests are the culmination of year-long Advanced Placement (AP) courses. AP exams (with few exceptions) have a multiple-choice section and a free-response section.&lt;ref&gt;[[Wikipedia: Advanced Placement exams]]&lt;/ref&gt;

The AP Biology exam studies the core scientific principles, theories, and processes that govern living organisms and biological systems, including hands-on laboratory work to investigate natural phenomena.&lt;ref&gt;[https://apstudents.collegeboard.org/courses/ap-biology College Board: AP Biology]&lt;/ref&gt;

You can expect this course to have substantial information for all units and subunits by July 21st, 2027. (the deadline is set in stone)
== Outline ==
# [[/Chemistry of Life/]]
## [[/Chemistry of Life/Structure of Water and Hydrogen Bonding/|Structure of Water and Hydrogen Bonding]]
## Elements of Life
## Introduction to Biological Macromolecules
## Carbohydrates
## Lipids
## Nucleic Acids
## Proteins
# Cell Structure and Function
## Cell Structure: Subcellular Components
## Cell Structure and Function
## Cell Size
## Plasma Membranes
## Membrane Permeability
## Membrane Transport
## Facilitated Diffusion
## Tonicity and Osmoregulation
## Mechanisms of Transport
## Cell Compartmentalization
## Origins of Cell Compartmentalization

{{5%done}}
== See Also ==
* [[Wikipedia: Advanced Placement exams]]

== Bibliography ==
* [https://openstax.org/details/books/biology-ap-courses OpenStax: Biology for AP Courses]

== References ==
{{Reflist}}

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{{AP course revamp notice}} 
Advanced Placement examinations (AP exams) are exams offered in United States by the College Board and are taken each May by students. The tests are the culmination of year-long Advanced Placement (AP) courses. AP exams (with few exceptions) have a multiple-choice section and a free-response section.&lt;ref&gt;[[Wikipedia: Advanced Placement exams]]&lt;/ref&gt;

The AP Biology exam studies the core scientific principles, theories, and processes that govern living organisms and biological systems, including hands-on laboratory work to investigate natural phenomena.&lt;ref&gt;[https://apstudents.collegeboard.org/courses/ap-biology College Board: AP Biology]&lt;/ref&gt;

You can expect this course to have substantial information for all units and subunits by July 21st, 2027. (the deadline is set in stone)
== Outline ==
# [[/Chemistry of Life/]]
## [[/Chemistry of Life/Structure of Water and Hydrogen Bonding/|Structure of Water and Hydrogen Bonding]]
## Elements of Life
## Introduction to Biological Macromolecules
## Carbohydrates
## Lipids
## Nucleic Acids
## Proteins
# Cell Structure and Function
## Cell Structure: Subcellular Components
## Cell Structure and Function
## Cell Size
## Plasma Membranes
## Membrane Permeability
## Membrane Transport
## Facilitated Diffusion
## Tonicity and Osmoregulation
## Mechanisms of Transport
## Cell Compartmentalization
## Origins of Cell Compartmentalization

{{5%done}}
== See Also ==
* [[Wikipedia: Advanced Placement exams]]

== Bibliography ==
* [https://openstax.org/details/books/biology-ap-courses OpenStax: Biology for AP Courses]

== References ==
{{Reflist}}

{{CourseCat}}
[[Category:AP Courses]]</text>
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      <text bytes="147947" sha1="ru9digy02pc5miq8de9uyqf7ncjqetx" xml:space="preserve">{{Short description|Dress worn by Queen Victoria at her wedding to Prince Albert in 1840}}
= Sandbox =
Page to draft revisions for Wikipedia articles.

For Gwladys Robinson, see Gwladys Lowther Robinson, [[Social Victorians/People/Ripon|Marchioness of Ripon]] and, earlier, [[Social Victorians/People/Lowther|Countess of Lonsdale]]
==References==
{{reflist|2}}

[[Category:1840 works]]
[[Category:Royal wedding dresses|Victoria Queen]]
[[Category:1840s fashion]]
[[Category:British royal attire]]
[[Category:Dresses in the Royal Collection of the United Kingdom|Victoria, Wedding]]
[[Category:Diamond Jubilee of Queen Victoria]]

= Victorian fashion =

== Notes and Quotes ==

* Women followed Paris fashion in Europe and America, but London tailors led the way for men’s fashion. The Industrial Revolution actually impacted men’s fashion more than women’s.
* Sewing machines in factories began mass producing cheap clothing for the largest group in the population, working class men.
* Ready-made clothing affected the social structure, the economy, and gender differentiation.
* Paper patterns, introduced in fashion magazines that targeted women, along with domestic sewing machines had more impact on women’s fashion than men’s. Haute couture was still bespoke (being individually constructed by tailors or dressmakers or fashion houses like Maison Worth).

Sewing Machines and Clothes

Before the industrial revolution wealthy people paid others to sew their clothes by hand and those who were of much lower economic status did all the manual labor necessary to feed and clothe the rich minority. The working class had to make all their own clothes. Sewing, however, came at the end of the process.  They began with raw wool cut from the backs of sheep or gathering flax. Only the wealthy could afford to buy fabric. They followed processes for cleaning and spinning the wool into thread and the processes of soaking and pulling out the fibrous strips to make into thread for linen fabric. After they had thread, it was tied to a loom so it could be woven into cloth. Then it had to be cut or torn into pieces. For many families scissors were a luxury. And the last step is sewing the pieces together to create a garment.

Machines could not only sew, they could process the raw materials into thread and weave it into fabric much  quicker. Regarding clothing, working class men and their families benefitted greatly from ready-made clothes. Manufacturers marketed to them because they were the largest class. For example,&lt;blockquote&gt;–Men’s shirts, made by machine, take 3 hours and 10 minutes each to do; by hand, 15 hours and 20 minutes; a lady’s dress, by machine, takes 12 hours 4 minutes; by hand 20 hours 35 minutes; . . . a common frock-coat, by the machine occupies 17 hours 20 minutes; by the hand, 27 hours and 40 minutes: a linen vest, by machine, 3 hours 44 minutes; by hand 7 hours 18 minutes; a fine overcoat, by machine, 28 hours 13 minutes; by hand 31 hours 20 minutes; . . . &lt;ref&gt;Mitchell, Rebecca, ed. &quot;22. 'Progress of the Sewing Machine,' ''Bow Bells'' (19 April 1865), p. 283.&quot; Part 6: Production and Industry. ''Fashioning the Victorians: A Critical Sourcebook''. Bloomsbury Visual Arts, 2018.&lt;/ref&gt;&lt;/blockquote&gt;

=== Industrial Revolution and Technological Advancements ===

* the railroad
* mass production of fabrics for working-class men's clothing
** Jacquard looms
* sewing machines
* aniline dyes, including black

=== Expanding Middle Class ===

* gender roles getting more clearly defined and rigid (referring back to page overview)
=== French Revolution ===
Sarah Gharmallah Alzahrani and Safia Abdelaziz Saroukh (https://www.researchgate.net/profile/Safia-Saroukh/publication/385099194_The_Semiotic_Dimension_of_Men's_Fashion_in_Modern_Eras/links/671686fbd796f96b8ec4f90e/The-Semiotic-Dimension-of-Mens-Fashion-in-Modern-Eras.pdf):&lt;blockquote&gt;The 19th century started with a fashion landscape that was changing dramatically and rapidly from the styles of a generation earlier. The French Revolution brought fashions that had been emerging since the 1780s to the forefront. Neoclassicism now defined fashion as both men and women taking inspiration from classical antiquity. For women, the high-waisted silhouette in lightweight muslin was the dominant style, while fashionable men looked to the tailors of Britain for a new, refined look [17].

[17]  Franklin, H. (Aug 18, 2020). Published on Jun 25, 2020, Retrieved: &lt;nowiki&gt;https://fashionhistory.fitnyc.edu/1800-1809/&lt;/nowiki&gt; 11/11/2023. Edited. ...&lt;/blockquote&gt;Brent Shannon:&lt;blockquote&gt;&quot;Costume,&quot; wrote Max Beerbohm in 1896, &quot;enables us to classify any 'professional man' at a glance, be he lawyer, leech or who not&quot; (24–25). A man's profession and class were read by his jacket, his hat, what he rode in, and how he carried himself. &quot;Perhaps there is a tendency among Englishmen to judge a man too much by the shape of his hat or the kind of collar he wears,&quot; conduct author John Wanamaker confessed; &quot;But one must remember that in England if you ''wear'' the wrong thing, you will probably ''do'' the wrong thing, and generally ''be'' the wrong thing&quot; (1).&lt;sup&gt;11&lt;/sup&gt;

Such assertions were predicated on the powerful Victorian conviction that outward appearance reflected inner qualities.&lt;ref&gt;{{Cite book|title=The Cut of His Coat: Men, Dress, and Consumer Culture in Britain, 1860–1914|last=Shannon|first=Brent Alan|publisher=Ohio University Press|year=2006|location=Athens, Ohio}}&lt;/ref&gt; (148)&lt;/blockquote&gt;

==Women's fashion==

== Men's fashion ==
(Two intros: one to Victorian Fashion, giving background for both women's and men's fashions; two to the decades for men's fashion)

Among the influences on men's styles:
* differentiation of genders (domestic ideology, ideology of the spheres)
* the &quot;Great Male Renunciation,&quot; the French Revolution and English tailoring
* industrial revolution: mass production of fabrics and articles of clothing, especially for working-class men
* sports and country clothing
* Albert Edward, Prince of Wales, later King Edward VII, influence went beyond England; tailors led by him led fashion for the upper classes
* then later, cult of youth
* military uniforms
* comfort and convenience
* evolving definitions of gender, both femininity and masculinity evolved as concepts. The changing definitions of masculinity affected men's clothing. For the growing and rising middle classes, gender roles became more and more rigid around the concept of the separate spheres, the public for men and the private sphere for women.
Cultural sources for men's clothing and men's fashion: industrial revolution; expanding middle class; technological advancements; an association in the culture between outward appearance and inward nature; French Revolution; Albert Edward, Prince of Wales

Citation for Victorian Hell: &lt;ref name=&quot;:29&quot;&gt;{{Cite web|url=https://victorianhell.substack.com/p/victorian-mens-fashion-history-and|title=Victorian Men’s Fashion History and Clothing Guide|last=&quot;It's Monty, Actually&quot;|date=31 October 2025|website=Victorian Hell|access-date=7 September 2026}}&lt;/ref&gt;

=== Frock coats ===

* Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg (1866)[[File:Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg|thumb|Romanian (?) Politician, c. 1866, ill-fitting but probably handmade suit|center]]
Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.tif (right)[[File:Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.jpg|thumb|1860, American, young men with frock coats, performers??|center]]

* George Augustus Henry Sala.jpg (Mathew Brady, 1855–1865)
* [[File:George Augustus Henry Sala.jpg|center|thumb|George Augustus Sala, 1855–1865, LoC]]

==== Dress and Conduct Manuals, Histories, Victorian Theory, Catalogs ====
# [Baker, William Henry.]  ''Clothes Dictionary''. Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf.
# [[c:File:Hint's_about_men's_dress,_right_principles_economically_applied_(IA_hintsaboutmensdr00barr).pdf|Hint's about men's dress, right principles economically applied (IA hintsaboutmensdr00barr).pdf]] (book, conduct manual, American, 1888)
#[https://upload.wikimedia.org/wikipedia/commons/6/69/Fashion-_the_power_that_influences_the_world_%28IA_fashionpowerthat00foxg%29.pdf?utm_source=commons.wikimedia.org&amp;utm_campaign=index&amp;utm_content=original Fashion- the power that influences the world (IA fashionpowerthat00foxg).pdf] (1871)  (American, incl court dress, Victorian fashion theory, livery, &quot;White, as it is the color of day, is expressive to us of the cheerfulness or gaiety which the return of day brings.&quot; [145], &quot;Gentlemen's Furnishing and Goods,&quot; &quot;Head and Foot Covering,&quot; Index)

# [https://upload.wikimedia.org/wikipedia/commons/a/ae/How_to_behave_and_how_to_amuse._A_handy_manual_of_etiquette_and_parlor_games_%28IA_howtobehavehowto00sand%29.pdf?utm_source=commons.wikimedia.org&amp;utm_campaign=index&amp;utm_content=original How to behave and how to amuse. A handy manual of etiquette and parlor games (IA howtobehavehowto00sand).pdf] (1895; American; Men's Dress, p. 23; besides conduct and dress, it has parlor games)
# [https://upload.wikimedia.org/wikipedia/commons/8/8e/The_etiquette_of_men%27s_dress_%28IA_etiquetteofmensd00cluc%29.pdf?utm_source=commons.wikimedia.org&amp;utm_campaign=index&amp;utm_content=original The etiquette of men's dress (IA etiquetteofmensd00cluc).pdf] (1888; American; some ads; anthology of individually written articles; lots of sports, outdoor events; search for &quot;frock&quot; — cutaway vs Prince Albert)
#[https://upload.wikimedia.org/wikipedia/commons/e/e9/S.W._Silver_%26_Co.%27s_handbook_for_transatlantic_travellers_.._%28IA_swsilvercoshandb00silv%29.pdf?utm_source=commons.wikimedia.org&amp;utm_campaign=index&amp;utm_content=original S.W. Silver &amp; Co.'s handbook for transatlantic travellers .. (IA swsilvercoshandb00silv).pdf] (1883; American; lots of ads from SW Silver, with prices; has blank pages where ppl can write &quot;Introductions&quot; and &quot;Engagements,&quot; but this is not a conduct book, it's travel guide / catalog to London)
#[https://upload.wikimedia.org/wikipedia/commons/f/f6/How_we_go_to_those_who_cannot_come_to_us.._%28IA_howwegotothosewh00roge%29.pdf?utm_source=commons.wikimedia.org&amp;utm_campaign=index&amp;utm_content=original How we go to those who cannot come to us.. (IA howwegotothosewh00roge).pdf] (Roger, Peet &amp; Co.; American; catalog, spring 1891; pp. 11, clerical frock; 7 &quot;Prince Alberts&quot; double-breasted frocks; p. 23 shirts as underwear; has a thing on fitting and mail order; bathing suits, collars and cuffs; tennis shoes)

== Victorian Men's Fashion (Intro to the Men's Fashion Section) ==
Museums and other historical sites have plenty of women’s clothes from the nineteenth century. There is great variety in both outer wear and underwear. “Men’s garments of the Victorian period have survived in far less quantity than women’s.” Buck p. 185 More waistcoats have survived than any other garment. The hardest garment to find are trousers. Very few survived the nineteenth century. Buck p. 185 By 1850 trousers dominated the fashion for men; the trouser straps under the shoe had disappeared; and a fly front had replaced the fall-front. Buck 185

It took most of the nineteenth century for men’s fashion to evolve into the coat, trousers and vest (waistcoat) that dominated the twentieth century and appears to be unchanging in the twenty-first century. “Men’s clothing, like women’s, was specific to each occasion and type of activity during the late nineteenth century.” Payne2, p. 518 For example, formal wear for social events was different from the casual, everyday wear for upper middle class and aristocratic men. Victorians also dressed in ensembles for hunting and riding (included knickerbockers–breeches that had a fuller cut). Casual and looser clothing was worn when participating in sports. Many different cuts of coats were available, like the Norfolk jacket, the morning coat, or the sack coat.

“Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.” Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today.

Ready-made clothing affected the social structure, the economy, and the gender differentiation.


David Kutcha traces the origin of the 3-piece men's suit to King Charles II of England, who may be said to be wearing a coat, pants and a waistcoat, but otherwise is not wearing a &quot;suit&quot; we — or the Victorians — would recognize as such: &lt;blockquote&gt;... since 1666, male gentility has been associated with modesty and plainness in dress. Eschewing fashion as an increasingly feminized realm Charles II's vest inaugurated a new and essentially modern era of masculine aesthetics, one that reversed a long-held association between elaborate display and high social status. Manly thrift now displayed elite status.&lt;ref&gt;{{Cite book|title=The Three-Piece Suit and Modern Masculinity, England 1550–1850|last=Kutcha|first=David|publisher=University of California Press|year=2002|location=Berkeley and Los Angeles}}&lt;/ref&gt; (2)&lt;/blockquote&gt;So it's really Cromwell who should get credit??

The French Revolution caused both men and women to change stylistic direction radically. For one generation, stylish women wore simple white muslin dresses without foundation garments underneath. The changes in men's fashion was more lasting: men turned away from the ornamentation and ruffles of the ''ancien régime'', choosing instead understated and subtle tailoring to indicate good taste and wealth.

Poole

&quot;comfort and convenience&quot; — trousers, sack coats, collars and cuffs without a shirt, wool rather than silks and satins; knee breeches constantly riding up

men as leaders of fashion, in spite of our sense that men didn't do fashion in the way that women did, were more serious than that

=== Dandy Stuff ===
Beau Brummell: &quot;Men began to aspire to fine cutting, tailoring, and perfect fit in their clothes, flawless grooming and manners in themselves. The Englishman George Bryan (Beau) Brummell deserves much credit for the ideal of meticulous masculine appearance.&quot;&lt;ref name=&quot;:25&quot;&gt;{{Cite book|title=The History of Costume: From Ancient Mesopotamia Through the Twentieth Century|last=Payne|first=Blanche|last2=Winakor|first2=Geitel|last3=Farrell-Beck|first3=Jane|publisher=Addison-Wesley Longman|year=1992|isbn=0-06-047141-7|edition=2nd|location=New York, New York}}&lt;/ref&gt; (458) &quot;From 1796 to 1816, the Beau set the pattern for cleanliness and liberal use of starch.&quot; (459)

=== Gender Ideologies ===
'''Victorian gender ideologies''' relegated men to the &quot;public sphere&quot; and women to the &quot;domestic sphere.&quot; (??) More than that “the cult of youth . . . the secularization of sport and the influence of modern warfare in generating men’s fashions, the tendency to prefer modern ideas of comfort and convenience, and the transformation of fashion knowledge and fashion urbanism from print to hyperreality”&lt;ref name=&quot;:26&quot;&gt;McNeil, Peter. &quot;Men's Fashion: 1800–2022.&quot; Chapter 22. ''The Routledge History of Fashion and Dress, 1800 to the Present''. Routledge, 2024. https://opus.lib.uts.edu.au/bitstream/10453/182707/2/Men%27s%20Fashion%20200822_24_12_20_09_29_44.pdf

DOI: 10.4324/9780429295607-27.&lt;/ref&gt; (McNeil 1 or 411) changed the perceptions of masculinity and femininity.

=== Class ===
The growing middle class involved among other things more and more jobs and careers for young men as clerks, office workers, they were junior, subordinate, and they were commuting on the railroads from suburbs.
Carolyn Kirby:&lt;blockquote&gt;In western Europe the fashion for plain dark suits coincided with the rise of the affluent middle-classes in a world where the pace of industrialisation and the globalisation of trade was accelerating as never before. The sharp, dark business suit became the last word in male power-dressing. And so it remains to this day.&lt;ref name=&quot;:27&quot;&gt;{{Cite web|url=https://historiamag.com/invent-masculine-fashion/|title=The invention of masculine fashion|last=Kirby|first=Carolyn|date=3 December 2025|website=Historia: Magazine of the Historical Writers' Association|access-date=25 August 2026}}&lt;/ref&gt;&lt;/blockquote&gt;

=== Bertie ===
Albert Edward, Prince of Wales was very concerned with fashion and authoritative about it, with a very specific eye to small details. He was increasingly influential in men's fashion from the last third of the 19th and into the 20th century, and many noticed what he did and copied him.&lt;blockquote&gt;When that great lover of pleasure, Edward VII, visited Marienbad incognito as the Duke of Lancaster, he was followed by tailors from Paris, Budapest, Vienna, and Berlin who photographed him and took notes about his clothes. Edward VII introduced many [423–424] novelties into men’s fashion. ... He is also credited with making fashionable the creased trouser in 1909 (his groom dried them with a board weight after heavy rain, resulting in the line), turned-up cuff trouser (after hitching his trouser bottoms at a dirty racing track) and, as his girth grew, undoing the bottom button of his waistcoat.&quot;&lt;ref name=&quot;:26&quot; /&gt; (424)&lt;/blockquote&gt;Cowles&lt;blockquote&gt;The Prince was not just ‘a swell’. In the jargon of the day he was ‘a heavy swell’, and apparently there was a world of difference between the two terms. A swell was a rich young aristocrat who lived in extreme comfort; but a heavy swell added showmanship to the comfort and lived in a stylish luxury that even the French were obliged to envy. And of course the heavy swell was the acme of sartorial elegance.

The Prince did not mind changing his dress half a dozen times a day. He loved clothes, and since whatever he chose to wear became the prevailing fashion overnight, he soon was regarded as an expert on the subject. His tailor-in-chief made a fortune. For many years he patronised a Mr. Poole. He discovered this gentleman by accident. He went to the theatre one night to see a well-known actor by the name of Fecher playing ‘Robert Macaire’. As an impecunious adventurer [129–130] Fechter was obliged to wear a coat that was torn and dirty, but Bertie’s expert eye noticed the elegant cut. At the end of the performance he asked Fechter for the name of his tailor, and Mr. Poole’s future was assured.

The Prince had so many clothes he could never travel with less than two valets; and two more valets were left at home cleaning, brushing and pressing his vast wardrobe. There were suits and coats for every variation of every climate the world over. There were over a hundred pieces of headgear; and since Bertie was an honorary admiral and an honorary general of most of the countries of Europe, there was an entire room devoted to uniforms, sashes, epaulettes, belts, buckles, swords, feathers and other regalia. ...

Men’s clothes became of such importance that new [130–131] shops sprang up like mushrooms in Savile Row, Clifford Street and Bond Street. Most of the Prince’s innovations were inspired by comfort and convenience. He altered the cut of the evening dress waistcoat, he shortened the tails on the tail coat, he left his frock coat open (due to an increasing girth), he introduced the black homburg, and he attended race meetings, not in the frock coat hitherto ''de regueur'' but in tweeds. He tried having his trousers creased down the sides rather than the front and back, in order to hide his bandy legs, but this idea did not catch on, and he soon discarded it himself. But the prince was not the only arbiter of men’s fashions. The band of  &quot;heavy swells&quot; who followed his lead gave him plenty of competition. Lord Raglan and Lord Petersham invented coats which are still named after them. Lord Dupplin the dinner jacket and Lord Cardigan the button-up sweater. But Lord Hardwicke made the most spectacular contribution. Men’s silk hats were made of beaver which was left in its original rough, shaggy state. Lord Hardwicke polished his hat until he could see his face in it, and consequently was known as &quot;Glossy Top&quot;. He is responsible for the top hat as we know it today.&lt;ref name=&quot;:28&quot;&gt;{{Cite book|title=Gay monarch, the life and pleasures of Edward VII|last=Cowles|first=Virginia|publisher=Harper|year=1956|location=New York, New York|archive-url=https://archive.org/details/gaymonarchlifepl0000cowl/}}&lt;/ref&gt; (129–131)&lt;/blockquote&gt;
=== Men’s Clothing 1830–1900 (Intro to the Decades) ===
“Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.”&lt;ref name=&quot;:25&quot; /&gt; (458) Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. (this is middle-class men for day wear?)

The silhouette for men sometimes followed the same line as women’s clothing on the top half of their bodies. For example, as women’s sleeves grew into the huge leg-of-mutton fullness, the shoulders of men’s coats also had added fabric to make a pouf at the shoulder, thus emphasizing a broad shouldered look across the front. Men’s silhouettes changed subtly without the exaggerated fullness of women’s skirts or the raising and lowering of the neckline. Once men began to wear trousers, they did not go back to formal knee breeches (except in European courts or for court wear for Victoria).

The line of men’s garments changed in smaller increments than women’s. Coats and trousers might fit tighter in some decades and looser in others. They were slim, then boxy, flared, then straight and evolved into the contemporary line we see on men today.

Men's fashions in the 19th century have been less researched than women's fashions, in part because of fewer artifacts of what men wore were saved in museums for study.

Photography, the first century that we have actual images (rather than artists' interpretations) of what people wore.
==== Court and Formal Dress ====
Livery, working class

Formal dress was separate attire, used for specified occasions, varies by decade

==== Shirts ====
Shirts and collars separated: &quot;by 1827 detachable collars became available.&quot;&lt;ref name=&quot;:25&quot; /&gt; (477) Shirts were considered more like underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries.

Neck treatments (and shirt cuffs)

Shirts were treated as underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries.

==== Coats and Jackets ====
The 1901 ''Clothes Dictionary'' says coats were &quot;The principal garment of men's attire.&quot;&lt;ref name=&quot;:30&quot; /&gt;{{rp|10}}

Several styles of coats were available to fashion-conscious aristocratic and upper-middle-class men. Men’s suits in this period were tailor made, fitted to one specific man. The factories, however, knew that the vast majority of men were working class and began to manufacture and sell ready-made shirts, coats and trousers. More clothes were available for working men and they cost less. The cheaper work clothes enabled upper-working-class men to own more than one set of clothes and to have more formal clothes for church or other events. Ready-made shirts were also available in generic sizes, small, medium and large. Generic sizing speeded up the mass production process and, since little of the shirts could be seen, they did not need custom fitting.

Almost all of the coats Victorian men wore could be single or double breasted, with a couple of exceptions like morning coats and Norfolk jackets.

On more formal occasions upper-class men wore a '''cutaway morning coat''' with light trousers during the daytime, and a dark '''tail coat''' and trousers in the evening. (define these terms) 

Morning coats was a general term for the jacket part of &quot;full dress&quot; or formal daytime wear, distinguished from formal evening wear. Most morning coats were cutaways, but the shape or cut is not the distinguishing feature: the bottom was curved or tailed, so the coat was short in front, it did not have a waist seam, single-breasted. Worn over a waistcoat and shirt.

According to Payne, &quot;During the early 1820s tailcoats were the most popular type of coat.&quot;&lt;ref name=&quot;:25&quot; /&gt;{{rp|474}} &quot;Tailcoats gave way to skirted frock coats by the 1840s.&quot;&lt;ref name=&quot;:25&quot; /&gt; (491) Tailcoats came down as far as the waist and then had tails (or &quot;claw hammer&quot; tails) attached at the waist in the back. Single-breasted, could be worn buttoned or unbuttoned in the front, over a waistcoat and shirt.

Nowadays, the only tailcoats are tuxedos, a term not in use until the 1880s, and named for Tuxedo Park, a village in New York populated by the elite. Originally only the white coat, ''tuxedo'' gradually came to mean the entire suit.

==== Frock Coats ====
[[File:Frock coat MET CI38.23.39 F.jpeg|alt=Old-fashioned coat hanging on a mannequin|thumb|Frock coat, 1840, American]]
Frock coats were introduced in the 1820s and worn throughout the nineteenth century with only minor changes to the line or fit. Sleeves were full at the top and waists were tight, creating an hourglass form. Initially frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The rate of fashion change notable in women's fashion was true for men's clothing as well. The frock coat persisted for a century, but it was in a state of constant (but subtle) evolution, with collars and lapels, coat length, the waist seam, the fullness of the coat itself as well as the sleeve, color, patterns like stripes or plaids. 

A Prince Albert is a double-breasted, very well-tailored, form-fitting frock coat.&lt;ref name=&quot;:30&quot;&gt;[Baker, William Henry.]  ''Clothes Dictionary''.  Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf.&lt;/ref&gt;{{rp|33}} 

Gentlemen, clergy, military 

Men around the world and especially in the British Empire wore frock coats: images and descriptions exist of men wearing frock coats in India&lt;ref&gt;Woodyatt, Nigel Gresley. ''Under Ten Viceroys; The Reminiscences of a Gurkha''. London: H. Jenkins Limited, 1922. Pp. 31, 107, 1774.&lt;/ref&gt;, Iran (Persia at that time)&lt;ref&gt;Sparroy, Wilfrid. ''Persian children of the royal family; the narrative of an English tutor at the court of H. I. H. Zillus-Sultán, G.C.S.I''. London and New York, J. Lane, 1902. Pp. 11, 29, 30.[https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf?utm_source=commons.wikimedia.org&amp;utm_campaign=index&amp;utm_content=original https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf].&lt;/ref&gt;, Japan&lt;ref&gt;Watson, W. Petrie. ''Japan, Aspects and Destinies''. New York, Dutton: 1904. P. 7, 19, 31.&lt;/ref&gt;, Egypt and Turkey&lt;ref&gt;Butler, Alfred Joshua. ''Court Life in Egypt''. London: Chapman and Hall, 1887. P. 7.&lt;/ref&gt;, ...

Payne: &quot;In the 1720s, Englishmen adopted another coat [than the redingote]: a straighter, functional style that originated among the working classes. Made of plain woollen cloth in practical colors such as brown, it had no pleats, narrow sleeves, a small flat collar, and a minimum of decoration. This became known as the frock coat and was useful for riding, hunting, and overseeing one's lands.&quot; (402)

==== Trousers ====
Working-class men had been wearing trousers (or &quot;trowsers&quot;) increasingly since the 16th century in Europe,('''citation''') but after the French revolution the middle and upper classes adopted them because &quot;the safest dress was that of the working man, ... who did not wear knee breeches, but rather trousers.&quot;&lt;ref name=&quot;:26&quot; /&gt; (416)

Breeches: Men’s bifurcated garment that ended just below the knee

Trousers (or long pants): men’s bifurcated garment that went down to the ankles or foot

The most sweeping change in men’s fashion before 1820 was in the length of their pants. Trousers that went from waist to foot were so much more comfortable and popular than knee breeches that they replaced what had dominated men’s wear since the sixteenth century. And trousers have been worn for over two centuries now.

They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches, and they could afford to have their suits and shirts hand sewn and individually. Working class men had to contend with small, medium, and large from mass production.

This bifurcated garment was modified in specific places, like the length, the fullness over the hips or the width of the leg. In summer trousers were lighter in color — &quot;grayish blue, aqua and pearl gray.&quot; (Payne 2, 505) In winter trousers mixed darker colors like &quot;steel gray and brown, black and brown, and black and green.&quot; (Payne 505) More on summer colors, winter colors?

[Find quote about QV's men's court dress and the men being so cold]

Lewandowski: &quot;First worn by the early horse-riding steppe people, introduced to Western world by Italians in 16th century. They were accepted as informal dress in the Directoire (1790–1815 C.E.). They became a part of semi-formal dress around 1815 and became worn commonly after 1830.&quot;&lt;ref name=&quot;:31&quot; /&gt; (298)
[[File:Waistcoat MET CI60.22.55 F.jpg|thumb|Men's waistcoat, 1850s]]

==== Waistcoats ====
For most of the century, the waist-length sleeveless coat that men wore over their shirt and under their suit coat was called a waistcoat. By the 1880s, everyday waistcoats were called vests, and what was called a waistcoat was worn with formal, evening attire like tailcoats and tuxedos.

Over the course of the century the waistcoat evolved from ornate and decorative to something simpler, whose fabric matched the suit coat and trousers — the vest, in fact. Victorian men put their creativity, color and specialty fabrics into their waistcoats. At the beginning of the century men's waistcoats were made from specialty fabrics, like velvet or brocade or a patterned silk. Early in the century, stylish men wore two vivid waistcoats at the same time: &quot;During the 1820s and 1830s, men sometimes wore two waistcoats, in combinations like white velvet over rose-and-gold brocade.&quot;&lt;ref name=&quot;:25&quot; /&gt; (474) An elaborate waistcoat might have a colorful, patterned base fabric as well as a floral ribbon embellishment (for example, see right). Long after coats and trousers were made from the same dark wool, waistcoats continued to be colorful, making them the focus of the ensemble.

By the end of the 19th century, the plain style came to dominate men’s fashion (and continues to dominate it to this day). When waistcoats became vests, they became part of the plain style.

'''1880s''': &quot;The term vest now applied to all but low-necked formal styles, which were still called waistcoats.&quot; (Payne 2 528) The formal styles (&quot;low-necked formal styles&quot;) were called waistcoats; all other styles were called vests.

* cc. 1830, dark brown or black w faces, gold buttons, standing collar: File:Waistcoat MET 38.68 F.jpg
* c. 1830, beige and white woven fabric with rose buds stamped or embroidered??: File:Waistcoat MET 19.181.4 F.jpg
* 1830–1835, dotted and floral stamped fabric, brown and tan: File:Waistcoat MET 1976.254.1.jpg
*
* c. 1840, flowered fabric: File:Waistcoat MET 1979.346.45 F.jpg
* c. 1840, red, jacquard-like, double-breasted: File:Waistcoat MET 1979.346.47 F.jpg

* 1840s, white brocade: File:Waistcoat MET 1980.132.8 F.jpg
* 1840s, dark blue, red, green? stamped?: File:Waistcoat MET 1976.254.1.jpg
* Mid 1840s, brown, embroidered: File:Waistcoat MET 24.160.3 F.jpg
* late 1840s, embossed white with hash thingies: File:Waistcoat MET 1978.88.9 F.jpg
* 1845 waistcoat made from blue Chinese silk damask: File:1845 waistcoat made from blue Chinese silk damask.jpg
* 1845–1855, white brocade wedding waistcoat, piping on the edges: File:Waistcoat MET 1986.373.3 F.jpg
* '''1849–1860''', black w gold lining, ribbon: File:Waistcoat MET 1978.477.25 F.jpg
*
* 1850, print of St. James's Park: File:Print (BM 1880,1113.2351).jpg
* 1850s, white and blue, w blue floral design stamped on white-and-grey stamped on white fabric: File:Waistcoat MET 1978.477.28 F.jpg
*c. 1853, brown and tan plaid, with red squares: File:Waistcoat MET 1984.90.2 F.jpg
*1854: Fashion plates, groups of ppl: File:Paris, New York &amp; Philadelphia fashions for spring and summer 1854, published &amp; sold by F. Mahan, no. 211 Chestnut Street, Philadelphia. LCCN2003655770.jpg
*c. 1855, French fashion plate, frock coats, waistcoats, etc.: File:Album z ilustracjami do czasopism z moda francuska, niemiecka i angielska. ca 1855 (9109644).jpg
* 1857, cream, printed flowers on check, watch pocket: File:Waistcoat MET 1978.88.8 F.jpg
*
* c. 1860, dark floral? fabric with machine embroidery?: File:Waistcoat MET 1983.479.13 F.jpg
*
* late 1870s–early 1880s, gold, woven: File:Waistcoat MET 1979.34.1 F.jpg

[[File:Homosexualitywilde.jpg|thumb|Oscar Wilde and Bosie Douglas, straw boater and derby, 1894]]

==== Overcoats ====
Overcoats or surcoats were, as their name suggests, coats worn for warmth and for protection from rain and snow on top of the other articles of clothng, including suit coats and frock coats. Victorians used the term overcoat or great coat, and they also specified what kind of overcoat: Chesterfield coat, Inverness coat, macintosh (or mackintosh), paletot, redingote, surtout, Ulster coat

Overcoats became a significant fashion element and many styles were seen throughout the century. 

Surtout: &quot;An overcoat cut in the style of a frock coat.&quot;&lt;ref name=&quot;:30&quot; /&gt; (39) Lewandowski says somethng more generic, &quot;term referring to any man's long cloak or coat.&quot;&lt;ref name=&quot;:31&quot;&gt;{{Cite book|title=The Complete Costume Dictionary|last=Lewandowski|first=Elizabeth J.|publisher=Scarecrow Press|year=2011}}&lt;/ref&gt; (282)

Redingote: Redingotes had a rolled collar, sleeves with fullness at the shoulders and upper arm and narrow at the elbows to the wrist. It was fitted at the waist and reached mid-calf. existed various forms in the 18th century. Women's redingote 1865–1890, in France, to cover the bustle. (Lewandowski, 247–248) Payne: &quot;The greatcoat or redingote evolved into an overcoat ..., but the overcoat lacked the pleats and large cuffs of the redingote.&quot; (402) high, double collar, standing collar, single- or double-breasted. &quot;from riding coat&quot; (Payne 402)

“Chesterfield coats were single-breasted, with fly fronts and velvet collars.”  Payne2 p. 519

ulster overcoat for travel

Inverness: an Inverness coat with up to five cape collars and a high curved collar. Lewandowski: &quot;(1840–1865 C.E.) to 20th century. Worn after 1858, man's large, losose, knee-length overcoat with fitted collar and long cape.&quot; (143) In 1870s, the cape ... [Brenda will paraphrase]

Greatcoat: &quot;large overcoat, commonly made of wool&quot; (Lewandowski, 124)

&lt;ref name=&quot;:24&quot; /&gt;Kay, Fiona and Neil R. Storey, ''Victorian Fashions for Women'', Pen &amp; Sword History, Yorkshire - Philadelphia, 2022

==== Hats ====
The upper-class continued to wear top hats, and [[bowler hats]] (known in America as a derby) were worn by the working class. 1830s This class of men also wore round cloth caps, often seen on male children.

The straw boater was the most popular hat by the end of the century and was worn by all of the classes.

Men wore [[top hats]], with wide brims in sunny weather. 1830s - 1900

Top hats briefly became the very tall &quot;stovepipe&quot; shape, but a variety of other hat shapes were popular.

Homburgs, deerstalkers and “Trilbies” were also popular. Buck, p. 198-199 (George de Maurier novel ''Trilby'') Hats were ''de rigueur'' for all Victorians, all classes, all ages, all genders.

==== Shoes ====
[[File:Men's fashion silhouette of 1837.jpg|thumb|Men's coats, 1837]]
[[File:Lev Wittgenstein by F. Kruger.JPG|thumb|Lev Wittgenstein by F. Kruger, 1836]]

=== 1830s and 1840s ===
For men's fashion, the 1830s and 1840s were dominated by a defined waist, lean limbs and tall hats.

Working-class men had been wearing trousers for some time, but by the 1830s and '40s, middle- and upper-class men generally wore frock coats and trousers for casual or less formal attire in the city. In the country, what they wore depended on what they were doing — hunting, riding, shooting and so onen[[File:Man's Frock Coat LACMA M.2007.211.61 (1 of 4).jpg|alt=Male mannequin wearing a light-colored thigh-length coat similar to a suit jacket and a top hat|thumb|Men's frock coat, c. 1845]]
[[File:Stockholms mode-journal- Tidskrift för den eleganta werlden 1847, illustration nr 2.jpg|thumb|Stockholm's fashion magazine, 1847]]Some men wore corsets during this time, so the waist was nipped in and the skirt of the frock coat flared out. The sleeves of their coats and jackets were slightly puffed at the shoulders. The trouser legs were straight with a strap under the instep. The figure on the left in the fashion plate from ''Modes de Paris Journal des Tailleurs'' (right) illustrates this silhouette very clearly as well as the frock coat, the strap under the instep, and the puffed shoulders.

==== Coats and Jackets ====
Frock coats had become fashionable for day wear in the 1820s&lt;ref name=&quot;:25&quot; /&gt;{{rp|474}} and were worn throughout the century. In the 1830s frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. 

The main changes in frock coats in these two decades were in the colors and the neck treatments (collar and lapels). Initially frock coats were not necessarily black. They could be colorful — like &quot;plum, mulberry, brown, bright blue, and bottle green&quot; — with &quot;contrasting velvet collars.&quot;&lt;ref name=&quot;:25&quot; /&gt;{{rp|474}} The truly bright, saturated colors made possible by synthetic dyes, however, were a couple of decades away still and were never used for frock coats. 

Middle- and upper-class men limited their use of tailcoats to evening wear and more formal occasions. (In the 1847 Stockholm fashion magazine, below right, the figure in the center is wearing a tailcoat.) A cutaway morning coat was worn with light trousers for formal events during the daytime, and a dark tail coat and trousers were worn in the evening.

==== Shirts ====
Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[cravats]] or neck ties. Before they were mass produced, shirts made of finer linen or cotton were tailored for upper and wealthy middle-class men. Depending on occupation, working-class men's shirts were made from a rougher, home-woven linen or cotton, often shaped loosely like a smock and sometimes without a front closure. Shirts were sometimes as long as knee-length. 

==== Trousers ====
Men had adopted trousers over knee breeches for semi-formal dress &quot;around 1815&quot;&lt;ref name=&quot;:31&quot; /&gt; (298) beginning after the French Revolution.&lt;ref name=&quot;:26&quot; /&gt; (416) They were wearing trousers both for formal and semi-formal dress by the 1830s. Initially trousers &quot;fit quite snugly ..., but in the 1840s they became looser.&quot;&lt;ref name=&quot;:25&quot; /&gt; (477)

Upper-class and aristocratic men still wore knee breeches at court and loose-fitting breeches (in the form of knickerbockers) for country wear and some sports, like riding and golf. Generally, however, they wore trousers more than they wore breeches.

Men flocked to them once trousers became a stylish option because the looser fit was warmer in cold weather and more comfortable than the tight-fitting knee breeches from earlier in the century.

Ready-made men's clothing was available in the US early, but by the 1840s ready-made suits were making an impact in Europe and the UK,&lt;ref name=&quot;:26&quot; /&gt; (419–420) especially outside the upper classes. Aristocrats and upper middle class could afford the well-tailored cut and fit of individually hand-sewn trousers and coats.

==== Waistcoats ====
Waistcoats were both single- or double-breasted, with shawl or notched collars, and might be finished in double points at the lowered waist. Collars gradually lowered over the course of the two decades. Often the colorful vests were decorated with fur or velvet collars.

“Waistcoats [or vests] remained colorful, decorative items in men’s wardrobes after the rest of their costumes had become plain.” (Payne 2 460-462)  

==== Overcoats ====
Men wore a variety of topcoats or overcoats. Surtouts were overcoats built like long frock coats, like the one worn by Lev Wittgenstein in the portrait (above right). The redingote was most popular in the 1830s and 1840s. 

==== Original Text ====
During the [[1840s in fashion|1840s]], men wore tight-fitting, calf length [[frock coat]]s and a [[waistcoat]] or vest. Sleeves were full at the top and waists were tight, creating an hourglass form. For more formal occasions, a cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[Cravat (early)|cravat]]s or neck ties. Men wore [[top hat]]s, with wide brims in sunny weather.
=== 1850s ===
The 1850s revealed several industrial inventions that significantly impacted clothing. First, the Industrial Revolution began (and still does today) with machines to weave fabric and machines to sew fabrics. Manufacturers quickly learned that the majority of the population was working class. Theirs were the simplest, least trimmed garments made in the nineteenth century. Second, mass production of shirts, trousers and coats changed how most people shopped for clothes. The aristocracy and upper middle class folks could still have their clothes made to specifically fit their bodies. Manufacturers knew that they could not mass produce clothing for each individual’s body. They invented generic sizing in small, medium, and large. They could, therefore, produce many more items of clothing with generic sizing. Third, Isaac Singer patented and began to manufacture home or domestic sewing machines (treadle machines) enabling more form-fitted '''dresses''' to be constructed for an individual’s specific shape and size. The fourth item to impact fashion and clothing was the invention of the paper pattern. These were introduced in fashion magazines targeting women. Almost all women were taught to sew by hand, whether they were aristocrats or working class. Sewing machines enormously speeded up the '''process of constructing from hours to minutes'''. Finally, aniline dyes made colors brighter and longer lasting. Prints and stripes, checks and plaids, fabrics had much more vibrant color with aniline dyes. The Industrial Revolution impacted the working class and changed their lives the most.

children's clothes? Women made men's clothing too
According to Judith Flanders, working-class men's clothes could be colorful. For example drivers of hansom cabs () dressed more up-scale, and drivers of hackneys () did not.&lt;blockquote&gt;While hackney drivers were also considered to be stereotypically shabby, hansom-cab drivers were generally represented as smartly dressed. A print in 1850 showed a driver in a snappy brown coat instead of the coachman’s heavy multiple-caped outfit, pale green striped trousers, short boots and top hat, the [167–168] reins held daintily in his gloved hands. Both cab and coach drivers wore top hats, but cabbies of a sporting bent later switched to bowlers, and in summer donned bright checked outfits.&lt;ref name=&quot;:23&quot;&gt;{{Cite book|title=The Victorian City: Everyday Life in Dickens' London|last=Flanders|first=Judith|publisher=Thomas Dunne Books|year=2012|location=New York, New York}}&lt;/ref&gt; (167–168 [of 972])&lt;/blockquote&gt;

A variety of silhouettes was seen in the 1850s. Trousers were long and slim with a strap under the instep of the shoe. 

==== Coats and Jackets ====
&quot;Although the frock coat was worn throughout the century, it lost its dominant position in the 1850s, when the morning coat began to replace it.&quot;&lt;ref name=&quot;:29&quot; /&gt;

A jacket shorter than the frock coat or morning coat that had visible pockets began to be worn in about 1850. Cutaway tail coats were still reserved for formal occasions. All of these coats could be single or double breasted. They were called “ditto suits” by those who wore them because the coat, trousers, and waistcoat were all made from the same fabric. There were morning coats and cutaway morning coats; there were Norfolk jackets and ditto suits. The most formal were the cutaway tail coats for evening wear and balls; and the least formal were the boxy shaped sack coats. By the 1860s, it had become the most popular casual coat.

==== Shirts ====
During the [[1850s in fashion|1850s]], men started wearing shirts with high upstanding or turnover [[collar (clothing)|collars]] and [[necktie#Four-in-hand|four-in-hand necktie]]s tied in a bow, or tied in a knot with the pointed ends sticking out like &quot;wings.&quot;

==== Trousers ====
Trousers had fly fronts and breeches were used for formal functions and knickers (short pants fuller cut than breeches) for horseback riding. Men's choice to wear trousers is an instance of the importance of comfort and convenience outweighing style and presentation, a value that increased in importance through the 20th century.

==== Waistcoats ====
Waistcoats remained the one garment that could be brightly colored and copiously trimmed on exotic fabrics. Waistcoats show that men were concerned with decorative elements in their ensemble.

==== Notes &amp; Quotes ====

* transition from frock coats to ditto suits, 1850s (Payne, 463)
==== Hats ====
The upper-class continued to wear top hats, and [[bowler hat]]s were worn by the working class. Caps

==== Overcoats ====
Overcoats were cut fuller with wider sleeves and no extra fullness at the shoulder. Unlike the redingote, the overcoats had straight seams to the knee length. Many had wide lapels that reached below the waist. Working class men and their families benefitted more from the industrial revolution in regards to clothing.  Manufacturers marketed to them because because they were the largest class.
[[File:Gazette of Fashion, February 1865, RP-P-2009-2675.jpg|thumb|1865, Frock coats, etc. (Paris)]]
[[File:Gazette of Fashion, October 1864, RP-P-2009-2673.jpg|thumb|1864, Frock coats, etc., Paris]]
[[File:Broadway fashions, New York LCCN2003677917.jpg|thumb|Butterick, Spring-Summer 1866, Broadway Fashions]]
[[File:Four young men wearing frock coats - DPLA - 4706a21c9267c45034d51c8fc5309251 (page 1).jpg|thumb|1860s, working class?, ill fitting, frock coats, trousers, shirts, vest, derby hats]]

=== 1860s ===
[[File:Corporal frock coat 1862 med.jpg|thumb|Corporal frock coat 1862, 9-botton military]]The 1860s saw fewer inventions that influenced or changed the way people were acquiring clothes. But the changes begun by mass production continued with the working class. Little changed for the higher classes, except maybe paper patterns and sewing machines.

The different shape and size in clothing continued to provide slightly different silhouettes for men in the upper and middle classes. As women's clothes grew more complex in cut and style, men's clothes became simpler in cut and style.

==== Coats and Jackets ====
Individualized fittings continued for upper class and wealthy middle class clients. (Working class as well as middle and upper class.) Working class was well over 60% of the population. For the largest class, ready-made garments were ideal for men and women who were working class. 

For the two upper classes morning coats still led the way but frock coats were still in demand and worn in business and more casual situations. Leisure wear like knickers and ditto suits became more popular in the 1860s. Haute couture wanted every occasion or event to have special clothing. In some ways men dressed more alike (coat, trousers, waistcoat) and in some ways there was more variety in the cut of their coats and in the manufactured clothing they could buy. Many upper class men still had their shirts custom made.

Frock coats were shortened to knee-length and were worn for business, while the mid-thigh length [[sack coat]] slowly displaced the frock coat for less-formal occasions, with the overall effect of a looser silhouette.

The Prince of Wales: &quot;For the countryside such as at Sandringham, he permitted an informal dress code. The Henry Poole ledger marked as 'HRH 1865' is for an evening coat without tails, the first 'dinner jacket.'&quot;&lt;ref name=&quot;:26&quot; /&gt; (424)

==== Shirts ====
Ready-made shirts rarely were seen since shirts were more underwear than outerwear. Factories began to make and sell detachable collars and cuffs. It was more convenient to replace collars and cuffs each day than the time it took a servant (working class) to wash and starch enough to look like the celluloid many of those collars were made of. 

==== Trousers ====
Trousers were cut full and boxy during most of the 1850s and 1860s. The strap under the shoe disappeared and trouser legs reached the back of the heel in length. Knickers were still worn for hunting or riding and breeches were still ''de rigueur'' at court.

==== Waistcoats ====
Waistcoats remained decorative and worn with most of the coats that were popular. The young “dandies” wore the most colorful and decorated waistcoats. These “dandies” gave their highest priority to their appearance. They were the avant garde of haute couture for men.

==== Necks Treatments ====
In the [[1860s in fashion|1860s]], men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin.

==== Hats ====
Top hats briefly became the very tall &quot;stovepipe&quot; shape, but a variety of other hat shapes were popular.

==== Overcoats ====
The single-breasted redingote continued in popularity among the aristocracy and upper middle-class.  These coats were often “in colors such as plum, mulberry, brown, bright blue, and bottle green . . . [with] contrasting velvet collars.” Payne2 p. 474 [[File:Mens Coats 1872 Fashion Plate.jpg|thumb|upright|Drawing of Victorian men 1870s]]
[[File:Ashurst frock coat.jpg|thumb|Ashurst Frock coat]]
[[File:Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat; Standing (fbc266c2feca43f6ad5b44e031635a8d).tif|alt=Old photograph of a man wearing a dark thigh-length coat similar to a suit coat with light-colored trousers|thumb|Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat, c. 1872]]
[[File:Caillebotte Hugot.jpg|thumb|Portrait of Paul Hugot, 1878]]
[[File:Oscar Wilde (1854-1900), by Hills &amp; Saunders, Rugby &amp; Oxford 3 april 1876.jpg|thumb|Oscar Wilde, 1876, ditto suit]]
[[File:FrockCoat.jpg|thumb|English frock coat, 1870s]]

=== 1870s ===
To correct and prevent errors being made in court dress, in 1875 the Lord Chamberlain published ''Dress Worn by Gentleman at Her Majesty's Court'', &quot;a summary of regulations for court uniform and dress.&quot;&lt;ref&gt;{{Cite book|url=https://www.google.com/books/edition/Dress_worn_by_Gentlemen_at_Her_Majesty_s/pvrbQCXq0MEC?hl=en|title=Dress worn by Gentlemen at Her Majesty's Court|last=Britain)|first=Victoria (Queen of Great|date=1875|language=en}}&lt;/ref&gt; This is the kind of thing Bertie really cared about. Define court dress.

A portly, boxy silhouette was sought for most of the 1870s. Older men whose stomachs had spread outward and thus looked prosperous to the Victorians were the ideal for men’s high fashion. Sack coats and trousers were cut a little wider in the legs.

Corduroy for trousers and muslin for shirts was often used in working class clothing.

==== Coats and Jackets ====
There were minor changes to some of the coats Victorian men wore. Frock coats were shortened to the knee. Sack coats (or ditto coats — the forerunner of the suits worn by men in the western cultures of the twentieth and twenty-first centuries) were found to be so comfortable that most men of the upper and middle classes had a ditto suit. Men still wore morning coats and the aristocracy still wore cutaway coats with trousers to parties and balls but cutaway coats with knee breeches at court.

==== Shirts ====
Although ready-made shirts were available, the upper and middle classes still wore bespoke clothing hand-made, with better fabric and an excellent fit but stitched on machines. The suits and shirts made for the working class were of cheaper fabrics.

==== Trousers ====
Most men were wearing trousers  all of the time (except at court) and have worn them ever since. Trousers had button flies by the 1870s which most men found to be much more convenient than laces. Trousers did not “ride up” the leg in the way that knee breeches did when dancing or sitting. If a man did not have fashionable legs, they could be obscured behind trousers.

==== Waistcoats ====
White waistcoats began to be worn by men. Black were also worn when mourning. Changes in the waistcoat could be seen but were very subtle. For example, collars were lowered as the neckline grew deeper and deeper in front, revealing more of the fancy vest.

==== Overcoats ====
A longer version of the standard overcoat, “sometimes with fur collar, cuffs, and lining” was often worn for warmth. Payne2 p. 519

==== Original Text ====
During the [[1870s in fashion|1870s]], three-piece suits grew in popularity along with patterned fabrics for shirts. Neckties were the four-in-hand and, later, the [[Ascot tie]]s. A narrow ribbon tie was an alternative for tropical climates, especially in the Americas. Both frock coats and sack coats became shorter and more form fitting. Flat straw boaters were worn when boating.
[[File:Elliott &amp; Fry10a.jpg|thumb|William Gladstone, 1887, morning coat]]
[[File:British politicians gambling at Ascot Wellcome V0050378.jpg|thumb|British Politicians Gambling at Ascot, 1884]]
[[File:Scribner's magazine (1887) (14595087238).jpg|thumb|1887, types of American servants]]

=== 1880s ===
The silhouette narrowed and straightened. That is, the line went straight down without the flare of skirts on the coats. This smooth line had few decorations. Men wore hardly any jewelry. They might have a boutonniere or a ring.  Suits were not  decorated. All coats were straighter and shorter.

Depending on the time of day, the Prince of Wales might change his clothes (thus, his silhouette) up to six times per day,&lt;ref name=&quot;:28&quot; /&gt; (129) and some aristocrats and upper-class men would follow his lead.

==== Coats and Jackets ====
Although the frock coat was worn throughout the nineteenth century, the single fabric sack suit was worn for casual wear and was beginning to be seen as a businessman’s suit.  Morning coats were still in use for some events as well as casual occasions. The modern tuxedo or Cowes jacket appeared and was worn for formal occasions. The tuxedo is still worn as formal dress today.

==== Shirts ====
Shirts were still custom made for the rich and the working class bought ready-made shirts. The shirt remained basically the same but it could handle the different neck treatments.  Even mass produced shirts could have buttons or button holes for detachable collars and cuffs.

==== Trousers ====
Trouser legs began to decrease in width as the coat became narrower and emphasized strong vertical lines.

==== Waistcoats ====
During the 1880s waistcoats were called vests [is it regional?] and much of their bold trim and colorful fabric disappeared and vests were constructed from the same fabric as the coat and trousers. 

The business suit for men developed in the 1880s and was firmly established in the 1890s.

==== Overcoats ====
Versions of topcoats increased, adding an ulster overcoat for travel and an Inverness coat with up to five cape collars and a high curved collar. Double breasted topcoats were popular and some were knee-length and some calf-length.

==== Original Text ====
During the [[1880s in fashion|1880s]], formal evening dress remained a dark tail coat and trousers with a dark waistcoat, a white bow tie, and a shirt with a winged collar. In mid-decade, the dinner jacket or [[tuxedo]], was used in more relaxed formal occasions. The [[Norfolk jacket]] and tweed or woolen breeches were used for rugged outdoor pursuits such as shooting. Knee-length topcoats, often with contrasting velvet or fur collars, and calf-length overcoats were worn in winter. Men's shoes had higher heels and a narrow toe.
[[File:American fashions - The Jno. J. Mitchell Co. Litho., New York. LCCN2006676665.jpg|thumb|Fashion plate from the Jno. J. Mitchell Co., New York, 1899]]
[[File:Alfred Milner Vanity Fair 1897-04-15.jpg|thumb|Alfred Milner, 1897, Leslie Ward (&quot;Spy&quot;), for Vanity Fair]]
[[File:Nobl-08.jpg|thumb|Sherlock Holmes, 1892, Sidney Paget]]
[[File:PUK1894page380rector poor.jpg|thumb|Rector and Drinker, 1894]]

=== 1890s ===
The dominant silhouette for men became the sack suit in the 1890s and while changes in the sack have been subtle, it remains the dominant silhouette today.

==== Coats and Jackets ====
“Sacks became ''the'' favored style of suit coat,”(Payne2, p. 532) especially among the younger men. Frock coats were associated with older men along with the cutaway coat. There were many more choices for sports wear and leisure wear than ever before. Norfolk jackets were often worn while hunting. Most informal styles could be purchased ready made. The rich still had their clothing custom made by tailors but even working class men could purchase most ready-made versions of the coats, trousers, and vests.

==== Shirts ====
Shirts could be made of patterned fabric as well as solid colors and white.  Shirts were beginning to be acceptable as outer wear especially when worn as sporting clothing.

==== Trousers ====
Early in the 1890s, “slim, straight trousers were news.” (Payne 2, p. 532) Trousers could be plaid or checked as well as the same fabric as the coat and vest.

==== Waistcoats ====
Fancy fabrics and bold trim were not seen much as the more subdued vest dominated the fashion scene.

==== Neck Treatments ====
In the 1860s, men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin.

==== Overcoats ====
“Topcoats included fingertip-length styles made of twill covert cloth. Single-breasted, fly-front overcoats were fashionable too. Roomy overcoats with fur linings and collars warmed the wealthy. Inverness overcoats remained in vogue.” Payne2, p.532

==== Original Text ====
Starting from the [[1890s in fashion|1890s]], the [[blazer]] was introduced, and was worn for sports, sailing, and other casual activities.&lt;ref&gt;{{cite web|last=Landow|first=George|url=http://www.victorianweb.org/art/costume/90s/2.html|title=Men's informal sporting dress, late 1880s and '90s}}&lt;/ref&gt;

Throughout much of the Victorian era most men wore fairly short hair. This was often accompanied by various forms of facial hair including moustaches, side-burns, and full beards.  A clean-shaven face did not come back into fashion until the end of the 1880s and early 1890s.&lt;ref&gt;{{cite web|url=http://www.victorianweb.org/art/costume/nunn21.html|title=Victorian Men's Fashions, 1850–1900: Hair}}&lt;/ref&gt;

Distinguishing what men really wore from what was marketed to them in periodicals and advertisements is difficult, as reliable records do not exist.&lt;ref name=&quot;shannon597&quot;&gt;{{cite journal|last=Shannon|first=Brent|title=Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914|journal=Victorian Studies|year=2004|volume=46|issue=4|pages=597–630|doi=10.1353/vic.2005.0022}}&lt;/ref&gt;

=== Notes ===

*Men's suits buttoned higher up than today (Payne, 467)
* Norfolk jackets and sack suits (Payne, 471)
* formal attire, tuxedos with tails, cutaways (Payne, 469)
* Keith Middlemas (https://archive.org/details/storyoffiesta00huxf/page/200/mode/2up?q=fashion)
*Brent Shannon. &quot;Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914.&quot; Victorian Studies 46, no. 4 (Summer 2004): 597–630.

== Hats and headwear ==
[[File:Ford.madox.brown.last.emma.study.jpg|thumb|''Emma Hill'' by [[Ford Madox Brown]] (1853), a woman wearing a later version of the [[poke bonnet]]]]
[[File:Hoed,_objectnr_KA_1237.tif|left|thumb|Perched bonnet style of the early 1870s.]]
Hats were crucial to a respectable appearance for both men and women. 

=== Men's Hats ===
The top hat, for example, was standard formal wear for upper- and middle-class men.[Payne] According to Blanche Payne, &quot;The high top hat, usually black or dark gray, had reached its characteristic shape by 1798 and dominated the entire nineteenth century.&quot; (457–58) 

Although top hats were the dominant hat in the 19th century, other hats became popular for working classes and lower income middle class. “The style of an individual’s hat varied, depending on fashion and their social position, as well as their profession or chosen activity..” ''Goodman 53 of 460'' Other hats that became necessary and popular include the Derby, the straw Boater, and a flat cap with a short brim. In many cases the class, work activity and income could be determined by what kind of hat was on the head of the wearer. For some men, a hat supporting a particular sport or team was important.

The Derby or Bowler hat was designed by William and Thomas Bowler, brother shopkeepers in 1849. ''(Goodman 55 of 460)'' It cost less than a top hat but  lasted longer and was soon worn by middle class bankers and clerks. Straw boaters were worn by the aristocracy for casual events and working class factory workers and agricultural laborers. By 1901 working class men had changed their preference to the flat caps which became the most popular hat for the workers. 

Headdress for men was an essential part of dress for the entire period of the Victorian age, from the 1830s through the end of the century. Judith Flanders describes the hats worn by men in London, &lt;blockquote&gt;It is difficult to bear in mind the importance of hats as not only markers of class and income, but also as indicators of respectability. [509–519] [George Augustus] Sala commented that &quot;every&quot; man throughout the history of the world &quot;must, necessarily and habitually, wear some kind of covering to his head&quot;. Postmen wore hats, small children wore hats, field labourers and market gardeners wore hats, cricketers, skaters — all sportsmen — wore hats. It was, self-evidently, impossible to go outdoors without one. ... Those in professional occupations wore pot hats, as did clerks and all those with pretensions to middle-class status. Even doctors' delivery boys wore battered hand-me-down pot hats: &quot;the nap rusty, the band a mournful strip of tarnished lace; but still a Hat&quot;, which &quot;stamps him as being associated, in however slender a manner, with a learned profession&quot;. Cloth caps were for labourers, for costers and for boys. ... Artisans wore caps made out of paper, which they folded [510–511] themselves and so could easily replace as they became dirty.&lt;ref name=&quot;:23&quot; /&gt; (509–511 [of 972]) &lt;/blockquote&gt;A pot-hat is a kind of derby or bowler in men's hats. (Lewandowski, 237)

==== Original Text ====
Hats were crucial to a respectable appearance for both men and women. The top hat, for example, was standard formal wear for upper- and middle-class men.&lt;ref name=&quot;:4&quot;&gt;{{Cite book |last=Steele |first=Valerie |url=https://archive.org/details/fashioneroticism0000stee |title=Victorian Fashion. Fashion and Eroticism: Ideals of Feminine Beauty from the Victorian Era to the Jazz Age |publisher=Oxford University Press |year=1985 |isbn=978-0-19-503530-8 |pages=[https://archive.org/details/fashioneroticism0000stee/page/51 51]–84 |url-access=registration}}&lt;/ref&gt; For women, the styles of hats changed over time and were designed to match their outfits.

=== Women's Hats ===
For a discussion of the history of plumes and feathers, see [[Social Victorians/Victorian Things#Ostrich Plumes and Prince of Wales's Feathers|Ostrich Plumes and Prince of Wales's Feathers in ''Victorian Things'']].

==== Original Wikipedia Text ====
During the early Victorian decades, hats were modest in size and design, straw and fabric bonnets being the popular choice. [[Poke bonnet]]s, which had been worn during the late [[Regency period]], had high, small crowns and brims that grew larger until the 1830s, when the face of a woman wearing a poke bonnet could only be seen directly from the front. They had rounded brims, echoing the rounded form of the bell-shaped hoop skirts.

Bonnets shrunk at the end of the 1860s and moved to a perched position in the early 1870s as hairstyles grew in scale and intricacy. This led to the popularization of hats, which became the headwear of choice for the remainder of the Victorian era.&lt;ref name=&quot;g4223&quot;&gt;{{cite book |last=Cunnington |first=Cecil Willett |title=English Women's Clothing in the Nineteenth Century |date=1990-05-01 |publisher=Courier Corporation |isbn=0-486-26323-1 |publication-place=New York |page=}}&lt;/ref&gt;
[[File:The_London_and_Paris_ladies'_magazine_(Apr_1885)_03.png|thumb|Flower pot style hat of 1885.]]
The 1880s saw a hat inspired by the top hat for women known as the flowerpot hat, and the 1890s saw the popularity of the boater. The hats of the late Victorian era were covered with elaborate creations of silk flowers, ribbons, and above all, exotic plumes; hats sometimes included entire exotic birds that had been stuffed. Many of these plumes came from birds in the Florida everglades, which were nearly made entirely extinct by overhunting. By 1899, early environmentalists like [[Adeline Knapp]] were engaged in efforts to curtail the hunting for plumes. By 1900, more than five million birds a year were being slaughtered, and nearly 95 per cent of Florida's shore birds had been killed by [[Plume hunting|plume hunter]]s.&lt;ref&gt;{{cite web|title=Everglades National Park|url=https://www.pbs.org/nationalparks/parks/everglades/|archive-url=https://web.archive.org/web/20090927085907/http://www.pbs.org/nationalparks/parks/everglades/|url-status=dead|archive-date=27 September 2009|publisher=PBS|access-date=7 November 2011}}&lt;/ref&gt;

== Shoes ==
The women's shoes of the early Victorian period were narrow and heelless, in black or white satin. By 1850s and 1860s, they were slightly broader with a low heel and made of leather or cloth. Ankle-length laced or buttoned boots were also popular. From the 1870s to the twentieth century, heels grew higher and toes more pointed. Low-cut pumps were worn for the evening.&lt;ref name=&quot;:4&quot; /&gt;

== Cosmetics ==
[[Victorian-era cosmetics]] were typically less obvious than ours. However, small amounts of pale face powder or powdered blush were widely used.&lt;ref&gt;{{Cite book |last=Goodman |first=Ruth |title=How to be a Victorian |date=2014 |publisher=Penguin Books |isbn=978-0-670-92136-2 |location=London}}&lt;/ref&gt; Tints were sometimes added to face creams. Some cosmetics contained toxic or caustic ingredients like lead, mercury, ammonia, and arsenic {{Citation needed|date=October 2025}}.

Hair color
==Mourning black==
{{See also |Mourning stationery}}
[[File:The royal children in mourning Mar 1862.jpg|thumb|Victoria's five daughters (Alice, Helena, Beatrice, Victoria and Louise), photographed wearing mourning black beneath a bust of their late father, Prince Albert (1862)]]
[[File:Mourning dress MET 50.40.3a-b front CP4.jpg|alt=Black Victorian mourning dress|thumb|Mourning Dress, 1894–95]]

In Britain, black is the colour traditionally associated with mourning for the dead. The customs and etiquette expected of men, and especially women, were rigid but evolving during much of the Victorian era. The expectations depended on a complex hierarchy of close or distant relationship with the deceased. (Davidoff) The closer the relationship, the longer the mourning period and the wearing of black. The wearing of full black was known as First Mourning, which had its own expected attire, including fabrics, and an expected duration of 4 to 18 months. Following the initial period of First Mourning, the mourner would progress to Second Mourning, a transition period of wearing less black, which was followed by Ordinary Mourning, and then Half-mourning. Some of these stages of mourning were shortened or skipped completely if the mourner's relationship to the deceased was more distant. Half-mourning was a transition period when black was replaced by acceptable colours such as lavender and mauve, possibly considered acceptable transition colours because of the tradition of [[Church of England]] (and [[Catholic Church|Catholic]]) clergy wearing lavender or mauve [[Stole (vestment)|stoles]] for funeral services, to represent the [[Passion (Christianity)|Passion of Christ]].&lt;ref&gt;{{cite web|title=The Colors of the Church Year|url=http://fullhomelydivinity.org/articles/colors.htm|publisher=Consortium of Country Churches|access-date=6 November 2011|archive-date=13 November 2011|archive-url=https://web.archive.org/web/20111113075214/http://fullhomelydivinity.org/articles/colors.htm|url-status=dead}}&lt;/ref&gt;

The mourning dress worn by Queen Victoria (below, right) &quot;shows the traditional touches of mourning attire, which she wore from the death of her husband, Prince Albert (1819–1861), until her own death.&quot;&lt;ref&gt;{{Cite web|url=https://www.metmuseum.org/art/collection/search/155839?&amp;searchField=All&amp;sortBy=Relevance&amp;deptids=8&amp;ft=queen+victoria&amp;offset=0&amp;rpp=20&amp;amp;pos=2|title=Mourning Dress, 1894–95|last=The Metropolitan Museum of Art|date=7 September 2019|website=The Metropolitan Museum of Art|access-date=7 September 2019}}&lt;/ref&gt; Dating from 1894–95, Queen Victoria wore this dress as a result of the death of the eldest son of the Prince and Princess of Wales, Eddy, in line to the throne.

=== Norms for mourning===

''Manners and Rules of Good Society, or, Solecisms to be Avoided'' (London, Frederick Warne &amp; Co., 1887) gives clear instructions, such as the following:&lt;ref&gt;{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–83}}&lt;/ref&gt;

{| class=&quot;wikitable&quot;
|-
! Relationship to deceased !! First mourning !! Second mourning !! Ordinary mourning !! Half-mourning
|-
| Wife for husband || 1-year, 1-month; [[bombazine]] fabric covered with [[Crape|crepe]]; [[widow's cap]], [[lawn cuff]]s, collars || 6 months: less crepe || 6 months: no crepe, silk or wool replaces bombazine; in last 3 months jet jewellery and ribbons can be added || 6 months: colours permitted are grey, lavender, mauve, and black-and-grey
|-
| Daughter for parent || 6 months: black with black or white crepe (for young girls); no linen cuffs and collars; no jewellery for first 2 months || 4 months: less crepe ||  –  || 2 months as above
|-
| Wife for husband's parents || 18 months in black bombazine with crepe || – || 3 months in black || 3 months as above
|-
| Parent for son- or daughter-in-law's parent || – Black armband in representation of someone lost || – || 1-month black || –
|-
| Second wife for parent of a first wife || – || – || 3 months black || –
|}

The complexity of these etiquette rules extends to specific mourning periods and attire for siblings, step-parents, aunts and uncles distinguished by blood and by marriage, nieces, nephews, first and second cousins, children, infants, and &quot;connections&quot; (who were entitled to ordinary mourning for a period of &quot;1–3 weeks, depending on level of intimacy&quot;). Men were expected to wear mourning black to a lesser extent than women, and for a shorter mourning period. After the mid-19th century, men would wear a black hatband and black suit, but for only half the prescribed period of mourning expected of women. Widowers were expected to mourn for a mere three months, whereas the proper mourning period expected for widows was up to four years.&lt;ref&gt;{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–9}}&lt;/ref&gt; Women who mourned in black for longer periods were accorded great respect in public for their devotion to the departed, the most prominent example being Queen Victoria herself. It was not uncommon for a widow who did not remarry to wear half-mourning for the rest of her life, except when another death necessitated full mourning. For example, Alexandra, Princess of Wales wore half-mourning for the rest of her life after her eldest son Eddy died in 1894. Empress Elisabeth of Austria did the same, as did Empress Eugénie of France. They reverted to full mourning when appropriate, but they never wore less than half-mourning after their sons' deaths.

Women with lesser financial means tried to keep up with the example being set by the middle and upper classes by dyeing their daily dress. Dyers made most of their income during the Victorian period by dyeing clothes black for mourning.&lt;ref&gt;{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|page=341}}&lt;/ref&gt;

== Technological advancement ==
The technological changes that affected the manufacture and consumption of clothing in the Victorian age included the following:

* the mass production of fabrics — for example, &quot;by the early 1850s there were thousands of steam-powered looms churning out millions of miles of fabric every year&quot;  [62]
* the invention of aniline dyes, which were much more vibrantly colored and resistant to fading than the natural dyes that had been used. — . Invented by chemist [[William Henry Perkin]] in 1856, the first aniline dye mauveine (or mauve) &quot;wash[ed] the fashionable landscape in a haze of purple.&quot;&lt;ref name=&quot;:22&quot;&gt;{{Cite book|title=The Dress Diary: Secrets from a Victorian Woman's Wardrobe|last=Strasdin|first=Kate|publisher=Pegasus Books|year=2023|location=New York, New York}}&lt;/ref&gt; (247) Other intense and, to the Victorians, intensely exciting colors followed, but the new synthetic additions to fabric sometimes included chemicals harmful to their wearers. For example, a &quot;bright-magenta hue was achieved by adding arsenical-based chemicals to existing aniline dyes, brightening the already luminous shades – but these left residues themselves, along with a toxic labour trail in their wake.&quot;&lt;ref name=&quot;:22&quot; /&gt; (255) Perhaps the most famous of these is arsenic green, used on fabrics, wallpapers, and trim: &quot;The craze for artificial foliage to adorn the heads and dresses of women of fashion in the mid-nineteenth century had seen the proliferation of flower workshops, where young women in their hundreds laboured to produce the lifelike green leaves and blooms that would make a fetching headdress or would trail becomingly across the bodice of a gown. The lushness of the green was achieved by the application of a powder, a pigment that was created by mixing copper and the highly toxic chemical, arsenic trioxide. The physical effects of working with this poisonous compound were horrific. Contemporary medical drawings depict the green hue of the skin and dreadful open lesions on the hands of the maker, whilst the daily gradual ingestion of the powder by the flower girls was eventually fatal.&quot;&lt;ref name=&quot;:22&quot; /&gt; (255)
* the invention of a sewing machine that could be used in the home. Although sewing machines were already in use in the clothing industry, in 1858 Isaac Merritt Singer began to sell &quot;lightweight domestic machines&quot; for home sewing, radically increasing women's control over their own dress.&lt;ref name=&quot;:24&quot;&gt;{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|last2=Storey|first2=Neil R.|publisher=Pen &amp; Sword History|year=2022|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=}}&lt;/ref&gt; (91 [of 298])
* the spread of journalism for women and fashion journalism
* the Jacquard loom: &quot;French inventor Joseph-Marie Jacquard’s loom attachment mechanized the weaving of figured fabrics by 1804.&quot;&lt;ref name=&quot;:25&quot; /&gt; (454)

Perhaps not at the same scale as these but as important in 1850s designs was a technology that turned iron into steel, which could then be drawn into fine wires.&lt;ref name=&quot;:3&quot;&gt;{{Cite book|title=The Culture of Fashion|last=Breward|first=Christopher|publisher=Manchester University Press|year=1995|pages=145–180}}&lt;/ref&gt; Steel was refined to a malleable state so that thin blades could be curved into concentric circles (called hoops) and connected with wires to form the cage.

Technological advancements not only influenced the economy but brought a major change in the fashion styles worn by men and women. As the Victorian era was based on the principles of gender, race and class.&lt;ref&gt;{{cite journal|last1=Graham|first1=P|title=The Victorian Era|url=https://archive.org/details/in.ernet.dli.2015.261548|journal=Digital Library of India}}&lt;/ref&gt; Much advancement was in favor of the upper class as they were the ones who could afford the latest technology and change their fashion styles accordingly.  In 1830s there was introduction of horse hair crinoline that became a symbol of status and wealth as only the upper-class women could wear it.  In 1850s there were more fashion technological advancements hence 1850s could rightly be called a revolution in the Victorian fashion industry such as the innovation of artificial cage crinoline that gave women an artificial hourglass silhouette without layers of petticoats, which was lighter and more hygienic.&lt;ref&gt;{{cite book|last1=Shrimpton|first1=J|title=Victorian Fashion|publisher=Bloomsbury Shire Publications}}&lt;/ref&gt; Synthetic dyes, such as [[mauveine]] (aniline purple), were introduced in 1856, adding bright colours to garments. In 1855's ''[[Haute couture]]'' was introduced as tailoring became more mainstream in years to follow.&lt;ref&gt;{{cite book|last1=Aspelund|first1=Karl|title=Fashioning Society|publisher=Fairchild Books}}&lt;/ref&gt;

Charles Frederick Worth, a prominent English designer, became popular amongst the upper class though its city of destiny always is Paris. Haute couture became popular at the same time that sewing machines were invented.&lt;ref name=&quot;Haute Couture&quot;&gt;{{cite book|last1=Martin|first1=Richard|last2=Koda|first2=Harold|title=Haute Couture|publisher=The Metropolitan Museum of Art}}&lt;/ref&gt; Princess [[Eugénie de Montijo|Eugenie]] of France wore the Englishman dressmaker, Charles Frederick Worth's couture and he instantly became famous in France though he had just arrived in Paris a few years ago. In 1855, Queen Victoria and Prince Albert of Britain welcomed [[Napoleon III]] and Eugenie of France to a full state visit to England. Eugenie was considered a fashion icon in France. Queen Victoria, who had been the fashion icon for European high fashion, was inspired by Eugenie's style and the fashions she wore.{{Citation needed|date=October 2025}} Later, Queen Victoria also appointed Charles Frederick Worth as her dress maker and he became a prominent designer amongst the European upper class. Charles Frederick Worth is known as the father of the haute couture as later the concept of labels were also invented in the late 19th century as custom, made to fit tailoring became mainstream.&lt;ref&gt;{{cite book|last1=Saillard|first1=Olivier|last2=Zazzo|first2=Anne|title=Paris Haute Couture|publisher=Skira Flammarion}}&lt;/ref&gt;

By the 1860s, when made-to-fit tailoring was popular in Europe, crinolines were considered impractical. In the 1870s, women preferred more slimmer silhouettes, hence bodices grew longer and the polonaise, a skirt and bodice made together, was introduced. In 1870s the Cuirass Bodice, a piece of armour that covers the torso and functions like a corset, was invented. Towards the end of Victoria's reign, dresses were flared naturally as crinolines were rejected by middle-class women. Designers such as Charles Frederick Worth were also against them. All these inventions and changes in fashion led to women's liberation as tailored looks improved posture and were more practical.&lt;ref name=&quot;Haute Couture&quot;/&gt;

dressmakers, couturiers, modistes

== Home decor ==
{{main|Victorian decorative arts}}

Home decor started spare, veered into the elaborately draped and decorated style we today regard as Victorian, then embraced the retro-chic of [[William Morris]] as well as pseudo-[[Japonaiserie]].

== Myths and Oversimplifications ==

=== Modesty ===
{{main|Victorian morality}}
{{Original research|section|date=May 2008}}
[[File:1868-skirt-lengths-girl-ages-Harpers-Bazar.gif|thumb|upright|&quot;The proper length for little girls' skirts at various ages&quot;, from ''[[Harper's Bazaar]]'', showing a 1900 idea of how the hemline should descend towards the ankle as a girl got older]]Many myths and exaggerations about the period persist to the modern day. Examples include the idea of men's clothing is seen as formal and stiff, women's as elaborate and over-done; clothing covered the entire body, and even the glimpse of an ankle was scandalous. Critics contend that [[corset]]s constricted women's bodies and lives. Homes are described as gloomy, dark, cluttered with massive and over-ornate furniture and proliferating [[bric-a-brac]]. Myth has it that even piano legs were scandalous, and covered with tiny [[pantalette]]s.

=== Tight Lacing ===
Tight-lacing, which was not possible until the development of the grommet in 1828, was famously controversial in the Victorian age, generating many column inches of profitable newspaper copy, in part because it was (and still is) fetishistic and subversive in that adolescent girls used it as a means of rebellion and upper-working- or lower-middle-class shop girls saw it as a means of upward mobility.&lt;ref name=&quot;:21&quot;&gt;{{Cite book|title=Fashion and Fetishism: Corsets, Tight-Lacing and Other Forms of Body-sculpture|last=Kunzle|first=David|publisher=History Press|year=2013|isbn=978 0 7524 9545 3|location=Stroud, Gloucestershire|pages=}}&lt;/ref&gt; (71 [of 1182]) No evidence exists that tight lacing was widespread or particularly dangerous.&lt;ref name=&quot;:21&quot; /&gt; ()


In truth, men's formal clothing may have been less colourful than it was in the previous century, but brilliant [[waistcoat]]s and [[cummerbund]]s provided a touch of colour, and [[smoking jacket]]s and [[robe|dressing gown]]s were often of rich Oriental [[brocade]]s. This phenomenon was the result of the growing textile manufacturing sector, developing mass production processes, and increasing attempts to market fashion to men.&lt;ref name=&quot;shannon597&quot;/&gt; Corsets stressed a woman's sexuality, exaggerating hips and bust by contrast with a tiny waist. Women's [[evening gown]]s bared the shoulders and the tops of the breasts. The [[jersey dress]]es of the 1880s may have covered the body, but the stretchy novel fabric fit the body like a glove.&lt;ref&gt;{{cite book |last=Gernsheim |first=Alison |title=Victorian &amp; Edwardian Fashion: A Photographic Survey |year=1981 |publisher=Dover Publications |location=New York |page=65|edition=New |isbn=0-486-24205-6}}&lt;/ref&gt;

Home furnishing was not necessarily ornate or overstuffed. However, those who could afford lavish draperies and expensive ornaments, and wanted to display their wealth, would often do so. Since the Victorian era was one of increased social mobility, there were ever more ''[[nouveaux riches]]'' making a rich show.

The items used in decoration may also have been darker and heavier than those used today, simply as a matter of practicality. London was noisy and its air was full of [[soot]] from countless coal fires. Hence those who could afford it draped their windows in heavy, sound-muffling curtains, and chose colours that didn't show soot quickly. When all washing was done by hand, curtains were not washed as frequently as they might be today.

There is no actual evidence that piano legs were considered scandalous. Pianos and tables were often draped with [[shawl]]s or cloths—but if the shawls hid anything, it was the cheapness of the furniture. There are references to lower-middle-class families covering up their [[pine]] tables rather than show that they couldn't afford [[mahogany]]. The piano leg story seems to have originated in the 1839 book, ''A Diary in America'' written by Captain [[Frederick Marryat]], as a satirical comment on American prissiness.&lt;ref&gt;{{cite book |last1=Marryat |first1=C.B. |title=A Diary in America: With Remarks on Its Institutions |date=1839 |publisher=Longman, Orme, Brown, Green, and Longmans |location=London, England |volume=2 |pages=246–247 |url=https://books.google.com/books?id=2-VEAAAAIAAJ&amp;pg=PA246}} From pp. 246-247:  &quot;I was requested by a lady to escort her to a seminary for young ladies, and on being ushered into the reception-room, conceive my astonishment at beholding a square piano-forte with four ''limbs''. However, that the ladies who visited their daughters, might feel in its full force the extreme delicacy of the mistress of the establishment, and her care to preserve in their utmost purity the ideas of the young ladies under her charge, she had dressed all these four limbs in modest little trousers, with frills at the bottom of them!&quot;&lt;/ref&gt;

Victorian manners may have been as strict as imagined—on the surface. One simply did not speak publicly about sex, childbirth, and such matters, at least in the respectable middle and upper classes. However, as is well known, discretion covered a multitude of sins. Prostitution flourished. Upper-class men and women indulged in [[adultery|adulterous]] liaisons.

== Gallery ==
{{gallery
|2=A mid-Victorian interior: ''Hide and Seek'' by [[James Tissot]], c. 1877
Image:Winterhalter Elisabeth.jpg|3=Dress designed by [[Charles Frederick Worth]] for [[Elisabeth of Bavaria|Elisabeth of Austria]] painted by [[Franz Xaver Winterhalter]].|4=File:Frith A Private View detail.jpg|5=[[William Powell Frith]]'s painting of 1883 contrasts women's [[Aesthetic dress]] (left and right) with fashionable attire (center).|6=File:Tissot lilacs 1875.jpg|7=Day dress, c. 1875 [[James Tissot]] painting.|8=File:James Abbot McNeill Whistler 011.jpg|9=[[James McNeill Whistler|Whistler]]'s [[Portrait of Lady Meux]], 1882
Image:Jeanna_Samary-Renoir.png|10=[[Pierre-Auguste Renoir|Renoir]]'s portrait of [[Jeanne Samary]] in an [[evening gown]], 1878|11=File:Melville_-_Queen_Victoria.jpg|12=Portrait by [[Alexander Melville (artist)|Alexander Melville]] of [[Victoria of the United Kingdom|Queen Victoria]], 1845|13=File:Henry Treffry Dunn Rossetti and Dunton at 16 Cheyne Walk.jpg|14=An artistic interior: [[Dante Gabriel Rossetti]] reading to [[Theodore Watts-Dunton]] in the drawing room at No. 16 [[Cheyne Walk]], 1882|15=File:Punch - Masculine beauty retouched1.png|16=Men's swimwear: Cartoon from ''[[Punch (magazine)|Punch]]'' by [[George du Maurier]]}}

== See also ==
* [[Emily Clapham]]
* [[Victorian decorative arts]]
* [[Victorian dress reform]]
* [[Victorian morality]]
* [[Victoriana]]
* [[Women in the Victorian Era]]
* [[Charles Frederick Worth]]

=== Time periods ===
* [[1830s in fashion]]
* [[1840s in fashion]]
* [[1850s in fashion]]
* [[1860s in fashion]]
* [[1870s in fashion]]
* [[1880s in fashion]]
* [[1890s in fashion]]

=== Women's clothing ===
* [[Corset]]
* [[Corset controversy]]
* [[Tightlacing]]
* [[Bloomers (clothing)|Bloomers]]
* [[Bodice]]

=== Contemporary interpretations ===
* [[Steampunk]]
* [[Neo-Victorian]]
* [[Lolita Fashion|Lolita]]

== References ==
{{Reflist}}

== Further reading ==
*{{cite book |author=Phipps, Elena| title= ''From Queen to Empress: Victorian dress 1837-1877'' | location=New York | publisher=The Metropolitan Museum of Art | year=1988 | isbn=0870995340| url= http://libmma.contentdm.oclc.org/cdm/compoundobject/collection/p15324coll10/id/69547/rec/235 | display-authors=etal}}
* Sweet, Matthew – ''Inventing the Victorians'', St. Martin's Press, 2001 {{ISBN|0-312-28326-1}}

== External links ==
* [http://www.victorians.co.uk/victorian-fashion Victorian Fashion] {{Webarchive|url=https://web.archive.org/web/20180407223711/http://www.victorians.co.uk/victorian-fashion |date=7 April 2018 }}
* [https://www.victorianvoices.net/topics/fashion/index.shtml VictorianVoices.net] – Fashion articles and illustrations from Victorian periodicals; extensive fashion image gallery
* [http://www.cracked.com/article_19575_5-ridiculous-sex-myths-from-history-you-probably-believe.html Victorian myths]
* [http://www.victorianstation.com/lifestylemenu.htm Victorian fashion, etiquette, and sports] {{Webarchive|url=https://web.archive.org/web/20180103162620/http://www.victorianstation.com/lifestylemenu.htm |date=3 January 2018 }}
* [http://www.thesmartset.com/article/article12180701.aspx Background on &quot;A Diary in America&quot;]
* [http://www.mccord-museum.qc.ca/en/keys/webtours/VQ_P2_17_EN.html Form and Fashion] —  the evolution of women's dress during the 19th century (many photographs)
* [http://www.mccord-museum.qc.ca/en/keys/games/jeu2/ Educational Game: Mix and Match] — build a 19th-century dress using a virtual mannequin
* {{cite web |publisher= [[Victoria and Albert Museum]]
 |url= http://www.vam.ac.uk/content/articles/v/victorian-dress-at-v-and-a/
 |title= Victorian Dress
 |work= Fashion, Jewellery &amp; Accessories
 |date= 14 January 2011
 |access-date= 2011-04-03}}
*[http://cv.vic.gov.au/stories/creative-life/fashion-detective-fashion-fiction-and-forensics/ Fashion detective: Fashion, Fiction and Forensics in nineteenth century Australian fashion] on Culture Victoria

{{Timeline of clothing and fashion|state=collapsed}}{{Victorian era|state=collapsed}}

[[Category:Victorian fashion| ]]
[[Category:19th-century fashion|*]]
[[Category:1900s fashion]]
[[Category:History of Western fashion]]
[[Category:19th century in the arts]]

=From ''Women in the Victorian era''=
===Victorian women's fashion===
{{Multiple issues|{{tone|date=March 2023}}
{{more footnotes needed|date=March 2023}}|section=y}}{{Further|Victorian fashion}}
The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners. The etiquette extended to the pretension of never acknowledging the use of undergarments (sometimes generically referred to as &quot;unmentionables&quot;). The discussion of such a topic, it was feared, would gravitate towards unhealthy attention on anatomical details. As one Victorian lady expressed it: &quot;[those] are not things, my dear, that we speak of; indeed, we try not even to think of them&quot;, in contrast to current norms.&lt;ref&gt;{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=20}}&lt;/ref&gt; The pretence of avoiding acknowledgement of anatomical realities met with embarrassing failure on occasion. In 1859, the Hon. Eleanor Stanley wrote about an incident where the [[Louisa Cavendish, Duchess of Devonshire|Duchess of Manchester]] moved too quickly while manoeuvring over a [[stile]], tripping over her large [[hoop skirt]]:

{{blockquote|[the Duchess] caught a hoop of her cage in it and went regularly head over heels lighting on her feet with her cage and whole petticoats above, above her head. They say there was never such a thing seen – and the other ladies hardly knew whether to be thankful or not that a part of her undergarments consisted in a pair of scarlet tartan [[knickerbockers (clothing)|knickerbockers]] (the things Charlie shoots in) which were revealed to the view of all the world in general and the [[Aimable Pélissier|Duc de Malakoff]] in particular&quot;.&lt;ref&gt;{{cite book|last=Cunnington|first=C. Willett|title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations|year=1990|publisher=Dover Publications|isbn=978-0-486-26323-6|pages=20–1}}&lt;/ref&gt;}}

However, despite the fact that Victorians considered the mention of women's undergarments in mixed company unacceptable, men's entertainment made great comedic material out of the topic of ladies' [[bloomers (clothing)|bloomers]], including men's magazines and music hall skits.&lt;ref&gt;{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=22}}&lt;/ref&gt;

Victorian women's clothing followed trends that emphasised elaborate dresses, skirts with wide volume created by the use of layered material such as [[crinoline]]s, hoop skirt frames, and heavy fabrics. Because of the impracticality and health impact of the era's fashions, a [[Victorian dress reform|dress reform movement]] began among women.

The ideal silhouette of the time demanded a narrow waist, which was accomplished by constricting the abdomen with a laced [[corset]]. While the silhouette was striking, and the dresses themselves were often exquisitely detailed creations, the fashions were cumbersome. At best, they restricted women's movements and at worst, they had a harmful effect on women's health. Physicians turned their attention to the use of corsets and determined that they caused several medical problems: compression of the thorax, restricted breathing, organ displacement, poor circulation, and prolapsed uterus.&lt;ref name=&quot;O'Connor&quot;/&gt;

Articles advocating the reform of women's clothing by the British National Health Society, the Ladies' Dress Association, and the [[Rational Dress Society]] were reprinted in ''The Canada Lancet'', Canada's medical journal. In 1884, Dr J. Algernon Temple of Toronto even voiced concern that the fashions were having a negative impact on the health of young women from the working classes. He pointed out that a young working-class woman was likely to spend a large part of her earnings on fine hats and shawls, while &quot;her feet are improperly protected, and she wears no flannel petticoat or woollen stockings&quot;.&lt;ref name=&quot;O'Connor&quot;/&gt;
[[File:Bloomers.jpg|thumb|1850s illustration of a woman wearing [[bloomers]]]]
[[Florence Pomeroy]], Lady Haberton, was president of the Rational Dress movement in Britain. At a National Health Society exhibition held in 1882, Viscountess Haliburton presented her invention of a &quot;[[divided skirt]]&quot;, which was a long skirt that cleared the ground, with separate halves at the bottom made with material attached to the bottom of the skirt. She hoped that her invention would become popular by supporting women's freedom of physical movement, but the British public was not impressed by the invention, perhaps because of the negative &quot;unwomanly&quot; association of the style with the American [[Bloomers]] movement.&lt;ref&gt;{{cite book|last=Murray|first=Janet Horowitz|title=Strong-Minded Women and Other Lost Voices from 19th Century England|year=1982|publisher=Pantheon Books|location=New York|isbn=0-394-71044-4|pages=[https://archive.org/details/strongmindedwome00jane/page/68 68–70]|url=https://archive.org/details/strongmindedwome00jane/page/68}}&lt;/ref&gt; [[Amelia Jenks Bloomer]] had encouraged the wearing of visible bloomers by feminists to assert their right to wear comfortable and practical clothing, but it was no more than a passing fashion itself among radical feminists. The movement to reform women's dress would persist and have long-term success, however; by the 1920s, [[Coco Chanel]] was successful at selling a progressive, far less restrictive silhouette that abandoned the corset and raised hemlines. The new silhouette symbolised modernism for trendy young women and became the 20th century standard. Other Paris designers continued reintroducing pants for women and the trend was gradually adopted over the next century.

Fashion trends, in one sense, travelled &quot;full circle&quot; over the course of the Victorian era. The popular women's styles during the [[Georgian era]], and at the very beginning of Victoria's reign, emphasized a simple style influenced by flowing gowns worn by women in [[Ancient Greek clothing|Ancient Greece]] and [[Clothing in ancient Rome|Rome]]. The [[Empire waist]] silhouette was replaced by a trend towards ornate styles and an artificial silhouette, with the restrictiveness of women's clothing reaching its low point during the mid-century passion for narrow corseted waists and hoop skirts. The iconic wide-brimmed women's hats of the later Victorian era also followed the trend towards ostentatious display. Hats began the Victorian era as simple [[Bonnet (headgear)|bonnets]]. By the 1880s, milliners were tested by the competition among women to top their outfits with the most creative (and extravagant) hats, designed with expensive materials such as silk flowers and exotic plumes such as ostrich and peacock. As the Victorian era drew to a close, however, fashions were showing indications of a popular backlash against excessive styles. Model, actress and socialite [[Lillie Langtry]] took London by storm in the 1870s, attracting notice for wearing simple black dresses to social events. Combined with her natural beauty, the style appeared dramatic. Fashions followed her example (as well as Queen Victoria's wearing of mourning black later in her reign). According to [[Harold Koda]], the former Curator-in-chief of the [[Costume Institute at The Met|Metropolitan Museum of Art's Costume Institute]],&lt;ref&gt;{{cite web|url=http://www.metmuseum.org/about-the-museum/press-room/exhibitions/2014/death-becomes-her|title=Death Becomes Her: A Century of Mourning Attire : October 21, 2014-February 1, 2015|website=Metmuseuim.org|access-date=7 November 2021}}&lt;/ref&gt; &quot;The predominantly black palette of [[mourning]] dramatizes the evolution of period silhouettes and the increasing absorption of fashion ideals into this most codified of etiquettes,&quot; said Koda, &quot;The veiled widow could elicit sympathy as well as predatory male advances. As a woman of sexual experience without marital constraints, she was often imagined as a potential threat to the social order.&quot;

====Evolution of Victorian women's fashion====
&lt;gallery&gt;
File:Fashion plate December 1844.jpg|Ladies' December Fashions (1844). Hand-coloured steel engraving from a women's magazine.
File:Thegalleryofhmscalcutta james tissot 1876.jpg|''[[The Gallery of HMS Calcutta]]'' by [[James Tissot]] (1876). [[Bustle]]s were fashionable in the 1870s and 1880s.
File:Mrs lillie langtry george frederic watts 1880.jpg|''Mrs. Lillie Langtry'' by [[George Frederic Watts]] (1880).
File:Five-women-on-queenslander-steps-r.jpg|Fashionable women in [[Queensland]], Australia around 1900.
&lt;/gallery&gt;


{{Short description|Irish writer (born 1963)}}
{{Use Irish English|date=August 2025}}
{{Use dmy dates|date=August 2025}}
{{Infobox writer
| name               = Darach Ó Scolaí
| image              = Darach Ó Scolaí.JPG
| alt                = Man holding prize-winning book
| caption            = Ó Scolaí in 2019
| birth_name         = Darach Ó Scolaí
| birth_date         = {{Birth date and age|1963|df=y}}
| birth_place        = [[County Galway]], The Republic of Ireland
| death_date         = 
| death_place        = 
| occupation         = Writer, artist, publisher
| alma_mater         = [[University of Galway]]
| years_active       = 1998–present
| genre            = Novel, retelling, translation, play, screenplay, illustrated book for children and adults
| other_names        = 
| spouse             = 
| children           = 3
| awards             = [[Awards and Honors received by Darach Ó Scolaí|Awards and Honors]]
| signature          = 
| website            = 
}}[[File:Darach Ó Scolaí.JPG|thumb|Darach Ó Scolaí, holding ''Oileán an Órchiste'' (his translation of Robert Louis Stevenson's ''Treasure Island'')]]


== Darach Ó Scolaí ==
Darach Ó Scolaí (&lt;small&gt;Irish:&lt;/small&gt; [/ˈda.rax/ /oː/ /sˠkˠoː/l̪ˠəi/]; born 1963&lt;ref&gt;{{Cite web|url=https://portraidi.ie/en/darach-o-scolai/|title=Darach Ó Scolaí|date=20 October 2017|website=Portráidí (Portraits of Irish-Language Writers)|access-date=1 August 2025}}&lt;/ref&gt;) is an Irish author who works in a number of genres, from novels, plays and screenplays to illustrated books for children and adults. He began his literary career in 1998 writing screenplays, stage plays, retellings and translations; he began to publish novels in 2008. Ó Scolaí is widely recognized as a leading figure in contemporary Irish literature, known as “one of the most important Irish language writers of his generation”&lt;ref&gt;{{Cite journal|last=Poirtéir|first=Cathal|date=2022|title=? Suil an Daill: Constant Tensions and Shifting Allegiances|url=https://booksirelandmagazine.com/suil-an-daill-constant-tensions-and-shifting-allegiances/|journal=Books Ireland}}&lt;/ref&gt; and &quot;one of the great Irish language novelists [duine d’úrscéalaithe móra na Gaeilge].&quot;&lt;ref name=&quot;:17&quot; /&gt; His writing has been called “the high literature of the Irish language.”&lt;ref&gt;Ó Coimín, Maitiú. ''Nós'' 2 February 2018). Qtd. in &quot;Táin Bó Cuailnge.&quot; ''Leabhar Breac''. Retrieved 25 August 2025.&lt;/ref&gt;

Much of his fiction is based on a knowledge of traditional Irish tales and narrative practices as well as Irish history. He specializes in literary and [[wikipedia:Historical_fiction|historical fiction]], or as novelist Alan Titley says, Ó Scolaí’s “peak (for now), or at least his greatest imaginative interest, is the historical novel [tá an chuma air gurb é a bhuaic (go fóill), nó ar a laghad, a mhórspéis samhlaíochta, an t-úrscéal staire].”&lt;ref name=&quot;:11&quot;&gt;{{Cite journal|last=Titley|first=Alan|date=Fall 2020|title=An Stíl Go Deo!: Soather Dharach Uí Scolaí (The style would be forever!: Worker Darach Ó Scolaí)|url=https://www.jstor.org/stable/27046090|journal=Comhar|volume=80, No. 10|pages=27|via=JSTOR}}&lt;/ref&gt; His retellings of old stories and tales from their original Middle and Early-Modern Irish into Modern Irish ([[wikipedia:Irish_language|Gaeilge]]) are respected for their accessibility to students and language learners as well as for their artistry.

Ó Scolaí also regularly reviews books and lectures and writes on literature and culture. 

Beyond his writing, Ó Scolaí is a publisher and has co-produced a number of film, television shows and stage plays. 

== Life ==
Ó Scolaí was born in Dublin and raised in the Galway [[wikipedia:Gaeltacht#Galway Gaeltacht|Gaeltacht]] (Irish-speaking) regions of Cois Fharraige on the north shore of Galway Bay, in the Republic of Ireland, where he lives now with his wife and children in Lochán Beag (Indreabhán).&lt;ref name=&quot;:7&quot;&gt;{{Cite journal|date=30 October 2024|title=Duais don úrscéal liteartha is fearr buaite ag Darach Ó Scolaí ag Oireachtas na Samhna|url=https://tuairisc.ie/duais-don-ursceal-liteartha-is-fearr-buaite-ag-darach-o-scolai-ag-oireachtas-na-samhna/|journal=Tuairisc}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal|last=Ní Scolaí|first=Aifric|date=2024|title=Darach Ó Scolaí|url=https://www.taiscecf.ie/ealaiontoiri?category=Scr%C3%ADbhneoir|journal=Taisce Chois Fharraige}}&lt;/ref&gt; 

He graduated the [[wikipedia:University_of_Galway|University of Galway]] (then University College Galway) with a B.A. in 1983.&lt;ref&gt;{{Cite web|url=https://www.linkedin.com/in/darach-ó-scolaí-20026920/|title=Darach Ó Scolaí|last=Ó Scolaí|first=Darach|date=August 2025|website=LinkedIn}}&lt;/ref&gt; 

=== Writing and Publishing ===
Ó Scolaí writes in Irish ([[wikipedia:Irish_language|Gaeilge]]), his native language, and lives in an area defined for the predominant presence of Irish as the vernacular language, the language spoken at home. Irish was the language of his parents' home and is the language of children as well. He is fluent in Irish and English and conversant in French. 

None of his works has been translated into English. 

==== Leabhar Breac ====
In 1995 Darach Ó Scolaí and his brother Caomhán Ó Scolaí — a [[wikipedia:Typography|typographer]] and designer — founded the publishing house Leabhar Breac at Indreabhán (Inverin), County Galway. Their father “Séamas Ó Scolaí was an editor at An Gúm and worked on the Irish-English dictionary team [bhí a n-athair Séamas Ó Scolaí ina eagarthóir sa Ghúm agus d’oibrigh sé ar fhoireann an fhoclóra Gaeilge-Béarla].”&lt;ref name=&quot;:0&quot;&gt;{{Cite web|url=https://leabharbreac.com/en/about-us/|title=About Us|date=2024|website=Leabhar Breac|access-date=1 July 2025}}&lt;/ref&gt; Darach Ó Scolaí has been publisher and literary editor at Leabhar Breac since its founding. 

Named for [[wikipedia:An_Leabhar_Breac|An Leabhar Breac (The Speckled Book)]], Leabhar Breac publishing house has more than 140 books in print.&lt;ref name=&quot;:0&quot; /&gt; Leabhar Breac aims to publish Irish-language books that meet “a high literary and artistic standard.”&lt;ref name=&quot;:0&quot; /&gt; Besides the content, Leabhar Breac is known for the typically &quot;superb [thar cionn]&quot; quality of the design and production of the &quot;physical book [leabhar fisiciúil].&quot;&lt;ref name=&quot;:8&quot;&gt;{{Cite journal|last=Ní Mhuilneoir|first=Gráinne|date=30 July 2024|title=‘Bláthnaid’ – leabhar álainn i sraithín álainn faoi mhná|url=https://tuairisc.ie/blathnaid-leabhar-alainn-i-sraithin-alainn-faoi-mhna/|journal=Tuairisc}}&lt;/ref&gt; Its books regularly win awards for literary and artistic quality. Leabhar Breac also publishes translations for children and adults from various early versions of Irish as well as from French and English (and has published translations of books for young readers from Spanish, Catalan, and Italian as well).

Leabhar Breac prints its books in Ireland.

=== Stage and Screen ===

==== Rosg ====
In 1998 along with Ciarán Ó Cofaigh,&lt;ref name=&quot;:1&quot;&gt;{{Cite web|url=http://www.rosg.ie/en/about/History_6/|title=About Us: History|date=July 2025|website=Rosg|access-date=1 August 2025}}&lt;/ref&gt; Ó Scolaí co-founded the film and television production company [http://www.rosg.ie/en/ Rosg] and was co-director until 2006. Rosg produced Ó ScolaÍ’s films ''Cosa Nite'' (1999), ''An Leabhar'' (2001) and ''Na Cloigne'' (2010). He left Rosg in 2006 to devote his time to other artistic activities. 

==== Ealaín ar Oileán ====
In 2004, along with Val Balance, Ó Scolaí co-founded the annual artists' symposium Ealaín ar Oileán (trans., Art on an Island). The Irish-language symposium was held annually in the Áras Éanna arts and cultural center on Inis Oírr ([[wikipedia:Inisheer|Inisheer]], the smallest of the [[wikipedia:Aran_Islands|Aran Islands]]) from 2004 to 2013. Ó Scolaí was its co-director from its founding&lt;ref&gt;{{Cite web|url=https://ga.wikipedia.org/wiki/Darach_Ó_Scolaí.|title=Darach Ó Scolaí|date=3 February 2024|website=Vicipéid|access-date=1 July 2025}}&lt;/ref&gt; until 2013.

Besides being its co-director, Ó Scolaí has taken part in this conference as an artist&lt;ref&gt;{{Cite journal|date=16 January 2005|title=Darach Ó Scolaí|url=https://web.archive.org/web/20050116163252/http://bliainiris.com/authors/darach_oscolai.html|journal=Bliainiris}}&lt;/ref&gt; and writer&lt;ref name=&quot;:2&quot;&gt;{{Cite web|url=http://ealainaroilean.ie/ealainaroilean.html|title=The Conference|date=7 September 2013|website=Ealaín ar Oileán|archive-url=https://web.archive.org/web/20130907083744/http://ealainaroilean.ie/ealainaroilean.html|archive-date=7 September 2013|access-date=1 August 2025}}&lt;/ref&gt;.

==== Salamandar ====
In 2006 Ó Scolaí founded the stage production company Salamandar and directed his own play ''An Braon Aníos''. His plays ''An tSeanbhróg'' (2009) and ''Craos'' (2008) were also produced by Salamandar.&lt;ref name=&quot;:19&quot;&gt;{{Cite web|url=https://leabharbreac.com/en/product-category/darach-o-scolai/|title=Darach Ó Scolaí|date=2024|website=Leabhar Breac|access-date=1 July 2025}}&lt;/ref&gt; 

== Works ==

=== Novels ===
* [[wikipedia:An_Cléireach|''An Cléireach'' (trans., ''The Clerk'')]], Leabhar Breac, 2007. The Oireachtas Prize for Literary Fiction, 2007; The Ó Súilleabháin Award (Book of the Year) in 2008, and &quot;named as ‘the best novel since the turn of the Century’ by Comhar.&quot;&lt;ref&gt;{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-cleireach/|title=An Cléireach - Leabhar Breac - Irish language novel|website=Leabhar Breac|language=en-US|access-date=2025-10-24}}&lt;/ref&gt;
* ''Na Comharthaí'' (trans., ''The Signs''), Leabhar Breac, 2014.
* ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. The Oireachtas Prize for Literary Fiction, 2019.&lt;ref name=&quot;:4&quot;&gt;{{Cite web|url=https://leabharbreac.com/en/shop/fiction/suil-an-daill/|title=Súil an Daill|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt;
* ''Bódléar'', Leabhar Breac, 2024. The Oireachtas Prize for Literary Fiction, 2024&lt;ref name=&quot;:7&quot; /&gt;; The Ó Súilleabháin Award (Book of the Year) in 2025; featured in the 2025 Listen-Up Irish Summer Challenge for students of the Irish language.&lt;ref&gt;{{Cite news|url=https://connachttribune.ie/novel-approach-helps-people-learn-irish-in-a-creative-way/|title=Novel approach helps people learn Irish in a creative way|last=Murphy|first=Judy|date=3 October 2025|work=Connaught Tribune|access-date=24 October 2025}}&lt;/ref&gt;

=== Retellings, Translations and Editions ===
The retellings and translations are into modern Irish.

* ''Feis Tigh Chonáin'' (trans., ''The Feast of Conán's House''), Leabhar Breac, 2000; a retelling of a 15&lt;sup&gt;th&lt;/sup&gt;-century tale from the [[wikipedia:Fenian_Cycle|Fenian Cycle]].&lt;ref&gt;{{Cite web|url=https://leabharbreac.com/en/shop/fiction/feis-tigh-chonain/|title=Feis Tigh Chonáin|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt;
* ''An Ceithearnach Caolriabhach'' (trans., ''The Narrow-Striped Kern''), Leabhar Breac, 2002; a retelling from c. 1500, also illustrated by Darach Ó ScolaÍ.&lt;ref&gt;{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-ceithearnach-caolriabhach/|title=An Ceithearnach Caolriabhach|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt;
* ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), Leabhar Breac, 2017, both a modern edition of an 11th-century epic and an annotated edition.&lt;ref name=&quot;:3&quot;&gt;{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/tain-bo-cuailnge-2-2/|title=Táin Bó Cuailnge|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt;  &quot;''Táin Bó Cuailnge'' won the Aodán Mac Poilín Memorial Prize 2017.&quot;&lt;ref name=&quot;:19&quot; /&gt;
* ''Deirdre'', Leabhar Breac, 2023, a “picture book for adults” with artist Anastasia Melnykova.&lt;ref&gt;{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/deirdre/|title=Deirdre|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt; Part of the [[wikipedia:Ulster_Cycle|Ulster Cycle]], ''Deirdre'' is a retelling  of the story of possibly the most widely known Irish figure from the early tales and sagas.&lt;ref&gt;{{Cite book|title=A Dictionary of Celtic Mythology|last=MacKillop|first=James|publisher=Oxford University Press|year=2004|isbn=9780198609674|pages=181}}&lt;/ref&gt;
* ''Bláthnaid'', Leabhar Breac, 2024, a “picture book for adults” with artist Anastasia Melnykova; “one of the great stories of the [[wikipedia:Ulster_Cycle|Ulster Cycle]].”&lt;ref name=&quot;:4&quot; /&gt;
* ''Sadhbh,'' Leabhar Breac, 2025, a picture book for adult readers, illustrated by Alé Mercado; a retelling of the medieval tale ''Ceasacht Inghine Ghuile (''trans., ''The Complaint of Guile's Daughter'').&lt;ref name=&quot;:5&quot;&gt;{{Cite web|url=https://leabharbreac.com/en/tales-of-wonder/|title=Tales of Wonder|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt;
* ''Eoghan Béal'', Leabhar Breac, 2025, a picture book for adult readers illustrated by Alé Mercado&lt;ref name=&quot;:5&quot; /&gt;; a retelling of the medieval tale ''[https://ga.wikipedia.org/wiki/Caithr%C3%A9im_Cellaig Cathréim Ceallaigh]'' from ''The Yellow Book of Leacan.''&lt;ref name=&quot;:5&quot; /&gt;

=== For Young Readers ===
Ó Scolaí has written illustrated books for young readers (8–10 years old) in two series, the Fionn Series and the Scéalta Staire series, and translated a large number of classics and popular books for children of all ages. The number of these written and translated works suggests a commitment to children and their literacy in Irish. 

The Fionn Series “is a retelling ... of the great legends of the Fianna for the young Irish readers of today.”&lt;ref name=&quot;:6&quot;&gt;{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/doiteoir-na-samhna/|title=Dóiteoir na Samhna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt; [[wikipedia:The_Boyhood_Deeds_of_Fionn|Macgnímartha Finn (The Boyhood Deeds of Fionn)]] is a medieval story in the [[wikipedia:Fenian_Cycle|Fenian Cycle]].

* ''An Bradán Feasa'' (trans., ''The Salmon of Knowledge''), Leabhar Breac, 2010, “shortlisted for the Réics Carlo award 2010.”&lt;ref name=&quot;:9&quot;&gt;{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/an-bradan-feasa/|title=An Bradán Feasa|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt;
* ''Dóiteoir na Samhna'' (trans., ''The Halloween Burner''), 2010.&lt;ref name=&quot;:6&quot; /&gt;
* ''Bodach an Chóta Lachna'' (trans., ''The Churl in the Dun Coat''), 2011.&lt;ref&gt;{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/|title=Bodach an Chóta Lachna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt;

The Scéalta Staire (Historical Stories) series&lt;ref name=&quot;:9&quot; /&gt;

* ''Mánas Ó Dónaill'', 2000.
* ''Seán Ó Néill'', Leabhar Breac, 2000.
* ''Gráinne Mhaol Ní Mháille'', Leabhar Breac, 2003.
* ''Tadhg Dall Ó hUiginn'', Leabhar Breac, 2003.

==== Translations ====

* Robert Louis Stevenson, ''Oileán an Órchiste'' (trans. of ''Treasure Island''), Leabhar Breac, 2014.&lt;ref&gt;{{Cite journal|date=2025-06-19|title=Oireachtas na Gaeilge|url=https://en.wikipedia.org/w/index.php?title=Oireachtas_na_Gaeilge&amp;oldid=1296394643|journal=Wikipedia|language=en}}&lt;/ref&gt;
* Robert Louis Stevenson, ''An Fuadach'' (trans. of ''Kidnapped''), Leabhar Breac, 2016.
* Clement Clarke Moore, ''Cuairt San Nioclás'' (trans. of ''A Visit from St. Nicholas'', or &quot;'Twas the Night Before Christmas&quot;), Leabhar Breac, 2022.
'''''The Corto Maltese Graphic Novels'''''

Written in Italian by Hugo Pratt and translated by Ó Scolaí, both adults and teenagers read this series of Italian adventure graphic novels.&lt;ref&gt;{{Cite journal|date=2025-07-01|title=Corto Maltese|url=https://en.wikipedia.org/w/index.php?title=Corto_Maltese&amp;oldid=1298285365|journal=Wikipedia|language=en}}&lt;/ref&gt; Ó Scolaí's '''translation of ''Corto Maltese''''' was listed in 2017 among &quot;The 30 Irish books that Irish people love.&quot;&lt;ref&gt;{{Cite journal|last=Ó Murchú|first=Eoin P.|date=09/06/2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil [The 30 Irish books that Irish people love]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}&lt;/ref&gt;

* Hugo Pratt, ''Corto: Port na Farraige Goirt'', Leabhar Breac, 2013.
* Hugo Pratt, ''Corto: The Golden House in Samarkand'', 2014.
* Hugo Pratt, ''Corto: Na Liopard-Fhir ó Rufiji'' (trans. of ''Corto: The Leopard Men of Rufiji''), Leabhar Breac, 2014.
* Hugo Pratt, ''Corto: In Ainm Dé Uilthrócairigh'' (trans. of ''Corto: In the Name of God All-Merciful''), Leabhar Breac, 2014.
* Hugo Pratt, ''Corto: Tóraíocht Eile'' (trans. of ''Corto: Another Quest''), Leabhar Breac, 2014.
* Hugo Pratt, ''Corto: Sa tSibéir'' (trans. of ''Corto: In Siberia''), Leabhar Breac, 2016.
'''''Other Translations for Children'''''

Ó Scolaí has translated into Irish six books from the ''Le Pavillon Noir'' (trans., ''Jolly Roger'') series by Alain Surget; four books from the ''Catalan First Steps'' series by Enric Lluch Girbés and the ''Caitlín &amp; Cormac'' series by Joan Carles; three books from the ''Louisette le Taupe'' series by Bruno Heitz, and three books from the ''Loup'' series by Orianne Lallemand.

=== Plays and Screenplays ===

==== Stage Plays ====
Ó Scolaí was writer and director of the original productions of two plays in the ''Trí Bhraon'' (trans., ''Three Drops'') trilogy; ''Coinneáil Orainn'' was directed by Darach Mac Con Iomaire and staged by An Taibhdhearc. All three plays have been published in book form by Leabhar Breac.

* ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005.&lt;ref&gt;{{Cite web|url=https://irishplayography.com/play?playid=32553|title=Coinneáil Orainn|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}&lt;/ref&gt; The first play in the ''Trí Bhraon'' (''Three Drops'') trilogy. [[wikipedia:Taibhdhearc_na_Gaillimhe|An Taibhdhearc]], the national Irish-language theatre of Ireland, toured the country in 2005 with ''Coinneáil Orainn''.&lt;ref&gt;{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/coinneail-orainn/|title=Coinneáil Orainn|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt; Walter Macken Prize, 2005; BBC Stewart Parker Award, 2006.&lt;ref&gt;{{Cite web|url=https://irishplayography.com/person/darach-scola|title=Darach Ó Scolaí|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}&lt;/ref&gt;
* ''Branwen'', 2006, by Darach Ó Scolaí and Ifor ap Glyn, in Irish, Welsh and English, co-produced by Project Arts Centre and Llwyfan Gogledd Cymru, toured the Republic of Ireland and Wales.&lt;ref&gt;{{Cite web|url=https://irishplayography.com/play?playid=32418|title=Branwen|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}&lt;/ref&gt;
* ''An Braon'' Aníos (trans., ''Rising Damp''), 2006, directed by Ó Scolaí.&lt;ref&gt;{{Cite web|url=https://irishplayography.com/play?playid=32461|title=An Braon Aníos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}&lt;/ref&gt; The second play in the ''Trí Bhraon'' (''Three Drops'') trilogy. “The Salamandar company toured the country in 2006-07 with this play, and Salamandar also produced a radio version of the play for RTÉ Raidió na Gaeltachta in 2009.”&lt;ref&gt;{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/an-braon-anios/|title=An Braon Aníos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt;
* ''Craos'' (trans., ''Gluttony''), 2008, directed by Ó Scolaí.&lt;ref name=&quot;:13&quot;&gt;{{Cite web|url=https://irishplayography.com/play?playid=32867|title=Craos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}&lt;/ref&gt; The third play in the ''Trí Bhraon'' (''Three Drops'') trilogy, it toured to Cork and Belfast.&lt;ref name=&quot;:13&quot; /&gt; A review of the 2008 Salamander performance in the ''Irish Times'' says, “a humorous play which offers plenty to think about, fine acting, and sparklingly witty dialogue.”&lt;ref&gt;{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/craos-2/|title=Craos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt;
* ''A+E'', 2008, by Ríonach Ní Néill and Darach Ó Scolaí, &quot;dance and music drama,&quot; co-produced by Ciotóg and Salamandar.&lt;ref&gt;{{Cite web|url=https://irishplayography.com/play?playid=32962|title=A+E|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}&lt;/ref&gt;
* ''An tSeanbhróg'' (trans., ''The Old Shoe''), 2009, produced by Salamander&lt;ref&gt;{{Cite web|url=https://irishplayography.com/play?playid=33042|title=An tSeanbhróg|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}&lt;/ref&gt; and staged in the Axis Arts Centre, Dublin, and the Letterkenny Arts Centre.
* '''In ''Mhuir Fhíondorcha/The Wine-Dark Sea: The Homer Project'', Ó Scolaí's translation of Homer's Cyclops story, performed at the 2019 IMRAM festival'''.&lt;ref&gt;{{Cite news|url=https://www.irishtimes.com/culture/books/imram-a-festival-celebrating-the-irish-language-1.4047610|title=Imram: a festival celebrating the Irish language. Liam Carson reveals the myths and legends appearing in this year’s programme|last=Carson|first=Liam|date=11 October 2019|work=The Irish Times|access-date=15 October 2025}}&lt;/ref&gt;

==== Screenplays ====

* ''Cosa Nite'' (trans., ''Washed Feet''), short film, 1998 (dir. Dearbhla Walsh, prod. Ciarán Ó Cofaigh, Rosg); &quot;a prose version of ''Cosa Nite'' was published (Rosg 2000).&quot;&lt;ref name=&quot;:9&quot; /&gt; Nominated for an Irish Film and Television Award.&lt;ref&gt;{{Citation|title=Cosa Nite (Short 1998) - Awards - IMDb|url=https://www.imdb.com/title/tt0191917/awards/|accessdate=2025-08-25|language=en-US}}&lt;/ref&gt;
* ''Na Glúnta'' (trans., ''The Generations''), 2001&lt;ref&gt;{{Cite web|url=https://www.iftn.ie/production/production_companies/production_sub/feature/?act1=record&amp;aid=70&amp;rid=3917&amp;tpl=filmography_dets&amp;only=1&amp;force=1|title=Na Glúnta {{!}} The Irish Film &amp; Television Network|website=www.iftn.ie|access-date=2025-08-25}}&lt;/ref&gt;, co-directors Ciarán Ó Cofaigh &amp; Darach Ó Scolaí, prod. Ciarán Ó Cofaigh, Rosg.
* ''An Leabhar'' (trans., ''The Book''), short film, 2000, (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg) Rosg, 2000.&lt;ref&gt;{{Citation|title=An Leabhar|url=https://www.imdb.com/title/tt0963767/|publisher=Bord Scannán na hÉireann / The Irish Film Board, ROSG|accessdate=2025-08-25|first=Robert|last=Quinn|others=Colm O&amp;apos;Maonlai, Peadar O&amp;apos;Treasaigh, Diarmuid Mac an Adhastair}}&lt;/ref&gt;
* ''Na Cloigne'' [trans., The Heads], 3-episide series, 2010 (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg), TG4.&lt;ref&gt;{{Cite web|url=https://www.imdb.com/title/tt1607924/|title=Na cloigne|date=2010|website=IMDb|access-date=25 August 2025}}&lt;/ref&gt;
=== Nonfiction ===
Ó Scolaí's essays and lectures are published and his interviews are broadcast regularly, making for a large body of nonfiction critical and analytical work. Here are a few, almost all published in [https://comhar.ie/iris/scribhneoiri/darach-o-scolai/ Comhar]:

* “Ceol Ciúin na nÉagmaise” (trans., “The Silent Music of Absence ['''the Fall?''']”), an essay on the 2014 Nobel Prize winner for literature, [[wikipedia:Patrick_Modiano|Patrick Modiano]], ''Comhar'', December 2014.
* The Ó Cadhain Lecture: [https://leachtaiuichadhain.clo.ie/leachtai/2014 “Cuimhne agus Díchuimhne (trans., “Memory &amp; Forgetfulness&quot;]), 2014.
* “Rithim agus Réim” (&quot;Rhythm and Register&quot;), a public lecture in the University College Dublin lecture series “Ó Thrácht go Twitter” (trans., &quot;From Talk to Twitter&quot;), 2014.
* Review of Pádraig Ó Cíobháin’s ''Dréachta Chrích Fodla'', '''Comhar?, ??'''.
* “Na Geilt i mBun an Tí” (trans., &quot;The Madmen in Charge&quot;), a talk at the Merriman Winter School, Comhar April 2012.&lt;ref name=&quot;:18&quot;&gt;{{Cite web|url=http://darachoscolai.ie/beathaisneis.html|title=Darach Ó Scolaí: Beathaisnéis|website=darachoscolai.ie|access-date=2025-09-26}}&lt;/ref&gt;
* The EFACIS podcast: Síle Ní Choincheannain talks to Darach Ó Scolaí about the historical novel.

== Critical Reception ==
Ó Scolaí’s style has been called “crisp and elegant, and rich in language while being highly readable,”&lt;ref&gt;{{Cite journal|last=Heussaf|first=Anna|date=Summer 2025|title=Bláthnaid—A tale of love, violence and sorcery retold for readers today|url=https://booksirelandmagazine.com/blathnaid-a-tale-of-love-violence-and-sorcery/|journal=Books Ireland}}&lt;/ref&gt; with “an unsurpassed richness and precision of language.”&lt;ref name=&quot;:12&quot;&gt;{{Cite journal|last=Ó Cróinín|first=Breandán|date=Summer 2025|title=unknown|journal=The Limerick Leader}}&lt;/ref&gt; “Whimsical, hilarious, and subtly learned” is how Éilis Ní Dhuibhne described his writing.&lt;ref name=&quot;:20&quot; /&gt;   

=== Original Works ===
Ó Scolaí’s first novel, the 2007 ''An Cléireach'' (''The Clerk'') won two prizes and was described as “one of the great historical novels in the Irish language and among the best books written in the language since the beginning of this century.”&lt;ref name=&quot;:12&quot; /&gt; Novelist Alan Titley says, “In ''An Cléireach'' Ó Scolaí creates the Ireland of war in the 17th century more fully than any other Irish writer on the subject of war since ''L’Attaque'' Eoghain Ó Thuairisc around 1798 [In ''An Cléireach'' cruthaíonn Ó Scolaí Éire an chogaidh san 17ú haois níos iomláine ná mar a dhein aon scríbhneoir Gaeilge eile ar ábhar cogaidh ó ''L’Attaque'' Eoghain Uí Thuairisc timpeall ar 1798].”&lt;ref name=&quot;:11&quot; /&gt;{{rp|25, Col. 1a}} Not all the reviews of this first novel were so positive, however; Proinsias O' Drisceoil says for the Irish Times says,&lt;blockquote&gt;This then is a novel in search of a plot, a story that attempts to attain a significance that eludes it.&lt;ref&gt;{{Cite news|url=https://www.irishtimes.com/news/a-disaffected-clerk-in-the-confederates-1.943070|title=A disaffected clerk in the confederates|last=O' Drisceoil|first=Proinsias|date=5 July 2008|work=The Irish Times|access-date=16 October 2025}}&lt;/ref&gt;&lt;/blockquote&gt; 

In the ''Oxford Handbook of Modern Irish Fiction'' Pádraig Ó Siadhail analyzes rather than reviews ''An Cléireach'': &lt;blockquote&gt;In ''An Cléireach'', Ó Scolaí revisits the trauma of Cromwellian Ireland. The primary narrative device is once again the first-hand account, in this case by Tadhg Ó Dúbháin, a clerk and quartermaster in the Confederate Army in 1650. We sample the hardships, the friendships, the tensions, the rivalries, and the petty jealousies amongst comrades in arms, including remnants of the Gaelic literary class, as the Confederate soldiers, increasingly a rabble more than a cohesive unit, retreat in advance of Cromwell’s forces. ''An Cléireach'' concludes with the narrator and his family in exile in continental Europe. But along the retreat route, and central to the novel, members of the Confederate army camp, rest up, and tell versions of a story about the keeper of the treasured manuscript &quot;Saltair an Easpaig&quot; (The Bishop’s Psalter). Their versions raise issues about memory construction, the limitations of individual perspectives, personal agendas, and how minor changes in the telling of a story can alter our understanding of history, Thus, ''An Cléireach'' complements ''Fontenoy'' in moving beyond more realistic recreation of a historical event or period to interrogate the notion of history as construct.&lt;ref&gt;{{Cite book|title=The Oxford Handbook of Modern Irish Fiction|last=Ó Siadhail|first=Pádraig|publisher=Oxford University Press|year=2020|isbn=9780198754893|editor-last=Harte|editor-first=Liam|pages=598–99|chapter=Contemporary Irish Fiction}}&lt;/ref&gt; &lt;/blockquote&gt;

Of ''Súil an Daill,'' in ''Nós'', Cathal Seoighe says, &quot;The book deserves a significant place among the collection of high-quality books published in recent years that would make you feel sorry for someone who does not speak Irish [Tá áit shuntasach ag dul don leabhar i measc an chnuasaigh leabhair ar ardchaighdeán a foilsíodh le roinnt blianta anuas a d’fhágfadh trua agat don té atá gan Ghaeilge].&quot;&lt;ref&gt;{{Cite journal|last=Seoighe|first=Cathal|date=09/26/2022|title=‘Dar leathmhagairle an diabhail, is leabhar den scoth é seo!’ ['According to the devil’s half-wit, this is a great book!’]|url=https://nos.ie/cultur/leabhair/dar-leathmhagairle-an-diabhail-is-leabhar-den-scoth-e-seo/|journal=Nós}}&lt;/ref&gt;

''Bódléar'', Ó Scolaí's most recent book, is a “beautiful novel. There is magic and craftsmanship in it. A small miracle of a book and it is highly recommended.”&lt;ref&gt;{{Cite web|url=https://leabharbreac.com/bodlear-mioruilt-bheag-de-leabhar/|title=Bódléar: Míorúilt bheag de leabhar (Bódléar: A Small Miracle of a Book)|last=Ní Ghairbhí|first=Róisín|date=2024|website=Leabhar Breac|access-date=1 August 2025}}&lt;/ref&gt; Éilis Ní Dhuibhne in the ''Irish Times'' says,&lt;blockquote&gt;what a gem! An affectionately gentle satire of the Irish poetic scene during one creatively fluid 19th-century year, the story focuses on a Maigue poet and schoolteacher who goes on a trip to France and returns with camembert, a cafetiere, ‘Fleurs du Mal’, and a mission to convert the local traditionalists to la modernité. Whimsical, hilarious, and subtly learned, it’s absolutely delightful!&lt;ref name=&quot;:20&quot;&gt;{{Cite journal|last=Ní Dhuibhne|first=Éilis|date=30 June 2025|title=Éilís Ní Dhuibhne on the best Irish language books of 2025 so far:
Including a history of the Gaeltacht Civil Rights Movements, a gem of a novel by Darach Ó Scolaí and Joe McHugh’s entertaining account of learning Irish|url=https://www.irishtimes.com/culture/books/review/2025/06/30/eilis-ni-dhuibhne-on-the-best-irish-language-books-of-2025-so-far/|journal=The Irish Times|pages=22}}&lt;/ref&gt;&lt;/blockquote&gt;

=== Retellings and Translations ===

==== ''Táin Bó Cuailnge'' ====
''Táin Bó Cuailnge'' [''The Cattle Raid of Cooley''] is a modern edition of an 11th-century epic into modern Irish.&lt;ref name=&quot;:3&quot; /&gt; Gearóid Denvir reviewed ''Táin Bó Cuailnge'' for ''Comhar'':&lt;blockquote&gt;Darach Ó Scolaí has ​​achieved a feat in this challenging reworking. He has found a high level of the Irish language to tell his story – as he has done before in his groundbreaking novel An Cléireach (2007, Leabhar Breac) and in his other prose works. This book is a decoration of the language, literature and culture of the Irish language, following the path of the old storytellers and writers and presenting material from the tradition to his own generation according to the understandings of his own time. The book will be a classic that will be of great interest to all readers of the Irish language, both ordinary readers, students, scholars and writers, and there should be a copy in every home in the country. [Tá éacht déanta ag Darach Ó Scolaí san athleagan dúshlánach seo. Tá réim ard den teanga Ghaeilge aimsithe aige lena scéal a inseacht – mar a rinne sé cheana ina úrscéal ceannródaíoch An Cléireach (2007, Leabhar Breac) agus i saothair eile phróis dá chuid. Is maisiú ar an teanga agus ar litríocht agus cultúr na Gaeilge an leabhar seo a leanas conair na seanscéalaithe agus na seanscríobhaithe agus ábhar de chuid an traidisiúin á chur i láthair a ghlúine féin aige de réir thuiscintí a linne féin. Clasaic a bheas sa leabhar a gcuirfidh léitheoirí uilig na Gaeilge, idir ghnáthléitheoirí, mhic léinn, scoláirí agus scríbhneoirí spéis thar na bearta ann, agus ba cheart cóip a bheith i chuile theach sa tír.]&lt;ref name=&quot;:15&quot;&gt;{{Cite journal|last=Denvir|first=Gearóid|date=April 2018|title=Táin Bó Cuailgne|url=https://comhar.ie/iris/78/4/leirmheas/|journal=Comhar|via=JSTOR}}&lt;/ref&gt; &lt;/blockquote&gt;Cathal Poirtéir says, &quot;The freshness and richness of Ó Scolaí’s version are a joy …. The author delights us with the linguistic and stylistic richness of the ancient epic in a modern-Irish version that reflects the original’s spirit and language.&quot;&lt;ref&gt;{{Cite journal|last=Poirtéir|first=Cathal|date=May/June 2018|title=Leabhair Idir Lámha|url=https://www.jstor.org/stable/26564180|journal=Books Ireland|pages=46–47|via=JSTOR}}&lt;/ref&gt;{{rp|47}} Novelist and academic Alan Titley calls Ó Scolaí's &quot;a wonderful gutsy telling&quot; of ''Táin Bó Cuailnge''.&lt;ref&gt;{{Cite news|url=https://www.irishtimes.com/culture/2023/03/11/the-tain-retold-maeve-and-ailills-spat-could-be-out-of-a-soap-opera/|title=The Táin retold: ‘Maeve and Ailill’s spat could be out of a soap opera’|last=Titley|first=Alan|date=11 March 2023|work=The Irish Times|access-date=16 October 2025}}&lt;/ref&gt;

==== ''Deirdre'' ====

Marie Whelton, in &quot;Léann Teanga&quot; (&quot;Language Studies&quot;), in the 2024 ''An Reiviú'' says,&lt;blockquote&gt;this version [of ''Deirdre''] by Darach Ó Scolaí succeeds in skillfully capturing and portraying the complexity of gender and power issues in the ‘Deirdre’ tradition [éiríonn leis an leagan seo le Darach Ó Scolaí castacht cheisteanna na hinscne agus na cumhachta i dtraidisiún scéal Dheirdre a ghabháil agus a léiriú go sciliúil]. … There is no doubt that this new version greatly contributes to the legacy of the story and that it revives that legacy thoughtfully and artistically [Níl amhras faoi ach go gcuireann an leagan úr seo go mór le hoidhreacht an scéil agus go ndéanann sé an oidhreacht sin a athbheochan go tuisceanach agus go healaíonta.].&lt;ref name=&quot;:16&quot;&gt;{{Cite web|url=https://www.tara.tcd.ie/tara8/server/api/core/bitstreams/3c20175a-7631-44b2-8b0f-f454edd712b4/content|title=An Artistic Retelling of Deirdre's Tale and the Defeat of Conor Review of Deirdre or the Ship of Mac Uisnigh by Darach Ó Scolaí [Athinsint Ealaíonta ar Oidhe Dheirdre agus ar Ansmacht Chonchúir Léirmheas ar Deirdre nó Loingeas Mhac Uisnigh le Darach Ó Scolaí]|last=Whelton|first=Marie|date=2024|website=The Review [An Reiviú], Language Studies [Léann Teanga]|access-date=25 September 2025}}&lt;/ref&gt;&lt;/blockquote&gt;
=== Works for Young Readers ===
Meadhbh Ní Eadhra said of ''Bodach an Chóta Lachna'' that it was &quot;Beautiful Irish, but easy to understand for young readers.&quot;&lt;ref&gt;Ní Eadhra, Meadhbh. In ''Gaelscéal'', qtd. in &quot;Bodach an Chóta Lachna&quot; https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/.&lt;/ref&gt;

== Awards and Honors ==
Ó Scolaí's works are regularly nominated and make the short list for prizes, an honor in itself, but they are generally not listed here unless they are named as the first-place winner in their category.

=== Oireachtas Prize ===
The Oireachtas Prize is the literary prize awarded by [[wikipedia:Oireachtas_na_Gaeilge|Oireachtas na Gaeilge]], the annual arts festival dedicated to Irish language, arts and culture. Darach Ó Scolaí has won the Oireachtas Prize for Literary Fiction three times, once for ''An Cléireach'' (''The Clerk'') in 2007, for ''Súil an Daill'' (''The Eye of the Blind'') in 2021 and for ''Bódléar'' in 2024.

* 2007, for ''An Cléireach'' (trans., ''The Clerk'') — “(a special prize commemorating the 400th anniversary of the foundation of Coláiste na nGael in Louvain, awarded under the auspices of the Franciscan Province of Ireland). The prize of €10,000 was the largest prize ever awarded to an Irish language novel [(duais speisialta chomórtha 400 bliain bhunú Choláiste na nGael i Lobháin a bronnadh faoi urraíocht Phroibhinse Phroinsiasach na hÉireann). Ba é an duais €10,000 sin an duais ba mhó a bronnadh riamh ar úrscéal Gaeilge].”&lt;ref name=&quot;:18&quot; /&gt;
* 2021, for ''Súil an Daill'' (''The Eye of the Blind'')
* 2024, for ''Bódléar''

=== Ó Shúilleabháin Award, Irish language “Book of the Year” ===
The first prize of this award includes €5,000 to the publisher and €2,500 to the author of the winning work.&lt;ref name=&quot;:10&quot;&gt;{{Cite journal|date=15 August 2023|title=20 saothar san iomaíocht do ‘Leabhair Ghaeilge na Bliana 2023’|url=https://tuairisc.ie/20-saothar-san-iomaiocht-do-leabhair-ghaeilge-na-bliana-2023/|journal=Tuairisc}}&lt;/ref&gt;

* ''An Cléireach'' (''The Clerk'').&lt;ref&gt;{{Cite web|url=http:/www.gaelport.com/uploads/documents/edition19.html|title=Eagrán / Edition 19 - 04 11 2008|date=4/11/2008|website=Internet Archive|archive-url=https://web.archive.org/web/20130525011340/http:/www.gaelport.com/uploads/documents/edition19.html|archive-date=25 May 2013|access-date=25 August 2025}}&lt;/ref&gt;
* ''Táin Bó Cuailnge'', 2018.
* ''Bódléar'', 2025.

==== De Bhaldraithe Award ====
The Gradam de Bhaldraithe is awarded to the best work in translation.&lt;ref name=&quot;:10&quot; /&gt;

* ''Cuairt San Nioclás,'' a translation of Clement Clarke Moore's ''A Visit from St. Nicholas'', or &quot;'Twas the Night Before Christmas.&quot;&lt;ref name=&quot;:10&quot; /&gt;

==== Other ====

* Walter Macken Prize, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005
* Bháiteir Uí Mhaicín Memorial Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005&lt;ref&gt;{{Cite news|url=https://www.irishtimes.com/gaeilge/tuarascail/duais-oireachtais-1.501571|title=Oireachtas Prize: Over €50,000 was awarded to writers in the Oireachtas Literary Competitions at an event in Dublin last night. Winners… [Duais Oireachtais: Bronnadh breis agus €50,000 ar scríbhneoirí i gComórtais Liteartha an Oireachtais ar ócáid i mBaile Átha Cliath aréir. Bhuaigh…]|work=5 October 2005|access-date=15 October 2025}}&lt;/ref&gt;
* BBC Stewart Parker Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2006
* The Aodán Mac Póilín Commemorative Prize, for ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), 2017

== External Links ==

* Leabhar Breac website: https://leabharbreac.com/en/
* Leabhar Breac Facebook pages:
* Rosg website: [http://www.rosg.ie/en/ &lt;nowiki&gt;http://ww&lt;/nowiki&gt;w.rosg.ie/en/]
* Art on the Island (Ealaín ar Oileán) website, archived at the Wayback Machine: https://web.archive.org/web/20130601000520/http://ealainaroilean.ie/ 31 March 2012, 1 June 2013 and 8 January 2014

* Darach Ó Scolaí's website Archived 25 September 2015 at the Wayback Machine: https://web.archive.org/web/20150925103456/http://darachoscolai.ie/
* Youtube video of [https://www.youtube.com/watch?v=OlP2AmSBzXc Breandán Ó Cróinin introducing Deirdre at the book launch] in the pub Tigh Mholly (Molly’s House).

== Primordial Ooze ==

* Known for his sensitivity to language and voices.
* Finish scanning through JSTOR
* Scan through Irish Times, 56 hits
* Check Goodreads
* Check YouTube (In the spring of 2013, the arts programme Imeall interviewed the author on TG4.)
* Check both Wikipedias for pages on the origins of the retold tales (like Deirdre) and link to this article
* Propose link from University of Galway page once Darach’s is up
* Write Irish National Biography (&lt;nowiki&gt;https://www.dib.ie&lt;/nowiki&gt;) to propose an article about Darach once the Wikip article is done? See what they say.
* Link to Ó Scolaí from the Wikipedia
* Make sure links '''to''' Wikipedia in the actual encyclopedia work right

=== Not Placed Yet ===

* &quot;So here are the books that Irish people love the most! [Mar sin seo iad na leabhair is gile leis na Gaeil!]&quot; — &quot;32. An Cléireach – Darach Ó Scolaí (2)&quot; [18 books got 2 votes, and then they're alphabetized by author's last name, so the 32 of 34 doesn't signify the specificity it seems to]&lt;ref name=&quot;:14&quot;&gt;{{Cite journal|last=Ó Murchú|first=Eoin P.|date=9 June 2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil. [The 30 best Irish books for Irish people]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}&lt;/ref&gt;
* &quot;Below is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers.Here is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers [Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí.Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí].&quot; &quot;Corto Maltese – Hugo Pratt (aistrithe ag Darach Ó Scolaí)&quot;&lt;ref name=&quot;:14&quot; /&gt;
* &quot;Ceann eile de bhuaicphointí na hÉigse a bheidh sa seisiún le Darach Ó Scolaí, duine d’úrscéalaithe móra na Gaeilge, agus duine de chomhbhunaitheoirí teach foilsitheoireachta Leabhar Breac. [Another highlight of the Éigse will be the session with Darach Ó Scolaí, one of the great Irish language novelists, and one of the co-founders of the publishing house Leabhar Breac.]&quot;&lt;ref name=&quot;:17&quot;&gt;{{Cite journal|last=Nós|date=4 May 2023|title=Éigse na Bruiséile le filleadh i mí na Bealtaine. [Éigse na Bruséile to return in May]|url=https://nos.ie/cultur/eigse-na-bruiseile-le-filleadh-i-mi-na-bealtaine/|journal=Nós}}&lt;/ref&gt;

=== Things Taken Out for Now ===
“’The play is a comedy about language, lies, bureaucracy and Gaeltacht grants, in the tradition of Myles na Gcopaleen,’ according to Norma-Jean Kenny in the ''Galway Advertizer'', ‘in which the author comments and criticizes the institutions of the Irish language in Ireland without ceasing.’&quot;

Supposedly a quotation by Gearóid Denvir reviewing ''Táin Bó Cuailnge'' for ''Comhar'' (but I don't find it in the article):

This book has long been needed by Irish language readers and there is no doubt that it will become a classic in time and surpass Thomas Kinsella’s English version. This version remains faithful to the language of the original while at the same time finding an appropriate language in today’s Irish. Ó Scolaí masterfully overcomes the difficulties of the original’s rhetorical difficulties and the versions of the original poetic texts are extremely effective.[supposedly &lt;ref name=&quot;:15&quot; /&gt;]

“The biggest prize ever awarded for a novel in Irish was presented at a special ceremony in the National Concert Hall in Dublin, today (Thursday, 4 October 2007). Darach Ó Scolaí, writer, artist &amp; playwright from Casla, Co. Galway, was awarded €10,000 for his literary novel, ‘An Ardscoil’. This work, under the new title ‘An Cléireach’, will be launched at Oireachtas na Samhna in Westport in November. This is the first novel from his pen, a story set in the late seventeenth century. This competition was sponsored by the Franciscan Province of Ireland.” (archive, Oireachtas na Gaeilge site, 04 October, 2007)

''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. number 2 in ''Comhar'' literary magazine’s list of best books of 2021. '''{6}.'''

*William Shakespeare, ''Romeo agus Juliet'' (trans. of ''Romeo and Juliet''), Leabhar Breac, 2016.
*Jonathan Swift, ''Camchuairt Ghuilivéir'' (trans. of ''Gulliver's Travels''), Leabhar Breac, 2016.

*Hugo Pratt, ''Corto Maltese''


'''''Flag of Bones (Bratach na gCnámh) Series'''''

Leabhar Breac published the Bratach na gCnámh series of books for young readers. Written in French by Alain Surget, illustrated by Annette Marnat and translated by Darach Ó Scolaí, this series uses the history of Caribbean Sea pirates&lt;ref&gt;{{Cite web|url=https://leabharbreac.com/en/product-category/alain-surget/|title=Alain Surget Archives|website=Leabhar Breac|language=en-US|access-date=2025-09-30}}&lt;/ref&gt;:

*Alain Surget, ''Éalú as Páras'' (''Escape from Paris''), Annette Marnat (Illustr.), Leabhar Breac, 2011.
* Alain Surget, ''Oilean na Siorcanna'' (''Shark Island''), Annette Marnat (Illustr.), Leabhar Breac, 2011.
* Alain Surget, ''Long na dTaibhsi'' (''Ship of the Ghosts''), Annette Marnat (Illustr.), Leabhar Breac, 2011.
* Alain Surget, ''San Ochtapas Dubh'' (''In the Black Octopus''), Annette Marnat (Illustr.), Leabhar Breac, 2013.
* Alain Surget, ''San Ionsai ar Veracruz'' (''The Attack on Veracruz''), Annette Marnat (Illustr.), Leabhar Breac, 2013.
'''''For &quot;First Readers&quot; (children to 6 years old or so)'''''

These books were written originally in Catalan by Spanish author Enric Lluch Girbés and translated into Irish by Ó ScolaÍ:
*Enric Lluch, ''Ag Péinteáil an Tí'' (''Painting the House''), Anna Clariana (Illustr.), Leabhar Breac, 2017.
*Enric Lluch, ''An Colúr Bacach'' (''The Lazy Dove''), Anna Clariana (Illustr.), Leabhar Breac, 2017.
*Enric Lluch, ''An Phluais'' (''The Cave''), Anna Clariana (Illustr.), Leabhar Breac, 2017.
*Enric Lluch, ''Madra Dhaideo'' (''Grandpa's Dog''), Anna Clariana (Illustr.), Leabhar Breac, 2017.
*Enric Lluch, ''Fiacail Mháire'' (''Mary's Tooth''), Anna Clariana (Illustr.), Leabhar Breac, 2017.
'''''Bruno Heitz'''''

Leabhar Breac published a series of 3 Heitz books for small children. Published originally in French, this series of three comic books is about a blind mole named Cáitín Chaoch in Irish (and ''Louisette la taupe'' in French).&lt;ref&gt;{{Cite web|url=https://leabharbreac.com/en/product-category/bruno-heitz-en/|title=Bruno Heitz Archives|website=Leabhar Breac|language=en-US|access-date=2025-10-02}}&lt;/ref&gt; Ó Scolaí translated these:

*Bruno Heitz (author and illustr.), ''Práinneach'' (''Urgent''), Leabhar Breac, 2020
*Bruno Heitz (author and illustr.), ''Preab san Aer'' (''Bounce in the Air''), Leabhar Breac, 2020.

'''''Books for Toddlers'''''

Leabhar Breac has published 14 books written by French author Orianne Lallemand's and illustrated by Eleonore Thuillier, about Lallemmand's popular character Loup, Wolf. These are translated by Ó Scolaí:
*Orianne Lallemand, ''An Mac Tire a Raibh Faitios an Domhain Air'' (trans. of ''The Son Who Saw the World in His Eyes''), Eleonore Thuillier  Illustr.), Leabhar Breac, 2018.
*Orianne Lallemand, ''Macan agus an Goban'' (trans. of ''Macan and the Goblin''), Eleonore Thuillier (Illustr.), Leabhar Breac, 2018.
* Orianne Lallemand, ''A Mac Tíre a Chuaigh go Tóin na Farraige'' (trans. of ''The Wolf Who Went to the Bottom of the Sea''), Éléanore Thuillier  (Illustr.), Leabhar Breac, 2019.
'''''Board Books (for babies)'''''

J. C. (Joan Carles) Girbés Aparisi is a Catalan author and editor. These books were written in Catalan and translated by Ó Scolai.
*J. C. Girbés, ''An Phicnic'' (''The Picnic''), Silvia Ortega (Illustr.), Leabhar Breac, 2013.
* J. C. Girbés, ''An Chóisir'' (''The Party''), Silvia Ortega (Illustr.), Leabhar Breac, 2013.
*J. C. Girbés, ''Lá Mór Fada'' (''A Long Day''), Silvia Ortega (Illustr.), Leabhar Breac, 2014.
*J. C. Girbés, ''Tabhair Leat do Leabhar'' (''Bring Your Book''), Silvia Ortega (Illustr.), Leabhar Breac, 2014.

==== Gradam Réics Carló ====
The Réics Carló prize is awarded for the best book in the Irish language for young readers. It is named for one of the characters of 20th-century writer [[wikipedia:Cathal_Ó_Sándair|Cathal Ó Sándair (Charles Saunders)]].

* ''An Bradán Feasa'' was “shortlisted for the Réics Carlo award 2010.”&lt;ref name=&quot;:9&quot; /&gt;

== References ==
{{reflist}}</text>
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    <title>Universal Bibliography/Bibliography</title>
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See also [[Universal Bibliography/Literature|Literature]]

This part of the [[Universal Bibliography]] is a bibliography of bibliography.

See [[s:Category:Bibliography]]

==General==
*Power, A Handy-Book about Books, 1870 [https://archive.org/details/handybookaboutbo00poweiala] [https://archive.org/details/handybookaboutbo00powerich]
**Sabin. A Bibliography of Bibliography; or, A Handy Book about Books which Relate to Books. 1877. [https://books.google.co.uk/books?id=_A8CAAAAQAAJ&amp;pg=PP7#v=onepage&amp;q&amp;f=false]

*Gore, Daniel. Bibliography for Beginners. 2nd Ed: 1973. A Beginner's Book of Bibliography. [https://books.google.co.uk/books?id=1I0aAAAAMAAJ]
*Higgins, Marion Villiers. Bibliography: A Beginner's Guide to the Making, Evaluation and Use of Bibliographies. H.W. Wilson Company. 1941. [https://books.google.co.uk/books?id=jFe5AAAAIAAJ]
*Witmer and Feagley. A Beginner's Guide to Bibliography, with Examples Drawn from the Field of Education. [https://books.google.co.uk/books?id=8GdTAAAAYAAJ]
*[[w:Philip Gaskell|Gaskell]]. A New Introduction to Bibliography. Clarendon Press. 1972. [https://books.google.co.uk/books?id=UKAWAQAAMAAJ]
*Wynar, Bohdan S. Introduction to Bibliography and Reference Work: A Guide to Materials and Sources. (Library Science Text Series). Colorado Bibliographic Institute. 3rd Ed: 1965. Introduction to Bibliography and Reference Books: A Guide to Materials and Bibliographical Sources. Graduate School of Librarianship, University of Denver. 1963. [https://books.google.co.uk/books?id=PmBGAAAAMAAJ] [https://books.google.co.uk/books?id=vMtFAAAAMAAJ]
*Oberman-Soroka and Ball. Introduction to Bibliography and Research Methods Handbook. Revised Ed: 1979 [https://books.google.co.uk/books?id=smosAAAAYAAJ] Commentary: [https://books.google.co.uk/books?id=kL_t9l6-XQ8C&amp;pg=PA80#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=ddcuAQAAIAAJ]
*[[w:E. W. Padwick|Padwick, Eric William]]. Bibliographical Method: An Introductory Survey. (Aspects of Librarianship). James Clark. 1969. [https://books.google.co.uk/books?id=UscYAAAAIAAJ]
*Abbott and Williams. An Introduction to Bibliographical and Textual Studies. Modern Language Association of America. 2nd Ed: 1985, 3rd Ed: 1999, 4th Ed: 2009, 2014. [https://books.google.co.uk/books?id=KaUPAQAAMAAJ] [https://books.google.co.uk/books?id=GnCADwAAQBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*[[w:Ronald Brunlees McKerrow|McKerrow, Ronald Brunlees]]. An Introduction to Bibliography for Literary Students. Clarendon Press, Oxford. 1927. 2nd Ed: 1928. [https://books.google.co.uk/books?id=RBbhAAAAMAAJ]
*Schlichting (compiler). Introduction to Bibliographic Research in Literature: Basic Sources. L. A. Beeghly Library, Ohio Wesleyan University. 1974 [https://books.google.co.uk/books?id=QNxEAAAAMAAJ]
*Harmon. Elements of Bibliography: A Simplified Approach. Scarecrow Press. 2nd Ed: 1989 [https://books.google.co.uk/books?id=tXi5AAAAIAAJ]. Elements of Bibliography: A Guide to Information Sources and Practical Applications. 3rd Ed: 1998  [https://books.google.co.uk/books?id=OnqBpiTy-SAC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Feipel, Louis Nicholas. Elements of Bibliography. Published for the Bibliographical Society of America. University of Chicago Press. 1916. [https://archive.org/details/elementsbibliog00amergoog] [https://archive.org/details/elementsbibliog01amergoog] [https://books.google.co.uk/books?id=3JTpe2K65TsC]
*Esdaile's Manual of Bibliography. 4th Revised Ed: 1967, 5th Revised Ed: 1981, 6th Ed: 2001. A Student's Manual of Bibliography. 1st Ed: 1931, 2nd Ed: 1932, 3rd Revised Ed: 1954. [https://books.google.co.uk/books?id=faqCpauRmRcC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Rogers, Walter Thomas. A Manual of Bibliography: Being an Introduction to the Knowledge of Books, Library Management and the Art of Cataloguing, with a List of Bibliographical Works of Reference, a Latin-English and English-Latin Topographical Index of Ancient Printing Centres, and a Glossary. New Edition. 1891. [https://books.google.co.uk/books?id=v80YAAAAIAAJ&amp;pg=PP7#v=onepage&amp;q&amp;f=false] [https://archive.org/details/cu31924029538760] [https://archive.org/details/manualofbibliogr00rogeuoft] [https://archive.org/details/manualofbibliogr00rogerich]
*Manual of Bibliography. National Library of Canada. 1968. [https://books.google.co.uk/books?id=WoGxxgEACAAJ]
*Foxon, David Fairweather. The Technique of Bibliography. (The Book, issue 6). Published for the National Book League at the University Press. 1955. [https://books.google.co.uk/books?id=mnILAAAAMAAJ] [https://books.google.co.uk/books?id=1HMLAAAAMAAJ]
*Stokes, Roy Bishop. The Function of Bibliography. (A Grafton Book). 1st Ed. Andre Deutsch. 1969. 2nd Revised Ed. Gower. 1982. [https://books.google.co.uk/books?id=Asa5AAAAIAAJ]
*The Function of Bibliography in Literary Criticism Illustrated in a Study of the Text of &quot;King Lear.&quot; 1933. [https://books.google.co.uk/books?id=GJUNMwEACAAJ]
*Krummel, Donald William. Bibliographies: Their Aims and Methods. Mansell. 1984. [https://books.google.co.uk/books?id=jcC7AAAAIAAJ]

==Encyclopedias and dictionaries of words and phrases==
*Stokes, Roy Bishop. A Bibliographical Companion. Scarecrow Press. 1989. Paperback Ed. 2011. [https://books.google.co.uk/books?id=cVO4AQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

==Periodicals==
*Bibliographical Notes and Queries (1935 to 1939)

==Book reviews==
*Reference Guide to Book Reviews: A Checklist of Sources in the Humanities, Social Sciences, and Fine Arts. [https://books.google.co.uk/books?id=vr5FAAAAMAAJ]

Periodicals:

*[[s:Book Review Digest|Book Review Digest]] (1905 onwards)
*[[w:Book Review Index|Book Review Index]] (1965 onwards)
*Current Book Review Citations (1976 onwards)
*Index to Book Reviews in the Sciences (1980 onwards)

==Universal==
Gessner's description of a universal bibliography reads &quot;extantium &amp; non extantium, ueterum &amp; recentiorum in hunc usque diem, doctorum &amp; indoctorum, publicatorum &amp; in Bibliothecis latentium&quot;: [[w:Bibliotheca universalis|Bibliotheca Universalis]] (1545).&lt;ref&gt;Quoted by [[w:Egerton Brydges|Brydges]] (May 1821 to February 1822) 3 Res Literariae [https://books.google.co.uk/books?id=mAuSHKcSHq8C&amp;pg=PA382#v=onepage&amp;q&amp;f=false 382] and [[w:Johann Christoph Gatterer|Gatterer]], Handbuch der Universalhistorie, 1761, [https://books.google.co.uk/books?id=ptgGAAAAcAAJ&amp;pg=PA78#v=onepage&amp;q&amp;f=false p 78].&lt;/ref&gt;
*&quot;Reflections on the Idea of a Universal Bibliography&quot; (1971) [https://books.google.co.uk/books?id=UVDDAAAAIAAJ 10] Herald of Library Science 215
*&quot;Universal Bibliography and its Substitutes&quot; (1952) [https://books.google.co.uk/books?id=5TG3AAAAIAAJ 2] Libri 292
*The HPB Project: Phase II: Describing an Experiment in Creating a Computerized Cumulative Short-title Catalog of Hand-printed Books Leading to a Universal Bibliography of Books Printed 1453-1800 [https://books.google.co.uk/books?id=mY0WAQAAMAAJ]

==National==
*McGowan. &quot;National Bibliography&quot;. Encyclopedia of Library and Information Science. Marcel Dekker. 1976. Volume 19. Page [https://books.google.co.uk/books?id=Oprd7AefXFwC&amp;pg=PA50#v=onepage&amp;q&amp;f=false 50] to 60.
*Bell. An Annotated Guide to Current National Bibliographies. Saur. 1998 [https://books.google.co.uk/books?id=nQcgAAAAQBAJ&amp;pg=PP4#v=onepage&amp;q&amp;f=false]
*Heyl. Current National Bibliographies: A List of Sources of Information Concerning Current Books of All Countries. 1942 [https://books.google.co.uk/books?id=OBo7AAAAIAAJ]
*Peddie. National Bibliographies: A Descriptive Catalogue of the Works which Register the Books Published in Each Country. 1912 [https://archive.org/details/nationalbibliog00pedd] [https://archive.org/details/nationalbibliogr00pedduoft] [https://archive.org/details/cu31924029541228]

Norwegian:
*Norsk bokfortegnelse. Norwegian National Bibliography.

==Metabibliography==

See [[w:Metabibliography]]
*[[w:Archer Taylor|Taylor, Archer]]. A History of Bibliographies of Bibliographies. Scarecrow Press. New Brunswick. 1955. [https://books.google.co.uk/books?id=kdoZAAAAMAAJ] Reviews: Stokes, &quot;Reviews&quot; (1956) The Library, vol s5-XI, Issue 4, (April),  [https://doi.org/10.1093/library/s5-XI.4.299 p 299]; Vosper, &quot;Reviews&quot;, 26 The Library Quarterly [https://www.journals.uchicago.edu/doi/abs/10.1086/618288 130] (No 2); Mearns (May 1956) College and Research Libraries, vols 17-18, p 275 [https://books.google.co.uk/books?id=GUaWepeLu88C]; (1956) [https://books.google.co.uk/books?lr=&amp;id=3UhVAAAAYAAJ 81] Library Journal 53 (August); Library Association Record [https://books.google.co.uk/books?id=FH7EAAAAIAAJ]. Commentary: [https://books.google.co.uk/books?id=zrEkAQAAIAAJ]
*[[w:sv:Aksel Josephson|Josephson, Askel Gustav Salomon]]. Bibliographies of Bibliographies Chronologically Arranged with Occasional Notes and an Index. (Contributions to Bibliography 1). Bibliographical Society of Chicago. Chicago. 1901. [https://books.google.co.uk/books?id=RvQCAAAAYAAJ] [https://archive.org/details/bibliographiesof00joserich]
*McCoy. &quot;General bibliographies of bibliographies&quot;. Researching and Writing in History. 1974. [https://books.google.co.uk/books?id=sbP3QL_cG6sC&amp;pg=PA13#v=onepage&amp;q&amp;f=false Page 13] et seq.
*Gobbers, &quot;2.1 Bibliographies of bibliographies&quot; in &quot;Source Material for the Study of Dutch Literature&quot; (1974) 1 Dutch Studies 151 at [https://books.google.co.uk/books?id=p2kyBwAAQBAJ&amp;pg=PA152#v=onepage&amp;q&amp;f=false 152] 

Particular metabibliographies:
*[[w:Theodore Besterman|Besterman, Theodore]]. A World Bibliography of Bibliographies and of Bibliographical Catalogues, Calendars, Abstracts, Digests, Indexes, and the Like. Societas Bibliographica. 1st Ed: 1939 to 1940, 2nd Ed: 1947 to 1949, 3rd Ed: 1955 to 1956, 4th Ed: 1965 to 1966. Reprinted 1971 by Rowman and Littlefield. Reviews: [https://www.jstor.org/stable/24293477] Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&amp;pg=PA1#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=H3fAOcxcNycC&amp;pg=PA601#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=BxF86NLczIUC&amp;pg=PA124#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=51C-Uwykb38C&amp;pg=PA292#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=mwVCAAAAMAAJ] [https://www.nature.com/articles/144069a0]
*Toomey, Alice F.  A World Bibliography of Bibliographies 1964 - 1974. Rowman and Littlefield. 1977. [https://books.google.co.uk/books?id=9QO9J4ItfFgC] Reviews: [https://books.google.co.uk/books?id=yWwOAQAAMAAJ] [https://books.google.co.uk/books?id=_e08AQAAIAAJ&amp;pg=PA1482#v=onepage&amp;q&amp;f=false]

==Bibliographies of books about bibliography==
*Mullins, John Davis. Bibliography: or Books about Books, their Making, etc. 1884. [https://books.google.co.uk/books?id=mRMIAAAAQAAJ&amp;pg=PA125#v=onepage&amp;q&amp;f=false]

==History of bibliography==
*Tanselle, &quot;Bibliographical History as a Field of Study&quot; (1988) [https://www.jstor.org/stable/40371876] (included in Essays in Bibliographical History)
*Taylor, Archer, &quot;The History of Bibliography&quot; in Bluhm, Heins (ed). Essays in History and Literature: Presented by Fellows of the Newberry Library to Stanley Pargellis. Newberry Library. 1965. Pages 193 to 199. [https://books.google.co.uk/books?id=bKkuAAAAMAAJ]
*Marla Roberson, &quot;A Brief History of Bibliographies&quot; (2001) 15 Social Epistemology 5 [https://www.tandfonline.com/doi/abs/10.1080/02691720110049189]
*Breslau and Folter. Bibliography: Its History and Development. Grolier Club. 1984. [https://books.google.co.uk/books?id=u4kmAQAAIAAJ] Review: Koda (1987) 22 Journal of Library History 111 [https://www.jstor.org/stable/25541787] Commentary: [https://books.google.co.uk/books?id=AfYPAQAAMAAJ] [https://books.google.co.uk/books?id=ApQWAQAAMAAJ] [https://books.google.co.uk/books?id=yLMgAQAAMAAJ] [https://books.google.co.uk/books?id=XTDhAAAAMAAJ] 
*Tanselle, George Thomas. Bibliographical Analysis: A Historical Introduction. Cambridge University Press. 2009. [https://books.google.co.uk/books?id=5yL55XxPjG8C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Tanselle, George Thomas. Essays in Bibliographical History. Bibliographical Society of the University of Virginia. 2013. [https://books.google.co.uk/books?id=6HcThRpyKPMC]
*Schneider, Georg. Theory and History of Bibliography. Translated by Ralph Robert Shaw. (Columbia University Studies in Library Service, Number 1). Columbia University Press. 1934. Scarecrow Press. 1961. [https://books.google.co.uk/books?id=tW4ZAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&amp;pg=PA8#v=onepage&amp;q&amp;f=false]
*Harmon, Robert Bartlett. &quot;Historical Survey&quot;. Elements of Bibliography: A Guide to Information Sources and Practical Applications. Third Edition. Scarecrow Press. 1998. Chapter 2. [https://books.google.co.uk/books?id=OnqBpiTy-SAC&amp;pg=PA23#v=onepage&amp;q&amp;f=false Page 23] et seq.
*Besterman, Theodore. The Beginnings of Systematic Bibliography. 2nd Ed. Oxford University Press. 1935. B Franklin. 1968. [https://books.google.co.uk/books?id=ZjxFAAAAMAAJ]
*Blum, Rudolf. Kallimachos: The Alexandrian Library and the Origins of Bibliography. Translated by Hans H Wellisch. University of Wisconsin Press. 1991. [https://books.google.co.uk/books?id=yAzJ0oCM9b8C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Hale, Barbara M. &quot;The Development of Subject Bibliography&quot;. The Subject Bibliography of the Social Sciences and Humanities. (International Series of Monographs in Library and Information Science, Volume 12). Pergamon Press. 1970. Chapter 2. Pages [https://books.google.co.uk/books?id=uRuoBQAAQBAJ&amp;pg=PA4#v=onepage&amp;q&amp;f=false 4] to 22.
*Jasenas, Michael. A  History of the Bibliography of Philosophy. (Studien und Materialien zur Geschichte der Philosophie, Volume 14). Georg Olms. New York. 1973. [https://books.google.co.uk/books?id=80erVxQc7qoC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]. History of the Development of the Bibliography of Philosophy. Columbia University. 1967. [https://books.google.co.uk/books?id=vXIaAAAAMAAJ]
*Rath, &quot;Evolution of Systematic Bibliographies in India, 1849-1993&quot; (2018) 34 Library &amp; Information History 160 [https://www.tandfonline.com/doi/abs/10.1080/17583489.2018.1515714]
*Ishanyan. Hay matenagitutyan patmutyun. 1964 to 1966. (Armenian). [https://books.google.co.uk/books?id=aqIZAAAAMAAJ] [https://books.google.co.uk/books?id=bR7hMqV3Ij0C&amp;pg=PA589#v=onepage&amp;q&amp;f=false]
*&quot;History of bibliography in China&quot; in &quot;National Bibliography of China: retrospect and prospect&quot; (1986) International Cataloguing: Quarterly Bulletin of the IFLA Committee on Cataloguing, vols 15-16, p 5 [https://books.google.co.uk/books?id=ZLHjAAAAMAAJ]
*Russia. 1837 to 1862, see [https://books.google.co.uk/books?id=sR0IWHwmCdIC&amp;pg=PA378#v=onepage&amp;q&amp;f=false]. 1907 to 1917, see [https://books.google.co.uk/books?id=sR0IWHwmCdIC&amp;pg=PA382#v=onepage&amp;q&amp;f=false]
*Taylor, Archer. Catalogues of Rare Books: A Chapter in Bibliographical History. University of Kansas Libraries.1935. [https://books.google.co.uk/books?id=JYD44wklPVUC]
*Klancher, Jon. &quot;Wild bibliography: the rise and fall of book history in the nineteenth century&quot;. Transfiguring the Arts and Sciences: Knowledge and Cultural Institutions in the Romantic Age. Cambridge University Press. 2013. Chapter 3. [https://books.google.co.uk/books?id=GQP3AQAAQBAJ&amp;pg=PA85#v=onepage&amp;q&amp;f=false Page 85] et seq.

==Bibliographical histories of particular topics==

There are a number of books whose title or sub-title is &quot;a bibliographical history of such and such&quot; or the like. Commentary on historical bibliography: [https://books.google.co.uk/books?id=wFdsBgAAQBAJ&amp;pg=PT104#v=onepage&amp;q&amp;f=false]</text>
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See also [[Universal Bibliography/Literature|Literature]]

This part of the [[Universal Bibliography]] is a bibliography of bibliography.

See [[s:Category:Bibliography]]

==General==
*Power, A Handy-Book about Books, 1870 [https://archive.org/details/handybookaboutbo00poweiala] [https://archive.org/details/handybookaboutbo00powerich]
**Sabin. A Bibliography of Bibliography; or, A Handy Book about Books which Relate to Books. 1877. [https://books.google.co.uk/books?id=_A8CAAAAQAAJ&amp;pg=PP7#v=onepage&amp;q&amp;f=false]

*Gore, Daniel. Bibliography for Beginners. 2nd Ed: 1973. A Beginner's Book of Bibliography. [https://books.google.co.uk/books?id=1I0aAAAAMAAJ]
*Higgins, Marion Villiers. Bibliography: A Beginner's Guide to the Making, Evaluation and Use of Bibliographies. H.W. Wilson Company. 1941. [https://books.google.co.uk/books?id=jFe5AAAAIAAJ]
*Witmer and Feagley. A Beginner's Guide to Bibliography, with Examples Drawn from the Field of Education. [https://books.google.co.uk/books?id=8GdTAAAAYAAJ]
*[[w:Philip Gaskell|Gaskell]]. A New Introduction to Bibliography. Clarendon Press. 1972. [https://books.google.co.uk/books?id=UKAWAQAAMAAJ]
*Wynar, Bohdan S. Introduction to Bibliography and Reference Work: A Guide to Materials and Sources. (Library Science Text Series). Colorado Bibliographic Institute. 3rd Ed: 1965. Introduction to Bibliography and Reference Books: A Guide to Materials and Bibliographical Sources. Graduate School of Librarianship, University of Denver. 1963. [https://books.google.co.uk/books?id=PmBGAAAAMAAJ] [https://books.google.co.uk/books?id=vMtFAAAAMAAJ]
*Oberman-Soroka and Ball. Introduction to Bibliography and Research Methods Handbook. Revised Ed: 1979 [https://books.google.co.uk/books?id=smosAAAAYAAJ] Commentary: [https://books.google.co.uk/books?id=kL_t9l6-XQ8C&amp;pg=PA80#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=ddcuAQAAIAAJ]
*[[w:E. W. Padwick|Padwick, Eric William]]. Bibliographical Method: An Introductory Survey. (Aspects of Librarianship). James Clark. 1969. [https://books.google.co.uk/books?id=UscYAAAAIAAJ]
*Abbott and Williams. An Introduction to Bibliographical and Textual Studies. Modern Language Association of America. 2nd Ed: 1985, 3rd Ed: 1999, 4th Ed: 2009, 2014. [https://books.google.co.uk/books?id=KaUPAQAAMAAJ] [https://books.google.co.uk/books?id=GnCADwAAQBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*[[w:Ronald Brunlees McKerrow|McKerrow, Ronald Brunlees]]. An Introduction to Bibliography for Literary Students. Clarendon Press, Oxford. 1927. 2nd Ed: 1928. [https://books.google.co.uk/books?id=RBbhAAAAMAAJ]
*Schlichting (compiler). Introduction to Bibliographic Research in Literature: Basic Sources. L. A. Beeghly Library, Ohio Wesleyan University. 1974 [https://books.google.co.uk/books?id=QNxEAAAAMAAJ]
*Harmon. Elements of Bibliography: A Simplified Approach. Scarecrow Press. 2nd Ed: 1989 [https://books.google.co.uk/books?id=tXi5AAAAIAAJ]. Elements of Bibliography: A Guide to Information Sources and Practical Applications. 3rd Ed: 1998  [https://books.google.co.uk/books?id=OnqBpiTy-SAC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Feipel, Louis Nicholas. Elements of Bibliography. Published for the Bibliographical Society of America. University of Chicago Press. 1916. [https://archive.org/details/elementsbibliog00amergoog] [https://archive.org/details/elementsbibliog01amergoog] [https://books.google.co.uk/books?id=3JTpe2K65TsC]
*Esdaile's Manual of Bibliography. 4th Revised Ed: 1967, 5th Revised Ed: 1981, 6th Ed: 2001. A Student's Manual of Bibliography. 1st Ed: 1931, 2nd Ed: 1932, 3rd Revised Ed: 1954. [https://books.google.co.uk/books?id=faqCpauRmRcC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Rogers, Walter Thomas. A Manual of Bibliography: Being an Introduction to the Knowledge of Books, Library Management and the Art of Cataloguing, with a List of Bibliographical Works of Reference, a Latin-English and English-Latin Topographical Index of Ancient Printing Centres, and a Glossary. New Edition. 1891. [https://books.google.co.uk/books?id=v80YAAAAIAAJ&amp;pg=PP7#v=onepage&amp;q&amp;f=false] [https://archive.org/details/cu31924029538760] [https://archive.org/details/manualofbibliogr00rogeuoft] [https://archive.org/details/manualofbibliogr00rogerich]
*Manual of Bibliography. National Library of Canada. 1968. [https://books.google.co.uk/books?id=WoGxxgEACAAJ]
*Foxon, David Fairweather. The Technique of Bibliography. (The Book, issue 6). Published for the National Book League at the University Press. 1955. [https://books.google.co.uk/books?id=mnILAAAAMAAJ] [https://books.google.co.uk/books?id=1HMLAAAAMAAJ]
*Stokes, Roy Bishop. The Function of Bibliography. (A Grafton Book). 1st Ed. Andre Deutsch. 1969. 2nd Revised Ed. Gower. 1982. [https://books.google.co.uk/books?id=Asa5AAAAIAAJ]
*The Function of Bibliography in Literary Criticism Illustrated in a Study of the Text of &quot;King Lear.&quot; 1933. [https://books.google.co.uk/books?id=GJUNMwEACAAJ]
*Krummel, Donald William. Bibliographies: Their Aims and Methods. Mansell. 1984. [https://books.google.co.uk/books?id=jcC7AAAAIAAJ]

==Encyclopedias and dictionaries of words and phrases==
*Stokes, Roy Bishop. A Bibliographical Companion. Scarecrow Press. 1989. Paperback Ed. 2011. [https://books.google.co.uk/books?id=cVO4AQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

==Periodicals==
*Bibliographical Notes and Queries (1935 to 1939)

==Book reviews==
*Reference Guide to Book Reviews: A Checklist of Sources in the Humanities, Social Sciences, and Fine Arts. [https://books.google.co.uk/books?id=vr5FAAAAMAAJ]

Periodicals:

*[[s:Book Review Digest|Book Review Digest]] (1905 onwards)
*[[w:Book Review Index|Book Review Index]] (1965 onwards)
*Current Book Review Citations (1976 onwards)
*Index to Book Reviews in the Sciences (1980 onwards)

==Universal==
Gessner's description of a universal bibliography reads &quot;extantium &amp; non extantium, ueterum &amp; recentiorum in hunc usque diem, doctorum &amp; indoctorum, publicatorum &amp; in Bibliothecis latentium&quot;: [[w:Bibliotheca universalis|Bibliotheca Universalis]] (1545).&lt;ref&gt;Quoted by [[w:Egerton Brydges|Brydges]] (May 1821 to February 1822) 3 Res Literariae [https://books.google.co.uk/books?id=mAuSHKcSHq8C&amp;pg=PA382#v=onepage&amp;q&amp;f=false 382] and [[w:Johann Christoph Gatterer|Gatterer]], Handbuch der Universalhistorie, 1761, [https://books.google.co.uk/books?id=ptgGAAAAcAAJ&amp;pg=PA78#v=onepage&amp;q&amp;f=false p 78].&lt;/ref&gt;
*&quot;Reflections on the Idea of a Universal Bibliography&quot; (1971) [https://books.google.co.uk/books?id=UVDDAAAAIAAJ 10] Herald of Library Science 215
*&quot;Universal Bibliography and its Substitutes&quot; (1952) [https://books.google.co.uk/books?id=5TG3AAAAIAAJ 2] Libri 292
*The HPB Project: Phase II: Describing an Experiment in Creating a Computerized Cumulative Short-title Catalog of Hand-printed Books Leading to a Universal Bibliography of Books Printed 1453-1800 [https://books.google.co.uk/books?id=mY0WAQAAMAAJ]

Bibliographies
*Gessner. [[w:Bibliotheca universalis|Bibliotheca Universalis]]. 1545. [Bibliotheca Vniversalis, sive Catalogus omnium scriptorum locupletissimus, in tribus linguis, Latina, Graeca &amp; Hebraica: extantium &amp; non extantium, ueterum &amp; recentiorum in hunc usque diem, doctorum &amp; indoctorum, publicatorum &amp; in Bibliothecis latentium. Opus nouum , &amp; non Bibliothecis tantum publicis priuatisue instituendis necessarium sed studiosis omnibus cuius-cunque artis aut scientiæ ad studia melius formanda utilissimum: authore Conrado Gesnero Tigurino doctore Medico. Tigvri apvd Christophorvm Froschouerum Mense Septembri, Anno MDXLV.]

==National==
*McGowan. &quot;National Bibliography&quot;. Encyclopedia of Library and Information Science. Marcel Dekker. 1976. Volume 19. Page [https://books.google.co.uk/books?id=Oprd7AefXFwC&amp;pg=PA50#v=onepage&amp;q&amp;f=false 50] to 60.
*Bell. An Annotated Guide to Current National Bibliographies. Saur. 1998 [https://books.google.co.uk/books?id=nQcgAAAAQBAJ&amp;pg=PP4#v=onepage&amp;q&amp;f=false]
*Heyl. Current National Bibliographies: A List of Sources of Information Concerning Current Books of All Countries. 1942 [https://books.google.co.uk/books?id=OBo7AAAAIAAJ]
*Peddie. National Bibliographies: A Descriptive Catalogue of the Works which Register the Books Published in Each Country. 1912 [https://archive.org/details/nationalbibliog00pedd] [https://archive.org/details/nationalbibliogr00pedduoft] [https://archive.org/details/cu31924029541228]

Norwegian:
*Norsk bokfortegnelse. Norwegian National Bibliography.

==Metabibliography==

See [[w:Metabibliography]]
*[[w:Archer Taylor|Taylor, Archer]]. A History of Bibliographies of Bibliographies. Scarecrow Press. New Brunswick. 1955. [https://books.google.co.uk/books?id=kdoZAAAAMAAJ] Reviews: Stokes, &quot;Reviews&quot; (1956) The Library, vol s5-XI, Issue 4, (April),  [https://doi.org/10.1093/library/s5-XI.4.299 p 299]; Vosper, &quot;Reviews&quot;, 26 The Library Quarterly [https://www.journals.uchicago.edu/doi/abs/10.1086/618288 130] (No 2); Mearns (May 1956) College and Research Libraries, vols 17-18, p 275 [https://books.google.co.uk/books?id=GUaWepeLu88C]; (1956) [https://books.google.co.uk/books?lr=&amp;id=3UhVAAAAYAAJ 81] Library Journal 53 (August); Library Association Record [https://books.google.co.uk/books?id=FH7EAAAAIAAJ]. Commentary: [https://books.google.co.uk/books?id=zrEkAQAAIAAJ]
*[[w:sv:Aksel Josephson|Josephson, Askel Gustav Salomon]]. Bibliographies of Bibliographies Chronologically Arranged with Occasional Notes and an Index. (Contributions to Bibliography 1). Bibliographical Society of Chicago. Chicago. 1901. [https://books.google.co.uk/books?id=RvQCAAAAYAAJ] [https://archive.org/details/bibliographiesof00joserich]
*McCoy. &quot;General bibliographies of bibliographies&quot;. Researching and Writing in History. 1974. [https://books.google.co.uk/books?id=sbP3QL_cG6sC&amp;pg=PA13#v=onepage&amp;q&amp;f=false Page 13] et seq.
*Gobbers, &quot;2.1 Bibliographies of bibliographies&quot; in &quot;Source Material for the Study of Dutch Literature&quot; (1974) 1 Dutch Studies 151 at [https://books.google.co.uk/books?id=p2kyBwAAQBAJ&amp;pg=PA152#v=onepage&amp;q&amp;f=false 152] 

Particular metabibliographies:
*[[w:Theodore Besterman|Besterman, Theodore]]. A World Bibliography of Bibliographies and of Bibliographical Catalogues, Calendars, Abstracts, Digests, Indexes, and the Like. Societas Bibliographica. 1st Ed: 1939 to 1940, 2nd Ed: 1947 to 1949, 3rd Ed: 1955 to 1956, 4th Ed: 1965 to 1966. Reprinted 1971 by Rowman and Littlefield. Reviews: [https://www.jstor.org/stable/24293477] Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&amp;pg=PA1#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=H3fAOcxcNycC&amp;pg=PA601#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=BxF86NLczIUC&amp;pg=PA124#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=51C-Uwykb38C&amp;pg=PA292#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=mwVCAAAAMAAJ] [https://www.nature.com/articles/144069a0]
*Toomey, Alice F.  A World Bibliography of Bibliographies 1964 - 1974. Rowman and Littlefield. 1977. [https://books.google.co.uk/books?id=9QO9J4ItfFgC] Reviews: [https://books.google.co.uk/books?id=yWwOAQAAMAAJ] [https://books.google.co.uk/books?id=_e08AQAAIAAJ&amp;pg=PA1482#v=onepage&amp;q&amp;f=false]

==Bibliographies of books about bibliography==
*Mullins, John Davis. Bibliography: or Books about Books, their Making, etc. 1884. [https://books.google.co.uk/books?id=mRMIAAAAQAAJ&amp;pg=PA125#v=onepage&amp;q&amp;f=false]

==History of bibliography==
*Tanselle, &quot;Bibliographical History as a Field of Study&quot; (1988) [https://www.jstor.org/stable/40371876] (included in Essays in Bibliographical History)
*Taylor, Archer, &quot;The History of Bibliography&quot; in Bluhm, Heins (ed). Essays in History and Literature: Presented by Fellows of the Newberry Library to Stanley Pargellis. Newberry Library. 1965. Pages 193 to 199. [https://books.google.co.uk/books?id=bKkuAAAAMAAJ]
*Marla Roberson, &quot;A Brief History of Bibliographies&quot; (2001) 15 Social Epistemology 5 [https://www.tandfonline.com/doi/abs/10.1080/02691720110049189]
*Breslau and Folter. Bibliography: Its History and Development. Grolier Club. 1984. [https://books.google.co.uk/books?id=u4kmAQAAIAAJ] Review: Koda (1987) 22 Journal of Library History 111 [https://www.jstor.org/stable/25541787] Commentary: [https://books.google.co.uk/books?id=AfYPAQAAMAAJ] [https://books.google.co.uk/books?id=ApQWAQAAMAAJ] [https://books.google.co.uk/books?id=yLMgAQAAMAAJ] [https://books.google.co.uk/books?id=XTDhAAAAMAAJ] 
*Tanselle, George Thomas. Bibliographical Analysis: A Historical Introduction. Cambridge University Press. 2009. [https://books.google.co.uk/books?id=5yL55XxPjG8C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Tanselle, George Thomas. Essays in Bibliographical History. Bibliographical Society of the University of Virginia. 2013. [https://books.google.co.uk/books?id=6HcThRpyKPMC]
*Schneider, Georg. Theory and History of Bibliography. Translated by Ralph Robert Shaw. (Columbia University Studies in Library Service, Number 1). Columbia University Press. 1934. Scarecrow Press. 1961. [https://books.google.co.uk/books?id=tW4ZAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&amp;pg=PA8#v=onepage&amp;q&amp;f=false]
*Harmon, Robert Bartlett. &quot;Historical Survey&quot;. Elements of Bibliography: A Guide to Information Sources and Practical Applications. Third Edition. Scarecrow Press. 1998. Chapter 2. [https://books.google.co.uk/books?id=OnqBpiTy-SAC&amp;pg=PA23#v=onepage&amp;q&amp;f=false Page 23] et seq.
*Besterman, Theodore. The Beginnings of Systematic Bibliography. 2nd Ed. Oxford University Press. 1935. B Franklin. 1968. [https://books.google.co.uk/books?id=ZjxFAAAAMAAJ]
*Blum, Rudolf. Kallimachos: The Alexandrian Library and the Origins of Bibliography. Translated by Hans H Wellisch. University of Wisconsin Press. 1991. [https://books.google.co.uk/books?id=yAzJ0oCM9b8C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Hale, Barbara M. &quot;The Development of Subject Bibliography&quot;. The Subject Bibliography of the Social Sciences and Humanities. (International Series of Monographs in Library and Information Science, Volume 12). Pergamon Press. 1970. Chapter 2. Pages [https://books.google.co.uk/books?id=uRuoBQAAQBAJ&amp;pg=PA4#v=onepage&amp;q&amp;f=false 4] to 22.
*Jasenas, Michael. A  History of the Bibliography of Philosophy. (Studien und Materialien zur Geschichte der Philosophie, Volume 14). Georg Olms. New York. 1973. [https://books.google.co.uk/books?id=80erVxQc7qoC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]. History of the Development of the Bibliography of Philosophy. Columbia University. 1967. [https://books.google.co.uk/books?id=vXIaAAAAMAAJ]
*Rath, &quot;Evolution of Systematic Bibliographies in India, 1849-1993&quot; (2018) 34 Library &amp; Information History 160 [https://www.tandfonline.com/doi/abs/10.1080/17583489.2018.1515714]
*Ishanyan. Hay matenagitutyan patmutyun. 1964 to 1966. (Armenian). [https://books.google.co.uk/books?id=aqIZAAAAMAAJ] [https://books.google.co.uk/books?id=bR7hMqV3Ij0C&amp;pg=PA589#v=onepage&amp;q&amp;f=false]
*&quot;History of bibliography in China&quot; in &quot;National Bibliography of China: retrospect and prospect&quot; (1986) International Cataloguing: Quarterly Bulletin of the IFLA Committee on Cataloguing, vols 15-16, p 5 [https://books.google.co.uk/books?id=ZLHjAAAAMAAJ]
*Russia. 1837 to 1862, see [https://books.google.co.uk/books?id=sR0IWHwmCdIC&amp;pg=PA378#v=onepage&amp;q&amp;f=false]. 1907 to 1917, see [https://books.google.co.uk/books?id=sR0IWHwmCdIC&amp;pg=PA382#v=onepage&amp;q&amp;f=false]
*Taylor, Archer. Catalogues of Rare Books: A Chapter in Bibliographical History. University of Kansas Libraries.1935. [https://books.google.co.uk/books?id=JYD44wklPVUC]
*Klancher, Jon. &quot;Wild bibliography: the rise and fall of book history in the nineteenth century&quot;. Transfiguring the Arts and Sciences: Knowledge and Cultural Institutions in the Romantic Age. Cambridge University Press. 2013. Chapter 3. [https://books.google.co.uk/books?id=GQP3AQAAQBAJ&amp;pg=PA85#v=onepage&amp;q&amp;f=false Page 85] et seq.

==Bibliographical histories of particular topics==

There are a number of books whose title or sub-title is &quot;a bibliographical history of such and such&quot; or the like. Commentary on historical bibliography: [https://books.google.co.uk/books?id=wFdsBgAAQBAJ&amp;pg=PT104#v=onepage&amp;q&amp;f=false]</text>
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See also [[Universal Bibliography/Literature|Literature]]

This part of the [[Universal Bibliography]] is a bibliography of bibliography.

See [[s:Category:Bibliography]]

==General==
*Power, A Handy-Book about Books, 1870 [https://archive.org/details/handybookaboutbo00poweiala] [https://archive.org/details/handybookaboutbo00powerich]
**Sabin. A Bibliography of Bibliography; or, A Handy Book about Books which Relate to Books. 1877. [https://books.google.co.uk/books?id=_A8CAAAAQAAJ&amp;pg=PP7#v=onepage&amp;q&amp;f=false]

*Gore, Daniel. Bibliography for Beginners. 2nd Ed: 1973. A Beginner's Book of Bibliography. [https://books.google.co.uk/books?id=1I0aAAAAMAAJ]
*Higgins, Marion Villiers. Bibliography: A Beginner's Guide to the Making, Evaluation and Use of Bibliographies. H.W. Wilson Company. 1941. [https://books.google.co.uk/books?id=jFe5AAAAIAAJ]
*Witmer and Feagley. A Beginner's Guide to Bibliography, with Examples Drawn from the Field of Education. [https://books.google.co.uk/books?id=8GdTAAAAYAAJ]
*[[w:Philip Gaskell|Gaskell]]. A New Introduction to Bibliography. Clarendon Press. 1972. [https://books.google.co.uk/books?id=UKAWAQAAMAAJ]
*Wynar, Bohdan S. Introduction to Bibliography and Reference Work: A Guide to Materials and Sources. (Library Science Text Series). Colorado Bibliographic Institute. 3rd Ed: 1965. Introduction to Bibliography and Reference Books: A Guide to Materials and Bibliographical Sources. Graduate School of Librarianship, University of Denver. 1963. [https://books.google.co.uk/books?id=PmBGAAAAMAAJ] [https://books.google.co.uk/books?id=vMtFAAAAMAAJ]
*Oberman-Soroka and Ball. Introduction to Bibliography and Research Methods Handbook. Revised Ed: 1979 [https://books.google.co.uk/books?id=smosAAAAYAAJ] Commentary: [https://books.google.co.uk/books?id=kL_t9l6-XQ8C&amp;pg=PA80#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=ddcuAQAAIAAJ]
*[[w:E. W. Padwick|Padwick, Eric William]]. Bibliographical Method: An Introductory Survey. (Aspects of Librarianship). James Clark. 1969. [https://books.google.co.uk/books?id=UscYAAAAIAAJ]
*Abbott and Williams. An Introduction to Bibliographical and Textual Studies. Modern Language Association of America. 2nd Ed: 1985, 3rd Ed: 1999, 4th Ed: 2009, 2014. [https://books.google.co.uk/books?id=KaUPAQAAMAAJ] [https://books.google.co.uk/books?id=GnCADwAAQBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*[[w:Ronald Brunlees McKerrow|McKerrow, Ronald Brunlees]]. An Introduction to Bibliography for Literary Students. Clarendon Press, Oxford. 1927. 2nd Ed: 1928. [https://books.google.co.uk/books?id=RBbhAAAAMAAJ]
*Schlichting (compiler). Introduction to Bibliographic Research in Literature: Basic Sources. L. A. Beeghly Library, Ohio Wesleyan University. 1974 [https://books.google.co.uk/books?id=QNxEAAAAMAAJ]
*Harmon. Elements of Bibliography: A Simplified Approach. Scarecrow Press. 2nd Ed: 1989 [https://books.google.co.uk/books?id=tXi5AAAAIAAJ]. Elements of Bibliography: A Guide to Information Sources and Practical Applications. 3rd Ed: 1998  [https://books.google.co.uk/books?id=OnqBpiTy-SAC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Feipel, Louis Nicholas. Elements of Bibliography. Published for the Bibliographical Society of America. University of Chicago Press. 1916. [https://archive.org/details/elementsbibliog00amergoog] [https://archive.org/details/elementsbibliog01amergoog] [https://books.google.co.uk/books?id=3JTpe2K65TsC]
*Esdaile's Manual of Bibliography. 4th Revised Ed: 1967, 5th Revised Ed: 1981, 6th Ed: 2001. A Student's Manual of Bibliography. 1st Ed: 1931, 2nd Ed: 1932, 3rd Revised Ed: 1954. [https://books.google.co.uk/books?id=faqCpauRmRcC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Rogers, Walter Thomas. A Manual of Bibliography: Being an Introduction to the Knowledge of Books, Library Management and the Art of Cataloguing, with a List of Bibliographical Works of Reference, a Latin-English and English-Latin Topographical Index of Ancient Printing Centres, and a Glossary. New Edition. 1891. [https://books.google.co.uk/books?id=v80YAAAAIAAJ&amp;pg=PP7#v=onepage&amp;q&amp;f=false] [https://archive.org/details/cu31924029538760] [https://archive.org/details/manualofbibliogr00rogeuoft] [https://archive.org/details/manualofbibliogr00rogerich]
*Manual of Bibliography. National Library of Canada. 1968. [https://books.google.co.uk/books?id=WoGxxgEACAAJ]
*Foxon, David Fairweather. The Technique of Bibliography. (The Book, issue 6). Published for the National Book League at the University Press. 1955. [https://books.google.co.uk/books?id=mnILAAAAMAAJ] [https://books.google.co.uk/books?id=1HMLAAAAMAAJ]
*Stokes, Roy Bishop. The Function of Bibliography. (A Grafton Book). 1st Ed. Andre Deutsch. 1969. 2nd Revised Ed. Gower. 1982. [https://books.google.co.uk/books?id=Asa5AAAAIAAJ]
*The Function of Bibliography in Literary Criticism Illustrated in a Study of the Text of &quot;King Lear.&quot; 1933. [https://books.google.co.uk/books?id=GJUNMwEACAAJ]
*Krummel, Donald William. Bibliographies: Their Aims and Methods. Mansell. 1984. [https://books.google.co.uk/books?id=jcC7AAAAIAAJ]

==Encyclopedias and dictionaries of words and phrases==
*Stokes, Roy Bishop. A Bibliographical Companion. Scarecrow Press. 1989. Paperback Ed. 2011. [https://books.google.co.uk/books?id=cVO4AQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

==Periodicals==
*Bibliographical Notes and Queries (1935 to 1939)

==Book reviews==
*Reference Guide to Book Reviews: A Checklist of Sources in the Humanities, Social Sciences, and Fine Arts. [https://books.google.co.uk/books?id=vr5FAAAAMAAJ]

Periodicals:

*[[s:Book Review Digest|Book Review Digest]] (1905 onwards)
*[[w:Book Review Index|Book Review Index]] (1965 onwards)
*Current Book Review Citations (1976 onwards)
*Index to Book Reviews in the Sciences (1980 onwards)

==Universal==
Gessner's description of a universal bibliography reads &quot;extantium &amp; non extantium, ueterum &amp; recentiorum in hunc usque diem, doctorum &amp; indoctorum, publicatorum &amp; in Bibliothecis latentium&quot;: [[w:Bibliotheca universalis|Bibliotheca Universalis]] (1545).&lt;ref&gt;Quoted by [[w:Egerton Brydges|Brydges]] (May 1821 to February 1822) 3 Res Literariae [https://books.google.co.uk/books?id=mAuSHKcSHq8C&amp;pg=PA382#v=onepage&amp;q&amp;f=false 382] and [[w:Johann Christoph Gatterer|Gatterer]], Handbuch der Universalhistorie, 1761, [https://books.google.co.uk/books?id=ptgGAAAAcAAJ&amp;pg=PA78#v=onepage&amp;q&amp;f=false p 78].&lt;/ref&gt;
*&quot;Reflections on the Idea of a Universal Bibliography&quot; (1971) [https://books.google.co.uk/books?id=UVDDAAAAIAAJ 10] Herald of Library Science 215
*&quot;Universal Bibliography and its Substitutes&quot; (1952) [https://books.google.co.uk/books?id=5TG3AAAAIAAJ 2] Libri 292
*The HPB Project: Phase II: Describing an Experiment in Creating a Computerized Cumulative Short-title Catalog of Hand-printed Books Leading to a Universal Bibliography of Books Printed 1453-1800 [https://books.google.co.uk/books?id=mY0WAQAAMAAJ]

Bibliographies
*Gessner. [[w:Bibliotheca universalis|Bibliotheca Universalis]]. 1545. [Bibliotheca Vniversalis, sive Catalogus omnium scriptorum locupletissimus, in tribus linguis, Latina, Graeca &amp; Hebraica: extantium &amp; non extantium, ueterum &amp; recentiorum in hunc usque diem, doctorum &amp; indoctorum, publicatorum &amp; in Bibliothecis latentium. Opus nouum , &amp; non Bibliothecis tantum publicis priuatisue instituendis necessarium sed studiosis omnibus cuius-cunque artis aut scientiæ ad studia melius formanda utilissimum: authore Conrado Gesnero Tigurino doctore Medico. Tigvri apvd Christophorvm Froschouerum Mense Septembri, Anno MDXLV.]

==National==
*McGowan. &quot;National Bibliography&quot;. Encyclopedia of Library and Information Science. Marcel Dekker. 1976. Volume 19. Page [https://books.google.co.uk/books?id=Oprd7AefXFwC&amp;pg=PA50#v=onepage&amp;q&amp;f=false 50] to 60.
*Bell. An Annotated Guide to Current National Bibliographies. Saur. 1998 [https://books.google.co.uk/books?id=nQcgAAAAQBAJ&amp;pg=PP4#v=onepage&amp;q&amp;f=false]
*Heyl. Current National Bibliographies: A List of Sources of Information Concerning Current Books of All Countries. 1942 [https://books.google.co.uk/books?id=OBo7AAAAIAAJ]
*Peddie. National Bibliographies: A Descriptive Catalogue of the Works which Register the Books Published in Each Country. 1912 [https://archive.org/details/nationalbibliog00pedd] [https://archive.org/details/nationalbibliogr00pedduoft] [https://archive.org/details/cu31924029541228]

Norwegian:
*Norsk bokfortegnelse. Norwegian National Bibliography.

==Metabibliography==

See [[w:Metabibliography]]
*[[w:Archer Taylor|Taylor, Archer]]. A History of Bibliographies of Bibliographies. Scarecrow Press. New Brunswick. 1955. [https://books.google.co.uk/books?id=kdoZAAAAMAAJ] Reviews: Stokes, &quot;Reviews&quot; (1956) The Library, vol s5-XI, Issue 4, (April),  [https://doi.org/10.1093/library/s5-XI.4.299 p 299]; Vosper, &quot;Reviews&quot;, 26 The Library Quarterly [https://www.journals.uchicago.edu/doi/abs/10.1086/618288 130] (No 2); Mearns (May 1956) College and Research Libraries, vols 17-18, p 275 [https://books.google.co.uk/books?id=GUaWepeLu88C]; (1956) [https://books.google.co.uk/books?lr=&amp;id=3UhVAAAAYAAJ 81] Library Journal 53 (August); Library Association Record [https://books.google.co.uk/books?id=FH7EAAAAIAAJ]. Commentary: [https://books.google.co.uk/books?id=zrEkAQAAIAAJ]
*[[w:sv:Aksel Josephson|Josephson, Askel Gustav Salomon]]. Bibliographies of Bibliographies Chronologically Arranged with Occasional Notes and an Index. (Contributions to Bibliography 1). Bibliographical Society of Chicago. Chicago. 1901. [https://books.google.co.uk/books?id=RvQCAAAAYAAJ] [https://archive.org/details/bibliographiesof00joserich]
*McCoy. &quot;General bibliographies of bibliographies&quot;. Researching and Writing in History. 1974. [https://books.google.co.uk/books?id=sbP3QL_cG6sC&amp;pg=PA13#v=onepage&amp;q&amp;f=false Page 13] et seq.
*Gobbers, &quot;2.1 Bibliographies of bibliographies&quot; in &quot;Source Material for the Study of Dutch Literature&quot; (1974) 1 Dutch Studies 151 at [https://books.google.co.uk/books?id=p2kyBwAAQBAJ&amp;pg=PA152#v=onepage&amp;q&amp;f=false 152] 

Particular metabibliographies:
*[[w:Theodore Besterman|Besterman, Theodore]]. A World Bibliography of Bibliographies and of Bibliographical Catalogues, Calendars, Abstracts, Digests, Indexes, and the Like. Societas Bibliographica. 1st Ed: 1939 to 1940, 2nd Ed: 1947 to 1949, 3rd Ed: 1955 to 1956, 4th Ed: 1965 to 1966. Reprinted 1971 by Rowman and Littlefield. Reviews: [https://www.jstor.org/stable/24293477] Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&amp;pg=PA1#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=H3fAOcxcNycC&amp;pg=PA601#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=BxF86NLczIUC&amp;pg=PA124#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=51C-Uwykb38C&amp;pg=PA292#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=mwVCAAAAMAAJ] [https://www.nature.com/articles/144069a0]
*Toomey, Alice F.  A World Bibliography of Bibliographies 1964 - 1974. Rowman and Littlefield. 1977. [https://books.google.co.uk/books?id=9QO9J4ItfFgC] Reviews: [https://books.google.co.uk/books?id=yWwOAQAAMAAJ] [https://books.google.co.uk/books?id=_e08AQAAIAAJ&amp;pg=PA1482#v=onepage&amp;q&amp;f=false]

==Bibliographies of books about bibliography==
*Mullins, John Davis. Bibliography: or Books about Books, their Making, etc. 1884. [https://books.google.co.uk/books?id=mRMIAAAAQAAJ&amp;pg=PA125#v=onepage&amp;q&amp;f=false]

==History of bibliography==
*Tanselle, &quot;Bibliographical History as a Field of Study&quot; (1988) [https://www.jstor.org/stable/40371876] (included in Essays in Bibliographical History)
*Taylor, Archer, &quot;The History of Bibliography&quot; in Bluhm, Heins (ed). Essays in History and Literature: Presented by Fellows of the Newberry Library to Stanley Pargellis. Newberry Library. 1965. Pages 193 to 199. [https://books.google.co.uk/books?id=bKkuAAAAMAAJ]
*Marla Roberson, &quot;A Brief History of Bibliographies&quot; (2001) 15 Social Epistemology 5 [https://www.tandfonline.com/doi/abs/10.1080/02691720110049189]
*Breslau and Folter. Bibliography: Its History and Development. Grolier Club. 1984. [https://books.google.co.uk/books?id=u4kmAQAAIAAJ] Review: Koda (1987) 22 Journal of Library History 111 [https://www.jstor.org/stable/25541787] Commentary: [https://books.google.co.uk/books?id=AfYPAQAAMAAJ] [https://books.google.co.uk/books?id=ApQWAQAAMAAJ] [https://books.google.co.uk/books?id=yLMgAQAAMAAJ] [https://books.google.co.uk/books?id=XTDhAAAAMAAJ] 
*Tanselle, George Thomas. Bibliographical Analysis: A Historical Introduction. Cambridge University Press. 2009. [https://books.google.co.uk/books?id=5yL55XxPjG8C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Tanselle, George Thomas. Essays in Bibliographical History. Bibliographical Society of the University of Virginia. 2013. [https://books.google.co.uk/books?id=6HcThRpyKPMC]
*Schneider, Georg. Theory and History of Bibliography. Translated by Ralph Robert Shaw. (Columbia University Studies in Library Service, Number 1). Columbia University Press. 1934. Scarecrow Press. 1961. [https://books.google.co.uk/books?id=tW4ZAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&amp;pg=PA8#v=onepage&amp;q&amp;f=false]
*Harmon, Robert Bartlett. &quot;Historical Survey&quot;. Elements of Bibliography: A Guide to Information Sources and Practical Applications. Third Edition. Scarecrow Press. 1998. Chapter 2. [https://books.google.co.uk/books?id=OnqBpiTy-SAC&amp;pg=PA23#v=onepage&amp;q&amp;f=false Page 23] et seq.
*Besterman, Theodore. The Beginnings of Systematic Bibliography. 2nd Ed. Oxford University Press. 1935. B Franklin. 1968. [https://books.google.co.uk/books?id=ZjxFAAAAMAAJ]
*Blum, Rudolf. Kallimachos: The Alexandrian Library and the Origins of Bibliography. Translated by Hans H Wellisch. University of Wisconsin Press. 1991. [https://books.google.co.uk/books?id=yAzJ0oCM9b8C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Hale, Barbara M. &quot;The Development of Subject Bibliography&quot;. The Subject Bibliography of the Social Sciences and Humanities. (International Series of Monographs in Library and Information Science, Volume 12). Pergamon Press. 1970. Chapter 2. Pages [https://books.google.co.uk/books?id=uRuoBQAAQBAJ&amp;pg=PA4#v=onepage&amp;q&amp;f=false 4] to 22.
*Jasenas, Michael. A  History of the Bibliography of Philosophy. (Studien und Materialien zur Geschichte der Philosophie, Volume 14). Georg Olms. New York. 1973. [https://books.google.co.uk/books?id=80erVxQc7qoC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]. History of the Development of the Bibliography of Philosophy. Columbia University. 1967. [https://books.google.co.uk/books?id=vXIaAAAAMAAJ]
*Rath, &quot;Evolution of Systematic Bibliographies in India, 1849-1993&quot; (2018) 34 Library &amp; Information History 160 [https://www.tandfonline.com/doi/abs/10.1080/17583489.2018.1515714]
*Ishanyan. Hay matenagitutyan patmutyun. 1964 to 1966. (Armenian). [https://books.google.co.uk/books?id=aqIZAAAAMAAJ] [https://books.google.co.uk/books?id=bR7hMqV3Ij0C&amp;pg=PA589#v=onepage&amp;q&amp;f=false]
*&quot;History of bibliography in China&quot; in &quot;National Bibliography of China: retrospect and prospect&quot; (1986) International Cataloguing: Quarterly Bulletin of the IFLA Committee on Cataloguing, vols 15-16, p 5 [https://books.google.co.uk/books?id=ZLHjAAAAMAAJ]
*Russia. 1837 to 1862, see [https://books.google.co.uk/books?id=sR0IWHwmCdIC&amp;pg=PA378#v=onepage&amp;q&amp;f=false]. 1907 to 1917, see [https://books.google.co.uk/books?id=sR0IWHwmCdIC&amp;pg=PA382#v=onepage&amp;q&amp;f=false]
*Taylor, Archer. Catalogues of Rare Books: A Chapter in Bibliographical History. University of Kansas Libraries.1935. [https://books.google.co.uk/books?id=JYD44wklPVUC]
*Klancher, Jon. &quot;Wild bibliography: the rise and fall of book history in the nineteenth century&quot;. Transfiguring the Arts and Sciences: Knowledge and Cultural Institutions in the Romantic Age. Cambridge University Press. 2013. Chapter 3. [https://books.google.co.uk/books?id=GQP3AQAAQBAJ&amp;pg=PA85#v=onepage&amp;q&amp;f=false Page 85] et seq.

==Bibliographical histories of particular topics==

There are a number of books whose title or sub-title is &quot;a bibliographical history of such and such&quot; or the like. Commentary on historical bibliography: [https://books.google.co.uk/books?id=wFdsBgAAQBAJ&amp;pg=PT104#v=onepage&amp;q&amp;f=false]

==Footnotes==
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    <title>Axiomatic introduction to the Real Numbers</title>
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I am sure that you probably know, intuitively, about the Real Numbers. However, this resource will disregard intuition of the Real Numbers, and will give a formal, Axiomatic approach to the Real Numbers.

== The Rationals ==
We start off from the rationals, as later we use them to define the Real Numbers. We can define the rationals as

&lt;math&gt;\mathbb{Q} = \{\frac{p}{q} : p,q \in \mathbb{Z}, q \neq 0\}&lt;/math&gt;. We can add, subtract, multiply and divide (except by 0) in the usual way. We call &lt;math&gt;\mathbb{Q}&lt;/math&gt; a [[wikipedia:Field_(mathematics)|field]].

=== On Order ===
I add to this in which the rational numbers are also an [[wikipedia:Ordered field|ordered field]]. That is, a field with a strict order &lt;math&gt;&lt;&lt;/math&gt; such that &lt;math&gt; a &lt; b \rightarrow a + c &lt; b + c&lt;/math&gt;, and also &lt;math&gt;0 &lt; a&lt;/math&gt; and &lt;math&gt;0 &lt; b&lt;/math&gt; implies &lt;math&gt;0 &lt; ab&lt;/math&gt;.

== Limitations of the rational numbers ==
Why do we need the Real numbers at all? This section goes over the limitations of the rationals, which help explain why we need the real numbers.

=== On the Least-upper-bound property ===

==== Definitions ====
We go over the property of Least-upper-bound first. We start by defining the &quot;prerequisite definitions&quot;: Say if we have a subset &lt;math&gt;S&lt;/math&gt; of an ordered field. It is ''bounded above'' if there exists a number &lt;math&gt;b&lt;/math&gt; in said ordered field ''s.t.'' &lt;math&gt;\forall x \in S, b \geq x&lt;/math&gt;. &lt;math&gt;b&lt;/math&gt; is known as an ''upper bound'' of &lt;math&gt;S&lt;/math&gt;.

A ''supremum'' &lt;math&gt;\beta&lt;/math&gt; of &lt;math&gt;S&lt;/math&gt; satisfies 2 properties: It is an upper bound of &lt;math&gt;S&lt;/math&gt;, and all other upper bounds of S are greater than or equal to &lt;math&gt;\beta&lt;/math&gt;. In other words, a supremum of a set is the ''least upper bound'' of a set. As an example, take the set &lt;math&gt;\{x \in \mathbb{N}: x^{-1}, x \neq 0 \}&lt;/math&gt;, in which we denote by &lt;math&gt;F&lt;/math&gt;. It is bounded above, as there exists a number (say &lt;math&gt;\frac{3}{2}&lt;/math&gt;) for which it is greater for all elements in &lt;math&gt;F&lt;/math&gt;, and &lt;math&gt;\frac{3}{2}&lt;/math&gt; is an upper bound. The supremum of &lt;math&gt;F&lt;/math&gt; is 1.

Also, we look back at &lt;math&gt;S&lt;/math&gt;. It is ''bounded below'' if there exists a number &lt;math&gt;c&lt;/math&gt; in said ordered field ''s.t.'' &lt;math&gt;\forall x \in S, c \leq x&lt;/math&gt;, and &lt;math&gt;c&lt;/math&gt; is a ''lower bound.'' The ''infimum,'' or ''greatest lower bound'' of &lt;math&gt;S&lt;/math&gt; is a lower bound of &lt;math&gt;S&lt;/math&gt; that is greater that all other lower bounds of &lt;math&gt;S&lt;/math&gt;.

The property of least-upper-bound then states that any subset &lt;math&gt;X \subseteq Y&lt;/math&gt; (whatever set &lt;math&gt;Y&lt;/math&gt; may be) that is bounded above also has a supremum. The rational numbers do NOT fulfill this property.

'''Theorem. &lt;math&gt;\mathbb{Q}&lt;/math&gt;''' does NOT have the property of Least-upper-bound.

'''Proof.''' We give the example of the subset &lt;math&gt;\{ x \in \mathbb{Q} : x^2 \leq 2 \}&lt;/math&gt;. This subset has an upper bound, with the example of &lt;math&gt;x &gt; 1.5&lt;/math&gt;. However, it does NOT have a supremum, as &lt;math&gt;\sqrt2 \not\in \mathbb{Q}&lt;/math&gt;, even being bounded above. Therefore, '''&lt;math&gt;\mathbb{Q}&lt;/math&gt;''' does NOT have the property of Least-upper-bound. &lt;math&gt;\Box&lt;/math&gt;

=== Completeness ===
The least-upper-bound property is one version of the '''completeness property.''' Intuitively, completeness (of the real numbers) states that there are no &quot;gaps&quot; or &quot;holes&quot; in the real line. Intuitively also, the &quot;holes&quot; in the rational line are equivalent to irrationals. [https://en.wikipedia.org/wiki/Completeness_of_the_real_numbers] There are other ways of defining this property.

==== Cauchy Completeness ====
This definition of completeness states that every [[wikipedia:Cauchy_sequence|Cauchy Sequence]] of numbers in a set converge to another number in a set. (Mainly the real numbers are used in this example.) The Rationals are '''not''' cauchy complete. 

'''Theorem.''' The rational numbers are not Cauchy complete.

'''Proof.''' Take the Cauchy sequence

&lt;math&gt;1, 1.4, 1.41, 1.414 ...&lt;/math&gt;

This sequence is comprised of rationals, but converges to &lt;math&gt;\sqrt2&lt;/math&gt;, but we know that &lt;math&gt;\sqrt2 \not\in \mathbb{Q}&lt;/math&gt;. Therefore, not every Cauchy Sequence of rational numbers converge to another rational number. &lt;math&gt;\Box&lt;/math&gt;


[[Category:Real numbers]]
[[Category:Mathematical analysis]]
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    <title>Noah Baumbach</title>
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[[Category:Cinema Aesthetics]]
{{prod|does this belong to a filmmaking project?}}
== Overview ==
[[File:Noah Baumbach Cannes 2017.jpg|Noah_Baumbach_Cannes_2017|thumb|right|thumb|Noah Baumbach]]
Noah Baumbach is an American filmmaker known best for writing and directing witty intellectual comedies that are typically set in New York. Growing up, he was inspired by Woody Allen's films. Additionally, he notes Steve Martin as a comedic inspiration.&lt;ref&gt;https://www.indiewire.com/features/general/noah-baumbach-influences-filmmaker-spielberg-scorsese-max-ophuls-1201883274/&lt;/ref&gt;
== Filmography ==
==== Baumbach's Direction ====
Noah Baumbach has directed 12 feature narrative films which are:
* ''Kicking and Screaming'' (1995)
* ''Mr. Jealousy'' (1997)
* ''Highball'' (2002) &lt;small&gt;*film was never fully finished&lt;/small&gt;
* ''The Squid and the Whale'' (2005)
* ''Margot and the Wedding'' (2007)
* ''Greenberg'' (2010)
* ''Frances Ha'' (2012) 
* ''While We’re Young'' (2014) 
* ''Mistress America'' (2015) 
* ''The Meyerowitz Stories'' (2017) 
* ''Marriage Story'' (2019)
* ''White Noise'' (2022)
==== Baumbach's Writing ====
[[File:Wes Anderson e Noah Baumbact.jpg|Con_Wes_Anderson_e_Noah_Baumbach_(cropped)2|thumb|right|Noah Baumbach and Wes Anderson]]
Noah Baumbach writes all of his own films. Noah Baumbach collaborates frequently with [[Wes Anderson]]. He was a writer on the following Anderson's films: ''Fantastic Mr. Fox'' (2009) and ''The Life Aquatic with Steve Zissou'' (2004). &lt;ref&gt;https://www.imdb.com/name/nm0000876/fullcredits&lt;/ref&gt;
He also works with his partner Greta Gerwig. He was a writer and producer on Gerwig's 2023 smash hit ''Barbie'' (2023).  
== Filmmaker's Aesthetics ==
=== Mumblecore ===
Noah Baumbach was an important icon in popularizing the sub-genre of Mumblecore.&lt;ref&gt;https://faroutmagazine.co.uk/noah-baumbach-and-the-importance-of-the-mumblecore-movement/&lt;/ref&gt; Mumblecore was inspired by films by Andrei Tarkovsky and the film ''Slacker'' (Linklater 1990). Common aesthetics of mumblecore include natural feeling and sounding dialogue, static camera movements, and natural lighting. ''Frances Ha'', directed by Baumbach and written by himself and Greta Gerwig was one of the first mumblecore films to skyrocket the genre. Even in his more recent films like ''Marriage Story'' (2019) and ''White Noise'' (2022) there are still mumblecore-like aesthetics like lower budget filmmaking techniques about characters struggling through life and leaving their youth.
=== Common Themes ===
Baumbach has been called an auteur. He has many reoccuring themes and motifs  in his films. 
==== Locations Set in NYC ====
Most, if not all of his films are set on the East Coast, specifically New York City. &lt;ref&gt;https://www.youtube.com/watch?v=2Qip9FvdOBM&amp;feature=youtu.be&lt;/ref&gt; Thus, he has many scenes set on a train or subways. 
==== Divorce and Step Families ====
He is inspired by his own personal experiences and uses it for his films. All of Baumbach's films contain broken families or step families. 
==== Prestigious References ====
Noah Baumbach is known for having characters with artistic careers, and these characters having intelligent conversations about high art.&lt;ref&gt;https://www.tandfonline.com/doi/full/10.1080/0950236X.2021.1965293&lt;/ref&gt; 
==== Moments in His Films ====
Drawing from his love of Steve Martin, Noah Baumbach is known for having moments of screwball comedy in his films; as well as, moments of deep wisdom between the comedy. 
== Reception/Awards ==
Noah Baumbach was been nominated for multiple prestigious awards during his career. Some of the highlights include:
* 2020 Nominee Oscar - Best Motion Picture of the Year - ''Marriage Story''&lt;ref&gt;https://www.imdb.com/name/nm0000876/awards/&lt;/ref&gt;
* 2020 Nominee Oscar - Best Original Screenplay - ''Marriage Story''
* 2020 Nominee BAFTA Film Award - Best Screenplay (Original) - ''Marriage Story''
* 2017 Nominee Palme d'Or - ''The Meyerowitz Stories''
* 2006 Nominee Oscar - Best Writing, Original Screenplay - ''The Squid and the Whale''
== References ==
&lt;references /&gt;
[[Category:Film]]
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  <page>
    <title>Generations</title>
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      <text bytes="9190" sha1="09fkgq0n8at7i8phfinb3u4xs5an3n5" xml:space="preserve">{{Dynamic List}}
{| class=&quot;wikitable&quot;
!Generation
!Mccrindle
!Pew
!Strauss-Howe
!Japanese Traditional Generations
!GenWHY
|-
|Arthurian
| rowspan=&quot;19&quot; |N/A
| rowspan=&quot;19&quot; |N/A
|1433-1460 (28)
|
|
|-
|Humanist
|1461-1482 (22)
|
|
|-
|Reformation
|1483-1511 (29)
|
|
|-
|Reprisal
|1512-1540 (29)
|
|
|-
|Elizabethan
|1541-1565 (25)
|
|
|-
|Parliamentary
|1566-1587 (22)
|
|
|-
|Puritan
|1588-1617 (30)
|
|
|-
|Cavalier
|1618-1647 (30)
|
|
|-
|Glorious
|1648-1673 (26)
|
|
|-
|Enlightenment
|1674-1700 (27)
|
|
|-
|Awakening
|1701-1723 (23)
|
|
|-
|Liberty
|1724-1741 (18)
|
|
|-
|Republican
|1742-1766 (25)
|
|
|-
|Compromise
|1767-1791 (25)
|
|
|-
|Transcendental
|1792-1821 (30)
|
|
|-
|Gilded
|1822-1842 (21)
|
|
|-
|Progressive
|1843-1859 (17)
|
|
|-
|Missionary
|1860-1882 (23)
|明治一桁世代 (Meiji Hitoketa Sedai) 1868-1877 (10)
|
|-
|Lost
|1883-1900 (18)
|明治二桁世代 (Meiji Futaketa Sedai) 1878-1911 (34)
|
|-
|G.I.
|?-1924
|?-1927
|1901-1924 (24)
|大正世代 (Taisho Sedai) 1912-1925 (13)
|
|-
|Silent
|1925-1945 (21)
|1928-1945 (18)
|1925-1942 (18)
|昭和一桁世代 (Showa Hitoketa Sedai) 1926-1935 (10)
焼け跡世代 (Yakeato Sedai) 1935-1946 (12)
|1924-1945 (22)
|-
|Baby Boom
|1946-1964 (19)
|1946-1964 (19)
|1943-1960 (18)
|団塊世代 (Dankai &quot;Boomer&quot; Sedai) 1947-1950 (4) - cusp
しらけ世代 (Shirake Sedai) 1951-1964 (14)
|1946-1965 (20)
|-
|Generation X
|1965-1979 (15)
|1965-1980 (16)
|1961-1981 (21)
|バブル世代 (Baburu &quot;Bubble&quot; Sedai) 1965-1970 (6) - cusp
氷河期世代** (Hyougakki &quot;Ice Age&quot; Sedai)  1971-1981 (11)
|1965-1984 (20)
|-
|Millennial
|1980-1994 (15)
|1981-1996 (16)
|1982-2005 (24)
|プレッシャー世代 (Puresshaa &quot;Pressure&quot; Sedai) 1982-1986 (5) - cusp
ゆとり世代 (Yutori Sedai) 1987-1996 (10)
|1985-2005 (21)
|-
|Generation Z
|1995-2009 (15)
|1997-2012 (16)
|N/A
|脱ゆとり・さとり世代 (Datsu Yutori / Satori Sedai) 1997-2004 (8) - cusp
コロナ世代*** (Korona &quot;COVID&quot; Sedai) 2001-2014 (14)
|N/A
|-
|Generation Alpha 
|2010-2024 (15)
|2013-?
|2006-2029 (24)
|TBD
|2006-mid 2020s (19-21*)
|-
|Generation Beta
|2025-2039 (15)
|TBD
|2030-early 2050s (20-25*)
|TBD
|TBD
|}
&lt;nowiki&gt;*&lt;/nowiki&gt; = Based on the definition of S&amp;H generations being approximately 20-25 years.

&lt;nowiki&gt;**&lt;/nowiki&gt; = This can further be divided up into 団塊ジュニア世代 (Dankai Jr. &quot;Boomer Jr.&quot; Sedai) (early 1970s) and the rest ポスト団塊ジュニア世代 (Post Dankai Jr. Sedai) (late 1970s-1981)

&lt;nowiki&gt;***&lt;/nowiki&gt; = (As of 2024,) it is generally accepted as someone who was 5 (turning 6) to 19 years old in 2020 (start of COVID-19 pandemic), which likely affected their school years (K-12 and university). According to a 2022 survey from Japanese high school students, they considered themselves as コロナ世代. (However, it won't be confirmed until c. 2032 when all of them are 18 or older to see if this name stays). In the context of working, however, it can be defined as 1998-2006 (age 18-26 in 2024). This is because during the COVID pandemic (2020-2024), they became adults and were in university during part or all of this time period. There is also a chance that this could be the last Japanese traditional generation name because Japanese people are beginning to use the English generation names (e.g., Z世代・α世代).

&lt;nowiki&gt;****&lt;/nowiki&gt; = Based on GenWHY generations ranging approximately 20-22 years.
{| class=&quot;wikitable&quot;
! rowspan=&quot;2&quot; |Birth year range
! colspan=&quot;5&quot; |English Generation
!Japanese Generation
|-
!McCrindle
!Pew
!Strauss-Howe
! colspan=&quot;2&quot; |Summary
!
|-
|1433-1460
| rowspan=&quot;23&quot; |N/A
| rowspan=&quot;25&quot; |N/A
|Arthurian
| colspan=&quot;2&quot; |Arthurian
| rowspan=&quot;18&quot; |N/A
|-
|1461-1482
|Humanist
| colspan=&quot;2&quot; |Humanist
|-
|1483-1511
|Reformation
| colspan=&quot;2&quot; |Reformation
|-
|1512-1540
|Reprisal
| colspan=&quot;2&quot; |Reprisal
|-
|1541-1565
|Elizabethan
| colspan=&quot;2&quot; |Elizabethan
|-
|1566-1587
|Parliamentary
| colspan=&quot;2&quot; |Parliamentary
|-
|1588-1617
|Puritan
| colspan=&quot;2&quot; |Puritan
|-
|1618-1647
|Cavalier
| colspan=&quot;2&quot; |Cavalier
|-
|1648-1673
|Glorious
| colspan=&quot;2&quot; |Glorious
|-
|1674-1700
|Enlightenment
| colspan=&quot;2&quot; |Enlightenment
|-
|1701-1723
|Awakening
| colspan=&quot;2&quot; |Awakening
|-
|1724-1741
|Liberty
| colspan=&quot;2&quot; |Liberty
|-
|1742-1766
|Republican
| colspan=&quot;2&quot; |Republican
|-
|1767-1791
|Compromise
| colspan=&quot;2&quot; |Compromise
|-
|1792-1821
|Transcendental
| colspan=&quot;2&quot; |Transcendental
|-
|1822-1842
|Gilded
| colspan=&quot;2&quot; |Gilded
|-
|1843-1859
|Progressive
| colspan=&quot;2&quot; |Progressive
|-
|1860-1867
| rowspan=&quot;3&quot; |Missionary
| colspan=&quot;2&quot; rowspan=&quot;3&quot; |Missionary
|-
|1868-1877
|明治一桁世代 (Meiji Hitoketa Sedai)
|-
|1878-1882
| rowspan=&quot;3&quot; |明治二桁世代 (Meiji Futaketa Sedai)
|-
|1883-1900
|Lost
| colspan=&quot;2&quot; |Lost
|-
|1901-1911
| rowspan=&quot;2&quot; |G.I.
| colspan=&quot;2&quot; rowspan=&quot;2&quot; |G.I
|-
|1912-1924
| rowspan=&quot;2&quot; |大正世代 (Taisho Sedai)
|-
|1925
| rowspan=&quot;6&quot; |Builder
| rowspan=&quot;5&quot; |Silent
| rowspan=&quot;2&quot; |G.I
! rowspan=&quot;2&quot; |Silent
|-
|1926-1927
| rowspan=&quot;2&quot; |昭和一桁世代 (Showa Hitoketa Sedai)
|-
|1928-1934
| rowspan=&quot;4&quot; |Silent
| colspan=&quot;2&quot; rowspan=&quot;3&quot; |Silent
|-
|1935
|昭和一桁世代 (Showa Hitoketa Sedai) / 焼け跡世代 (Yakeato Sedai)
|-
|1936-1942
| rowspan=&quot;3&quot; |焼け跡世代 (Yakeato Sedai)
|-
|1943-1945
| rowspan=&quot;4&quot; |Baby Boom
!Silent
|Baby Boom
|-
|1946
| rowspan=&quot;4&quot; |Baby Boom
| rowspan=&quot;4&quot; |Baby Boom
| colspan=&quot;2&quot; rowspan=&quot;3&quot; |Baby Boom
|-
|1947-1950
|団塊世代 (Dankai &quot;Boomer&quot; Sedai)
|-
|1951-1960
| rowspan=&quot;2&quot; |しらけ世代 (Shirake Sedai)
|-
|1961-1964
| rowspan=&quot;5&quot; |Generation X
!Baby Boom
|Generation X
|-
|1965-1970
| rowspan=&quot;2&quot; |Generation X
| rowspan=&quot;3&quot; |Generation X
| colspan=&quot;2&quot; rowspan=&quot;2&quot; |Generation X
|バブル世代 (Baburu &quot;Bubble&quot; Sedai)
|-
|1971-1979
| rowspan=&quot;3&quot; |氷河期世代** (Hyougakki &quot;Ice Age&quot; Sedai)
|-
|1980
| rowspan=&quot;4&quot; |Generation Y
!Generation X
|Millennial
|-
|1981
| rowspan=&quot;4&quot; |Millennial
|Generation X
!Millennial
|-
|1982-1986
| rowspan=&quot;5&quot; |Millennial
| colspan=&quot;2&quot; rowspan=&quot;2&quot; |Millennial
|プレッシャー世代 (Puresshaa &quot;Pressure&quot; Sedai)
|-
|1987-1994
| rowspan=&quot;2&quot; |ゆとり世代 (Yutori Sedai)
|-
|1995-1996
| rowspan=&quot;4&quot; |Generation Z
!Millennial
|Generation Z
|-
|1997-2004
| rowspan=&quot;4&quot; |Generation Z
| rowspan=&quot;2&quot; |Millennial
! rowspan=&quot;2&quot; |Generation Z
|脱ゆとり・さとり世代 (Datsu Yutori / Satori Sedai)
|-
|2005
|
|-
|2006-2009
| rowspan=&quot;4&quot; |Homeland
!Generation Z
|
|
|-
|2010-2012
| rowspan=&quot;2&quot; |Generation Alpha
|Generation Z
!Generation Alpha
|
|-
|2013-2024
| rowspan=&quot;3&quot; |TBD
| colspan=&quot;2&quot; |Generation Alpha
|
|-
|2025-2029
| rowspan=&quot;2&quot; |Generation Beta
| colspan=&quot;2&quot; rowspan=&quot;2&quot; |TBD
|
|-
|2030-2039
|TBD
|
|}
{| class=&quot;wikitable&quot;
!Generation
!Strictest
!Probable
!Broadest
|-
|Arthurian
|1433-1460 (28)
|1433-1460 (28)
|1433-1460 (28)
|-
|Humanist
|1461-1482 (22)
|1461-1482 (22)
|1461-1482 (22)
|-
|Reformation
|1483-1511 (29)
|1483-1511 (29)
|1483-1511 (29)
|-
|Reprisal
|1512-1540 (29)
|1512-1540 (29)
|1512-1540 (29)
|-
|Elizabethan
|1541-1565 (25)
|1541-1565 (25)
|1541-1565 (25)
|-
|Parliamentary
|1566-1587 (22)
|1566-1587 (22)
|1566-1587 (22)
|-
|Puritan
|1588-1617 (30)
|1588-1617 (30)
|1588-1617 (30)
|-
|Cavalier
|1618-1647 (30)
|1618-1647 (30)
|1618-1647 (30)
|-
|Glorious
|1648-1673 (26)
|1648-1673 (26)
|1648-1673 (26)
|-
|Enlightenment
|1674-1700 (27)
|1674-1700 (27)
|1674-1700 (27)
|-
|Awakening
|1701-1723 (23)
|1701-1723 (23)
|1701-1723 (23)
|-
|Liberty
|1724-1741 (18)
|1724-1741 (18)
|1724-1741 (18)
|-
|Republican
|1742-1766 (25)
|1742-1766 (25)
|1742-1766 (25)
|-
|Compromise
|1767-1791 (25)
|1767-1791 (25)
|1767-1791 (25)
|-
|Transcendental
|1792-1821 (30)
|1792-1821 (30)
|1792-1821 (30)
|-
|Gilded
|1822-1842 (21)
|1822-1842 (21)
|1822-1842 (21)
|-
|Progressive
|1843-1859 (17)
|1843-1859 (17)
|1843-1859 (17)
|-
|Missionary
|1860-1882 (23)
|1860-1882 (23)
|1860-1882 (23)
|-
|Lost
|1883-1900 (18)
|1883-1900 (18)
|1883-1900 (18)
|-
|G.I.
|1901-1924 (24)
|1901-1924 (24)
|1901-1927 (27)
|-
|Silent
|1928-1942 (15)
|1925-1945 (21)
|1925-1945 (21)
|-
|Baby Boom
|1946-1960 (15)
|1946-1964 (19)
|1943-1964 (22)
|-
|Generation X
|1965-1979 (15)
|1965-1980 (16)
|1961-1981 (21)
|-
|Millennial
|1982-1994 (13)
|1981-1996 (16)
|1980-2005 (26)
|-
|Generation Z
|1995-2012 (18)
|1997-2009 (13)
|1995-2012 (18)
|-
|Generation Alpha
|2013-2024 (12)
|2010-2024 (15)
|2010-2029 (19)
|-
|Generation Beta
|2025-2039
(14)
|2025-? 
|2025-? 
|}

== Notes ==
[a] Mccrindle's 'Builders' align best with other models' Silent Generation

[b] Mccrindle's 'Generation Y' aligns best with other models' Millennial Generation

[c] Whilst not explicit, any direct successor of Generation Z proposed by Pew Research Center must align best with other Mccrindle's 'Gen Alpha' and S&amp;H's 'Homeland Generation'

[d] S&amp;H's 'Homeland Generation' aligns best with Mccrindle's Generation Alpha

== References ==
https://mccrindle.com.au/article/topic/demographics/the-generations-defined/

https://www.pewresearch.org/short-reads/2019/01/17/where-millennials-end-and-generation-z-begins/

https://en.wikipedia.org/wiki/Strauss%E2%80%93Howe_generational_theory

https://www.genwhy.com/_files/ugd/5ccc25_695074dbc5724d76ae103635b5d9ab5d.pdf</text>
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See [[s:Category:Music]] and [[w:Category:Music books]]

This part of the [[Universal Bibliography]] is a bibliography of music.

Bibliography
*[[w:Bibliography of Music Literature|Bibliography of Music Literature]]

*Green (ed). Foundations in Music Bibliography. 1993. [https://books.google.co.uk/books?id=rADdpZN9UhAC&amp;pg=PR3#v=onepage&amp;q&amp;f=false]
*Krummel. The Literature of Music Bibliography: An Account of the Writings on the History of Music Printing &amp; Publishing. 2nd Ed: 1992. [https://books.google.com/books?id=3AZsiITI-IEC]
*Bibliography of Music Bibliographies. 1967. [https://books.google.co.uk/books?id=d6YJAQAAMAAJ]
*Bayne. A Guide to Library Research in Music. 2008. [https://books.google.co.uk/books?id=ExGbDqu9gPAC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*A Selected Bibliography of Music Librarianship [https://books.google.co.uk/books?id=X5AeOl4O-osC]
*Bradley. American Music Librarianship: A Research and Information Guide. [https://books.google.co.uk/books?id=VabcAAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false] 
*Music Reference and Research Materials. 3rd Ed: 1974: [https://books.google.com/books?id=5Y1IAAAAMAAJ]
*Agruss. Guide to Reference Books on Music. 1948. [https://books.google.co.uk/books?id=wX06AAAAIAAJ]
*Haggerty. A Guide to Popular Music Reference Books: An Annotated Bibliography. 1995. [https://books.google.co.uk/books?id=2OnEEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Coover. A Bibliography of Music Dictionaries. 1952: [https://books.google.co.uk/books?id=NH06AAAAIAAJ]. Music Lexicography. 2nd Ed: 1958. Including a Study of Lacunae in Music Lexicography and a Bibliography of Music Dictionaries. 3rd Ed: 1971: [https://books.google.co.uk/books?id=jKMJAQAAMAAJ].
*A Bibliography of Books on Music and Collections of Music. 1948. [https://books.google.co.uk/books?id=vfvpnwWWlZwC]
*Deakin. Musical Bibliography: A Catalogue of the Musical Works. 1892. [https://books.google.co.uk/books?id=-UgQAAAAYAAJ&amp;pg=PP7#v=onepage&amp;q&amp;f=false] (England 15th to 18th century)
*Matthew. The Literature of Music. 1896. [https://books.google.co.uk/books?id=fTQ6AAAAMAAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]. Reviews: [https://books.google.co.uk/books?id=bjdVAAAAYAAJ&amp;pg=RA1-PA56#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=dzcZAAAAYAAJ&amp;pg=PA22#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=R0gcAQAAMAAJ&amp;pg=PA470#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=qK5OAQAAMAAJ&amp;pg=PA55#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=1chZAAAAYAAJ&amp;pg=PA155#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=ezszAQAAMAAJ] [https://books.google.co.uk/books?id=5h61TMyTmOMC] [https://books.google.co.uk/books?id=8k8wAQAAIAAJ] [https://books.google.co.uk/books?id=i8W8LKTuc0AC]. Author: [https://books.google.co.uk/books?id=awIQAAAAYAAJ&amp;pg=PA275#v=onepage&amp;q&amp;f=false].
*Hoek. Analyses of Nineteenth- and Twentieth-Century Music, 1940-2000. 2007. [https://books.google.co.uk/books?id=CRG4AQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*RILM Abstracts of Music Literature. [https://books.google.co.uk/books?id=HxjjAAAAMAAJ]
*Forkel. Allgemeine Litteratur der Musik. 1792. [https://books.google.co.uk/books?id=VTRDAAAAcAAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false] Review: [https://books.google.co.uk/books?id=3N8sAAAAYAAJ&amp;pg=PA33#v=onepage&amp;q&amp;f=false]

Bibliography of periodical literature
*Elliker. The Periodical Literature of Music: Trends from 1952 to 1987. 1996. [https://books.google.co.uk/books?id=T5ifAAAAMAAJ]
*Joan M Meggett. Music Periodical Literature: An Annotated Bibliography of Indexes and Bibliographies. Scarecrow Press. 1978. [https://books.google.co.uk/books?id=HCjBAAAAIAAJ]
*Thomas E Warner. Periodical Literature on American Music, 1620-1920. Harmonie Park Press. 1988. [https://books.google.co.uk/books?id=zTlQAQAAIAAJ]

History and bibliography
*Matthew. A Handbook of Musical History and Bibliography. 1898. [https://books.google.co.uk/books?id=V1g5AAAAIAAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false] Review: [https://books.google.co.uk/books?id=P1lDAQAAMAAJ&amp;pg=PA229#v=onepage&amp;q&amp;f=false]
*Boyden. The History and Literature of Music: 1750 to the Present. 1959. [https://books.google.co.uk/books?id=XcAZAQAAIAAJ]
*Brown. An Introduction to the History and Literature of Music in Western Culture. 2nd Ed: 2011. [https://books.google.co.uk/books?id=aKpGAAAACAAJ]

Chronology, annuals, year books, years
*Eisler. World Chronology of Music History.
*Lowe. A Chronological Cyclopædia of Musicians and Musical Events. 1896.
*Tokyo Ongaku Gakko. Kinsei Hogaku Nempyo. [Chronology of Japanese Music in Recent Ages.] Rokugatsu-Kan. Volume 1. 1912. Volume 2. 1914. Volume 3. 1927. [https://books.google.co.uk/books?id=drMQAQAAMAAJ]
*Cossar. This Day in Music. 2005. 2010.
*Glassman. The Year in Music. Columbia House.
*[[w:Herman Klein|Hermann Klein]]. Musical Notes. Annual Critical Record of Important Musical Events.
*[[w:Joseph Bennett (critic)|Bennett]]. The Musical Year.
*Hinrichsen's Musical Year Book
*The Musical Year Book of the United States
**The Boston Musical Year Book
*Billboard. Overview. 1982: [https://books.google.co.uk/books?id=YyQEAAAAMBAJ&amp;pg=PT53#v=onepage&amp;q&amp;f=false].
*Billboard. The Year in Music. 1994: [https://books.google.co.uk/books?id=ZAgEAAAAMBAJ&amp;pg=PA62#v=onepage&amp;q&amp;f=false]. 2003: [https://books.google.co.uk/books?id=bA8EAAAAMBAJ&amp;pg=PA47#v=onepage&amp;q&amp;f=false].
**The Year in Music and Video. 1985: [https://books.google.co.uk/books?id=uyQEAAAAMBAJ&amp;pg=PT50#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=tiQEAAAAMBAJ&amp;pg=PA49#v=onepage&amp;q&amp;f=false].
*Jackson. 1965: The Most Revolutionary Year in Music.
*Porter. A Musical Season: 1972-1973. 
**Music of Three Seasons: 1974-1977 
**Music of Three More Seasons 1977-1980
**Musical Events: A Chronicle, 1980-1983.
*[https://news.1242.com/article/tag/大人のmusic-calendar 【大人のMusic Calendar】]. Nippon Broadcasting System. [Articles from 2016 are included in [https://news.1242.com/article/author/toritani/page/42 NEWS ONLINE 編集部の記事一覧].]
*[http://music-calendar.jp Music Calendar]

History
*&quot;Recorded Sound: The First Century: 1877-1977&quot;. Billboard. 21 May 1977. pp [https://books.google.co.uk/books?id=XCMEAAAAMBAJ&amp;pg=PT39#v=onepage&amp;q&amp;f=false RS-1] to RS-117.

Encyclopedias

See also [[w:List of encyclopedias by branch of knowledge/Music]] and [[w:Bibliography of encyclopedias#Music and dance]]
*Encyclopedia of Music in the 20th Century [https://books.google.co.uk/books?id=m8W2AgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Moore. Complete Encyclopædia of Music. 1852. [https://books.google.co.uk/books?id=-QBFAQAAMAAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]

Dictionaries
*Apel. &quot;Dictionaries of music&quot;. Harvard Dictionary of Music. 1969. pp [https://books.google.co.uk/books?id=TMdf1SioFk4C&amp;pg=PA232#v=onepage&amp;q&amp;f=false 232] to 234.

United Kingdom:
*Billboard. Spotlight on the United Kingdom. 1978:  [https://books.google.co.uk/books?id=TSQEAAAAMBAJ&amp;pg=PT78#v=onepage&amp;q&amp;f=false]. 1979: [https://books.google.co.uk/books?id=MCUEAAAAMBAJ&amp;pg=PT100#v=onepage&amp;q&amp;f=false].

Australia:
*Billboard. Spotlight on Australia/New Zealand. 1982: [https://books.google.co.uk/books?id=GCQEAAAAMBAJ&amp;pg=PT54#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=hiQEAAAAMBAJ&amp;pg=PT29#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=UCQEAAAAMBAJ&amp;pg=PA60#v=onepage&amp;q&amp;f=false].
**Live Talent of Australia: [https://books.google.co.uk/books?id=YyQEAAAAMBAJ&amp;pg=PT94#v=onepage&amp;q&amp;f=false]

New Zealand:
*Harvey. A Bibliography of Writings about New Zealand Music Published to the End of 1983. 1985. [https://books.google.co.uk/books?id=B1ROA_sP-xsC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*The Complete New Zealand Music Charts, 1966-2006: Singles, Albums, DVDs, Compilations. 2007. [https://books.google.co.uk/books?id=wyU5AQAAIAAJ]
*Billboard. New Zealand. 2002: [https://books.google.co.uk/books?id=Rg0EAAAAMBAJ&amp;pg=PA37#v=onepage&amp;q&amp;f=false]

Canada:
*Billboard. Spotlight on Canada. 1981: [https://books.google.co.uk/books?id=DSQEAAAAMBAJ&amp;pg=PT50#v=onepage&amp;q&amp;f=false].

Scandanavia:
*Billboard. Spotlight on Scandanavia. 1981: [https://books.google.co.uk/books?id=GCUEAAAAMBAJ&amp;pg=PT86#v=onepage&amp;q&amp;f=false].

France:
*Billboard. Spotlight on France. 1971: [https://books.google.co.uk/books?id=-wgEAAAAMBAJ&amp;pg=PA35#v=onepage&amp;q&amp;f=false]. 1972: [https://books.google.co.uk/books?id=REUEAAAAMBAJ&amp;pg=PA35#v=onepage&amp;q&amp;f=false]. 1982: [https://books.google.co.uk/books?id=AyQEAAAAMBAJ&amp;pg=PT66#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=ICUEAAAAMBAJ&amp;pg=PA41#v=onepage&amp;q&amp;f=false]

Germany:
*Billboard. Spotlight on West Germany. 1971: [https://books.google.co.uk/books?id=zQgEAAAAMBAJ&amp;pg=PA45#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=-iMEAAAAMBAJ&amp;pg=PT12#v=onepage&amp;q&amp;f=false].
**Spotlight on West Germany, Austria and Switzerland. 1986: [https://books.google.co.uk/books?id=CSUEAAAAMBAJ&amp;pg=RA1-PA35#v=onepage&amp;q&amp;f=false]

Italy:
*Billboard. Spotlight on Italy. 1981: [https://books.google.co.uk/books?id=8iQEAAAAMBAJ&amp;pg=PT3#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=3yQEAAAAMBAJ&amp;pg=PT36#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=2SQEAAAAMBAJ&amp;pg=PA38-IA1#v=onepage&amp;q&amp;f=false]. 1994: [https://books.google.co.uk/books?id=XQgEAAAAMBAJ&amp;pg=PA67#v=onepage&amp;q&amp;f=false].

Spain:
*Billboard. Spotlight on Spain. 1971: [https://books.google.co.uk/books?id=5Q8EAAAAMBAJ&amp;pg=PA49#v=onepage&amp;q&amp;f=false]

Philipines:
*[https://billboardphilippines.com/culture/scenes/lost-history-how-filipino-music-was-documented-in-the-40s-to-2010s/ Lost History: How Filipino Music Was Documented In The ’40s To 2010s]. Billboard Philippines. 18 January 2024.
*[[w:en:Billboard Philippines|Billboard Philippines]]

Brazil:
*Billboard. Spotlight on Brazil. 1996: [https://books.google.co.uk/books?id=NA0EAAAAMBAJ&amp;pg=PA51#v=onepage&amp;q&amp;f=false].

United States
*Krummel. Bibliographical Handbook of American Music. 1987. [https://books.google.co.uk/books?id=G4wcnkvFZl4C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Krummel. Resources of American Music History: A Directory of Source Materials from Colonial Times to World War II. 1981. [https://books.google.co.uk/books?id=bJcYAAAAIAAJ]

Soviet
*Aschmann. Current Soviet Music Bibliography. 1976. [https://books.google.co.uk/books?id=2i7jAAAAMAAJ]

Decline of pop music:
*[https://www.smithsonianmag.com/smart-news/science-proves-pop-music-has-actually-gotten-worse-8173368/ Science Proves: Pop Music Has Actually Gotten Worse]. [[w:Smithsonian (magazine)|Smithsonian]]. 27 July 2012.
*[https://faroutmagazine.co.uk/new-study-discovers-pop-music-has-suffered-significant-decline-in-one-area/ New study discovers pop music has suffered “significant decline” in one area]. [[w:Far Out (website)|Far Out]]. 5 July 2024.
*[https://www.globalnews.ca/news/9001083/why-older-music-more-popular-than-new-music/amp/ There is something very, very wrong with today’s music. It just may not be very good.] [[w:Global News|Global News]]. 24 July 2022.
*[https://www.bbc.co.uk/music/articles/fb84bf19-29c9-4ed3-b6b6-953e8a083334 Has pop music lost its fun?]. BBC. 12 January 2018.
*[https://www.spectator.co.uk/article/its-official-modern-music-is-bad/ It’s official: modern music is bad]. The Spectator. 13 February 2024.

Homogeneity of pop music:
*[https://www.theguardian.com/music/2012/jul/27/pop-music-sounds-same-survey-reveals Pop music these days: it all sounds the same, survey reveals]. The Guardian. 27 July 2012.
*[https://www.nbcnews.com/id/wbna48356108 Pop Music All Sounds the Same Nowadays]. NBC News. 27 July 2012.
*[https://www.independent.co.uk/voices/comment/why-does-today-s-pop-music-sound-the-same-because-the-same-people-make-it-8368714.html Why does today's pop music sound the same? Because the same people make it]. The Independent. 29 November 2012.
*[https://www.reuters.com/article/lifestyle/science/pop-music-too-loud-and-all-sounds-the-same-official-idUSBRE86P0R9/ Pop music too loud and all sounds the same: official]. Reuters. 26 July 2012.
*[https://theconversation.com/from-art-form-to-asset-our-study-found-popular-songs-are-becoming-more-generic-266097 From art form to asset: our study found popular songs are becoming more generic]. The Conversation. 3 October 2025.

Conferences:
*International Music Industry Conference. 1971: [https://books.google.co.uk/books?id=tggEAAAAMBAJ&amp;pg=PA29#v=onepage&amp;q&amp;f=false]

Laserdisc/Karaoke/CES
*Billboard. Karaoke. 1992:
[https://books.google.co.uk/books?id=jg8EAAAAMBAJ&amp;pg=PA41-IA1#v=onepage&amp;q&amp;f=false]
**CES and Karaoke. 1994. [https://books.google.co.uk/books?id=UggEAAAAMBAJ&amp;pg=PA77#v=onepage&amp;q&amp;f=false]
**Laserdisc. 1995. [https://books.google.co.uk/books?id=7AsEAAAAMBAJ&amp;pg=PA67#v=onepage&amp;q&amp;f=false]
**Laserdisc/Karaoke. 1996: [https://books.google.co.uk/books?id=iQ8EAAAAMBAJ&amp;pg=PA59#v=onepage&amp;q&amp;f=false]

Classical music
*Billboard spotlights: 1995 [https://books.google.co.uk/books?id=1g0EAAAAMBAJ&amp;pg=PA39#v=onepage&amp;q&amp;f=false] (9 September 1995)
**&quot;Classical Music Recording Market&quot;. Billboard. 12 April 1980. pp C-1 to C-12 and p 32. (A Billboard Spotlight).
**&quot;Classical Music: Discovering New Dimensions&quot;. Billboard. 10 September 1983. pp C-1 to C-18. (A Billboard Spotlight).
*&quot;Classical&quot; section, and &quot;Best Selling Classical LPs&quot; chart, in Billboard

Jazz
*[[w:en:All About Jazz|All About Jazz]]

Oldies
*&quot;Oldies stations find their place in radio market&quot;. Star-News. 13 March 1988. pp 1D &amp; [https://books.google.co.uk/books?id=2OoyAAAAIBAJ&amp;pg=PA16#v=onepage&amp;q&amp;f=false 6D]: &quot;Oldies&quot;.
*Billboard. 15 April 1972. [https://books.google.co.uk/books?id=a0UEAAAAMBAJ&amp;pg=PT7#v=onepage&amp;q&amp;f=false p 47].
*Billboard. 17 April 1961, [https://books.google.co.uk/books?id=JiIEAAAAMBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false p 1].
*Billboard. 4 January 1960, [https://books.google.co.uk/books?id=Ch8EAAAAMBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false p 1]

Nostalgia

See also [[Universal Bibliography/Nostalgia]]
*&quot;A Perspective on the Future of Nostalgia&quot;. Billboard.  4 May 1974. pp [https://books.google.co.uk/books?id=cgkEAAAAMBAJ&amp;pg=PA37#v=onepage&amp;q&amp;f=false N-1] to N-54 and two more pages.
*Carr. Nostalgia, Song and the Quest for Home: Production, Text, Reception. 2025. [https://books.google.co.uk/books?id=xz1jEQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Sandra Garrido and Jane W Davidson. Music, Nostalgia and Memory: Historical and Psychological Perspectives. Palgrave Macmillan. 2019. [https://books.google.co.uk/books?id=UM2NDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*[https://www.thetimes.com/culture/music/article/music-nostalgia-albums-streaming-nf535r3q8 Why music nostalgia still sells in the age of streaming]. The Times. 31 October 2025.

Charts
*Carroll, &quot; Did Billboard, Cash Box, and Record World Charts Tell the Same Story? Perception and Reality, 1960-1979&quot;(2022) 9 Rock Music Studies [https://www.tandfonline.com/doi/full/10.1080/19401159.2022.2054107 199]

Periodicals; Magazines

See also [[w:Category:Music magazines]]
*Billboard. Google: [https://books.google.co.uk/books/serial/ISSN:00062510?rview=1&amp;lr=&amp;sa=N&amp;start=2770 1942] onwards
*Perfect Beat: The Pacific Journal of Research Into Contemporary Music and Popular Culture (1992 onwards) Department of Contemporary Music Studies, Macquarie University. [https://books.google.co.uk/books?id=RpQJAQAAMAAJ] Published by Equinox from 2009 onwards. Commentary: Jennifer Post, Ethnomusicology: A Research and Information Guide, 2004, [https://books.google.co.uk/books?id=u9-SAgAAQBAJ&amp;pg=PA84#v=onepage&amp;q&amp;f=false p 84].

==Japanese and Japan==
*The Ashgate Research Companion to Japanese Music. 2017. [https://books.google.co.uk/books?id=W2JTgQGc99EC&amp;pg=PP1#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=4tINDgAAQBAJ&amp;pg=PA2#v=onepage&amp;q&amp;f=false]

*Billboard. Spotlight on Japan. 1970: 19 December 1970 [https://books.google.co.uk/books?id=mSkEAAAAMBAJ&amp;pg=PA37#v=onepage&amp;q&amp;f=false]. 1971: 11 December 1971 [https://books.google.co.uk/books?id=Fg8EAAAAMBAJ&amp;pg=PA39#v=onepage&amp;q&amp;f=false]. 1973: 17 February 1973 [https://books.google.co.uk/books?id=QEUEAAAAMBAJ&amp;pg=PT25#v=onepage&amp;q&amp;f=false]. 1977: 30 April 1977 [https://books.google.co.uk/books?id=USMEAAAAMBAJ&amp;pg=PT46#v=onepage&amp;q&amp;f=false]. 1979: [https://books.google.co.uk/books?id=_iQEAAAAMBAJ&amp;pg=PT48#v=onepage&amp;q&amp;f=false]. 1982:[https://books.google.co.uk/books?id=byQEAAAAMBAJ&amp;pg=PT38#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=1CQEAAAAMBAJ&amp;pg=PT65#v=onepage&amp;q&amp;f=false]. 1986:[https://books.google.co.uk/books?id=-CMEAAAAMBAJ&amp;pg=RA1-PA79#v=onepage&amp;q&amp;f=false]. 1993: 12 June 1993 [https://books.google.co.uk/books?id=9A8EAAAAMBAJ&amp;pg=PA57#v=onepage&amp;q&amp;f=false]. 1995: 5 August 1995 [https://books.google.co.uk/books?id=xwsEAAAAMBAJ&amp;pg=PA52-IA1#v=onepage&amp;q&amp;f=false]. 1996: 31 August 1996 [https://books.google.co.uk/books?id=vwcEAAAAMBAJ&amp;pg=PA66#v=onepage&amp;q&amp;f=false]. 1997: 30 August 1997 [https://books.google.co.uk/books?id=_gkEAAAAMBAJ&amp;pg=PA61#v=onepage&amp;q&amp;f=false]. 1998: 26 September 1998 [https://books.google.co.uk/books?id=GgoEAAAAMBAJ&amp;pg=PA117#v=onepage&amp;q&amp;f=false]. 2000: 9 September 2000 [https://books.google.co.uk/books?id=aREEAAAAMBAJ&amp;pg=PA65#v=onepage&amp;q&amp;f=false]. 2002: 7 September 2002 [https://books.google.co.uk/books?id=-QwEAAAAMBAJ&amp;pg=PA53#v=onepage&amp;q&amp;f=false]. 2003: 5 July 2003 [https://books.google.co.uk/books?id=3w0EAAAAMBAJ&amp;pg=PA45#v=onepage&amp;q&amp;f=false].
**&quot;Japan in 1974: Business Bristles While Shortages Are Met&quot;. Billboard. 23 February 1974. pp J-1 to J-30. (A Billboard Spotlight).
**&quot;Made in Japan: A Dynamic Music Industry&quot;. Billboard. 1 March 1975. pp J-1 to J-23. (A Billboard Spotlight).
**&quot;Japan '76&quot;. Billboard. 17 April 1976. pp 36 to 59. (A Billboard Spotlight).
**&quot;Japanese Music: The Challenge of Recession&quot;. Billboard. 27 May 1978. pp J-1 to J-31. (A Billboard Spotlight).
**&quot;Music in Japan: Industry Views 1981 With Quiet Optimism&quot;. Billboard. 30 May 1981. pp J-1 to J-18.
**&quot;Japan: Where Technology Greets Tradition&quot;. (An International Market Profile). Billboard. 21 May 1983. pp J-1 to J-13. Follows p 34.
**&quot;Billboard Spotlight on Japan: VCRs and CDs Will Be Pacemakers&quot;. Billboard. 26 May 1984. pp J-1 to J-11. Follows p 38.
**&quot;Spotlight on Japan&quot;. Billboard. 6 June 1987. pp J-1 to J-12.
**&quot;Japan '88&quot;. Billboard. 9 July 1988. pp J-1 to J-11. (A Billboard International Spotlight).
**&quot;Japan&quot;. (&quot;Japan '89&quot;/&quot;Spotlight on Japan&quot;). Billboard. 3 June 1989. pp J-1 to J-20. (International Spotlight).
**&quot;Japan&quot;. (&quot;International Spotlight&quot;/&quot;A Billboard Spotlight&quot;). Billboard. 25 May 1991. pp J-1 to J-26. Follows p 50. Called &quot;Japan '91&quot; on front page.
**&quot;Japan: Uncovering the Future&quot;. Billboard. 31 July 1999. pp [https://books.google.co.uk/books?id=lQgEAAAAMBAJ&amp;pg=PA53#v=onepage&amp;q&amp;f=false 53] to 66.
*[[w:The Best Ten|The Best Ten]] (ザ・ベストテン). [Television programme]. [https://www.tbs.co.jp/tbs-ch/special/the_bestten/ Episodes].
*[[w:ja:Music Station|Music Station]].  [Television programme]. Episodes: [https://www.tv-asahi.co.jp/music/contents/m_lineup/0003/index.html episode 1] etc.
*Hisao Tanabe. Japanese Music. Kokusai Bunka Shinkokai (The Society for International Cultural Relations). Tokyo. 1st Ed: 1929. 
**Reprints: 1st Ed: 1936. 2nd Ed: 1937. 3rd Ed: 1939: [https://books.google.co.uk/books?id=S4kHAQAAMAAJ]. 
**2nd Revised Ed: 1959.
*Wade. Music in Japan: Experiencing Music, Expressing Culture. 2005. [https://books.google.co.uk/books?id=XXYIAQAAMAAJ]
*Malm. Japanese Music &amp; Musical Instruments. 1959. [https://books.google.com/books?id=QkTaAAAAMAAJ]
*[[w:Francis Taylor Piggott|Pigott]]. The Music and Musical Instruments of Japan. 1893 [https://books.google.co.uk/books?id=ttKTUwmjzMwC&amp;pg=PR3#v=onepage&amp;q&amp;f=false]. 1909. [https://books.google.co.uk/books?id=MAM5AAAAIAAJ]
*Robert C Provine, Yoshiko Tokumaru and J Lawrence Witzleben. &quot;Japan&quot;. East Asia: China, Japan, and Korea. The Garland Encyclopedia of World Music, vol 7. Routledge. 2002. ISBN 0-8240-6041-5. Part 4. pp 531 to 800. [https://books.google.co.uk/books?id=-J1ADwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Toru Mitsui. &quot;Interactions of Imported and Indigenous Musics in Japan: A Historical Overview of the Music Industry&quot;. Fouli T Papageorgiou (ed). Whose Master's Voice?: The Development of Popular Music in Thirteen Cultures. Chapter 9. [https://books.google.co.uk/books?id=xHrDEAAAQBAJ&amp;pg=PA152#v=onepage&amp;q&amp;f=false p 152].

Bibliography
*Tsuge. Japanese Music: An Annotated Bibliography. 1986. [https://books.google.com/books?id=YCsKAQAAMAAJ]
*[[w:ja:三井徹|Tōru Mitsui]]. Popyurā Ongaku Kankei Tosho Mokuroku: Ryūkōka, Jazu, Rokku, J-poppu no Hyakunen. (Japanese: ポピュラー音楽関係図書目録: 流行歌、ジャズ、ロック、Jポップの百年). Nichigai Associates. 2009. [https://books.google.co.uk/books?id=dSAxAQAAIAAJ]. Catalogues: [https://search.worldcat.org/title/406243182] [https://cir.nii.ac.jp/crid/1970586434933272116]
*[https://ndlsearch.ndl.go.jp/rnavi/avmaterials/post_572 音楽に関する文献を探すには（主題書誌）]. NDL.

Dictionaries
*[[w:ja:下中弥三郎|Shimonaka Yasaburo]] (ed). Ongaku Jiten. Heibonsha.  Review: (1959) 18 Journal of Asian Studies 295 [https://www.cambridge.org/core/journals/journal-of-asian-studies/article/abs/ongaku-jiten-dictionary-of-music-ed-shimonaka-yasaburo-tokyo-heibonsha-195557-12-volumes-900-yen-per-volume/F3067B1CE61B5B2C647091E69CE8C8DD] [https://read.dukeupress.edu/journal-of-asian-studies/article-abstract/18/2/295/322980/Ongaku-jiten-Dictionary-of-Music?redirectedFrom=fulltext]

History
*Eta Harich-Schneider. A History of Japanese Music. 1973. [https://books.google.com/books?id=3AraAAAAMAAJ]
*Koh-ichi Hattori. 123 Years of Japanese Music: The Culture of Japan Through a Look at Its Music. 2004. [https://books.google.com/books?id=znzsAAAAMAAJ]
**Koh-ichi Hattori. 36,000 Days of Japanese Music: The Culture of Japan Through A Look At Its Music. Pacific Vision. Pierce, Southfield, Michigan. 1996. ISBN 0965364208.
*Shinpan Nihon Ryūkōkashi. (Japanese: 新版日本流行歌史). [[w:ja:社会思想社|Shakaishisosha]]. 1994. Review: [https://books.google.co.uk/books?id=XQdIAAAAMAAJ]. Catalogue: [https://ndlsearch.ndl.go.jp/en/books/R100000002-I000002420287]
**新版日本流行歌史: 1960-1994. [https://books.google.com/books?id=_b4pAQAAIAAJ] [https://books.google.co.uk/books?id=nb4pAQAAIAAJ]. 
**新版日本流行歌史: 1938-1959
**1867-1937

*Mehl. Music and the Making of Modern Japan: Joining the Global Concert. 2024. [https://books.google.co.uk/books?id=P3QMEQAAQBAJ&amp;pg=PA2#v=onepage&amp;q&amp;f=false]

Annuals, yearbooks
*Ongaku-Nenkan (Japanese: 音楽年鑑) (English: &quot;Music Year Book&quot;, &quot;Music Yearbook&quot;, &quot;Yearbook of Music&quot;). [[w:ja:音楽之友社|Ongaku No Tomo Sha]]. [https://books.google.co.uk/books?id=BhoKAQAAMAAJ 1960] [https://books.google.co.uk/books?id=-bXPAAAAMAAJ 1968] [https://books.google.co.uk/books?id=yNAJAQAAMAAJ 1992]. Catalogues: [https://ci.nii.ac.jp/ncid/BN0029282X] [https://ci.nii.ac.jp/ncid/BN11185209]

Modern, contemporary, today
*Johnson. Handbook of Japanese Music in the Modern Era. 2024. [https://books.google.co.uk/books?id=KNP7EAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Matsue. Focus: Music in Contemporary Japan. 2016. [https://books.google.co.uk/books?id=AQgtCgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Music of Japan Today. [https://books.google.co.uk/books?id=YZQYEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Popular music
*Mitsui (ed). Made in Japan: Studies in Popular Music. 2014. [https://books.google.co.uk/books?id=YWQKBAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Stevens. Japanese Popular Music: Culture, Authenticity and Power. 2008. [https://books.google.co.uk/books?id=OHMkdcL9DAMC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Mitsui. Popular Music in Japan: Transformation Inspired by the West. 2020. [https://books.google.co.uk/books?id=FpbqDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Nagahara. Tokyo Boogie-Woogie: Japan’s Pop Era and Its Discontents. 2017. [https://books.google.co.uk/books?id=iTxYDgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Patterson. Music and Words: Producing Popular Songs in Modern Japan, 1887–1952. 2019. [https://books.google.co.uk/books?id=P0FvDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*James Stanlaw. &quot;Using English identity markers in Japanese Popular Music&quot;. English in East and South Asia. Chapter 14. [https://books.google.co.uk/books?id=88A1EAAAQBAJ&amp;pg=PT109#v=onepage&amp;q&amp;f=false]
*&quot;Japanese Popular Music in Singapore&quot;. Asian Music. vol 34. No 1: Fall/Winter 2002/2003. p 1. [https://books.google.co.uk/books?id=_D4JAQAAMAAJ]
*Steve McClure. Nipponpop. Tuttle Publishing. 1998. ISBN 9780804821070. ISBN 0804821070. [Sometimes called &quot;Nippon Pop&quot;]. Catalogue: [https://search.worldcat.org/title/Nipponpop/oclc/247384040]
Review: (1998) [https://books.google.co.uk/books?id=f9egmeZ8YywC 245] The Publishers Weekly 2 

From folk to J-pop
*[[w:ja:富澤一誠|Issei Tomizawa]]. Ano subarashii kyoku o mō ichido: fōku kara J-poppu made. (Japanese: あの素晴しい曲をもう一度: フォークからJポップまで). [[w:Shinchosha|Shinchosha]]. 2010. [https://books.google.com/books?id=ju9MAQAAIAAJ]. Catalogue: [https://search.worldcat.org/title/501749494]. Commentary on book: [https://www.ytv.co.jp/michiura/time/2010/01/j2010110.html]. Review of the CD: [https://www.cdjournal.com/i/disc/great-agefree-music-forever-and-great-music-are-o/4109110788].

J-pop
*Bourdaghs. Sayonara Amerika, Sayonara Nippon: A Geopolitical Prehistory of J-pop. 2012. [https://books.google.co.uk/books?id=K_y88JwibrMC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*&quot;The Rise of J-Pop in Asia and Its Impact&quot; (2004) Japan Spotlight. vol 23. p 24. [https://books.google.co.uk/books?id=i7C0AAAAIAAJ]
*Terence Lancashire. &quot;J-pop's elusive J: Is Japanese popular music Japanese?&quot; (2008) Perfect Beat. vol 9. No 1. p 38. [https://books.google.co.uk/books?id=5No4AQAAIAAJ]
*Tetsu Misaki. J-poppu no Nihongo: kashiron. (Japanese: Jポップの日本語: 歌詞論). [[w:ja:彩流社|彩流社 (Sairyusha)]]. 2002. [https://books.google.com/books?id=dsMpAQAAIAAJ] [https://search.worldcat.org/ja/title/J-:/oclc/52005194]
*[[w:ja:烏賀陽弘道|Hiromichi Ugaya]]. Jpoppu Towa Nanika: Kyodaikasuru Ongaku Sangyō. (Japanese: Jポップとは何か: 巨大化する音楽産業). 2005. [https://books.google.co.uk/books?id=TLlOAAAAMAAJ] catalogue [https://search.worldcat.org/ja/title/J-:/oclc/676652594] [https://ci.nii.ac.jp/ncid/BA71618018]

Japanese rock
*Takarajima Special Edition: Encyclopedia of Japanese Rock 1955-1990. Nihon rokku daihyakka: Rokabirī kara bando būmu made. (Japanese: 日本ロック大百科 [年表編] ロカビリーからバンド・ブームまで 1955〜1990).  [[w:ja:JICC出版局|JICC Shuppankyoku]]. 1992. ISBN 9784796602907. ISBN 4796602909. Catalogues: [https://ci.nii.ac.jp/ncid/BN07889172] [https://catalogue.nla.gov.au/catalog/2263400].
*Japanese Rock: Standard: 1967-1985. 日本のロック名曲徹底ガイド: 名曲263決定盤846. CDJournal. 2008. ISBN 9784861710469. ISBN 4861710464. [https://www.cdjournal.com/Company/products/mook.php?mno=20081002]. Catalogue: [https://ci.nii.ac.jp/ncid/BA8932668X?l=en].
*Kojima Satoshi (Japanese: 小島智). 検証・80年代日本のロック. アルファベータブックス. 2024. ISBN 9784865981179. ISBN 4865981179. [https://books.google.com/books?id=0gbl0AEACAAJ]. Review: [https://mainichi.jp/articles/20241026/ddm/015/070/005000c].

Jazz
*[[w:ja:スイングジャーナル|Swing Journal]] (1947 to 2010) Commentary: [https://www.allaboutjazz.com/news/swing-journal-long-standing-jazz-magazine-to-be-suspended-in-june/] 

Japanese fusion:
*THE DIG presents 日本のフュージョン. Shinko Music Mook. Released 19 April 2013. Commentary: [https://www.cdjournal.com/news/casiopea/50967]. No II. Released 23 October 2014. Commentary: [https://www.cdjournal.com/news/takanaka-masayoshi/62225]

Classical
*[[w:ja:ぶらあぼ|Bravo]] (Japanese: ぶらあぼ) ebravo.jp
*[[w:ja:音楽芸術 (雑誌)|Ongaku Geijutsu]] (Japanese: 音楽芸術)

Magazines

For Japanese music magazines, see [[w:ja:日本の音楽雑誌]].
*Music Periodicals in Japan — A Comprehensive List (1988) 35 Fontes Artis Musicae 116 [https://www.jstor.org/stable/23507222] [https://books.google.com/books?id=qHYWAAAAIAAJ]
**Kishimoto, &quot;Additional Corrections and Alphabetical Title Index&quot; (1989) 36 Fontes Artis Musicae 38 [https://www.jstor.org/stable/23507313] [https://books.google.co.uk/books?id=7XYWAAAAIAAJ] 
*Special Bibliography: A Bibliography of Japanese Magazines and Music (1959) 3 Ethnomusicology 76 [https://www.jstor.org/stable/924290]
*A Historical Survey of Music Periodicals in Japan: 1881—1920 (1989) 36 Fontes Artis Musicae 44 [https://www.jstor.org/stable/23507314]
*[[w:ja:篠原章|Akira Shinohara]]. 日本ロック雑誌クロニクル. [[w:en:Ohta Publishing|Ohta Publishing]]. 2005. [https://books.google.co.uk/books?id=L8opAQAAIAAJ]

*[[w:Oricon|Oricon]] (オリコン)
**[https://web.archive.org/web/19970412131857/http://www.999.com/Oricon/index.html Oricon Music Site]. Commentary: [https://internet.watch.impress.co.jp/www/article/980309/oms.htm].
*[[w:Billboard Japan|Billboard Japan]] (ビルボード・ジャパン)
**Music Labo (ミュージック・ラボ) (1970 to 1994)
*Music Research (ミュージック・リサーチ) [&quot;Weekly Music Magazine&quot;]. Catalogue: [https://web.archive.org/web/20260319070908/https://ndlsearch.ndl.go.jp/books/R100000002-I000000039804].
*Rolling Stone Japan
*新譜ジャーナル (Shinpu Journal). Catalogue: [https://ndlsearch.ndl.go.jp/books/R100000002-I000000012315]. Began 1968 [https://books.google.co.uk/books?id=L8opAQAAIAAJ], later called シンプジャーナル
**シンプジャーナル

*Myūjikku mansurī [ミュージック・マンスリー]  [https://ci.nii.ac.jp/ncid/AN00396190]

*カセットライフ. (Cassette Life). [[w:ja:シンコーミュージック・エンタテイメント|Shinko Music Entertainment]]
*[[w:ja:CDジャーナル|CDJournal]]
*[[w:ja:Rockin'on Japan|Rockin'on Japan]]. (ロッキング・オン・ジャパン). (1986 onwards)
*[[w:ja:Rooftop|Rooftop]] (1976 onwards)

*[[w:ja:FOOL'S MATE|Fool's Mate]]
*Record Monthly (レコード・マンスリー). From 日本レコード振興株式会社. Catalogues: [https://ci.nii.ac.jp/ncid/AA11433275] [https://ndlsearch.ndl.go.jp/books/R100000002-I000000027924]
*[[w:ja:WHAT's IN?|What's In?]] (1988 to 2016)

Columns in periodicals
*&quot;Japanese Newsnotes&quot;. Billboard. (eg 17 April 1961, [https://books.google.co.uk/books?id=JiIEAAAAMBAJ&amp;pg=PA13#v=onepage&amp;q&amp;f=false p 13].)

Websites
*[[w:ja:ナタリー (ニュースサイト)|Natalie]] (ナタリー)
*[[w:ja:BARKS|Barks]]
*OKMusic. Commentary: [https://xtech.nikkei.com/it/article/NEWS/20120626/405442/].

Charts

For Japanese music charts, see [[w:ja:日本の音楽チャート]]

Chart books
*Oricon Chart Book (Japanese: オリコンチャート・ブック)
**1987 to 1998 Oricon Chart Book. All Albums. [https://books.google.co.uk/books?id=KvEoNwAACAAJ]
**Album Chart Book Complete Edition 1970〜2005. Catalogue:[https://www.tosyokan.pref.shizuoka.jp/licsxp-opac/WOpacMsgNewListToTifTilDetailAction.do?tilcod=1000610247212]
*澤山博之. ミュージック・ライフ 東京で1番売れていたレコード 1958~1966. Shinko Music Entertainment. 2019. [Charts published in Music Life from 1958 onwards]. Commentary: [https://mikiki.tokyo.jp/articles/-/20952 Mikiki]

Number ones
*Oricon No.1 Hits 500. Clubhouse (Japanese: クラブハウス). 1994. 1998.
**[https://books.google.com/books?id=GlsnNwAACAAJ vol 1 (1968~1985)]. ISBN 9784906496129.
**[https://books.google.com/books?id=icInNwAACAAJ vol 2 (1986~1994)]. ISBN 9784906496136.

Awards

Japan Record Awards
*輝く!日本レコード大賞 公式データブック: 放送60回記念: TBS公認. Shinko Music Entertainment. ISBN 9784401647019. [https://books.google.co.uk/books?id=JcDqvwEACAAJ] [https://ci.nii.ac.jp/ncid/BB2773137X]

Traditional, Hogaku
*Malm. Traditional Japanese Music and Musical Instruments. [https://books.google.co.uk/books?id=Yn3VQbqywCsC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Miyuki Yoshikami. Japan's Musical Tradition: Hogaku from Prehistory to the Present. 2020. [https://books.google.co.uk/books?id=X3XTDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Hughes. Traditional Folk Song in Modern Japan: Sources, Sentiment and Society. 2008. [https://books.google.co.uk/books?id=yfV5DwAAQBAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false]

Koto:
*Tokyo Academy of Music. Collection of Japanese Koto Music. 1888. [https://books.google.co.uk/books?id=RncQAAAAYAAJ&amp;pg=PP13#v=onepage&amp;q&amp;f=false][https://babel.hathitrust.org/cgi/pt?id=hvd.32044040839565&amp;seq=1]

Exam guides:

For the 音楽CD検定 exam on music CDs:
*音楽CD検定公式ガイドブック. 2007. [[w:ja:音楽出版社 (企業)|Ongaku Shuppansha Co Ltd]] (音楽出版社). [https://books.google.co.uk/books?id=sbjdeDJMkQcC&amp;pg=PP1#v=onepage&amp;q&amp;f=false vol 1]. [https://books.google.co.uk/books?id=AoFgIowII48C&amp;pg=PP1#v=onepage&amp;q&amp;f=false vol 2]. Commentary: [https://www.cdjournal.com/i/news/-/15303] [https://www.oricon.co.jp/news/46065/full/] [https://allabout.co.jp/gm/gc/57723/] [https://www.oricon.co.jp/news/45388/full/].

Film
*Tak Shindo. &quot;Japanese Film Music&quot;. Film Journal. No 11: October 1958. p 21. [https://books.google.co.uk/books?id=YF9AIcnhKTIC]

Animation
*Marco Pellitteri (ed). The Palgrave Handbook of Music and Sound in Japanese Animation. 2024. [https://books.google.co.uk/books?id=4FIhEQAAQBAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]

Anime songs
*USEN アニソン研究所！
**2002: [https://e.usen.com/feature/feature-series/seednaruto2002.html USEN アニソン研究所！ #010]. 2001: [https://e.usen.com/feature/feature-series/2001.html #009]. 2000: [https://e.usen.com/feature/feature-series/-19981999.html #008]. 1998 &amp; 1999: [https://e.usen.com/feature/feature-series/-19961997-1.html #007]. 1996 &amp; 1997: [https://e.usen.com/feature/feature-series/-19961997.html #006]. 1994 &amp; 1995: [https://e.usen.com/feature/feature-series/-19941995.html #005].

Children's music
*Elizabeth May. The Influence of the Meiji Period on Japanese Children's Music. University of California Press. 1963. [https://books.google.co.uk/books?id=54cHAQAAMAAJ]
**Japanese Children's Music Before and After Contact with the West. University of California at Los Angeles. 1958. (doctoral dissertation).

DJs
*Masahiro Yasuda, &quot;How Japanese DJs cut across Market Boundaries&quot; (1999) [https://books.google.co.uk/books?id=H5QJAQAAMAAJ 4] Perfect Beat 45

Duration of songs
*[https://mainichi.jp/english/articles/20260213/p2a/00m/0et/002000c Japanese hit songs trimming intros, getting to chorus faster, Nara student finds]. The Mainichi. 14 February 2026.

Diaspora
*Dale Olsen. The Chrysanthemum and the Song: Music, Memory, and Identity in the South American Japanese Diaspora. 2004. [https://books.google.co.uk/books?id=3WloQgAACAAJ]

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See [[s:Category:Music]] and [[w:Category:Music books]]

This part of the [[Universal Bibliography]] is a bibliography of music.

Bibliography
*[[w:Bibliography of Music Literature|Bibliography of Music Literature]]

*Green (ed). Foundations in Music Bibliography. 1993. [https://books.google.co.uk/books?id=rADdpZN9UhAC&amp;pg=PR3#v=onepage&amp;q&amp;f=false]
*Krummel. The Literature of Music Bibliography: An Account of the Writings on the History of Music Printing &amp; Publishing. 2nd Ed: 1992. [https://books.google.com/books?id=3AZsiITI-IEC]
*Bibliography of Music Bibliographies. 1967. [https://books.google.co.uk/books?id=d6YJAQAAMAAJ]
*Bayne. A Guide to Library Research in Music. 2008. [https://books.google.co.uk/books?id=ExGbDqu9gPAC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*A Selected Bibliography of Music Librarianship [https://books.google.co.uk/books?id=X5AeOl4O-osC]
*Bradley. American Music Librarianship: A Research and Information Guide. [https://books.google.co.uk/books?id=VabcAAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false] 
*Music Reference and Research Materials. 3rd Ed: 1974: [https://books.google.com/books?id=5Y1IAAAAMAAJ]
*Agruss. Guide to Reference Books on Music. 1948. [https://books.google.co.uk/books?id=wX06AAAAIAAJ]
*Haggerty. A Guide to Popular Music Reference Books: An Annotated Bibliography. 1995. [https://books.google.co.uk/books?id=2OnEEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Coover. A Bibliography of Music Dictionaries. 1952: [https://books.google.co.uk/books?id=NH06AAAAIAAJ]. Music Lexicography. 2nd Ed: 1958. Including a Study of Lacunae in Music Lexicography and a Bibliography of Music Dictionaries. 3rd Ed: 1971: [https://books.google.co.uk/books?id=jKMJAQAAMAAJ].
*A Bibliography of Books on Music and Collections of Music. 1948. [https://books.google.co.uk/books?id=vfvpnwWWlZwC]
*Deakin. Musical Bibliography: A Catalogue of the Musical Works. 1892. [https://books.google.co.uk/books?id=-UgQAAAAYAAJ&amp;pg=PP7#v=onepage&amp;q&amp;f=false] (England 15th to 18th century)
*Matthew. The Literature of Music. 1896. [https://books.google.co.uk/books?id=fTQ6AAAAMAAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]. Reviews: [https://books.google.co.uk/books?id=bjdVAAAAYAAJ&amp;pg=RA1-PA56#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=dzcZAAAAYAAJ&amp;pg=PA22#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=R0gcAQAAMAAJ&amp;pg=PA470#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=qK5OAQAAMAAJ&amp;pg=PA55#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=1chZAAAAYAAJ&amp;pg=PA155#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=ezszAQAAMAAJ] [https://books.google.co.uk/books?id=5h61TMyTmOMC] [https://books.google.co.uk/books?id=8k8wAQAAIAAJ] [https://books.google.co.uk/books?id=i8W8LKTuc0AC]. Author: [https://books.google.co.uk/books?id=awIQAAAAYAAJ&amp;pg=PA275#v=onepage&amp;q&amp;f=false].
*Hoek. Analyses of Nineteenth- and Twentieth-Century Music, 1940-2000. 2007. [https://books.google.co.uk/books?id=CRG4AQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*RILM Abstracts of Music Literature. [https://books.google.co.uk/books?id=HxjjAAAAMAAJ]
*Forkel. Allgemeine Litteratur der Musik. 1792. [https://books.google.co.uk/books?id=VTRDAAAAcAAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false] Review: [https://books.google.co.uk/books?id=3N8sAAAAYAAJ&amp;pg=PA33#v=onepage&amp;q&amp;f=false]

Bibliography of periodical literature
*Elliker. The Periodical Literature of Music: Trends from 1952 to 1987. 1996. [https://books.google.co.uk/books?id=T5ifAAAAMAAJ]
*Joan M Meggett. Music Periodical Literature: An Annotated Bibliography of Indexes and Bibliographies. Scarecrow Press. 1978. [https://books.google.co.uk/books?id=HCjBAAAAIAAJ]
*Thomas E Warner. Periodical Literature on American Music, 1620-1920. Harmonie Park Press. 1988. [https://books.google.co.uk/books?id=zTlQAQAAIAAJ]

History and bibliography
*Matthew. A Handbook of Musical History and Bibliography. 1898. [https://books.google.co.uk/books?id=V1g5AAAAIAAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false] Review: [https://books.google.co.uk/books?id=P1lDAQAAMAAJ&amp;pg=PA229#v=onepage&amp;q&amp;f=false]
*Boyden. The History and Literature of Music: 1750 to the Present. 1959. [https://books.google.co.uk/books?id=XcAZAQAAIAAJ]
*Brown. An Introduction to the History and Literature of Music in Western Culture. 2nd Ed: 2011. [https://books.google.co.uk/books?id=aKpGAAAACAAJ]

Chronology, annuals, year books, years
*Eisler. World Chronology of Music History.
*Lowe. A Chronological Cyclopædia of Musicians and Musical Events. 1896.
*Tokyo Ongaku Gakko. Kinsei Hogaku Nempyo. [Chronology of Japanese Music in Recent Ages.] Rokugatsu-Kan. Volume 1. 1912. Volume 2. 1914. Volume 3. 1927. [https://books.google.co.uk/books?id=drMQAQAAMAAJ]
*Cossar. This Day in Music. 2005. 2010.
*Glassman. The Year in Music. Columbia House.
*[[w:Herman Klein|Hermann Klein]]. Musical Notes. Annual Critical Record of Important Musical Events.
*[[w:Joseph Bennett (critic)|Bennett]]. The Musical Year.
*Hinrichsen's Musical Year Book
*The Musical Year Book of the United States
**The Boston Musical Year Book
*Billboard. Overview. 1982: [https://books.google.co.uk/books?id=YyQEAAAAMBAJ&amp;pg=PT53#v=onepage&amp;q&amp;f=false].
*Billboard. The Year in Music. 1994: [https://books.google.co.uk/books?id=ZAgEAAAAMBAJ&amp;pg=PA62#v=onepage&amp;q&amp;f=false]. 2003: [https://books.google.co.uk/books?id=bA8EAAAAMBAJ&amp;pg=PA47#v=onepage&amp;q&amp;f=false].
**The Year in Music and Video. 1985: [https://books.google.co.uk/books?id=uyQEAAAAMBAJ&amp;pg=PT50#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=tiQEAAAAMBAJ&amp;pg=PA49#v=onepage&amp;q&amp;f=false].
*Jackson. 1965: The Most Revolutionary Year in Music.
*Porter. A Musical Season: 1972-1973. 
**Music of Three Seasons: 1974-1977 
**Music of Three More Seasons 1977-1980
**Musical Events: A Chronicle, 1980-1983.
*[https://news.1242.com/article/tag/大人のmusic-calendar 【大人のMusic Calendar】]. Nippon Broadcasting System. [Articles from 2016 are included in [https://news.1242.com/article/author/toritani/page/42 NEWS ONLINE 編集部の記事一覧].]
*[http://music-calendar.jp Music Calendar]

History
*&quot;Recorded Sound: The First Century: 1877-1977&quot;. Billboard. 21 May 1977. pp [https://books.google.co.uk/books?id=XCMEAAAAMBAJ&amp;pg=PT39#v=onepage&amp;q&amp;f=false RS-1] to RS-117.

Encyclopedias

See also [[w:List of encyclopedias by branch of knowledge/Music]] and [[w:Bibliography of encyclopedias#Music and dance]]
*Encyclopedia of Music in the 20th Century [https://books.google.co.uk/books?id=m8W2AgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Moore. Complete Encyclopædia of Music. 1852. [https://books.google.co.uk/books?id=-QBFAQAAMAAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]

Dictionaries
*Apel. &quot;Dictionaries of music&quot;. Harvard Dictionary of Music. 1969. pp [https://books.google.co.uk/books?id=TMdf1SioFk4C&amp;pg=PA232#v=onepage&amp;q&amp;f=false 232] to 234.

United Kingdom:
*Billboard. Spotlight on the United Kingdom. 1978:  [https://books.google.co.uk/books?id=TSQEAAAAMBAJ&amp;pg=PT78#v=onepage&amp;q&amp;f=false]. 1979: [https://books.google.co.uk/books?id=MCUEAAAAMBAJ&amp;pg=PT100#v=onepage&amp;q&amp;f=false].

Australia:
*Billboard. Spotlight on Australia/New Zealand. 1982: [https://books.google.co.uk/books?id=GCQEAAAAMBAJ&amp;pg=PT54#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=hiQEAAAAMBAJ&amp;pg=PT29#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=UCQEAAAAMBAJ&amp;pg=PA60#v=onepage&amp;q&amp;f=false].
**Live Talent of Australia: [https://books.google.co.uk/books?id=YyQEAAAAMBAJ&amp;pg=PT94#v=onepage&amp;q&amp;f=false]

New Zealand:
*Harvey. A Bibliography of Writings about New Zealand Music Published to the End of 1983. 1985. [https://books.google.co.uk/books?id=B1ROA_sP-xsC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*The Complete New Zealand Music Charts, 1966-2006: Singles, Albums, DVDs, Compilations. 2007. [https://books.google.co.uk/books?id=wyU5AQAAIAAJ]
*Billboard. New Zealand. 2002: [https://books.google.co.uk/books?id=Rg0EAAAAMBAJ&amp;pg=PA37#v=onepage&amp;q&amp;f=false]

Canada:
*Billboard. Spotlight on Canada. 1981: [https://books.google.co.uk/books?id=DSQEAAAAMBAJ&amp;pg=PT50#v=onepage&amp;q&amp;f=false].

Scandanavia:
*Billboard. Spotlight on Scandanavia. 1981: [https://books.google.co.uk/books?id=GCUEAAAAMBAJ&amp;pg=PT86#v=onepage&amp;q&amp;f=false].

France:
*Billboard. Spotlight on France. 1971: [https://books.google.co.uk/books?id=-wgEAAAAMBAJ&amp;pg=PA35#v=onepage&amp;q&amp;f=false]. 1972: [https://books.google.co.uk/books?id=REUEAAAAMBAJ&amp;pg=PA35#v=onepage&amp;q&amp;f=false]. 1982: [https://books.google.co.uk/books?id=AyQEAAAAMBAJ&amp;pg=PT66#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=ICUEAAAAMBAJ&amp;pg=PA41#v=onepage&amp;q&amp;f=false]

Germany:
*Billboard. Spotlight on West Germany. 1971: [https://books.google.co.uk/books?id=zQgEAAAAMBAJ&amp;pg=PA45#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=-iMEAAAAMBAJ&amp;pg=PT12#v=onepage&amp;q&amp;f=false].
**Spotlight on West Germany, Austria and Switzerland. 1986: [https://books.google.co.uk/books?id=CSUEAAAAMBAJ&amp;pg=RA1-PA35#v=onepage&amp;q&amp;f=false]

Italy:
*Billboard. Spotlight on Italy. 1981: [https://books.google.co.uk/books?id=8iQEAAAAMBAJ&amp;pg=PT3#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=3yQEAAAAMBAJ&amp;pg=PT36#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=2SQEAAAAMBAJ&amp;pg=PA38-IA1#v=onepage&amp;q&amp;f=false]. 1994: [https://books.google.co.uk/books?id=XQgEAAAAMBAJ&amp;pg=PA67#v=onepage&amp;q&amp;f=false].

Spain:
*Billboard. Spotlight on Spain. 1971: [https://books.google.co.uk/books?id=5Q8EAAAAMBAJ&amp;pg=PA49#v=onepage&amp;q&amp;f=false]

Philipines:
*[https://billboardphilippines.com/culture/scenes/lost-history-how-filipino-music-was-documented-in-the-40s-to-2010s/ Lost History: How Filipino Music Was Documented In The ’40s To 2010s]. Billboard Philippines. 18 January 2024.
*[[w:en:Billboard Philippines|Billboard Philippines]]

Brazil:
*Billboard. Spotlight on Brazil. 1996: [https://books.google.co.uk/books?id=NA0EAAAAMBAJ&amp;pg=PA51#v=onepage&amp;q&amp;f=false].

United States
*Krummel. Bibliographical Handbook of American Music. 1987. [https://books.google.co.uk/books?id=G4wcnkvFZl4C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Krummel. Resources of American Music History: A Directory of Source Materials from Colonial Times to World War II. 1981. [https://books.google.co.uk/books?id=bJcYAAAAIAAJ]

Soviet
*Aschmann. Current Soviet Music Bibliography. 1976. [https://books.google.co.uk/books?id=2i7jAAAAMAAJ]

Decline of pop music:
*[https://www.smithsonianmag.com/smart-news/science-proves-pop-music-has-actually-gotten-worse-8173368/ Science Proves: Pop Music Has Actually Gotten Worse]. [[w:Smithsonian (magazine)|Smithsonian]]. 27 July 2012.
*[https://faroutmagazine.co.uk/new-study-discovers-pop-music-has-suffered-significant-decline-in-one-area/ New study discovers pop music has suffered “significant decline” in one area]. [[w:Far Out (website)|Far Out]]. 5 July 2024.
*[https://www.globalnews.ca/news/9001083/why-older-music-more-popular-than-new-music/amp/ There is something very, very wrong with today’s music. It just may not be very good.] [[w:Global News|Global News]]. 24 July 2022.
*[https://www.bbc.co.uk/music/articles/fb84bf19-29c9-4ed3-b6b6-953e8a083334 Has pop music lost its fun?]. BBC. 12 January 2018.
*[https://www.spectator.co.uk/article/its-official-modern-music-is-bad/ It’s official: modern music is bad]. The Spectator. 13 February 2024.

Homogeneity of pop music:
*[https://www.theguardian.com/music/2012/jul/27/pop-music-sounds-same-survey-reveals Pop music these days: it all sounds the same, survey reveals]. The Guardian. 27 July 2012.
*[https://www.nbcnews.com/id/wbna48356108 Pop Music All Sounds the Same Nowadays]. NBC News. 27 July 2012.
*[https://www.independent.co.uk/voices/comment/why-does-today-s-pop-music-sound-the-same-because-the-same-people-make-it-8368714.html Why does today's pop music sound the same? Because the same people make it]. The Independent. 29 November 2012.
*[https://www.reuters.com/article/lifestyle/science/pop-music-too-loud-and-all-sounds-the-same-official-idUSBRE86P0R9/ Pop music too loud and all sounds the same: official]. Reuters. 26 July 2012.
*[https://theconversation.com/from-art-form-to-asset-our-study-found-popular-songs-are-becoming-more-generic-266097 From art form to asset: our study found popular songs are becoming more generic]. The Conversation. 3 October 2025.

Conferences:
*International Music Industry Conference. 1971: [https://books.google.co.uk/books?id=tggEAAAAMBAJ&amp;pg=PA29#v=onepage&amp;q&amp;f=false]

Laserdisc/Karaoke/CES
*Billboard. Karaoke. 1992:
[https://books.google.co.uk/books?id=jg8EAAAAMBAJ&amp;pg=PA41-IA1#v=onepage&amp;q&amp;f=false]
**CES and Karaoke. 1994. [https://books.google.co.uk/books?id=UggEAAAAMBAJ&amp;pg=PA77#v=onepage&amp;q&amp;f=false]
**Laserdisc. 1995. [https://books.google.co.uk/books?id=7AsEAAAAMBAJ&amp;pg=PA67#v=onepage&amp;q&amp;f=false]
**Laserdisc/Karaoke. 1996: [https://books.google.co.uk/books?id=iQ8EAAAAMBAJ&amp;pg=PA59#v=onepage&amp;q&amp;f=false]

Classical music
*Billboard spotlights: 1995 [https://books.google.co.uk/books?id=1g0EAAAAMBAJ&amp;pg=PA39#v=onepage&amp;q&amp;f=false] (9 September 1995)
**&quot;Classical Music Recording Market&quot;. Billboard. 12 April 1980. pp C-1 to C-12 and p 32. (A Billboard Spotlight).
**&quot;Classical Music: Discovering New Dimensions&quot;. Billboard. 10 September 1983. pp C-1 to C-18. (A Billboard Spotlight).
*&quot;Classical&quot; section, and &quot;Best Selling Classical LPs&quot; chart, in Billboard

Jazz
*[[w:en:All About Jazz|All About Jazz]]

Oldies
*&quot;Oldies stations find their place in radio market&quot;. Star-News. 13 March 1988. pp 1D &amp; [https://books.google.co.uk/books?id=2OoyAAAAIBAJ&amp;pg=PA16#v=onepage&amp;q&amp;f=false 6D]: &quot;Oldies&quot;.
*Billboard. 15 April 1972. [https://books.google.co.uk/books?id=a0UEAAAAMBAJ&amp;pg=PT7#v=onepage&amp;q&amp;f=false p 47].
*Billboard. 17 April 1961, [https://books.google.co.uk/books?id=JiIEAAAAMBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false p 1].
*Billboard. 4 January 1960, [https://books.google.co.uk/books?id=Ch8EAAAAMBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false p 1]

Nostalgia

See also [[Universal Bibliography/Nostalgia]]
*&quot;A Perspective on the Future of Nostalgia&quot;. Billboard.  4 May 1974. pp [https://books.google.co.uk/books?id=cgkEAAAAMBAJ&amp;pg=PA37#v=onepage&amp;q&amp;f=false N-1] to N-54 and two more pages.
*Carr. Nostalgia, Song and the Quest for Home: Production, Text, Reception. 2025. [https://books.google.co.uk/books?id=xz1jEQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Sandra Garrido and Jane W Davidson. Music, Nostalgia and Memory: Historical and Psychological Perspectives. Palgrave Macmillan. 2019. [https://books.google.co.uk/books?id=UM2NDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*[https://www.thetimes.com/culture/music/article/music-nostalgia-albums-streaming-nf535r3q8 Why music nostalgia still sells in the age of streaming]. The Times. 31 October 2025.
*Ethan Millman. [https://www.hollywoodreporter.com/music/music-industry-news/old-music-coming-back-luminate-study-1236612110/ With Nostalgia In Full Boom, Younger Music Fans Are Turning Back the Clock]. The Hollywood Reporter. 3 June 2026.

Charts
*Carroll, &quot; Did Billboard, Cash Box, and Record World Charts Tell the Same Story? Perception and Reality, 1960-1979&quot;(2022) 9 Rock Music Studies [https://www.tandfonline.com/doi/full/10.1080/19401159.2022.2054107 199]

Periodicals; Magazines

See also [[w:Category:Music magazines]]
*Billboard. Google: [https://books.google.co.uk/books/serial/ISSN:00062510?rview=1&amp;lr=&amp;sa=N&amp;start=2770 1942] onwards
*Perfect Beat: The Pacific Journal of Research Into Contemporary Music and Popular Culture (1992 onwards) Department of Contemporary Music Studies, Macquarie University. [https://books.google.co.uk/books?id=RpQJAQAAMAAJ] Published by Equinox from 2009 onwards. Commentary: Jennifer Post, Ethnomusicology: A Research and Information Guide, 2004, [https://books.google.co.uk/books?id=u9-SAgAAQBAJ&amp;pg=PA84#v=onepage&amp;q&amp;f=false p 84].

==Japanese and Japan==
*The Ashgate Research Companion to Japanese Music. 2017. [https://books.google.co.uk/books?id=W2JTgQGc99EC&amp;pg=PP1#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=4tINDgAAQBAJ&amp;pg=PA2#v=onepage&amp;q&amp;f=false]

*Billboard. Spotlight on Japan. 1970: 19 December 1970 [https://books.google.co.uk/books?id=mSkEAAAAMBAJ&amp;pg=PA37#v=onepage&amp;q&amp;f=false]. 1971: 11 December 1971 [https://books.google.co.uk/books?id=Fg8EAAAAMBAJ&amp;pg=PA39#v=onepage&amp;q&amp;f=false]. 1973: 17 February 1973 [https://books.google.co.uk/books?id=QEUEAAAAMBAJ&amp;pg=PT25#v=onepage&amp;q&amp;f=false]. 1977: 30 April 1977 [https://books.google.co.uk/books?id=USMEAAAAMBAJ&amp;pg=PT46#v=onepage&amp;q&amp;f=false]. 1979: [https://books.google.co.uk/books?id=_iQEAAAAMBAJ&amp;pg=PT48#v=onepage&amp;q&amp;f=false]. 1982:[https://books.google.co.uk/books?id=byQEAAAAMBAJ&amp;pg=PT38#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=1CQEAAAAMBAJ&amp;pg=PT65#v=onepage&amp;q&amp;f=false]. 1986:[https://books.google.co.uk/books?id=-CMEAAAAMBAJ&amp;pg=RA1-PA79#v=onepage&amp;q&amp;f=false]. 1993: 12 June 1993 [https://books.google.co.uk/books?id=9A8EAAAAMBAJ&amp;pg=PA57#v=onepage&amp;q&amp;f=false]. 1995: 5 August 1995 [https://books.google.co.uk/books?id=xwsEAAAAMBAJ&amp;pg=PA52-IA1#v=onepage&amp;q&amp;f=false]. 1996: 31 August 1996 [https://books.google.co.uk/books?id=vwcEAAAAMBAJ&amp;pg=PA66#v=onepage&amp;q&amp;f=false]. 1997: 30 August 1997 [https://books.google.co.uk/books?id=_gkEAAAAMBAJ&amp;pg=PA61#v=onepage&amp;q&amp;f=false]. 1998: 26 September 1998 [https://books.google.co.uk/books?id=GgoEAAAAMBAJ&amp;pg=PA117#v=onepage&amp;q&amp;f=false]. 2000: 9 September 2000 [https://books.google.co.uk/books?id=aREEAAAAMBAJ&amp;pg=PA65#v=onepage&amp;q&amp;f=false]. 2002: 7 September 2002 [https://books.google.co.uk/books?id=-QwEAAAAMBAJ&amp;pg=PA53#v=onepage&amp;q&amp;f=false]. 2003: 5 July 2003 [https://books.google.co.uk/books?id=3w0EAAAAMBAJ&amp;pg=PA45#v=onepage&amp;q&amp;f=false].
**&quot;Japan in 1974: Business Bristles While Shortages Are Met&quot;. Billboard. 23 February 1974. pp J-1 to J-30. (A Billboard Spotlight).
**&quot;Made in Japan: A Dynamic Music Industry&quot;. Billboard. 1 March 1975. pp J-1 to J-23. (A Billboard Spotlight).
**&quot;Japan '76&quot;. Billboard. 17 April 1976. pp 36 to 59. (A Billboard Spotlight).
**&quot;Japanese Music: The Challenge of Recession&quot;. Billboard. 27 May 1978. pp J-1 to J-31. (A Billboard Spotlight).
**&quot;Music in Japan: Industry Views 1981 With Quiet Optimism&quot;. Billboard. 30 May 1981. pp J-1 to J-18.
**&quot;Japan: Where Technology Greets Tradition&quot;. (An International Market Profile). Billboard. 21 May 1983. pp J-1 to J-13. Follows p 34.
**&quot;Billboard Spotlight on Japan: VCRs and CDs Will Be Pacemakers&quot;. Billboard. 26 May 1984. pp J-1 to J-11. Follows p 38.
**&quot;Spotlight on Japan&quot;. Billboard. 6 June 1987. pp J-1 to J-12.
**&quot;Japan '88&quot;. Billboard. 9 July 1988. pp J-1 to J-11. (A Billboard International Spotlight).
**&quot;Japan&quot;. (&quot;Japan '89&quot;/&quot;Spotlight on Japan&quot;). Billboard. 3 June 1989. pp J-1 to J-20. (International Spotlight).
**&quot;Japan&quot;. (&quot;International Spotlight&quot;/&quot;A Billboard Spotlight&quot;). Billboard. 25 May 1991. pp J-1 to J-26. Follows p 50. Called &quot;Japan '91&quot; on front page.
**&quot;Japan: Uncovering the Future&quot;. Billboard. 31 July 1999. pp [https://books.google.co.uk/books?id=lQgEAAAAMBAJ&amp;pg=PA53#v=onepage&amp;q&amp;f=false 53] to 66.
*[[w:The Best Ten|The Best Ten]] (ザ・ベストテン). [Television programme]. [https://www.tbs.co.jp/tbs-ch/special/the_bestten/ Episodes].
*[[w:ja:Music Station|Music Station]].  [Television programme]. Episodes: [https://www.tv-asahi.co.jp/music/contents/m_lineup/0003/index.html episode 1] etc.
*Hisao Tanabe. Japanese Music. Kokusai Bunka Shinkokai (The Society for International Cultural Relations). Tokyo. 1st Ed: 1929. 
**Reprints: 1st Ed: 1936. 2nd Ed: 1937. 3rd Ed: 1939: [https://books.google.co.uk/books?id=S4kHAQAAMAAJ]. 
**2nd Revised Ed: 1959.
*Wade. Music in Japan: Experiencing Music, Expressing Culture. 2005. [https://books.google.co.uk/books?id=XXYIAQAAMAAJ]
*Malm. Japanese Music &amp; Musical Instruments. 1959. [https://books.google.com/books?id=QkTaAAAAMAAJ]
*[[w:Francis Taylor Piggott|Pigott]]. The Music and Musical Instruments of Japan. 1893 [https://books.google.co.uk/books?id=ttKTUwmjzMwC&amp;pg=PR3#v=onepage&amp;q&amp;f=false]. 1909. [https://books.google.co.uk/books?id=MAM5AAAAIAAJ]
*Robert C Provine, Yoshiko Tokumaru and J Lawrence Witzleben. &quot;Japan&quot;. East Asia: China, Japan, and Korea. The Garland Encyclopedia of World Music, vol 7. Routledge. 2002. ISBN 0-8240-6041-5. Part 4. pp 531 to 800. [https://books.google.co.uk/books?id=-J1ADwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Toru Mitsui. &quot;Interactions of Imported and Indigenous Musics in Japan: A Historical Overview of the Music Industry&quot;. Fouli T Papageorgiou (ed). Whose Master's Voice?: The Development of Popular Music in Thirteen Cultures. Chapter 9. [https://books.google.co.uk/books?id=xHrDEAAAQBAJ&amp;pg=PA152#v=onepage&amp;q&amp;f=false p 152].

Bibliography
*Tsuge. Japanese Music: An Annotated Bibliography. 1986. [https://books.google.com/books?id=YCsKAQAAMAAJ]
*[[w:ja:三井徹|Tōru Mitsui]]. Popyurā Ongaku Kankei Tosho Mokuroku: Ryūkōka, Jazu, Rokku, J-poppu no Hyakunen. (Japanese: ポピュラー音楽関係図書目録: 流行歌、ジャズ、ロック、Jポップの百年). Nichigai Associates. 2009. [https://books.google.co.uk/books?id=dSAxAQAAIAAJ]. Catalogues: [https://search.worldcat.org/title/406243182] [https://cir.nii.ac.jp/crid/1970586434933272116]
*[https://ndlsearch.ndl.go.jp/rnavi/avmaterials/post_572 音楽に関する文献を探すには（主題書誌）]. NDL.

Dictionaries
*[[w:ja:下中弥三郎|Shimonaka Yasaburo]] (ed). Ongaku Jiten. Heibonsha.  Review: (1959) 18 Journal of Asian Studies 295 [https://www.cambridge.org/core/journals/journal-of-asian-studies/article/abs/ongaku-jiten-dictionary-of-music-ed-shimonaka-yasaburo-tokyo-heibonsha-195557-12-volumes-900-yen-per-volume/F3067B1CE61B5B2C647091E69CE8C8DD] [https://read.dukeupress.edu/journal-of-asian-studies/article-abstract/18/2/295/322980/Ongaku-jiten-Dictionary-of-Music?redirectedFrom=fulltext]

History
*Eta Harich-Schneider. A History of Japanese Music. 1973. [https://books.google.com/books?id=3AraAAAAMAAJ]
*Koh-ichi Hattori. 123 Years of Japanese Music: The Culture of Japan Through a Look at Its Music. 2004. [https://books.google.com/books?id=znzsAAAAMAAJ]
**Koh-ichi Hattori. 36,000 Days of Japanese Music: The Culture of Japan Through A Look At Its Music. Pacific Vision. Pierce, Southfield, Michigan. 1996. ISBN 0965364208.
*Shinpan Nihon Ryūkōkashi. (Japanese: 新版日本流行歌史). [[w:ja:社会思想社|Shakaishisosha]]. 1994. Review: [https://books.google.co.uk/books?id=XQdIAAAAMAAJ]. Catalogue: [https://ndlsearch.ndl.go.jp/en/books/R100000002-I000002420287]
**新版日本流行歌史: 1960-1994. [https://books.google.com/books?id=_b4pAQAAIAAJ] [https://books.google.co.uk/books?id=nb4pAQAAIAAJ]. 
**新版日本流行歌史: 1938-1959
**1867-1937

*Mehl. Music and the Making of Modern Japan: Joining the Global Concert. 2024. [https://books.google.co.uk/books?id=P3QMEQAAQBAJ&amp;pg=PA2#v=onepage&amp;q&amp;f=false]

Annuals, yearbooks
*Ongaku-Nenkan (Japanese: 音楽年鑑) (English: &quot;Music Year Book&quot;, &quot;Music Yearbook&quot;, &quot;Yearbook of Music&quot;). [[w:ja:音楽之友社|Ongaku No Tomo Sha]]. [https://books.google.co.uk/books?id=BhoKAQAAMAAJ 1960] [https://books.google.co.uk/books?id=-bXPAAAAMAAJ 1968] [https://books.google.co.uk/books?id=yNAJAQAAMAAJ 1992]. Catalogues: [https://ci.nii.ac.jp/ncid/BN0029282X] [https://ci.nii.ac.jp/ncid/BN11185209]

Modern, contemporary, today
*Johnson. Handbook of Japanese Music in the Modern Era. 2024. [https://books.google.co.uk/books?id=KNP7EAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Matsue. Focus: Music in Contemporary Japan. 2016. [https://books.google.co.uk/books?id=AQgtCgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Music of Japan Today. [https://books.google.co.uk/books?id=YZQYEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Popular music
*Mitsui (ed). Made in Japan: Studies in Popular Music. 2014. [https://books.google.co.uk/books?id=YWQKBAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Stevens. Japanese Popular Music: Culture, Authenticity and Power. 2008. [https://books.google.co.uk/books?id=OHMkdcL9DAMC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Mitsui. Popular Music in Japan: Transformation Inspired by the West. 2020. [https://books.google.co.uk/books?id=FpbqDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Nagahara. Tokyo Boogie-Woogie: Japan’s Pop Era and Its Discontents. 2017. [https://books.google.co.uk/books?id=iTxYDgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Patterson. Music and Words: Producing Popular Songs in Modern Japan, 1887–1952. 2019. [https://books.google.co.uk/books?id=P0FvDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*James Stanlaw. &quot;Using English identity markers in Japanese Popular Music&quot;. English in East and South Asia. Chapter 14. [https://books.google.co.uk/books?id=88A1EAAAQBAJ&amp;pg=PT109#v=onepage&amp;q&amp;f=false]
*&quot;Japanese Popular Music in Singapore&quot;. Asian Music. vol 34. No 1: Fall/Winter 2002/2003. p 1. [https://books.google.co.uk/books?id=_D4JAQAAMAAJ]
*Steve McClure. Nipponpop. Tuttle Publishing. 1998. ISBN 9780804821070. ISBN 0804821070. [Sometimes called &quot;Nippon Pop&quot;]. Catalogue: [https://search.worldcat.org/title/Nipponpop/oclc/247384040]
Review: (1998) [https://books.google.co.uk/books?id=f9egmeZ8YywC 245] The Publishers Weekly 2 

From folk to J-pop
*[[w:ja:富澤一誠|Issei Tomizawa]]. Ano subarashii kyoku o mō ichido: fōku kara J-poppu made. (Japanese: あの素晴しい曲をもう一度: フォークからJポップまで). [[w:Shinchosha|Shinchosha]]. 2010. [https://books.google.com/books?id=ju9MAQAAIAAJ]. Catalogue: [https://search.worldcat.org/title/501749494]. Commentary on book: [https://www.ytv.co.jp/michiura/time/2010/01/j2010110.html]. Review of the CD: [https://www.cdjournal.com/i/disc/great-agefree-music-forever-and-great-music-are-o/4109110788].

J-pop
*Bourdaghs. Sayonara Amerika, Sayonara Nippon: A Geopolitical Prehistory of J-pop. 2012. [https://books.google.co.uk/books?id=K_y88JwibrMC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*&quot;The Rise of J-Pop in Asia and Its Impact&quot; (2004) Japan Spotlight. vol 23. p 24. [https://books.google.co.uk/books?id=i7C0AAAAIAAJ]
*Terence Lancashire. &quot;J-pop's elusive J: Is Japanese popular music Japanese?&quot; (2008) Perfect Beat. vol 9. No 1. p 38. [https://books.google.co.uk/books?id=5No4AQAAIAAJ]
*Tetsu Misaki. J-poppu no Nihongo: kashiron. (Japanese: Jポップの日本語: 歌詞論). [[w:ja:彩流社|彩流社 (Sairyusha)]]. 2002. [https://books.google.com/books?id=dsMpAQAAIAAJ] [https://search.worldcat.org/ja/title/J-:/oclc/52005194]
*[[w:ja:烏賀陽弘道|Hiromichi Ugaya]]. Jpoppu Towa Nanika: Kyodaikasuru Ongaku Sangyō. (Japanese: Jポップとは何か: 巨大化する音楽産業). 2005. [https://books.google.co.uk/books?id=TLlOAAAAMAAJ] catalogue [https://search.worldcat.org/ja/title/J-:/oclc/676652594] [https://ci.nii.ac.jp/ncid/BA71618018]

Japanese rock
*Takarajima Special Edition: Encyclopedia of Japanese Rock 1955-1990. Nihon rokku daihyakka: Rokabirī kara bando būmu made. (Japanese: 日本ロック大百科 [年表編] ロカビリーからバンド・ブームまで 1955〜1990).  [[w:ja:JICC出版局|JICC Shuppankyoku]]. 1992. ISBN 9784796602907. ISBN 4796602909. Catalogues: [https://ci.nii.ac.jp/ncid/BN07889172] [https://catalogue.nla.gov.au/catalog/2263400].
*Japanese Rock: Standard: 1967-1985. 日本のロック名曲徹底ガイド: 名曲263決定盤846. CDJournal. 2008. ISBN 9784861710469. ISBN 4861710464. [https://www.cdjournal.com/Company/products/mook.php?mno=20081002]. Catalogue: [https://ci.nii.ac.jp/ncid/BA8932668X?l=en].
*Kojima Satoshi (Japanese: 小島智). 検証・80年代日本のロック. アルファベータブックス. 2024. ISBN 9784865981179. ISBN 4865981179. [https://books.google.com/books?id=0gbl0AEACAAJ]. Review: [https://mainichi.jp/articles/20241026/ddm/015/070/005000c].

Jazz
*[[w:ja:スイングジャーナル|Swing Journal]] (1947 to 2010) Commentary: [https://www.allaboutjazz.com/news/swing-journal-long-standing-jazz-magazine-to-be-suspended-in-june/] 

Japanese fusion:
*THE DIG presents 日本のフュージョン. Shinko Music Mook. Released 19 April 2013. Commentary: [https://www.cdjournal.com/news/casiopea/50967]. No II. Released 23 October 2014. Commentary: [https://www.cdjournal.com/news/takanaka-masayoshi/62225]

Classical
*[[w:ja:ぶらあぼ|Bravo]] (Japanese: ぶらあぼ) ebravo.jp
*[[w:ja:音楽芸術 (雑誌)|Ongaku Geijutsu]] (Japanese: 音楽芸術)

Magazines

For Japanese music magazines, see [[w:ja:日本の音楽雑誌]].
*Music Periodicals in Japan — A Comprehensive List (1988) 35 Fontes Artis Musicae 116 [https://www.jstor.org/stable/23507222] [https://books.google.com/books?id=qHYWAAAAIAAJ]
**Kishimoto, &quot;Additional Corrections and Alphabetical Title Index&quot; (1989) 36 Fontes Artis Musicae 38 [https://www.jstor.org/stable/23507313] [https://books.google.co.uk/books?id=7XYWAAAAIAAJ] 
*Special Bibliography: A Bibliography of Japanese Magazines and Music (1959) 3 Ethnomusicology 76 [https://www.jstor.org/stable/924290]
*A Historical Survey of Music Periodicals in Japan: 1881—1920 (1989) 36 Fontes Artis Musicae 44 [https://www.jstor.org/stable/23507314]
*[[w:ja:篠原章|Akira Shinohara]]. 日本ロック雑誌クロニクル. [[w:en:Ohta Publishing|Ohta Publishing]]. 2005. [https://books.google.co.uk/books?id=L8opAQAAIAAJ]

*[[w:Oricon|Oricon]] (オリコン)
**[https://web.archive.org/web/19970412131857/http://www.999.com/Oricon/index.html Oricon Music Site]. Commentary: [https://internet.watch.impress.co.jp/www/article/980309/oms.htm].
*[[w:Billboard Japan|Billboard Japan]] (ビルボード・ジャパン)
**Music Labo (ミュージック・ラボ) (1970 to 1994)
*Music Research (ミュージック・リサーチ) [&quot;Weekly Music Magazine&quot;]. Catalogue: [https://web.archive.org/web/20260319070908/https://ndlsearch.ndl.go.jp/books/R100000002-I000000039804].
*Rolling Stone Japan
*新譜ジャーナル (Shinpu Journal). Catalogue: [https://ndlsearch.ndl.go.jp/books/R100000002-I000000012315]. Began 1968 [https://books.google.co.uk/books?id=L8opAQAAIAAJ], later called シンプジャーナル
**シンプジャーナル

*Myūjikku mansurī [ミュージック・マンスリー]  [https://ci.nii.ac.jp/ncid/AN00396190]

*カセットライフ. (Cassette Life). [[w:ja:シンコーミュージック・エンタテイメント|Shinko Music Entertainment]]
*[[w:ja:CDジャーナル|CDJournal]]
*[[w:ja:Rockin'on Japan|Rockin'on Japan]]. (ロッキング・オン・ジャパン). (1986 onwards)
*[[w:ja:Rooftop|Rooftop]] (1976 onwards)

*[[w:ja:FOOL'S MATE|Fool's Mate]]
*Record Monthly (レコード・マンスリー). From 日本レコード振興株式会社. Catalogues: [https://ci.nii.ac.jp/ncid/AA11433275] [https://ndlsearch.ndl.go.jp/books/R100000002-I000000027924]
*[[w:ja:WHAT's IN?|What's In?]] (1988 to 2016)

Columns in periodicals
*&quot;Japanese Newsnotes&quot;. Billboard. (eg 17 April 1961, [https://books.google.co.uk/books?id=JiIEAAAAMBAJ&amp;pg=PA13#v=onepage&amp;q&amp;f=false p 13].)

Websites
*[[w:ja:ナタリー (ニュースサイト)|Natalie]] (ナタリー)
*[[w:ja:BARKS|Barks]]
*OKMusic. Commentary: [https://xtech.nikkei.com/it/article/NEWS/20120626/405442/].

Charts

For Japanese music charts, see [[w:ja:日本の音楽チャート]]

Chart books
*Oricon Chart Book (Japanese: オリコンチャート・ブック)
**1987 to 1998 Oricon Chart Book. All Albums. [https://books.google.co.uk/books?id=KvEoNwAACAAJ]
**Album Chart Book Complete Edition 1970〜2005. Catalogue:[https://www.tosyokan.pref.shizuoka.jp/licsxp-opac/WOpacMsgNewListToTifTilDetailAction.do?tilcod=1000610247212]
*澤山博之. ミュージック・ライフ 東京で1番売れていたレコード 1958~1966. Shinko Music Entertainment. 2019. [Charts published in Music Life from 1958 onwards]. Commentary: [https://mikiki.tokyo.jp/articles/-/20952 Mikiki]

Number ones
*Oricon No.1 Hits 500. Clubhouse (Japanese: クラブハウス). 1994. 1998.
**[https://books.google.com/books?id=GlsnNwAACAAJ vol 1 (1968~1985)]. ISBN 9784906496129.
**[https://books.google.com/books?id=icInNwAACAAJ vol 2 (1986~1994)]. ISBN 9784906496136.

Awards

Japan Record Awards
*輝く!日本レコード大賞 公式データブック: 放送60回記念: TBS公認. Shinko Music Entertainment. ISBN 9784401647019. [https://books.google.co.uk/books?id=JcDqvwEACAAJ] [https://ci.nii.ac.jp/ncid/BB2773137X]

Traditional, Hogaku
*Malm. Traditional Japanese Music and Musical Instruments. [https://books.google.co.uk/books?id=Yn3VQbqywCsC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Miyuki Yoshikami. Japan's Musical Tradition: Hogaku from Prehistory to the Present. 2020. [https://books.google.co.uk/books?id=X3XTDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Hughes. Traditional Folk Song in Modern Japan: Sources, Sentiment and Society. 2008. [https://books.google.co.uk/books?id=yfV5DwAAQBAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false]

Koto:
*Tokyo Academy of Music. Collection of Japanese Koto Music. 1888. [https://books.google.co.uk/books?id=RncQAAAAYAAJ&amp;pg=PP13#v=onepage&amp;q&amp;f=false][https://babel.hathitrust.org/cgi/pt?id=hvd.32044040839565&amp;seq=1]

Exam guides:

For the 音楽CD検定 exam on music CDs:
*音楽CD検定公式ガイドブック. 2007. [[w:ja:音楽出版社 (企業)|Ongaku Shuppansha Co Ltd]] (音楽出版社). [https://books.google.co.uk/books?id=sbjdeDJMkQcC&amp;pg=PP1#v=onepage&amp;q&amp;f=false vol 1]. [https://books.google.co.uk/books?id=AoFgIowII48C&amp;pg=PP1#v=onepage&amp;q&amp;f=false vol 2]. Commentary: [https://www.cdjournal.com/i/news/-/15303] [https://www.oricon.co.jp/news/46065/full/] [https://allabout.co.jp/gm/gc/57723/] [https://www.oricon.co.jp/news/45388/full/].

Film
*Tak Shindo. &quot;Japanese Film Music&quot;. Film Journal. No 11: October 1958. p 21. [https://books.google.co.uk/books?id=YF9AIcnhKTIC]

Animation
*Marco Pellitteri (ed). The Palgrave Handbook of Music and Sound in Japanese Animation. 2024. [https://books.google.co.uk/books?id=4FIhEQAAQBAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]

Anime songs
*USEN アニソン研究所！
**2002: [https://e.usen.com/feature/feature-series/seednaruto2002.html USEN アニソン研究所！ #010]. 2001: [https://e.usen.com/feature/feature-series/2001.html #009]. 2000: [https://e.usen.com/feature/feature-series/-19981999.html #008]. 1998 &amp; 1999: [https://e.usen.com/feature/feature-series/-19961997-1.html #007]. 1996 &amp; 1997: [https://e.usen.com/feature/feature-series/-19961997.html #006]. 1994 &amp; 1995: [https://e.usen.com/feature/feature-series/-19941995.html #005].

Children's music
*Elizabeth May. The Influence of the Meiji Period on Japanese Children's Music. University of California Press. 1963. [https://books.google.co.uk/books?id=54cHAQAAMAAJ]
**Japanese Children's Music Before and After Contact with the West. University of California at Los Angeles. 1958. (doctoral dissertation).

DJs
*Masahiro Yasuda, &quot;How Japanese DJs cut across Market Boundaries&quot; (1999) [https://books.google.co.uk/books?id=H5QJAQAAMAAJ 4] Perfect Beat 45

Duration of songs
*[https://mainichi.jp/english/articles/20260213/p2a/00m/0et/002000c Japanese hit songs trimming intros, getting to chorus faster, Nara student finds]. The Mainichi. 14 February 2026.

Diaspora
*Dale Olsen. The Chrysanthemum and the Song: Music, Memory, and Identity in the South American Japanese Diaspora. 2004. [https://books.google.co.uk/books?id=3WloQgAACAAJ]

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See [[s:Category:Music]] and [[w:Category:Music books]]

This part of the [[Universal Bibliography]] is a bibliography of music.

Bibliography
*[[w:Bibliography of Music Literature|Bibliography of Music Literature]]

*Green (ed). Foundations in Music Bibliography. 1993. [https://books.google.co.uk/books?id=rADdpZN9UhAC&amp;pg=PR3#v=onepage&amp;q&amp;f=false]
*Krummel. The Literature of Music Bibliography: An Account of the Writings on the History of Music Printing &amp; Publishing. 2nd Ed: 1992. [https://books.google.com/books?id=3AZsiITI-IEC]
*Bibliography of Music Bibliographies. 1967. [https://books.google.co.uk/books?id=d6YJAQAAMAAJ]
*Bayne. A Guide to Library Research in Music. 2008. [https://books.google.co.uk/books?id=ExGbDqu9gPAC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*A Selected Bibliography of Music Librarianship [https://books.google.co.uk/books?id=X5AeOl4O-osC]
*Bradley. American Music Librarianship: A Research and Information Guide. [https://books.google.co.uk/books?id=VabcAAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false] 
*Music Reference and Research Materials. 3rd Ed: 1974: [https://books.google.com/books?id=5Y1IAAAAMAAJ]
*Agruss. Guide to Reference Books on Music. 1948. [https://books.google.co.uk/books?id=wX06AAAAIAAJ]
*Haggerty. A Guide to Popular Music Reference Books: An Annotated Bibliography. 1995. [https://books.google.co.uk/books?id=2OnEEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Coover. A Bibliography of Music Dictionaries. 1952: [https://books.google.co.uk/books?id=NH06AAAAIAAJ]. Music Lexicography. 2nd Ed: 1958. Including a Study of Lacunae in Music Lexicography and a Bibliography of Music Dictionaries. 3rd Ed: 1971: [https://books.google.co.uk/books?id=jKMJAQAAMAAJ].
*A Bibliography of Books on Music and Collections of Music. 1948. [https://books.google.co.uk/books?id=vfvpnwWWlZwC]
*Deakin. Musical Bibliography: A Catalogue of the Musical Works. 1892. [https://books.google.co.uk/books?id=-UgQAAAAYAAJ&amp;pg=PP7#v=onepage&amp;q&amp;f=false] (England 15th to 18th century)
*Matthew. The Literature of Music. 1896. [https://books.google.co.uk/books?id=fTQ6AAAAMAAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]. Reviews: [https://books.google.co.uk/books?id=bjdVAAAAYAAJ&amp;pg=RA1-PA56#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=dzcZAAAAYAAJ&amp;pg=PA22#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=R0gcAQAAMAAJ&amp;pg=PA470#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=qK5OAQAAMAAJ&amp;pg=PA55#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=1chZAAAAYAAJ&amp;pg=PA155#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=ezszAQAAMAAJ] [https://books.google.co.uk/books?id=5h61TMyTmOMC] [https://books.google.co.uk/books?id=8k8wAQAAIAAJ] [https://books.google.co.uk/books?id=i8W8LKTuc0AC]. Author: [https://books.google.co.uk/books?id=awIQAAAAYAAJ&amp;pg=PA275#v=onepage&amp;q&amp;f=false].
*Hoek. Analyses of Nineteenth- and Twentieth-Century Music, 1940-2000. 2007. [https://books.google.co.uk/books?id=CRG4AQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*RILM Abstracts of Music Literature. [https://books.google.co.uk/books?id=HxjjAAAAMAAJ]
*Forkel. Allgemeine Litteratur der Musik. 1792. [https://books.google.co.uk/books?id=VTRDAAAAcAAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false] Review: [https://books.google.co.uk/books?id=3N8sAAAAYAAJ&amp;pg=PA33#v=onepage&amp;q&amp;f=false]

Bibliography of periodical literature
*Elliker. The Periodical Literature of Music: Trends from 1952 to 1987. 1996. [https://books.google.co.uk/books?id=T5ifAAAAMAAJ]
*Joan M Meggett. Music Periodical Literature: An Annotated Bibliography of Indexes and Bibliographies. Scarecrow Press. 1978. [https://books.google.co.uk/books?id=HCjBAAAAIAAJ]
*Thomas E Warner. Periodical Literature on American Music, 1620-1920. Harmonie Park Press. 1988. [https://books.google.co.uk/books?id=zTlQAQAAIAAJ]

History and bibliography
*Matthew. A Handbook of Musical History and Bibliography. 1898. [https://books.google.co.uk/books?id=V1g5AAAAIAAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false] Review: [https://books.google.co.uk/books?id=P1lDAQAAMAAJ&amp;pg=PA229#v=onepage&amp;q&amp;f=false]
*Boyden. The History and Literature of Music: 1750 to the Present. 1959. [https://books.google.co.uk/books?id=XcAZAQAAIAAJ]
*Brown. An Introduction to the History and Literature of Music in Western Culture. 2nd Ed: 2011. [https://books.google.co.uk/books?id=aKpGAAAACAAJ]

Chronology, annuals, year books, years
*Eisler. World Chronology of Music History.
*Lowe. A Chronological Cyclopædia of Musicians and Musical Events. 1896.
*Tokyo Ongaku Gakko. Kinsei Hogaku Nempyo. [Chronology of Japanese Music in Recent Ages.] Rokugatsu-Kan. Volume 1. 1912. Volume 2. 1914. Volume 3. 1927. [https://books.google.co.uk/books?id=drMQAQAAMAAJ]
*Cossar. This Day in Music. 2005. 2010.
*Glassman. The Year in Music. Columbia House.
*[[w:Herman Klein|Hermann Klein]]. Musical Notes. Annual Critical Record of Important Musical Events.
*[[w:Joseph Bennett (critic)|Bennett]]. The Musical Year.
*Hinrichsen's Musical Year Book
*The Musical Year Book of the United States
**The Boston Musical Year Book
*Billboard. Overview. 1982: [https://books.google.co.uk/books?id=YyQEAAAAMBAJ&amp;pg=PT53#v=onepage&amp;q&amp;f=false].
*Billboard. The Year in Music. 1994: [https://books.google.co.uk/books?id=ZAgEAAAAMBAJ&amp;pg=PA62#v=onepage&amp;q&amp;f=false]. 2003: [https://books.google.co.uk/books?id=bA8EAAAAMBAJ&amp;pg=PA47#v=onepage&amp;q&amp;f=false].
**The Year in Music and Video. 1985: [https://books.google.co.uk/books?id=uyQEAAAAMBAJ&amp;pg=PT50#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=tiQEAAAAMBAJ&amp;pg=PA49#v=onepage&amp;q&amp;f=false].
*Jackson. 1965: The Most Revolutionary Year in Music.
*Porter. A Musical Season: 1972-1973. 
**Music of Three Seasons: 1974-1977 
**Music of Three More Seasons 1977-1980
**Musical Events: A Chronicle, 1980-1983.
*[https://news.1242.com/article/tag/大人のmusic-calendar 【大人のMusic Calendar】]. Nippon Broadcasting System. [Articles from 2016 are included in [https://news.1242.com/article/author/toritani/page/42 NEWS ONLINE 編集部の記事一覧].]
*[http://music-calendar.jp Music Calendar]

Decades
*Colin Larkin. The Virgin Encyclopedia of Eighties Music. Virgin Books. 1997. [https://books.google.co.uk/books?id=Hrs7AQAAIAAJ]
*Thomas Harrison. Music of the 1980s. Greenwood. 2011. [https://books.google.co.uk/books?id=COjEEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Thomas Harrison. Pop Goes the Decade: The Eighties. Greenwood. 2017. [https://books.google.co.uk/books?id=IFHEEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

History
*&quot;Recorded Sound: The First Century: 1877-1977&quot;. Billboard. 21 May 1977. pp [https://books.google.co.uk/books?id=XCMEAAAAMBAJ&amp;pg=PT39#v=onepage&amp;q&amp;f=false RS-1] to RS-117.

Encyclopedias

See also [[w:List of encyclopedias by branch of knowledge/Music]] and [[w:Bibliography of encyclopedias#Music and dance]]
*Encyclopedia of Music in the 20th Century [https://books.google.co.uk/books?id=m8W2AgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Moore. Complete Encyclopædia of Music. 1852. [https://books.google.co.uk/books?id=-QBFAQAAMAAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]

Dictionaries
*Apel. &quot;Dictionaries of music&quot;. Harvard Dictionary of Music. 1969. pp [https://books.google.co.uk/books?id=TMdf1SioFk4C&amp;pg=PA232#v=onepage&amp;q&amp;f=false 232] to 234.

United Kingdom:
*Billboard. Spotlight on the United Kingdom. 1978:  [https://books.google.co.uk/books?id=TSQEAAAAMBAJ&amp;pg=PT78#v=onepage&amp;q&amp;f=false]. 1979: [https://books.google.co.uk/books?id=MCUEAAAAMBAJ&amp;pg=PT100#v=onepage&amp;q&amp;f=false].

Australia:
*Billboard. Spotlight on Australia/New Zealand. 1982: [https://books.google.co.uk/books?id=GCQEAAAAMBAJ&amp;pg=PT54#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=hiQEAAAAMBAJ&amp;pg=PT29#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=UCQEAAAAMBAJ&amp;pg=PA60#v=onepage&amp;q&amp;f=false].
**Live Talent of Australia: [https://books.google.co.uk/books?id=YyQEAAAAMBAJ&amp;pg=PT94#v=onepage&amp;q&amp;f=false]

New Zealand:
*Harvey. A Bibliography of Writings about New Zealand Music Published to the End of 1983. 1985. [https://books.google.co.uk/books?id=B1ROA_sP-xsC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*The Complete New Zealand Music Charts, 1966-2006: Singles, Albums, DVDs, Compilations. 2007. [https://books.google.co.uk/books?id=wyU5AQAAIAAJ]
*Billboard. New Zealand. 2002: [https://books.google.co.uk/books?id=Rg0EAAAAMBAJ&amp;pg=PA37#v=onepage&amp;q&amp;f=false]

Canada:
*Billboard. Spotlight on Canada. 1981: [https://books.google.co.uk/books?id=DSQEAAAAMBAJ&amp;pg=PT50#v=onepage&amp;q&amp;f=false].

Scandanavia:
*Billboard. Spotlight on Scandanavia. 1981: [https://books.google.co.uk/books?id=GCUEAAAAMBAJ&amp;pg=PT86#v=onepage&amp;q&amp;f=false].

France:
*Billboard. Spotlight on France. 1971: [https://books.google.co.uk/books?id=-wgEAAAAMBAJ&amp;pg=PA35#v=onepage&amp;q&amp;f=false]. 1972: [https://books.google.co.uk/books?id=REUEAAAAMBAJ&amp;pg=PA35#v=onepage&amp;q&amp;f=false]. 1982: [https://books.google.co.uk/books?id=AyQEAAAAMBAJ&amp;pg=PT66#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=ICUEAAAAMBAJ&amp;pg=PA41#v=onepage&amp;q&amp;f=false]

Germany:
*Billboard. Spotlight on West Germany. 1971: [https://books.google.co.uk/books?id=zQgEAAAAMBAJ&amp;pg=PA45#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=-iMEAAAAMBAJ&amp;pg=PT12#v=onepage&amp;q&amp;f=false].
**Spotlight on West Germany, Austria and Switzerland. 1986: [https://books.google.co.uk/books?id=CSUEAAAAMBAJ&amp;pg=RA1-PA35#v=onepage&amp;q&amp;f=false]

Italy:
*Billboard. Spotlight on Italy. 1981: [https://books.google.co.uk/books?id=8iQEAAAAMBAJ&amp;pg=PT3#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=3yQEAAAAMBAJ&amp;pg=PT36#v=onepage&amp;q&amp;f=false]. 1986: [https://books.google.co.uk/books?id=2SQEAAAAMBAJ&amp;pg=PA38-IA1#v=onepage&amp;q&amp;f=false]. 1994: [https://books.google.co.uk/books?id=XQgEAAAAMBAJ&amp;pg=PA67#v=onepage&amp;q&amp;f=false].

Spain:
*Billboard. Spotlight on Spain. 1971: [https://books.google.co.uk/books?id=5Q8EAAAAMBAJ&amp;pg=PA49#v=onepage&amp;q&amp;f=false]

Philipines:
*[https://billboardphilippines.com/culture/scenes/lost-history-how-filipino-music-was-documented-in-the-40s-to-2010s/ Lost History: How Filipino Music Was Documented In The ’40s To 2010s]. Billboard Philippines. 18 January 2024.
*[[w:en:Billboard Philippines|Billboard Philippines]]

Brazil:
*Billboard. Spotlight on Brazil. 1996: [https://books.google.co.uk/books?id=NA0EAAAAMBAJ&amp;pg=PA51#v=onepage&amp;q&amp;f=false].

United States
*Krummel. Bibliographical Handbook of American Music. 1987. [https://books.google.co.uk/books?id=G4wcnkvFZl4C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Krummel. Resources of American Music History: A Directory of Source Materials from Colonial Times to World War II. 1981. [https://books.google.co.uk/books?id=bJcYAAAAIAAJ]

Soviet
*Aschmann. Current Soviet Music Bibliography. 1976. [https://books.google.co.uk/books?id=2i7jAAAAMAAJ]

Decline of pop music:
*[https://www.smithsonianmag.com/smart-news/science-proves-pop-music-has-actually-gotten-worse-8173368/ Science Proves: Pop Music Has Actually Gotten Worse]. [[w:Smithsonian (magazine)|Smithsonian]]. 27 July 2012.
*[https://faroutmagazine.co.uk/new-study-discovers-pop-music-has-suffered-significant-decline-in-one-area/ New study discovers pop music has suffered “significant decline” in one area]. [[w:Far Out (website)|Far Out]]. 5 July 2024.
*[https://www.globalnews.ca/news/9001083/why-older-music-more-popular-than-new-music/amp/ There is something very, very wrong with today’s music. It just may not be very good.] [[w:Global News|Global News]]. 24 July 2022.
*[https://www.bbc.co.uk/music/articles/fb84bf19-29c9-4ed3-b6b6-953e8a083334 Has pop music lost its fun?]. BBC. 12 January 2018.
*[https://www.spectator.co.uk/article/its-official-modern-music-is-bad/ It’s official: modern music is bad]. The Spectator. 13 February 2024.

Homogeneity of pop music:
*[https://www.theguardian.com/music/2012/jul/27/pop-music-sounds-same-survey-reveals Pop music these days: it all sounds the same, survey reveals]. The Guardian. 27 July 2012.
*[https://www.nbcnews.com/id/wbna48356108 Pop Music All Sounds the Same Nowadays]. NBC News. 27 July 2012.
*[https://www.independent.co.uk/voices/comment/why-does-today-s-pop-music-sound-the-same-because-the-same-people-make-it-8368714.html Why does today's pop music sound the same? Because the same people make it]. The Independent. 29 November 2012.
*[https://www.reuters.com/article/lifestyle/science/pop-music-too-loud-and-all-sounds-the-same-official-idUSBRE86P0R9/ Pop music too loud and all sounds the same: official]. Reuters. 26 July 2012.
*[https://theconversation.com/from-art-form-to-asset-our-study-found-popular-songs-are-becoming-more-generic-266097 From art form to asset: our study found popular songs are becoming more generic]. The Conversation. 3 October 2025.

Conferences:
*International Music Industry Conference. 1971: [https://books.google.co.uk/books?id=tggEAAAAMBAJ&amp;pg=PA29#v=onepage&amp;q&amp;f=false]

Laserdisc/Karaoke/CES
*Billboard. Karaoke. 1992:
[https://books.google.co.uk/books?id=jg8EAAAAMBAJ&amp;pg=PA41-IA1#v=onepage&amp;q&amp;f=false]
**CES and Karaoke. 1994. [https://books.google.co.uk/books?id=UggEAAAAMBAJ&amp;pg=PA77#v=onepage&amp;q&amp;f=false]
**Laserdisc. 1995. [https://books.google.co.uk/books?id=7AsEAAAAMBAJ&amp;pg=PA67#v=onepage&amp;q&amp;f=false]
**Laserdisc/Karaoke. 1996: [https://books.google.co.uk/books?id=iQ8EAAAAMBAJ&amp;pg=PA59#v=onepage&amp;q&amp;f=false]

Classical music
*Billboard spotlights: 1995 [https://books.google.co.uk/books?id=1g0EAAAAMBAJ&amp;pg=PA39#v=onepage&amp;q&amp;f=false] (9 September 1995)
**&quot;Classical Music Recording Market&quot;. Billboard. 12 April 1980. pp C-1 to C-12 and p 32. (A Billboard Spotlight).
**&quot;Classical Music: Discovering New Dimensions&quot;. Billboard. 10 September 1983. pp C-1 to C-18. (A Billboard Spotlight).
*&quot;Classical&quot; section, and &quot;Best Selling Classical LPs&quot; chart, in Billboard

Jazz
*[[w:en:All About Jazz|All About Jazz]]

Oldies
*&quot;Oldies stations find their place in radio market&quot;. Star-News. 13 March 1988. pp 1D &amp; [https://books.google.co.uk/books?id=2OoyAAAAIBAJ&amp;pg=PA16#v=onepage&amp;q&amp;f=false 6D]: &quot;Oldies&quot;.
*Billboard. 15 April 1972. [https://books.google.co.uk/books?id=a0UEAAAAMBAJ&amp;pg=PT7#v=onepage&amp;q&amp;f=false p 47].
*Billboard. 17 April 1961, [https://books.google.co.uk/books?id=JiIEAAAAMBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false p 1].
*Billboard. 4 January 1960, [https://books.google.co.uk/books?id=Ch8EAAAAMBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false p 1]

Nostalgia

See also [[Universal Bibliography/Nostalgia]]
*&quot;A Perspective on the Future of Nostalgia&quot;. Billboard.  4 May 1974. pp [https://books.google.co.uk/books?id=cgkEAAAAMBAJ&amp;pg=PA37#v=onepage&amp;q&amp;f=false N-1] to N-54 and two more pages.
*Carr. Nostalgia, Song and the Quest for Home: Production, Text, Reception. 2025. [https://books.google.co.uk/books?id=xz1jEQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Sandra Garrido and Jane W Davidson. Music, Nostalgia and Memory: Historical and Psychological Perspectives. Palgrave Macmillan. 2019. [https://books.google.co.uk/books?id=UM2NDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*[https://www.thetimes.com/culture/music/article/music-nostalgia-albums-streaming-nf535r3q8 Why music nostalgia still sells in the age of streaming]. The Times. 31 October 2025.
*Ethan Millman. [https://www.hollywoodreporter.com/music/music-industry-news/old-music-coming-back-luminate-study-1236612110/ With Nostalgia In Full Boom, Younger Music Fans Are Turning Back the Clock]. The Hollywood Reporter. 3 June 2026.

Charts
*Carroll, &quot; Did Billboard, Cash Box, and Record World Charts Tell the Same Story? Perception and Reality, 1960-1979&quot;(2022) 9 Rock Music Studies [https://www.tandfonline.com/doi/full/10.1080/19401159.2022.2054107 199]

Periodicals; Magazines

See also [[w:Category:Music magazines]]
*Billboard. Google: [https://books.google.co.uk/books/serial/ISSN:00062510?rview=1&amp;lr=&amp;sa=N&amp;start=2770 1942] onwards
*Perfect Beat: The Pacific Journal of Research Into Contemporary Music and Popular Culture (1992 onwards) Department of Contemporary Music Studies, Macquarie University. [https://books.google.co.uk/books?id=RpQJAQAAMAAJ] Published by Equinox from 2009 onwards. Commentary: Jennifer Post, Ethnomusicology: A Research and Information Guide, 2004, [https://books.google.co.uk/books?id=u9-SAgAAQBAJ&amp;pg=PA84#v=onepage&amp;q&amp;f=false p 84].

==Japanese and Japan==
*The Ashgate Research Companion to Japanese Music. 2017. [https://books.google.co.uk/books?id=W2JTgQGc99EC&amp;pg=PP1#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=4tINDgAAQBAJ&amp;pg=PA2#v=onepage&amp;q&amp;f=false]

*Billboard. Spotlight on Japan. 1970: 19 December 1970 [https://books.google.co.uk/books?id=mSkEAAAAMBAJ&amp;pg=PA37#v=onepage&amp;q&amp;f=false]. 1971: 11 December 1971 [https://books.google.co.uk/books?id=Fg8EAAAAMBAJ&amp;pg=PA39#v=onepage&amp;q&amp;f=false]. 1973: 17 February 1973 [https://books.google.co.uk/books?id=QEUEAAAAMBAJ&amp;pg=PT25#v=onepage&amp;q&amp;f=false]. 1977: 30 April 1977 [https://books.google.co.uk/books?id=USMEAAAAMBAJ&amp;pg=PT46#v=onepage&amp;q&amp;f=false]. 1979: [https://books.google.co.uk/books?id=_iQEAAAAMBAJ&amp;pg=PT48#v=onepage&amp;q&amp;f=false]. 1982:[https://books.google.co.uk/books?id=byQEAAAAMBAJ&amp;pg=PT38#v=onepage&amp;q&amp;f=false]. 1985: [https://books.google.co.uk/books?id=1CQEAAAAMBAJ&amp;pg=PT65#v=onepage&amp;q&amp;f=false]. 1986:[https://books.google.co.uk/books?id=-CMEAAAAMBAJ&amp;pg=RA1-PA79#v=onepage&amp;q&amp;f=false]. 1993: 12 June 1993 [https://books.google.co.uk/books?id=9A8EAAAAMBAJ&amp;pg=PA57#v=onepage&amp;q&amp;f=false]. 1995: 5 August 1995 [https://books.google.co.uk/books?id=xwsEAAAAMBAJ&amp;pg=PA52-IA1#v=onepage&amp;q&amp;f=false]. 1996: 31 August 1996 [https://books.google.co.uk/books?id=vwcEAAAAMBAJ&amp;pg=PA66#v=onepage&amp;q&amp;f=false]. 1997: 30 August 1997 [https://books.google.co.uk/books?id=_gkEAAAAMBAJ&amp;pg=PA61#v=onepage&amp;q&amp;f=false]. 1998: 26 September 1998 [https://books.google.co.uk/books?id=GgoEAAAAMBAJ&amp;pg=PA117#v=onepage&amp;q&amp;f=false]. 2000: 9 September 2000 [https://books.google.co.uk/books?id=aREEAAAAMBAJ&amp;pg=PA65#v=onepage&amp;q&amp;f=false]. 2002: 7 September 2002 [https://books.google.co.uk/books?id=-QwEAAAAMBAJ&amp;pg=PA53#v=onepage&amp;q&amp;f=false]. 2003: 5 July 2003 [https://books.google.co.uk/books?id=3w0EAAAAMBAJ&amp;pg=PA45#v=onepage&amp;q&amp;f=false].
**&quot;Japan in 1974: Business Bristles While Shortages Are Met&quot;. Billboard. 23 February 1974. pp J-1 to J-30. (A Billboard Spotlight).
**&quot;Made in Japan: A Dynamic Music Industry&quot;. Billboard. 1 March 1975. pp J-1 to J-23. (A Billboard Spotlight).
**&quot;Japan '76&quot;. Billboard. 17 April 1976. pp 36 to 59. (A Billboard Spotlight).
**&quot;Japanese Music: The Challenge of Recession&quot;. Billboard. 27 May 1978. pp J-1 to J-31. (A Billboard Spotlight).
**&quot;Music in Japan: Industry Views 1981 With Quiet Optimism&quot;. Billboard. 30 May 1981. pp J-1 to J-18.
**&quot;Japan: Where Technology Greets Tradition&quot;. (An International Market Profile). Billboard. 21 May 1983. pp J-1 to J-13. Follows p 34.
**&quot;Billboard Spotlight on Japan: VCRs and CDs Will Be Pacemakers&quot;. Billboard. 26 May 1984. pp J-1 to J-11. Follows p 38.
**&quot;Spotlight on Japan&quot;. Billboard. 6 June 1987. pp J-1 to J-12.
**&quot;Japan '88&quot;. Billboard. 9 July 1988. pp J-1 to J-11. (A Billboard International Spotlight).
**&quot;Japan&quot;. (&quot;Japan '89&quot;/&quot;Spotlight on Japan&quot;). Billboard. 3 June 1989. pp J-1 to J-20. (International Spotlight).
**&quot;Japan&quot;. (&quot;International Spotlight&quot;/&quot;A Billboard Spotlight&quot;). Billboard. 25 May 1991. pp J-1 to J-26. Follows p 50. Called &quot;Japan '91&quot; on front page.
**&quot;Japan: Uncovering the Future&quot;. Billboard. 31 July 1999. pp [https://books.google.co.uk/books?id=lQgEAAAAMBAJ&amp;pg=PA53#v=onepage&amp;q&amp;f=false 53] to 66.
*[[w:The Best Ten|The Best Ten]] (ザ・ベストテン). [Television programme]. [https://www.tbs.co.jp/tbs-ch/special/the_bestten/ Episodes].
*[[w:ja:Music Station|Music Station]].  [Television programme]. Episodes: [https://www.tv-asahi.co.jp/music/contents/m_lineup/0003/index.html episode 1] etc.
*Hisao Tanabe. Japanese Music. Kokusai Bunka Shinkokai (The Society for International Cultural Relations). Tokyo. 1st Ed: 1929. 
**Reprints: 1st Ed: 1936. 2nd Ed: 1937. 3rd Ed: 1939: [https://books.google.co.uk/books?id=S4kHAQAAMAAJ]. 
**2nd Revised Ed: 1959.
*Wade. Music in Japan: Experiencing Music, Expressing Culture. 2005. [https://books.google.co.uk/books?id=XXYIAQAAMAAJ]
*Malm. Japanese Music &amp; Musical Instruments. 1959. [https://books.google.com/books?id=QkTaAAAAMAAJ]
*[[w:Francis Taylor Piggott|Pigott]]. The Music and Musical Instruments of Japan. 1893 [https://books.google.co.uk/books?id=ttKTUwmjzMwC&amp;pg=PR3#v=onepage&amp;q&amp;f=false]. 1909. [https://books.google.co.uk/books?id=MAM5AAAAIAAJ]
*Robert C Provine, Yoshiko Tokumaru and J Lawrence Witzleben. &quot;Japan&quot;. East Asia: China, Japan, and Korea. The Garland Encyclopedia of World Music, vol 7. Routledge. 2002. ISBN 0-8240-6041-5. Part 4. pp 531 to 800. [https://books.google.co.uk/books?id=-J1ADwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Toru Mitsui. &quot;Interactions of Imported and Indigenous Musics in Japan: A Historical Overview of the Music Industry&quot;. Fouli T Papageorgiou (ed). Whose Master's Voice?: The Development of Popular Music in Thirteen Cultures. Chapter 9. [https://books.google.co.uk/books?id=xHrDEAAAQBAJ&amp;pg=PA152#v=onepage&amp;q&amp;f=false p 152].

Bibliography
*Tsuge. Japanese Music: An Annotated Bibliography. 1986. [https://books.google.com/books?id=YCsKAQAAMAAJ]
*[[w:ja:三井徹|Tōru Mitsui]]. Popyurā Ongaku Kankei Tosho Mokuroku: Ryūkōka, Jazu, Rokku, J-poppu no Hyakunen. (Japanese: ポピュラー音楽関係図書目録: 流行歌、ジャズ、ロック、Jポップの百年). Nichigai Associates. 2009. [https://books.google.co.uk/books?id=dSAxAQAAIAAJ]. Catalogues: [https://search.worldcat.org/title/406243182] [https://cir.nii.ac.jp/crid/1970586434933272116]
*[https://ndlsearch.ndl.go.jp/rnavi/avmaterials/post_572 音楽に関する文献を探すには（主題書誌）]. NDL.

Dictionaries
*[[w:ja:下中弥三郎|Shimonaka Yasaburo]] (ed). Ongaku Jiten. Heibonsha.  Review: (1959) 18 Journal of Asian Studies 295 [https://www.cambridge.org/core/journals/journal-of-asian-studies/article/abs/ongaku-jiten-dictionary-of-music-ed-shimonaka-yasaburo-tokyo-heibonsha-195557-12-volumes-900-yen-per-volume/F3067B1CE61B5B2C647091E69CE8C8DD] [https://read.dukeupress.edu/journal-of-asian-studies/article-abstract/18/2/295/322980/Ongaku-jiten-Dictionary-of-Music?redirectedFrom=fulltext]

History
*Eta Harich-Schneider. A History of Japanese Music. 1973. [https://books.google.com/books?id=3AraAAAAMAAJ]
*Koh-ichi Hattori. 123 Years of Japanese Music: The Culture of Japan Through a Look at Its Music. 2004. [https://books.google.com/books?id=znzsAAAAMAAJ]
**Koh-ichi Hattori. 36,000 Days of Japanese Music: The Culture of Japan Through A Look At Its Music. Pacific Vision. Pierce, Southfield, Michigan. 1996. ISBN 0965364208.
*Shinpan Nihon Ryūkōkashi. (Japanese: 新版日本流行歌史). [[w:ja:社会思想社|Shakaishisosha]]. 1994. Review: [https://books.google.co.uk/books?id=XQdIAAAAMAAJ]. Catalogue: [https://ndlsearch.ndl.go.jp/en/books/R100000002-I000002420287]
**新版日本流行歌史: 1960-1994. [https://books.google.com/books?id=_b4pAQAAIAAJ] [https://books.google.co.uk/books?id=nb4pAQAAIAAJ]. 
**新版日本流行歌史: 1938-1959
**1867-1937

*Mehl. Music and the Making of Modern Japan: Joining the Global Concert. 2024. [https://books.google.co.uk/books?id=P3QMEQAAQBAJ&amp;pg=PA2#v=onepage&amp;q&amp;f=false]

Annuals, yearbooks
*Ongaku-Nenkan (Japanese: 音楽年鑑) (English: &quot;Music Year Book&quot;, &quot;Music Yearbook&quot;, &quot;Yearbook of Music&quot;). [[w:ja:音楽之友社|Ongaku No Tomo Sha]]. [https://books.google.co.uk/books?id=BhoKAQAAMAAJ 1960] [https://books.google.co.uk/books?id=-bXPAAAAMAAJ 1968] [https://books.google.co.uk/books?id=yNAJAQAAMAAJ 1992]. Catalogues: [https://ci.nii.ac.jp/ncid/BN0029282X] [https://ci.nii.ac.jp/ncid/BN11185209]

Modern, contemporary, today
*Johnson. Handbook of Japanese Music in the Modern Era. 2024. [https://books.google.co.uk/books?id=KNP7EAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Matsue. Focus: Music in Contemporary Japan. 2016. [https://books.google.co.uk/books?id=AQgtCgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Music of Japan Today. [https://books.google.co.uk/books?id=YZQYEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Popular music
*Mitsui (ed). Made in Japan: Studies in Popular Music. 2014. [https://books.google.co.uk/books?id=YWQKBAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Stevens. Japanese Popular Music: Culture, Authenticity and Power. 2008. [https://books.google.co.uk/books?id=OHMkdcL9DAMC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Mitsui. Popular Music in Japan: Transformation Inspired by the West. 2020. [https://books.google.co.uk/books?id=FpbqDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Nagahara. Tokyo Boogie-Woogie: Japan’s Pop Era and Its Discontents. 2017. [https://books.google.co.uk/books?id=iTxYDgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Patterson. Music and Words: Producing Popular Songs in Modern Japan, 1887–1952. 2019. [https://books.google.co.uk/books?id=P0FvDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*James Stanlaw. &quot;Using English identity markers in Japanese Popular Music&quot;. English in East and South Asia. Chapter 14. [https://books.google.co.uk/books?id=88A1EAAAQBAJ&amp;pg=PT109#v=onepage&amp;q&amp;f=false]
*&quot;Japanese Popular Music in Singapore&quot;. Asian Music. vol 34. No 1: Fall/Winter 2002/2003. p 1. [https://books.google.co.uk/books?id=_D4JAQAAMAAJ]
*Steve McClure. Nipponpop. Tuttle Publishing. 1998. ISBN 9780804821070. ISBN 0804821070. [Sometimes called &quot;Nippon Pop&quot;]. Catalogue: [https://search.worldcat.org/title/Nipponpop/oclc/247384040]
Review: (1998) [https://books.google.co.uk/books?id=f9egmeZ8YywC 245] The Publishers Weekly 2 

From folk to J-pop
*[[w:ja:富澤一誠|Issei Tomizawa]]. Ano subarashii kyoku o mō ichido: fōku kara J-poppu made. (Japanese: あの素晴しい曲をもう一度: フォークからJポップまで). [[w:Shinchosha|Shinchosha]]. 2010. [https://books.google.com/books?id=ju9MAQAAIAAJ]. Catalogue: [https://search.worldcat.org/title/501749494]. Commentary on book: [https://www.ytv.co.jp/michiura/time/2010/01/j2010110.html]. Review of the CD: [https://www.cdjournal.com/i/disc/great-agefree-music-forever-and-great-music-are-o/4109110788].

J-pop
*Bourdaghs. Sayonara Amerika, Sayonara Nippon: A Geopolitical Prehistory of J-pop. 2012. [https://books.google.co.uk/books?id=K_y88JwibrMC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*&quot;The Rise of J-Pop in Asia and Its Impact&quot; (2004) Japan Spotlight. vol 23. p 24. [https://books.google.co.uk/books?id=i7C0AAAAIAAJ]
*Terence Lancashire. &quot;J-pop's elusive J: Is Japanese popular music Japanese?&quot; (2008) Perfect Beat. vol 9. No 1. p 38. [https://books.google.co.uk/books?id=5No4AQAAIAAJ]
*Tetsu Misaki. J-poppu no Nihongo: kashiron. (Japanese: Jポップの日本語: 歌詞論). [[w:ja:彩流社|彩流社 (Sairyusha)]]. 2002. [https://books.google.com/books?id=dsMpAQAAIAAJ] [https://search.worldcat.org/ja/title/J-:/oclc/52005194]
*[[w:ja:烏賀陽弘道|Hiromichi Ugaya]]. Jpoppu Towa Nanika: Kyodaikasuru Ongaku Sangyō. (Japanese: Jポップとは何か: 巨大化する音楽産業). 2005. [https://books.google.co.uk/books?id=TLlOAAAAMAAJ] catalogue [https://search.worldcat.org/ja/title/J-:/oclc/676652594] [https://ci.nii.ac.jp/ncid/BA71618018]

Japanese rock
*Takarajima Special Edition: Encyclopedia of Japanese Rock 1955-1990. Nihon rokku daihyakka: Rokabirī kara bando būmu made. (Japanese: 日本ロック大百科 [年表編] ロカビリーからバンド・ブームまで 1955〜1990).  [[w:ja:JICC出版局|JICC Shuppankyoku]]. 1992. ISBN 9784796602907. ISBN 4796602909. Catalogues: [https://ci.nii.ac.jp/ncid/BN07889172] [https://catalogue.nla.gov.au/catalog/2263400].
*Japanese Rock: Standard: 1967-1985. 日本のロック名曲徹底ガイド: 名曲263決定盤846. CDJournal. 2008. ISBN 9784861710469. ISBN 4861710464. [https://www.cdjournal.com/Company/products/mook.php?mno=20081002]. Catalogue: [https://ci.nii.ac.jp/ncid/BA8932668X?l=en].
*Kojima Satoshi (Japanese: 小島智). 検証・80年代日本のロック. アルファベータブックス. 2024. ISBN 9784865981179. ISBN 4865981179. [https://books.google.com/books?id=0gbl0AEACAAJ]. Review: [https://mainichi.jp/articles/20241026/ddm/015/070/005000c].

Jazz
*[[w:ja:スイングジャーナル|Swing Journal]] (1947 to 2010) Commentary: [https://www.allaboutjazz.com/news/swing-journal-long-standing-jazz-magazine-to-be-suspended-in-june/] 

Japanese fusion:
*THE DIG presents 日本のフュージョン. Shinko Music Mook. Released 19 April 2013. Commentary: [https://www.cdjournal.com/news/casiopea/50967]. No II. Released 23 October 2014. Commentary: [https://www.cdjournal.com/news/takanaka-masayoshi/62225]

Classical
*[[w:ja:ぶらあぼ|Bravo]] (Japanese: ぶらあぼ) ebravo.jp
*[[w:ja:音楽芸術 (雑誌)|Ongaku Geijutsu]] (Japanese: 音楽芸術)

Magazines

For Japanese music magazines, see [[w:ja:日本の音楽雑誌]].
*Music Periodicals in Japan — A Comprehensive List (1988) 35 Fontes Artis Musicae 116 [https://www.jstor.org/stable/23507222] [https://books.google.com/books?id=qHYWAAAAIAAJ]
**Kishimoto, &quot;Additional Corrections and Alphabetical Title Index&quot; (1989) 36 Fontes Artis Musicae 38 [https://www.jstor.org/stable/23507313] [https://books.google.co.uk/books?id=7XYWAAAAIAAJ] 
*Special Bibliography: A Bibliography of Japanese Magazines and Music (1959) 3 Ethnomusicology 76 [https://www.jstor.org/stable/924290]
*A Historical Survey of Music Periodicals in Japan: 1881—1920 (1989) 36 Fontes Artis Musicae 44 [https://www.jstor.org/stable/23507314]
*[[w:ja:篠原章|Akira Shinohara]]. 日本ロック雑誌クロニクル. [[w:en:Ohta Publishing|Ohta Publishing]]. 2005. [https://books.google.co.uk/books?id=L8opAQAAIAAJ]

*[[w:Oricon|Oricon]] (オリコン)
**[https://web.archive.org/web/19970412131857/http://www.999.com/Oricon/index.html Oricon Music Site]. Commentary: [https://internet.watch.impress.co.jp/www/article/980309/oms.htm].
*[[w:Billboard Japan|Billboard Japan]] (ビルボード・ジャパン)
**Music Labo (ミュージック・ラボ) (1970 to 1994)
*Music Research (ミュージック・リサーチ) [&quot;Weekly Music Magazine&quot;]. Catalogue: [https://web.archive.org/web/20260319070908/https://ndlsearch.ndl.go.jp/books/R100000002-I000000039804].
*Rolling Stone Japan
*新譜ジャーナル (Shinpu Journal). Catalogue: [https://ndlsearch.ndl.go.jp/books/R100000002-I000000012315]. Began 1968 [https://books.google.co.uk/books?id=L8opAQAAIAAJ], later called シンプジャーナル
**シンプジャーナル

*Myūjikku mansurī [ミュージック・マンスリー]  [https://ci.nii.ac.jp/ncid/AN00396190]

*カセットライフ. (Cassette Life). [[w:ja:シンコーミュージック・エンタテイメント|Shinko Music Entertainment]]
*[[w:ja:CDジャーナル|CDJournal]]
*[[w:ja:Rockin'on Japan|Rockin'on Japan]]. (ロッキング・オン・ジャパン). (1986 onwards)
*[[w:ja:Rooftop|Rooftop]] (1976 onwards)

*[[w:ja:FOOL'S MATE|Fool's Mate]]
*Record Monthly (レコード・マンスリー). From 日本レコード振興株式会社. Catalogues: [https://ci.nii.ac.jp/ncid/AA11433275] [https://ndlsearch.ndl.go.jp/books/R100000002-I000000027924]
*[[w:ja:WHAT's IN?|What's In?]] (1988 to 2016)

Columns in periodicals
*&quot;Japanese Newsnotes&quot;. Billboard. (eg 17 April 1961, [https://books.google.co.uk/books?id=JiIEAAAAMBAJ&amp;pg=PA13#v=onepage&amp;q&amp;f=false p 13].)

Websites
*[[w:ja:ナタリー (ニュースサイト)|Natalie]] (ナタリー)
*[[w:ja:BARKS|Barks]]
*OKMusic. Commentary: [https://xtech.nikkei.com/it/article/NEWS/20120626/405442/].

Charts

For Japanese music charts, see [[w:ja:日本の音楽チャート]]

Chart books
*Oricon Chart Book (Japanese: オリコンチャート・ブック)
**1987 to 1998 Oricon Chart Book. All Albums. [https://books.google.co.uk/books?id=KvEoNwAACAAJ]
**Album Chart Book Complete Edition 1970〜2005. Catalogue:[https://www.tosyokan.pref.shizuoka.jp/licsxp-opac/WOpacMsgNewListToTifTilDetailAction.do?tilcod=1000610247212]
*澤山博之. ミュージック・ライフ 東京で1番売れていたレコード 1958~1966. Shinko Music Entertainment. 2019. [Charts published in Music Life from 1958 onwards]. Commentary: [https://mikiki.tokyo.jp/articles/-/20952 Mikiki]

Number ones
*Oricon No.1 Hits 500. Clubhouse (Japanese: クラブハウス). 1994. 1998.
**[https://books.google.com/books?id=GlsnNwAACAAJ vol 1 (1968~1985)]. ISBN 9784906496129.
**[https://books.google.com/books?id=icInNwAACAAJ vol 2 (1986~1994)]. ISBN 9784906496136.

Awards

Japan Record Awards
*輝く!日本レコード大賞 公式データブック: 放送60回記念: TBS公認. Shinko Music Entertainment. ISBN 9784401647019. [https://books.google.co.uk/books?id=JcDqvwEACAAJ] [https://ci.nii.ac.jp/ncid/BB2773137X]

Traditional, Hogaku
*Malm. Traditional Japanese Music and Musical Instruments. [https://books.google.co.uk/books?id=Yn3VQbqywCsC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Miyuki Yoshikami. Japan's Musical Tradition: Hogaku from Prehistory to the Present. 2020. [https://books.google.co.uk/books?id=X3XTDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Hughes. Traditional Folk Song in Modern Japan: Sources, Sentiment and Society. 2008. [https://books.google.co.uk/books?id=yfV5DwAAQBAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false]

Koto:
*Tokyo Academy of Music. Collection of Japanese Koto Music. 1888. [https://books.google.co.uk/books?id=RncQAAAAYAAJ&amp;pg=PP13#v=onepage&amp;q&amp;f=false][https://babel.hathitrust.org/cgi/pt?id=hvd.32044040839565&amp;seq=1]

Exam guides:

For the 音楽CD検定 exam on music CDs:
*音楽CD検定公式ガイドブック. 2007. [[w:ja:音楽出版社 (企業)|Ongaku Shuppansha Co Ltd]] (音楽出版社). [https://books.google.co.uk/books?id=sbjdeDJMkQcC&amp;pg=PP1#v=onepage&amp;q&amp;f=false vol 1]. [https://books.google.co.uk/books?id=AoFgIowII48C&amp;pg=PP1#v=onepage&amp;q&amp;f=false vol 2]. Commentary: [https://www.cdjournal.com/i/news/-/15303] [https://www.oricon.co.jp/news/46065/full/] [https://allabout.co.jp/gm/gc/57723/] [https://www.oricon.co.jp/news/45388/full/].

Film
*Tak Shindo. &quot;Japanese Film Music&quot;. Film Journal. No 11: October 1958. p 21. [https://books.google.co.uk/books?id=YF9AIcnhKTIC]

Animation
*Marco Pellitteri (ed). The Palgrave Handbook of Music and Sound in Japanese Animation. 2024. [https://books.google.co.uk/books?id=4FIhEQAAQBAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]

Anime songs
*USEN アニソン研究所！
**2002: [https://e.usen.com/feature/feature-series/seednaruto2002.html USEN アニソン研究所！ #010]. 2001: [https://e.usen.com/feature/feature-series/2001.html #009]. 2000: [https://e.usen.com/feature/feature-series/-19981999.html #008]. 1998 &amp; 1999: [https://e.usen.com/feature/feature-series/-19961997-1.html #007]. 1996 &amp; 1997: [https://e.usen.com/feature/feature-series/-19961997.html #006]. 1994 &amp; 1995: [https://e.usen.com/feature/feature-series/-19941995.html #005].

Children's music
*Elizabeth May. The Influence of the Meiji Period on Japanese Children's Music. University of California Press. 1963. [https://books.google.co.uk/books?id=54cHAQAAMAAJ]
**Japanese Children's Music Before and After Contact with the West. University of California at Los Angeles. 1958. (doctoral dissertation).

DJs
*Masahiro Yasuda, &quot;How Japanese DJs cut across Market Boundaries&quot; (1999) [https://books.google.co.uk/books?id=H5QJAQAAMAAJ 4] Perfect Beat 45

Duration of songs
*[https://mainichi.jp/english/articles/20260213/p2a/00m/0et/002000c Japanese hit songs trimming intros, getting to chorus faster, Nara student finds]. The Mainichi. 14 February 2026.

Diaspora
*Dale Olsen. The Chrysanthemum and the Song: Music, Memory, and Identity in the South American Japanese Diaspora. 2004. [https://books.google.co.uk/books?id=3WloQgAACAAJ]

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    <title>Universal Bibliography/Nostalgia</title>
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This part of the [[Universal Bibliography]] is a bibliography of nostalgia and retro.

*The Routledge Handbook of Nostalgia [https://books.google.co.uk/books?id=EYgYEQAAQBAJ&amp;pg=PA1977#v=onepage&amp;q&amp;f=false]
*David Berry. On Nostalgia. 2020. [https://books.google.co.uk/books?id=U9TXDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Exploring Nostalgia: Sad, Bad, Mad and Sweet. 2016. [https://books.google.co.uk/books?id=4dweEAAAQBAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false]
*Illbruck. Nostalgia: Origins and Ends of an Unenlightened Disease. 2012. [https://books.google.co.uk/books?id=tlmihfXbud8C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*McMahon, &quot;Nostalgia&quot;.Kammen and Prendergast (eds). Encyclopedia of Local History. 2000. [https://books.google.co.uk/books?id=nf_M9vqUMLYC&amp;pg=PA348#v=onepage&amp;q&amp;f=false p 348].
*Boym. The Future Of Nostalgia. 2001. [https://books.google.com/books?id=WrvtAAAAMAAJ]
*Cassin. Nostalgia: When are We Ever at Home? 2016. [https://books.google.co.uk/books?id=yhNPyQEACAAJ]
*Jacobsen (ed). Nostalgia Now: Cross-Disciplinary Perspectives on the Past in the Present. 2020. [https://books.google.co.uk/books?id=eaPSDwAAQBAJ&amp;pg=PA1983#v=onepage&amp;q&amp;f=false]
*Jacobsen (ed). Intimations of Nostalgia: Multidisciplinary Explorations of an Enduring Emotion. 2022. [https://books.google.co.uk/books?id=LpxKEAAAQBAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false]
*Gandini. Zeitgeist Nostalgia: On Populism, Work and the ‘Good Life’. 2020. [https://books.google.co.uk/books?id=hrICEAAAQBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*Howard, &quot;Nostalgia&quot; (2012) 72 Analysis 641 [https://www.jstor.org/stable/23359115]
*Wilson, &quot;Remember When: A Consideration of the Concept of Nostalgia&quot; (1999) 56 ETC: A Review of General Semantics 296 [https://www.jstor.org/stable/42705763]
*Becker, &quot;The Meanings of Nostalgia&quot; (2018) 57 History and Theory 234 [https://www.jstor.org/stable/26650760]
*Chrostowska, &quot;Consumed by Nostalgia?&quot; (2010) 39 SubStance 52 [https://www.jstor.org/stable/40801075]
*Cross. Consumed Nostalgia: Memory in the Age of Fast Capitalism. 2015. [https://books.google.co.uk/books?id=EyVBCgAAQBAJ&amp;pg=PA1848#v=onepage&amp;q&amp;f=false]

History
*Shaw and Chase. The Imagined Past: History and Nostalgia. 1989. [https://books.google.co.uk/books?id=vNNRAQAAIAAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Becker. Yesterday: A New History of Nostalgia. 2023. [https://books.google.co.uk/books?id=OGnQEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]. Reviews: [https://www.newyorker.com/magazine/2023/11/27/yesterday-a-new-history-of-nostalgia-tobias-becker-book-review] [https://www.washingtonpost.com/books/2024/11/01/yesterday-tobias-becker-nostalgia-agnes-arnold-forster-invention-prehistory-stefanos-geroulanos/]
*Woods. Rule, Nostalgia: A Backwards History of Britain. 2023. [https://books.google.co.uk/books?id=pmw9EAAAQBAJ&amp;pg=PA1891#v=onepage&amp;q&amp;f=false]
*Arnold-Foster. Nostalgia: A History of a Dangerous Emotion. 2024. [https://books.google.co.uk/books?id=11jOEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Lyon and Walsham. Nostalgia in the Early Modern World: Memory, Temporality, and Emotion. 2023. [https://books.google.co.uk/books?id=j2i5EAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Austin. Nostalgia in Transition, 1780-1917. 2007. [https://books.google.co.uk/books?id=Gl_gVlQdjfQC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Landwehr, &quot;Nostalgia and the Turbulence of the Times&quot; (2018) 57 History and Theory 251 [https://www.jstor.org/stable/26650761]
*Brandt. &quot;A Short Natural History of Nostalgia&quot;. The Atlantic. December 1978. p 58. [https://www.theatlantic.com/magazine/archive/1978/12/a-short-natural-history-of-nostalgia/662384/]
*&quot;Local history as productive nostalgia? Change, continuity and sense of place in rural England&quot; (2017) 18 Social &amp; Cultural Geography 466 [https://www.tandfonline.com/doi/abs/10.1080/14649365.2016.1189591]

During the Victorian period
*Colley. Nostalgia and Recollection in Victorian Culture. 1998. [https://books.google.co.uk/books?id=uaGHDAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

During the 1970s and 1980s
*Dwyer. Back to the Fifties: Nostalgia, Hollywood Film, and Popular Music of the Seventies and Eighties. 2015. [https://books.google.co.uk/books?id=FMj9CAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Alpers. Happy Days: Images of the Pre-Sixties Past in Seventies America. 2024. [https://books.google.co.uk/books?id=Hw3zEAAAQBAJ&amp;pg=PA1955#v=onepage&amp;q&amp;f=false]
*Charles Foley. &quot;Won Ton Kong&quot; in &quot;Nostalgia&quot;. vol 98. [[w:The Bulletin (Australian periodical)|The Bulletin]]. No 4996: 28 February 1976. [https://nla.gov.au/nla.obj-1447552086/view?sectionId=nla.obj-1649882164&amp;partId=nla.obj-1447711387#page/n78/mode/1up/ p 79].
*John Culhane, &quot;Nostalgia&quot;, Newsweek, [https://books.google.co.uk/books?id=PeDjAAAAMAAJ vol 76], 28 December 1970, pp 34 to 38. (&quot;The Old in Vogue&quot;).
*&quot;Everybody's Just Wild About . . . Nostalgia. Life. 19 February 1971. [https://books.google.co.uk/books?id=3lMEAAAAMBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*&quot;Born Too Late? A new generation of rockers gathers at the Lyceum&quot;. Time Out. (London's Living Guide). No 287: 12 to 18 September 1975. [Cover: Iain Chambers, Popular Culture: The Metropolitan Experience, Meuthen, 1986, Routledge, 1988, 1990, p 171.]

For the 1980s
*Reliving the '80s: Nostalgic implementation of the '80s pop music in the media. University of Nevada. 2006. Thesis. [https://digitalscholarship.unlv.edu/rtds/1946/]

Geography
*Bonnett. The Geography of Nostalgia: Global and Local Perspectives on Modernity and Loss. 2016. [https://books.google.co.uk/books?id=ceZWCgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Anthropology
*Angé and Berliner. Anthropology and Nostalgia. 2015. [https://books.google.co.uk/books?id=YCQfAwAAQBAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]

Sociology
*Fred Davis. Yearning for Yesterday: A Sociology of Nostalgia. 1979. [https://books.google.com/books?id=3zt-AAAAMAAJ]
*DaSilva and Faught, &quot;Nostalgia: A sphere and process of contemporary ideology&quot; (1982) 5 Qualitative Sociology 47 [https://link.springer.com/article/10.1007/BF01006418]

Media
*Niemeyer. Media and Nostalgia: Yearning for the Past, Present and Future. 2014. [https://books.google.co.uk/books?id=7SKvAwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Lizardi. Mediated Nostalgia: Individual Memory and Contemporary Mass Media. 2015. [https://books.google.co.uk/books?id=fKeDBQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Film and television
*Leggatt. Was It Yesterday?: Nostalgia in Contemporary Film and Television. 2021. [https://books.google.co.uk/books?id=wZf1DwAAQBAJ&amp;pg=PA1962#v=onepage&amp;q&amp;f=false]
*Sperb. Flickers of Film: Nostalgia in the Time of Digital Cinema. 2016. [https://books.google.co.uk/books?id=o9D-CgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Sprengler. Screening Nostalgia: Populuxe Props and Technicolor Aesthetics in Contemporary American Film. 2009. [https://books.google.co.uk/books?id=jCkToFfwOrsC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Furnish. Nostalgia in Jewish-American Theatre and Film, 1979-2004. 2005. [https://books.google.co.uk/books?id=treeol9deZ8C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Czach and Loiselle. Cinema of Pain: On Quebec's Nostalgic Screen. 2020. [https://books.google.co.uk/books?id=h-nyDwAAQBAJ&amp;pg=PA1971#v=onepage&amp;q&amp;f=false]
*Pallister (ed). Netflix Nostalgia: Streaming the Past on Demand. 2019. [https://books.google.co.uk/books?id=9DaQDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Armbruster. Watching Nostalgia: An Analysis of Nostalgic Television Fiction and its Reception. 2016. [https://books.google.co.uk/books?id=EidTDQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Bevan. The Aesthetics of Nostalgia TV: Production Design and the Boomer Era. 2019. [https://books.google.co.uk/books?id=5J98DwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Radio and television
*Punch. 3 December 1969. [https://books.google.co.uk/books?id=oXAgAQAAMAAJ]
**&quot;Nostalgia note&quot;. Evening Times. 3 December 1969. [https://books.google.co.uk/books?id=4Sw-AAAAIBAJ&amp;pg=PA3#v=onepage&amp;q&amp;f=false p 4].

Literature
*Łaszkiewicz, Maszewski and Partyka. Dwelling in Days Foregone: Nostalgia in American Literature and Culture. 2016. [https://books.google.co.uk/books?id=WTP5DAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Ladino. Reclaiming Nostalgia: Longing for Nature in American Literature. 2012. [https://books.google.co.uk/books?id=3uGMgcG12V0C&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*Trilling. The Aesthetics of Nostalgia: Historical Representation in Old English Verse. 2009. [https://books.google.co.uk/books?id=HALmDQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Marketing
*Pichierri. Nostalgia Marketing: Rekindling the Past to Influence Consumer Choices. 2023. [https://books.google.co.uk/books?id=ylazEAAAQBAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false]
*Tina Kießling. Nostalgie und Retro-Trends als Marketingchance. 2012. [https://books.google.co.uk/books?id=GHsQmsQWfhEC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Moriarty and McGann, &quot;Nostalgia and Consumer Sentiment&quot; (1983) 60 Journalism Quarterly 81 [https://journals.sagepub.com/doi/abs/10.1177/107769908306000113]

Nostalgia industry
*&quot;Selling Nostalgia Is Big Business&quot;. Reading Eagle. 11 March 1962. [https://books.google.co.uk/books?id=2BMrAAAAIBAJ&amp;pg=PA14#v=onepage&amp;q&amp;f=false p 14]. From Associated Press. Cf. [https://books.google.co.uk/books?id=fKEtAAAAIBAJ&amp;pg=PA18#v=onepage&amp;q&amp;f=false][https://books.google.co.uk/books?id=8BYfAAAAIBAJ&amp;pg=PA9#v=onepage&amp;q&amp;f=false]
*Hal Boyle. &quot;Hobbyist Saloonkeeper Is Relectant Success&quot;. Prescott Evening Courier. 11 August 1959. [https://books.google.co.uk/books?id=gy1PAAAAIBAJ&amp;pg=PA3#v=onepage&amp;q&amp;f=false p 4]. From Associated Press. Cf [https://books.google.co.uk/books?id=dt9NAAAAIBAJ&amp;pg=PA3#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=rSATAAAAIBAJ&amp;pg=PA12#v=onepage&amp;q&amp;f=false].

Politics
*Quill. Nostalgia and Political Theory. 2024. [https://books.google.co.uk/books?id=9aroEAAAQBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*Tanner. The Hours Have Lost Their Clock: The Politics of Nostalgia. 2021. [https://books.google.co.uk/books?id=d9ATEAAAQBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*Bonnett. Left in the Past: Radicalism and the Politics of Nostalgia. 2010. [https://books.google.co.uk/books?id=e8WoAwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Campanella and Dassù. Anglo Nostalgia: The Politics of Emotion in a Fractured West. 2019. [https://books.google.co.uk/books?id=iaCgDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Childhood
*Wesseling (ed). Reinventing Childhood Nostalgia: Books, Toys, and Contemporary Media Culture. 2017. [https://books.google.co.uk/books?id=bu80DwAAQBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]

Psychology
*Routledge. Nostalgia: A Psychological Resource. 2016. [https://books.google.co.uk/books?id=6dyoCgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*&quot;Nostalgia: Past, Present, and Future&quot; (2008) 17 Current Directions in Psychological Science 304 [https://www.jstor.org/stable/20183308]
*Daniels, &quot;Nostalgia and Hidden Meaning&quot; (1985) 42 American Imago 371 [https://www.jstor.org/stable/26303822]

Medical
*Dodham. What Nostalgia Was: War, Empire, and the Time of a Deadly Emotion. [https://books.google.co.uk/books?id=VxNDDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Retro
*Guffey. Retro: The Culture of Revival. 2006. [https://books.google.co.uk/books?id=2d8J08XNdKEC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Reynolds. Retromania: Pop Culture's Addiction to its Own Past. 2011. [https://books.google.co.uk/books?id=0Hgtu9Zwok0C&amp;pg=PA2001#v=onepage&amp;q&amp;f=false]
*Brown. Marketing - The Retro Revolution. 2001. [https://books.google.co.uk/books?id=H5G3rOh-VDkC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Vicarious nostalgia
*&quot;Missing Someone Else's Past&quot;. Psychology Today. 30 January 2013. [https://www.psychologytoday.com/gb/blog/longing-for-nostalgia/201301/missing-someone-elses-past]
*&quot;Effects of advertising-evoked vicarious nostalgia on brand heritage&quot; (2013) 66 Journal of Business Research 2619 [https://www.sciencedirect.com/science/article/abs/pii/S0148296312001737]
*&quot;Reminiscing Other People’s Memories: Conceptualizing and Measuring Vicarious Nostalgia Evoked by Heritage Tourism&quot; (2020) 61 Journal of Travel Research [https://journals.sagepub.com/doi/10.1177/0047287520969904]
*&quot;Antecedents of tourism vicarious nostalgia&quot;. Tourism, Change and the Global South. [https://books.google.co.uk/books?id=jD4qEAAAQBAJ&amp;newbks=1&amp;newbks_redir=0&amp;lpg=PA2006&amp;pg=PA2006#v=onepage&amp;q&amp;f=false Chapter 4].

United States
*Sayers. The Promise of Nostalgia: Reminiscence, Longing and Hope in Contemporary American Culture. 2020. [https://books.google.co.uk/books?id=BSnJDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Kaiju
*Jason Barr. &quot;The Role of Nostalgia&quot;. The Kaiju Film: A Critical Study of Cinema's Biggest Monsters. McFarland &amp; Company. 2016. Chapter 7. pp  [https://books.google.co.uk/books?id=eQOQCwAAQBAJ&amp;pg=PA169#v=onepage&amp;q&amp;f=false 169] to 175.

Japan

Showa era
*Krista Rogers. [https://soranews24.com/2015/09/23/nostalgic-exhibition-in-odaiba-features-rare-and-vintage-character-toys-from-the-1960s-onwards/ Odaiba exhibition features rare &amp; vintage character toys from the 1960s onwards, photos A-OK!] SoraNews24. 23 September 2015.

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      <text bytes="13321" sha1="8xv51eklb45ieu89m31hgi3arbga9hi" xml:space="preserve">{{Bibliography}}

This part of the [[Universal Bibliography]] is a bibliography of nostalgia and retro.

*The Routledge Handbook of Nostalgia [https://books.google.co.uk/books?id=EYgYEQAAQBAJ&amp;pg=PA1977#v=onepage&amp;q&amp;f=false]
*David Berry. On Nostalgia. 2020. [https://books.google.co.uk/books?id=U9TXDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Exploring Nostalgia: Sad, Bad, Mad and Sweet. 2016. [https://books.google.co.uk/books?id=4dweEAAAQBAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false]
*Illbruck. Nostalgia: Origins and Ends of an Unenlightened Disease. 2012. [https://books.google.co.uk/books?id=tlmihfXbud8C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*McMahon, &quot;Nostalgia&quot;.Kammen and Prendergast (eds). Encyclopedia of Local History. 2000. [https://books.google.co.uk/books?id=nf_M9vqUMLYC&amp;pg=PA348#v=onepage&amp;q&amp;f=false p 348].
*Boym. The Future Of Nostalgia. 2001. [https://books.google.com/books?id=WrvtAAAAMAAJ]
*Cassin. Nostalgia: When are We Ever at Home? 2016. [https://books.google.co.uk/books?id=yhNPyQEACAAJ]
*Jacobsen (ed). Nostalgia Now: Cross-Disciplinary Perspectives on the Past in the Present. 2020. [https://books.google.co.uk/books?id=eaPSDwAAQBAJ&amp;pg=PA1983#v=onepage&amp;q&amp;f=false]
*Jacobsen (ed). Intimations of Nostalgia: Multidisciplinary Explorations of an Enduring Emotion. 2022. [https://books.google.co.uk/books?id=LpxKEAAAQBAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false]
*Gandini. Zeitgeist Nostalgia: On Populism, Work and the ‘Good Life’. 2020. [https://books.google.co.uk/books?id=hrICEAAAQBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*Howard, &quot;Nostalgia&quot; (2012) 72 Analysis 641 [https://www.jstor.org/stable/23359115]
*Wilson, &quot;Remember When: A Consideration of the Concept of Nostalgia&quot; (1999) 56 ETC: A Review of General Semantics 296 [https://www.jstor.org/stable/42705763]
*Becker, &quot;The Meanings of Nostalgia&quot; (2018) 57 History and Theory 234 [https://www.jstor.org/stable/26650760]
*Chrostowska, &quot;Consumed by Nostalgia?&quot; (2010) 39 SubStance 52 [https://www.jstor.org/stable/40801075]
*Cross. Consumed Nostalgia: Memory in the Age of Fast Capitalism. 2015. [https://books.google.co.uk/books?id=EyVBCgAAQBAJ&amp;pg=PA1848#v=onepage&amp;q&amp;f=false]

History
*Shaw and Chase. The Imagined Past: History and Nostalgia. 1989. [https://books.google.co.uk/books?id=vNNRAQAAIAAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Becker. Yesterday: A New History of Nostalgia. 2023. [https://books.google.co.uk/books?id=OGnQEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]. Reviews: [https://www.newyorker.com/magazine/2023/11/27/yesterday-a-new-history-of-nostalgia-tobias-becker-book-review] [https://www.washingtonpost.com/books/2024/11/01/yesterday-tobias-becker-nostalgia-agnes-arnold-forster-invention-prehistory-stefanos-geroulanos/]
*Woods. Rule, Nostalgia: A Backwards History of Britain. 2023. [https://books.google.co.uk/books?id=pmw9EAAAQBAJ&amp;pg=PA1891#v=onepage&amp;q&amp;f=false]
*Arnold-Foster. Nostalgia: A History of a Dangerous Emotion. 2024. [https://books.google.co.uk/books?id=11jOEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Lyon and Walsham. Nostalgia in the Early Modern World: Memory, Temporality, and Emotion. 2023. [https://books.google.co.uk/books?id=j2i5EAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Austin. Nostalgia in Transition, 1780-1917. 2007. [https://books.google.co.uk/books?id=Gl_gVlQdjfQC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Landwehr, &quot;Nostalgia and the Turbulence of the Times&quot; (2018) 57 History and Theory 251 [https://www.jstor.org/stable/26650761]
*Brandt. &quot;A Short Natural History of Nostalgia&quot;. The Atlantic. December 1978. p 58. [https://www.theatlantic.com/magazine/archive/1978/12/a-short-natural-history-of-nostalgia/662384/]
*&quot;Local history as productive nostalgia? Change, continuity and sense of place in rural England&quot; (2017) 18 Social &amp; Cultural Geography 466 [https://www.tandfonline.com/doi/abs/10.1080/14649365.2016.1189591]

During the Victorian period
*Colley. Nostalgia and Recollection in Victorian Culture. 1998. [https://books.google.co.uk/books?id=uaGHDAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

During the 1970s and 1980s
*Dwyer. Back to the Fifties: Nostalgia, Hollywood Film, and Popular Music of the Seventies and Eighties. 2015. [https://books.google.co.uk/books?id=FMj9CAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Alpers. Happy Days: Images of the Pre-Sixties Past in Seventies America. 2024. [https://books.google.co.uk/books?id=Hw3zEAAAQBAJ&amp;pg=PA1955#v=onepage&amp;q&amp;f=false]
*Charles Foley. &quot;Won Ton Kong&quot; in &quot;Nostalgia&quot;. vol 98. [[w:The Bulletin (Australian periodical)|The Bulletin]]. No 4996: 28 February 1976. [https://nla.gov.au/nla.obj-1447552086/view?sectionId=nla.obj-1649882164&amp;partId=nla.obj-1447711387#page/n78/mode/1up/ p 79].
*John Culhane, &quot;Nostalgia&quot;, Newsweek, [https://books.google.co.uk/books?id=PeDjAAAAMAAJ vol 76], 28 December 1970, pp 34 to 38. (&quot;The Old in Vogue&quot;).
*&quot;Everybody's Just Wild About . . . Nostalgia. Life. 19 February 1971. [https://books.google.co.uk/books?id=3lMEAAAAMBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*&quot;Born Too Late? A new generation of rockers gathers at the Lyceum&quot;. Time Out. (London's Living Guide). No 287: 12 to 18 September 1975. [Cover: Iain Chambers, Popular Culture: The Metropolitan Experience, Meuthen, 1986, Routledge, 1988, 1990, p 171.]

For the 1980s
*Reliving the '80s: Nostalgic implementation of the '80s pop music in the media. University of Nevada. 2006. Thesis. [https://digitalscholarship.unlv.edu/rtds/1946/]

Geography
*Bonnett. The Geography of Nostalgia: Global and Local Perspectives on Modernity and Loss. 2016. [https://books.google.co.uk/books?id=ceZWCgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Anthropology
*Angé and Berliner. Anthropology and Nostalgia. 2015. [https://books.google.co.uk/books?id=YCQfAwAAQBAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]

Sociology
*Fred Davis. Yearning for Yesterday: A Sociology of Nostalgia. 1979. [https://books.google.com/books?id=3zt-AAAAMAAJ]
*DaSilva and Faught, &quot;Nostalgia: A sphere and process of contemporary ideology&quot; (1982) 5 Qualitative Sociology 47 [https://link.springer.com/article/10.1007/BF01006418]

Media
*Niemeyer. Media and Nostalgia: Yearning for the Past, Present and Future. 2014. [https://books.google.co.uk/books?id=7SKvAwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Lizardi. Mediated Nostalgia: Individual Memory and Contemporary Mass Media. 2015. [https://books.google.co.uk/books?id=fKeDBQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Film and television
*Leggatt. Was It Yesterday?: Nostalgia in Contemporary Film and Television. 2021. [https://books.google.co.uk/books?id=wZf1DwAAQBAJ&amp;pg=PA1962#v=onepage&amp;q&amp;f=false]
*Sperb. Flickers of Film: Nostalgia in the Time of Digital Cinema. 2016. [https://books.google.co.uk/books?id=o9D-CgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Sprengler. Screening Nostalgia: Populuxe Props and Technicolor Aesthetics in Contemporary American Film. 2009. [https://books.google.co.uk/books?id=jCkToFfwOrsC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Furnish. Nostalgia in Jewish-American Theatre and Film, 1979-2004. 2005. [https://books.google.co.uk/books?id=treeol9deZ8C&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Czach and Loiselle. Cinema of Pain: On Quebec's Nostalgic Screen. 2020. [https://books.google.co.uk/books?id=h-nyDwAAQBAJ&amp;pg=PA1971#v=onepage&amp;q&amp;f=false]
*Pallister (ed). Netflix Nostalgia: Streaming the Past on Demand. 2019. [https://books.google.co.uk/books?id=9DaQDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Armbruster. Watching Nostalgia: An Analysis of Nostalgic Television Fiction and its Reception. 2016. [https://books.google.co.uk/books?id=EidTDQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Bevan. The Aesthetics of Nostalgia TV: Production Design and the Boomer Era. 2019. [https://books.google.co.uk/books?id=5J98DwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Radio and television
*Punch. 3 December 1969. [https://books.google.co.uk/books?id=oXAgAQAAMAAJ]
**&quot;Nostalgia note&quot;. Evening Times. 3 December 1969. [https://books.google.co.uk/books?id=4Sw-AAAAIBAJ&amp;pg=PA3#v=onepage&amp;q&amp;f=false p 4].

Literature
*Łaszkiewicz, Maszewski and Partyka. Dwelling in Days Foregone: Nostalgia in American Literature and Culture. 2016. [https://books.google.co.uk/books?id=WTP5DAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Ladino. Reclaiming Nostalgia: Longing for Nature in American Literature. 2012. [https://books.google.co.uk/books?id=3uGMgcG12V0C&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*Trilling. The Aesthetics of Nostalgia: Historical Representation in Old English Verse. 2009. [https://books.google.co.uk/books?id=HALmDQAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Marketing
*Pichierri. Nostalgia Marketing: Rekindling the Past to Influence Consumer Choices. 2023. [https://books.google.co.uk/books?id=ylazEAAAQBAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false]
*Tina Kießling. Nostalgie und Retro-Trends als Marketingchance. 2012. [https://books.google.co.uk/books?id=GHsQmsQWfhEC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Moriarty and McGann, &quot;Nostalgia and Consumer Sentiment&quot; (1983) 60 Journalism Quarterly 81 [https://journals.sagepub.com/doi/abs/10.1177/107769908306000113]

Nostalgia industry
*&quot;Selling Nostalgia Is Big Business&quot;. Reading Eagle. 11 March 1962. [https://books.google.co.uk/books?id=2BMrAAAAIBAJ&amp;pg=PA14#v=onepage&amp;q&amp;f=false p 14]. From Associated Press. Cf. [https://books.google.co.uk/books?id=fKEtAAAAIBAJ&amp;pg=PA18#v=onepage&amp;q&amp;f=false][https://books.google.co.uk/books?id=8BYfAAAAIBAJ&amp;pg=PA9#v=onepage&amp;q&amp;f=false]
*Hal Boyle. &quot;Hobbyist Saloonkeeper Is Relectant Success&quot;. Prescott Evening Courier. 11 August 1959. [https://books.google.co.uk/books?id=gy1PAAAAIBAJ&amp;pg=PA3#v=onepage&amp;q&amp;f=false p 4]. From Associated Press. Cf [https://books.google.co.uk/books?id=dt9NAAAAIBAJ&amp;pg=PA3#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=rSATAAAAIBAJ&amp;pg=PA12#v=onepage&amp;q&amp;f=false].

Politics
*Quill. Nostalgia and Political Theory. 2024. [https://books.google.co.uk/books?id=9aroEAAAQBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*Tanner. The Hours Have Lost Their Clock: The Politics of Nostalgia. 2021. [https://books.google.co.uk/books?id=d9ATEAAAQBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*Bonnett. Left in the Past: Radicalism and the Politics of Nostalgia. 2010. [https://books.google.co.uk/books?id=e8WoAwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Campanella and Dassù. Anglo Nostalgia: The Politics of Emotion in a Fractured West. 2019. [https://books.google.co.uk/books?id=iaCgDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Childhood
*Wesseling (ed). Reinventing Childhood Nostalgia: Books, Toys, and Contemporary Media Culture. 2017. [https://books.google.co.uk/books?id=bu80DwAAQBAJ&amp;pg=PA1#v=onepage&amp;q&amp;f=false]

Psychology
*Routledge. Nostalgia: A Psychological Resource. 2016. [https://books.google.co.uk/books?id=6dyoCgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*&quot;Nostalgia: Past, Present, and Future&quot; (2008) 17 Current Directions in Psychological Science 304 [https://www.jstor.org/stable/20183308]
*Daniels, &quot;Nostalgia and Hidden Meaning&quot; (1985) 42 American Imago 371 [https://www.jstor.org/stable/26303822]

Medical
*Dodham. What Nostalgia Was: War, Empire, and the Time of a Deadly Emotion. [https://books.google.co.uk/books?id=VxNDDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Retro
*Guffey. Retro: The Culture of Revival. 2006. [https://books.google.co.uk/books?id=2d8J08XNdKEC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Reynolds. Retromania: Pop Culture's Addiction to its Own Past. 2011. [https://books.google.co.uk/books?id=0Hgtu9Zwok0C&amp;pg=PA2001#v=onepage&amp;q&amp;f=false]
*Brown. Marketing - The Retro Revolution. 2001. [https://books.google.co.uk/books?id=H5G3rOh-VDkC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Vicarious nostalgia
*&quot;Missing Someone Else's Past&quot;. Psychology Today. 30 January 2013. [https://www.psychologytoday.com/gb/blog/longing-for-nostalgia/201301/missing-someone-elses-past]
*&quot;Effects of advertising-evoked vicarious nostalgia on brand heritage&quot; (2013) 66 Journal of Business Research 2619 [https://www.sciencedirect.com/science/article/abs/pii/S0148296312001737]
*&quot;Reminiscing Other People’s Memories: Conceptualizing and Measuring Vicarious Nostalgia Evoked by Heritage Tourism&quot; (2020) 61 Journal of Travel Research [https://journals.sagepub.com/doi/10.1177/0047287520969904]
*&quot;Antecedents of tourism vicarious nostalgia&quot;. Tourism, Change and the Global South. [https://books.google.co.uk/books?id=jD4qEAAAQBAJ&amp;newbks=1&amp;newbks_redir=0&amp;lpg=PA2006&amp;pg=PA2006#v=onepage&amp;q&amp;f=false Chapter 4].

United States
*Sayers. The Promise of Nostalgia: Reminiscence, Longing and Hope in Contemporary American Culture. 2020. [https://books.google.co.uk/books?id=BSnJDwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Kaiju
*Jason Barr. &quot;The Role of Nostalgia&quot;. The Kaiju Film: A Critical Study of Cinema's Biggest Monsters. McFarland &amp; Company. 2016. Chapter 7. pp  [https://books.google.co.uk/books?id=eQOQCwAAQBAJ&amp;pg=PA169#v=onepage&amp;q&amp;f=false 169] to 175.

Japan

Showa era
*Krista Rogers. [https://soranews24.com/2015/09/23/nostalgic-exhibition-in-odaiba-features-rare-and-vintage-character-toys-from-the-1960s-onwards/ Odaiba exhibition features rare &amp; vintage character toys from the 1960s onwards, photos A-OK!] SoraNews24. 23 September 2015.

Generation Z
*Emily Walker. [https://www.deseret.com/lifestyle/2026/10/10/the-social-effects-of-growing-nostalgia/ Gen Z is feeling nostalgic. Experts say it might be a good thing]. Deseret News. 10 October 2026.
*Cynthia Littleton. [https://variety.com/2026/tv/news/gen-z-nostalgia-borrowed-gen-z-millennials-1236806310/ Gen Z Leans Hard into Nostalgia to Spur Music and Content Discovery: Study]. Variety. 10 July 2026.

[[Category:Culture]]</text>
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  <page>
    <title>Wikiversity talk:Artificial intelligence</title>
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      <id>2843456</id>
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      <timestamp>2026-10-31T08:48:07Z</timestamp>
      <contributor>
        <username>Michael Ten</username>
        <id>654933</id>
      </contributor>
      <comment>/* Agentic editors? */ new section</comment>
      <origin>2843456</origin>
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      <text bytes="46262" sha1="ei9fzage8huy886dcfmj5p2pjvle9jj" xml:space="preserve">== My POV ==

*I would remove &quot;The contributor should be an expert on the topic&quot;, because Wikiversity is not about authorities and we are not able to check weather certain person contributing LLM-created text is an expert or not.
*This is not applicable to all situations, when using LLM: &quot;where citations are included.&quot; Sometimes you generate wery short overviews or general things.
[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:41, 16 October 2025 (UTC)
: In my notes, I have a proposal to restrict the use of GenAI even more; it is much more of a threat than an opportunity for the English Wikiversity.
: In the mean time, requiring that a contributor be an expert or at least know what he is writing about is a very good thing, from my perspective. It is not true that we have no way of tentatively determining whether someone is an expert or not: we can ask for self-disclosure and we can test knowledge. And he who does not want to be tested should not be inserting GenAI into mainspace. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:44, 3 November 2025 (UTC)
::But the obsession with expertise closes down an open Wikiversity. Nupedia was expert and failed, Wikipedia was open and succeeded. Why should Wikiversity go the way of Nupedia? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 16:13, 17 November 2025 (UTC)
::I agree with Juandev here, although in theory the content added by folks on Wikiversity should be coming from a place of expertise, I also understood one of the missions of wikiversity to be a place where expertise can be actively developed through the act of editing by editors. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:11, 23 March 2026 (UTC)
:::Could this be like that we are letting people make their own mistakes, learn from their own mistakes(if they can) and then only intervene if the project becomes dormant/'paused' or if the contributor is asking for help from us for an extended period of time? Otherwise if we didn't let the users/contributors make mistakes they might not learn from them.
:::I feel like that is how my personal experience has been so far. I got help when I asked for it, otherwise I'm free to develop my draft as well as I can while making mistakes and hopefully learning from them. I guess exceptions for 'intervention' is when a user publishes content with red flags, and I don't know if my mention of Taylor Swift is one but I also need to learn sooner or later who to contact and for what reason. I feel like I'm having a Wikiversity journey but also a personal journey at the same time with and without &quot;AI Mode&quot; by Google and other providers. [[User:ThinkingScience|ThinkingScience]] ([[User talk:ThinkingScience|discuss]] • [[Special:Contributions/ThinkingScience|contribs]]) 08:24, 2 May 2026 (UTC)
:I think generative AI should be used as a tool. If you are copying the text word for word, the text might not be correct. If you are interested in a particular topic, feel free to use GenAI, but maybe check the facts before using it and provide the link to the conversation. —[[User:RailwayEnthusiast2025|&lt;span style=&quot;font-family:Verdana; color:#008000; text-shadow:gray 0.2em 0.2em 0.4em;&quot;&gt;RailwayEnthusiast2025&lt;/span&gt;]] &lt;sup&gt;[[User talk:RailwayEnthusiast2025|&lt;span style=&quot;color:#59a53f&quot;&gt;''talk with me!''&lt;/span&gt;]]&lt;/sup&gt; 11:44, 3 November 2025 (UTC)
::In that case, some kind of scale should be introduced that a human editor would use to indicate how much LLM was used. From full text created entirely by a chatbot (which I don't think is a good idea, because it may contain errors in the form of hallucinations and at the same time takes away the authorship from the given LLM). To text proofreading and only minor interventions by artificial intelligence. @[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:36, 1 February 2026 (UTC)

== A proposed caveat on when they are used ==

If we allow generative AI usage, I think we should require disclosure of what tool was used, when, and which prompt(s) it was given. Understanding not only that it was used but how is crucial, plus, since these tools change rapidly, knowing the time/date is also key for understanding what it was likely processing and how when it generated the output. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:47, 8 November 2025 (UTC)

:Thats a good point. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 16:14, 17 November 2025 (UTC)
:I agree that knowing how users are using AI may be a good data for Wikiversity community to learn how AI is used, but I would not overcomplicate the policy. So what about to start this with optional values for {{tl|AI-generated}} tempate? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:41, 23 February 2026 (UTC)

== Different uses of AI ==

I am just pointing out that AI is not just used to generate text, which could be copy paste to Wikiversity. One may use AI to improve their grammar (for example with the use of Grammarly), other one may use GPT to create wiki tabs from CSV. So if the proposed policy is using wide title Artifical inteligence, I would consider all use cases and decide how to deal with them. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 14:38, 22 November 2025 (UTC)

: I believe that if the changes made by an AI in the authoring process falls into the definition of a &quot;minor edit&quot; (borrowing the definitions of [[:w:WP:MINOR]]), the resulting content should not count as &quot;AI-generated&quot;. So definitely not for the table thing. Grammar... depends on how extensive the change is (possibly because I dislike Grammarly; I may be quite biased here). --[[User:Artoria2e5|Artoria2e5]] ([[User talk:Artoria2e5|discuss]] • [[Special:Contributions/Artoria2e5|contribs]]) 05:33, 16 April 2026 (UTC)

== [[Wikiversity:Colloquium#Template:AI-generated]] ==

Discussion on indication of a resource being AI-generated. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:55, 26 January 2026 (UTC)

== Confirm AI use is okay ==

Before I continue adding to the the Law School 101 course I started, I want to make sure that it's consistent with the AI policy. I'm seeing some conflicting opinions here that may not be as nuanced as they should be. 

I would not have decided to share the Law School 101 course from an LLM if I didn't feel it was uber good, completely missing in public access, and sorely needed to be available to the public.

I am 100% ok with having an AI disclaimer on the front page of the course, but I'm not going to go and add it to each page with the prompt on each page. That's stupid. Some prompts were &quot;Next class&quot;.

If I went through the course, I'm an expert on the topic of the course. Seriously, though, expertise is an extremely stretchable concept that cannot be used as a whip to disqualify great courses. A person may have had years of education, high IQ, for example. And the topic itself may be at the level of general knowledge where the value of expertise on the topic may much less relevant to the quality of material that the course creator sees in the content. 

And we're moving away from an era when LLMs were producing errors. Of course, all content from an LLM must be vetted, and of course expert opinions on class content are welcome, but to preclude excellent course content from being made public would detract from the mission of Wikiversity.  [[User:Berkeleywho|Berkeleywho]] ([[User talk:Berkeleywho|discuss]] • [[Special:Contributions/Berkeleywho|contribs]]) 07:11, 17 February 2026 (UTC)

== Evolving a Wikiversity policy on AI ==

=== Adapting to New Technologies ===
I am old enough to have obtained my BSEE degree in 1972, before the general availability of pocket electronic calculators. I laboriously used a slide rule and pencil and paper for those hundreds of calculations. Since then, I have witnessed the introduction of pocket calculators, scientific calculators, cassette recorders, video recorders, CDs, DVDs, personal computers, spreadsheets, word processors, spell checkers, online dictionaries and thesauruses, cell phones, GPS, the Internet, search engines, grammar checkers, Nanny cams, cloud storage, Napster, streaming, smart phones, Wolfram Alpha, homework assistants, tablets, Wikimedia projects, MOOCs, videoconferencing, Crypto currency, and most recently AI large language models.

Each of these technologies has required us to adapt. We had to be clear about our needs and goals. These goals might include learning, teaching, getting the right answer, efficiency, profit, ease of use, entertainment, sharing, collaboration, safety, intellectual property rights, and no doubt other concerns. 

Technology is inherently morally neutral. A hammer can be used to build a house or to bludgeon someone. How we decide to use technology is our choice, not the destiny of the technology. 

=== Guiding Principles and Lessons Learned ===
It is wise to avoid overreacting or underreacting. 

It is wise to avoid “[[wikipedia:One-drop_rule|one drop rules]]” that indiscriminately, and unnecessarily, prejudice the use of emerging technologies.

It is wise to avoid any form of “[[wikipedia:Satanic_panic|satanic panic]]” that causes unwarranted panic, anxiety, unfounded accusations, and an unfounded search for the guilty. Furthermore, unduly highlighting the use of AI within Wikiversity is a form of [[wikipedia:Ad_hominem|Ad hominem]] attack—attacking the source rather than the argument or resulting text. Doing so pejoratively stains the material, and the authors, with a form of [[wikipedia:The_Scarlet_Letter|scarlet letter]]. 

It is useful to understand and acknowledge the nuances of the many ways that the new technology can be used. Existing LLM’s can be used to:

1)     Proofread copy,

2)     As a thesaurus or to suggest a variety of word choices,

3)     To extend a list of items sharing various characteristics,

4)     To assist in brainstorming, 

5)     To write introductory, summary, or clarifying text.

6)     To suggest alternative wording or rewriting text,

7)     To modify the tone of the text,

8)     To generate a list of questions,

9)     As a research tool to identify likely sources of new information,

10)  To demonstrate the limits and capabilities of the technology, and

11)  in many more ways. 

These are very different uses of the technology, and it is misleading to place them into a single category.

=== Addressing Wikiversity goals. ===
Wikiversity provides “learning resources” freely available to the users. Editors have a responsibility to follow established [[Wikiversity:Policies|Wikiversity Policies]].  

Content [[Wikiversity:Verifiability|must be verifiable]]. While professors have the liberty to profess, ''accurate propositional statements'' typically provide more useful learning resources than do false or misleading propositional statements. As described above, text generated or assisted by an LLM often does not include propositional statements subject to verification. Both people and LLMs sometimes hallucinate (and bloviate) and are otherwise fallible, and therefore what is relevant is the ''accuracy of the propositional statements'', regardless of the source. 

If the editor takes sufficient care and has the expertise to verify the accuracy of the propositional statements made, the origin of those statements is irrelevant, as long as they are properly cited.

Because the source of verified and accurate propositional statements is irrelevant, marking, and especially obtrusive or pejorative marking, of AI generated content is unnecessary. 

Because I recognize that there may be good reasons to collect AI generated materials into a category, I recommend the “AI Generated” template be redesigned to be similar to the “[[:Category:Essays|Essay” category tag]]. This would be a small tag appearing along the right-hand margin of the page. The tag could usefully include a parameter identify the mode of the AI used, as suggested above. 

I hope these ideas are carefully considered as we continue to collaborate in adapting to this new and valuable technology. I also call for a moratorium on defacing existing materials until a consensus policy is adopted. [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 22:45, 10 March 2026 (UTC)

:Thanks for your ideas. I didn't realize this was a draft policy discussion. In this case, please take a look at this AI-generated and human-vetted course &quot;[[Law School 101]].&quot; It is so superb. I have taken it in its entirety, and I believe it's a top-notch learning resource for every adult. It's also pure joy to go through and sets the bar high.
:And I don't see anything online that would accomplish something remotely similar. 95% of undergraduates graduate having no clue what Law is all about, all while it affects every facet of our lives every day. 
:I think this should be a class in colleges, and the Intro part should even be offered in high schools (imagine the thrill of going through the entire one year of law school in ten classes?). I think it's the biggest, sorest gap in core education these days, and it's unclear why the legal professionals are MIA and not scrambling to fill this screaming void.
:Specifically regarding AI use - this debate must not be out of context. And the context is that access to education must not be stifled and veiled behind arbitrary exclusionary barriers.  [[User:Berkeleywho|Berkeleywho]] ([[User talk:Berkeleywho|discuss]] • [[Special:Contributions/Berkeleywho|contribs]]) 10:19, 12 March 2026 (UTC)
::I just note that this policy draft is not against AI generated content @[[User:Berkeleywho|Berkeleywho]]. Thats why nobode disputed your previous post and your reflection was build in to the proposal. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:52, 12 March 2026 (UTC)
:::Cool. I understand this is an extremely complex topic on many levels.  [[User:Berkeleywho|Berkeleywho]] ([[User talk:Berkeleywho|discuss]] • [[Special:Contributions/Berkeleywho|contribs]]) 10:56, 12 March 2026 (UTC)
:You said &quot;If the editor takes sufficient care&quot;. But some editors does not take sufficient care. Some editor say its not a policy I dont mind. Thats why this policy is proposed that everbody do that and co-create quality resource on Wikiversity.
:You talk about some embarrassment that a source is marked as LLM-generated, but this rule requires you to mark it yourself and if you don't mark it, we can only suggest it to you. So why rebel against such a practice? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:50, 12 March 2026 (UTC)

== Toward a Justified and Parsimonious AI Policy ==

As we collaborate to develop a consensus policy on the use of Large Language Models, it is wise to begin by considering the needs of the various stakeholders to the policy.

The stakeholders are:

# The users,
# The source providers, and
# The editors

There may also be others with a minor stake in this policy, including the population at large.

The many needs of the users are currently addressed by long-standing [[Wikiversity:Policies|Wikiversity policies]], so we can focus on what, if any, additional needs arise as LLMs are deployed. 

As always, users need assurance that propositional statements are accurate. This is covered by the existing policy on [[Wikiversity:Verifiability|verifiably]]. In addition, it is expected by both the users and those that provide materials used as sources for the text are [[Wikiversity:Cite sources|accurately attributed]]. This is also covered by [[Wikiversity:Cite sources|existing policies]].

To respect the time and effort of editors, a parsimonious policy will unburden editors from costly requirements that exceed benefits to the users.

Finally, it is important to recognize that because attention is our most valuable seizing attention unnecessarily is a form of theft. 

The following proposed policy statement results from these considerations:

=== Recommended Policy statement: ===

* Editors [[Wikiversity:Verifiability|verify the accuracy]] of propositional statements, regardless of the source.
* Editors [[Wikiversity:Cite sources|attribute the source]] of propositional statements. In the case of LLM, cite the LLM model and the prompt used.
* Use of various available templates to mark the use of LLM are optional. Templates that are flexible in noting the type and extend of LLM usage are preferred. Templates that avoid unduly distracting or alarming the user are preferred.

[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 19:58, 19 March 2026 (UTC)

:Just note, that [[Wikiversity:Cite sources]] is not a policy. You can read it on the top of the page, its a ''proposed policy''. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:28, 19 March 2026 (UTC)
:I would say, that the actual text is better then your first two proposed statements, because:
:#Your proposal is less clear to me, so it might be less clear to others - we need policies which are easy to understand. For example, the course structure generated in LLM is not, in my opinion, a ''propositional statement'', but the rule should still cover such a case.
:#Your proposal is missing the option, when references are outputed by the LLM
:Templates that indicate AI-generated content should be mandatory, as they allow you to create statistics about AI-generated content. This is good for creating tools or other policies that work with AI-generated content, for example. It is also useful for patrolling users to be able to return to AI-assisted pages when checking. 
:Another thing is that you don't specify which specific templates to use. If you don't specify, everyone will use whatever templates they want and it will lead to chaos. Moreover, who is to determine that the templates are ''not unduly distracting or alarming''? As I wrote above, Wikiversity's policy should be clear. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:56, 19 March 2026 (UTC)

== Publicly available link - risk of link-rot? ==

Is there a risk that the statement:

''&lt;big&gt;The origin of the text must be clearly indicated in the edit summary and ideally include a publicly available link to the chatbot conversation&lt;/big&gt;''

may be problematic in the future if the links go bad (see [[wikipedia:Link_rot|link rot]])? Does the internet archive regularly comb the link of chatbot conversations? [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:19, 23 March 2026 (UTC)

:@[[User:IanVG|IanVG]] There may well be link rot over time but linking to the conversation is still better than not linking so that contributions and their sources are reviewable at least until the link does rot -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 11:48, 24 March 2026 (UTC)

== Mandatory link to chatbot conversation? ==


I'm not sure I'm a fan of (in bold) from the first acceptability requirement that states:&lt;blockquote&gt;The origin of the text must be clearly indicated in the edit summary and '''ideally include''' a publicly available link to the chatbot conversation&lt;/blockquote&gt;Why isn't the requirement strict? Why don't we make the link to the chat mandatory? [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:24, 23 March 2026 (UTC)

:@[[User:IanVG|IanVG]] linking to the chat could be made mandatory (and would be better scholarship) but not all LLMs provide a way to publicly link to chats, so such a policy would restrict what AI tools could be used -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 11:45, 24 March 2026 (UTC)
::In true &quot;conversation&quot; cases a pastebin service such as https://paste.toolforge.org/ may be usable. As long as the text is legible as a transcript of the conversation it would be good for scholarship. Would not be usable for cases where AI is used as an &quot;auto-complete&quot; tool like GitHub copilot or Claude Code working on text file containing the wikitext source code though. [[User:Artoria2e5|Artoria2e5]] ([[User talk:Artoria2e5|discuss]] • [[Special:Contributions/Artoria2e5|contribs]]) 05:27, 16 April 2026 (UTC)
:::Agree. I've changed &quot;where available&quot; to &quot;(or a copy of the transcript)&quot;. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 05:33, 16 April 2026 (UTC)
:Lets keep it simple. Do we really need that link. Patrole is not able to controll all recent changes, who will be patrolling this? I would '''leave it as it is or on request'''. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:37, 25 March 2026 (UTC)
::Patrol can focus on the content itself, not the link. The link is like providing a source code to some media on Commons: good for knowing how it's made and for when modifications are needed. [[User:Artoria2e5|Artoria2e5]] ([[User talk:Artoria2e5|discuss]] • [[Special:Contributions/Artoria2e5|contribs]]) 05:25, 16 April 2026 (UTC)
:::I'd love to have an on-wiki LLM that we can tweak to do what we want here: which is roughly a condensed summary of the prompts and transcript leading up to the final output.  Often the full transcript includes many rounds of iteration and modification, and it will be many times longer than the final output including duplication of that output itself.  (this is the 'default' downloadable transcript where one is available)
:::I think the right request should be &quot;prompt and model&quot; and &quot;link to transcript where possible&quot; to avoid the duplication of the output. &lt;span style=&quot;padding:0 2px 0 2px;background-color:white;color:#bbb;&quot;&gt;&amp;ndash;[[User:Sj|SJ]][[User Talk:Sj|&lt;span style=&quot;color:#ff9900;&quot;&gt;+&lt;/span&gt;]]&lt;/span&gt; 18:34, 1 May 2026 (UTC)

== Superseding the first policy proposal ==

Because the first policy proposal would distract users without due cause;

Because the first policy proposal would burden editors without due cause;

Because the first policy proposal includes elements that are arbitrarily chosen and not derived from stakeholder benefits;

Because great designs are as simple as possible and no simpler;

Because the first policy proposal has failed to attract proponents;

Because the stated objections to the second policy proposal are based on unsound arguments, [[wikipedia:Straw_man|straw men]], speculation, and [[wikipedia:Ad_hominem|ad hominem]] attacks;

I have superseded the first policy proposal text with the second policy proposal text. [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 18:07, 26 March 2026 (UTC)

:Because we are in the process of improving the proposed policy through consensus, I suggest reverting these wholesale changes and working to iteratively improve it. You have strong opinions and some useful ideas; your input is valued. I appreciate [[Wikiversity:Be bold|being bold]], but community consensus is more likely to be achieved through gradual, collaborative iteration. Alternatively, consider forking the proposal and then the community can evolve two versions and then decide on the preferred approach. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 10:09, 27 March 2026 (UTC)
::Thanks for these comments and your moderating voice. How do I “fork the proposal”? I would like to present alternative policy text with equal visibility to the legacy policy proposal text so that there can be an informed and skillful dialogue leading toward a strong consensus.   [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 11:27, 28 March 2026 (UTC)
:::To &quot;fork&quot;, create a target page e.g., [[Wikiversity:Artificial intelligence 2]] e.g., by:
:::# Manual fork (copy and paste) - but loses edit history
:::# Export/import fork (use [[Special:Export]] and [[Wikiversity:Import]] to copy an original page and retain its edit history) - needs admin rights for import
:::# Or create an alternative policy proposal by starting from scratch
:::See also [[Wikiversity:Productive forking and tailoring is encouraged]] -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 01:23, 29 March 2026 (UTC)
:None of these rationales are based on evidence and/or just completely false (ex, &quot;the first policy proposal has failed to attract proponents&quot; when multiple people have supported the policy as is on the Colloquium). I've removed your edit and I ask you not to do that again. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:03, 27 March 2026 (UTC)
::You are obviously passionate about this issue, and we have differing points of view. Perhaps we can [[Transcending Conflict|transcend conflict]] and find [[Finding Common Ground|common ground]]. I suggest you develop a [[Creating Wikiversity Courses|Wikiversity course]] called something like “Uses and Abuses of Artificial Intelligence.” This will provide all of us with a well-considered basis for developing a policy.  [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 19:20, 27 March 2026 (UTC)
:::Common ground sounds great. I've edited the current (original) draft a little to emphasise adoption of good scholarly practice (e.g., transparency) above specific requirements but also softened the requirement for the AI template to be displayed only for pages with a significant amount of AI-generated material. Hopefully this helps at least somewhat to address some of Lee's concerns. Sincerely, James -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 10:54, 28 March 2026 (UTC)

== The Single Mandated Template Needs to Become More Flexible ==

The presently proposed policy mandates the use of a single AI-Generated template for a wide range of AI uses. The scope of the policy identifies a broad range of AI usage, from grammar checkers to generation of extensive text passages. These various uses bear little or no similarity from the user’s perspective. More flexibility, more subtlety, more nuance is needed. I recommend adding parameters to the single mandated template to identify the nature of the AI usage, or providing a family of templates that editors can choose from to more accurately communicate the variety of AI used.  [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 12:54, 1 April 2026 (UTC)

:I think it would be better to have one template with parameters. As I previously mentioned more templates would create more mess from my perspective. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:11, 1 April 2026 (UTC)
:Yes, template parameters could work well. One parameter could allow a text note to explain how gen-AI was used. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:52, 2 April 2026 (UTC)
:This can probably be done technically. But now I realized that there may be a problem with the correct filling if several people edit one page and use different AI tools. There it is more technically feasible, respectively it may be difficult for the user to fill in these parameters and the template itself, or templates, may take up unnecessary space. Therefore, I think that the template can offer these variants, but it would be better if their filling was optional. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:09, 17 April 2026 (UTC)

== Undue Attention and Distraction ==

Attention is our most precious resource, and it must be directed wisely. The presently mandated template places a large banner at the top of each page, as if use of AI is the most important attribute of the learning resource that the user must direct attention to and be concerned with. However, we are acclimating to the use of AI, much as we have acclimated to the use of pocket electronic calculators and the many other innovative technologies that have arisen over the past several decades. The AI notification must become less distracting. I suggest generating a smaller box that appears in the right-had margin like that produced by the ''essay''template. This will better align the attention attracted by the template to the attention it merits.  [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 12:54, 1 April 2026 (UTC)

:Sounds like a good idea. [[User:Artoria2e5|Artoria2e5]] ([[User talk:Artoria2e5|discuss]] • [[Special:Contributions/Artoria2e5|contribs]]) 05:14, 16 April 2026 (UTC)
:I've [https://en.wikiversity.org/w/index.php?title=Template%3AAI-generated&amp;diff=2804949&amp;oldid=2802022 simplified] the {{tl|AI-generated}} message.
:Note that this Wikiversity template is minimalistic compared to sister project equivalents e.g.,
:* [[Template:AI-generated|Template:AI-generated]] (Wikibooks)
:* [[Template:AI-generated|Template:AI-generated]] (Wikipedia)
:-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 05:23, 16 April 2026 (UTC)
:Yes, this could be, see: [[User:Juandev/T/QA AI contribution]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:06, 17 April 2026 (UTC)

== What problem is being addressed? ==

I recommend we be clear and explicit about the problem, real or perceived, that this policy is intended to address. What are the unmet needs of the users? What are the unmet needs of the editors that need to be addressed by such a policy? We can only rationally evaluate alternative polices in the context of know user and editor needs. Until we understand the users’ needs, and the editors’ needs it is premature to propose a policy.  [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 12:55, 1 April 2026 (UTC)

:'''The basic problem we are solving here is the speed of generating such content.'''
:Qualitatively, texts created with the help of artificial intelligence are equal to texts without the use of AI. There is a range of contributions by quality: high-quality texts, average, and bad ones.
:Methods developed for text control, which were developed on Wikimedia projects, can fail in the case of quickly generated text in that the project will be overwhelmed with such content very quickly that some methods of control will fail and then the quality of the project will decrease.
:That is, we are looking for new solutions to prevent this and one of such solutions is to
:#''remind editors to check the LLM output'',
:#''notify others that the content was created using AI''.
:The control methods used so far are based on creating categories of edits. However, for non-AI contributions categories are recognizable (or can be recognized by a computer program), for AI contributions, I am not aware of a recognition method, so I think it is appropriate for the creator to '''voluntarily report''' AI was used. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:38, 1 April 2026 (UTC)
::Why is increased production speed a problem?
::There is no strong link between production speed and product quality. Electronic calculators and electronic spreadsheet increase both speed and accuracy. Word processors, spell checkers, grammar checkers, on-line dictionaries and thesauruses also increase speed and accuracy. Large Language Models can be used and abused in a wide variety of ways. Certainly, using a LLM to proofread copy, suggest alternative word choice, suggesting rewrites for an awkward sentence and other uses increase the quality of the final product. 
::Although the basic problem is stated as “speed of generation” perhaps the problem to be addressed is the quality of the resulting text.
::The quality of Wikiversity learning resources depends on many factors including curriculum design, topic choice, pedagogical approach, vocabulary choice, prerequisite assumptions, and of course, the factual accuracy of propositional sentences. LLM use pertains to only a fraction of these considerations. Do we have reliable evidence that when LLM’s are used skillfully they are less accurate than material written by the typical Wikiversity editor? 
::Existing Wikiversity policies address the accuracy of the content contributed. As we propose development of AI-specific policies, we need to be clearer and more accurate regarding the problem we are addressing. We need to be more parsimonious in developing policy to address actual problems.  [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 20:08, 9 April 2026 (UTC)
:::@[[User:Lbeaumont|Lbeaumont]] So the problem is still speed. You say, let's solve the problem when it occurs, but here it may happen that when the problem occurs, we will no longer be able to solve it, because we will be flooded with problems and we will not know where they are in that volume. That means, you find one problem in one page and youll figure out its in all pages, but you cannot determine which ones are thos pages. In other words, if the patrol team is now weakened, then it will be totally paralyzed when LLM texts or problems are arose – it will have many times more work than if the text created by LLM was marked and categorized. And secondly, the problem that LLM brings may not be revealed for a very long time. At the same time, it has long been known that LLM hallucinates and, for example, in GPT version 5, the hallucinations have increased slightly compared to version 4o.
:::In other words, I say let's mark and categorize pages with a significant LLM contribution. The marking informs the reader who the author is (correct marking of authorship is the gold standard in Western culture) and let's categorize them so that in the event of a problem we are able to catch the problem. (text created with GT, proofreading human) [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:53, 12 April 2026 (UTC)
::::@[[User:Juandev|Juandev]] Help me understand the phrase &quot;patrol team&quot;. Thanks. [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 12:53, 15 April 2026 (UTC)
:::::See [[:w:Wikipedia:Recent changes patrol]] @[[User:Lbeaumont|Lbeaumont]]. Even though we don't have an informative page about this on Wikiversity, it actually naturally exists on all projects. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 11:55, 17 April 2026 (UTC)
::::::Thanks, this provides a valuable service. I was not aware how organized this work is. Do patrol team members coordinate, distributing the work to ensure coverage with minimal duplication? Do they leave some marker (“Kilroy was here”) to inform the original editor and subsequent patrol team members that any particular page was scanned?  [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 13:33, 19 April 2026 (UTC)
:::::::Yes, today there is a feature to check every revision and let it know to others via Patrol button. [https://en.wikiversity.org/wiki/Special:Log?type=patrol&amp;user=&amp;page=&amp;excludetempacct=1&amp;wpdate=&amp;tagfilter=&amp;wpfilters%5B%5D=newusers&amp;wpFormIdentifier=logeventslist See] @[[User:Lbeaumont|Lbeaumont]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 12:05, 5 May 2026 (UTC)
:Agree with @[[User:Juandev|Juandev]] that the basic problem to tackle is to have some sort of control/filter over excessive, low-quality gen-AI content being contributed in a way that would diminish rather than enhance the educational value of this project.
:In the first phase, we've just waited to see what happens. And recently there have been some instructive instances of low-quality gen-AI content so that has helped inform our ideas as have the approaches taken by other sister projects.
:I think it is good scholarly practice to inform readers about the genesis of text. Wiki does this typically very well through edit summaries. So, this should ideally be used to communicate and show specific gen-AI chat sources.
:And a gen-AI info box allows pages with significant gen-AI content to be flagged to readers and categorised. 
:Above all, for me, this is about intellectual honesty. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:48, 2 April 2026 (UTC)

== Tangential: style ==

IMHO the biggest issue with &quot;AI-generated content&quot; is the long-winded, low-information-density writing style it defaults to, complete with unnecessary use of lists over prose and boldening of text. The thing is that it does not take an AI to write like that -- humans who think lazily do many of the same things, especially when influenced by the AI writing-style in everyday conversations. Humans write text full of hot air all the time, complete with references that they did not read. Every fault we have seen in an AI has an analogue in some group of academic humans.

While tagging AI-generated content will aid in the detection of mass-manufactured hot air, it will not address the &quot;artisanal&quot; hot air lovingly typed by some human fingers. The [[WV:MOS]] should be expanded to cover some of these issues. [[User:Artoria2e5|Artoria2e5]] ([[User talk:Artoria2e5|discuss]] • [[Special:Contributions/Artoria2e5|contribs]]) 05:24, 16 April 2026 (UTC)

:Agree. IMHO, a lot of human writing could be improved by running it through a language model.
:Feel free to suggest MOS improvements: [[Wikiversity talk:Manual of Style]]. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 05:29, 16 April 2026 (UTC)
:Wikiversity is not an encyclopedia, nor a repository of professional texts, although we also store professional texts here. I wonder if blank pages or lengthy narration are not more a methodology within a certain course. In short, Wikiversity cannot be judged through the lens of Wikipedia. Wikipedia, Wiktionary, Wikibooks and other content focus projects can be judged through the lens of Wikipedia, but I find it debatable for Wikiversity @[[User:Artoria2e5|Artoria2e5]].
:Otherwise, for ordinary inflated or less quality text, there are control mechanisms such as [[:w:Wikipedia:Recent changes patrol|patrol]] and monitoring of watchlist, which could also be applied to text created by artificial intelligence. The problem with AI texts, however, is the speed of creation, so I would be in favor of adopting this special policy that would allow such text to be categorized. Ones its categorized, it could be easily checked. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 12:10, 17 April 2026 (UTC)
::{{quote|IMHO the biggest issue with &quot;AI-generated content&quot; is the long-winded, low-information-density writing style it defaults to, complete with unnecessary use of lists over prose and boldening of text.}}
::I think this could be developed into a useful resource where we suggest ways to type shorter text to a &quot;Quasi-AI&quot;, ie. &quot;Always reply with max 20 word responses to my input and if you type more words then your next response will be more limited each time I notice it&quot; (something like this, so the instructions  to the &quot;Quasi-AI&quot; and to any human reading the input understands what the goal is). That way anybody reading the text doesn't have to read a jungle of text. I myself have a problem with typing a lot of text and I believe &quot;Quasi-AI&quot; could be human's next best friend.(my reference is regarding &quot;The dog is human's best friend&quot;). This text was 100% human generated.
:[[User:ThinkingScience|ThinkingScience]] ([[User talk:ThinkingScience|discuss]] • [[Special:Contributions/ThinkingScience|contribs]]) 10:29, 2 May 2026 (UTC)

== I'm worried about my text becoming too much ==

If my input / output archive of AI Prompts becomes too much or if you have an idea for how I can better save space, please let me know on my talk page. I'm trying to use the &quot;quasi-AI&quot; tools both to motivate me and to become bolder(&quot;be bold&quot;) in my editing.

I already know text takes up very little space but still I'm worried for some reason...maybe worried to try new things, like documenting extensively what I type to the &quot;Auasi-AI&quot; and I usually copy and text a lot of repeating texts so I'm worried about the text size building up &quot;exponentially&quot;.

Part of the reason for posting this is because sometimes or most of the time when I'm in a specific &quot;psychological mood&quot; I'm feeling like all the ground is just thin ice. So maybe today I want to contribute but I feel like I'm on thin ice. All might just be an illusion that I have to go through. If anyone got any advice for any resource you got(maybe even more preferable if it is &quot;AI-generated&quot;) please let me know if it can help contributors/learners become bolder. 

I hope that in the future we will accept &quot;Quasi-AI&quot; edits so much more so that we may even ask people who may struggle with understanding and outputting human text might be encouraged to use a &quot;Quasi-AI&quot; for their output, ie. my father asked me to use a &quot;Quasi-AI&quot; because he can't stand my &quot;blathering&quot; because he prefers &quot;spartanic minimalism&quot; and saying more with less text. This text was 100% human generated. [[User:ThinkingScience|ThinkingScience]] ([[User talk:ThinkingScience|discuss]] • [[Special:Contributions/ThinkingScience|contribs]]) 10:11, 2 May 2026 (UTC)

:BTW, what is quasi-AI text @[[User:ThinkingScience|ThinkingScience]]? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 12:11, 5 May 2026 (UTC)

== Burden of Proof ==

The (only) provided template for indicating AI use makes the specific claim “This resource includes substantial content generated by artificial intelligence”. Use of this template should be limited to instances where the editor introducing the template has reliable evidence that the AI use is indeed substantial, and not simply incidental. The editor introducing that template bears the burden of proof that AI use is indeed substantial. In the case of dispute between the originating editor, who made use of AI, and any reviewing editor, who is alleging substantial use of AI, the benefit of the doubt goes to the originating editor, rather than to the reviewing editor.  [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:46, 6 May 2026 (UTC)

== human revision needed? ==

&quot;Human revision: AI text is revised and rewritten by the contributor (or originally human-written and improved using genAI)&quot;

My suggestion is that if one is really good at prompt engineering - if one has trained their AI to write like them to the point of the the user feeling and thinking that it would just be arbitrary changes that would likely degrade the AI output, then this is really not necessary. 

For example - I can and do prompt AI to write like me (or at least how i want to write). &quot;Write a bit matter of fact but still interesting and flowing. No EM dashes. No Contractions. Avoid Litotes. Respond concisely. Use lists where appropriate. Have your response be at least ### to #### words.&quot; I might add on something like &quot;have your output be in a copy box using basic MediaWiki wiki formatting&quot; 

If the output from AI (without editing) is actually really good and me editing likely would not actually improve it - because for certain topics, AI may write better than me (not to mention AI keeps getting better and better).. 

Is &quot;Human revision: AI text is revised and rewritten by the contributor (or originally human-written and improved using genAI)&quot; really necessary? 

I suggest it be changed to something like, &quot;&quot;Human revision: AI text should be revised to be of a quality and substance that is as good as or better than a human wiki contributor could create. AI outputs  should be revised and rewritten by the contributor to minimally meet this standard (or originally human-written and improved using genAI)&quot;&quot; 

That is my suggestion. limitless peace. [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|discuss]] • [[Special:Contributions/Michael Ten|contribs]]) 04:52, 1 September 2026 (UTC)

== Agentic editors?  ==
Should this wiki allow AI agents to edit the wiki as long as a user is responsible for the edits that happen? Or reviews them? Or as long as shut off switch is there so perhaps certain user group could pause them if the controlling user is unavailable? [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|discuss]] • [[Special:Contributions/Michael Ten|contribs]]) 08:48, 31 October 2026 (UTC)</text>
      <sha1>ei9fzage8huy886dcfmj5p2pjvle9jj</sha1>
    </revision>
  </page>
  <page>
    <title>Patriarch Ages Curious Numerical Facts Response</title>
    <ns>0</ns>
    <id>328204</id>
    <revision>
      <id>2843434</id>
      <parentid>2843287</parentid>
      <timestamp>2026-10-30T23:56:38Z</timestamp>
      <contributor>
        <username>CanonicalMormon</username>
        <id>2646631</id>
      </contributor>
      <comment>/* Summary of Main Arguments */</comment>
      <origin>2843434</origin>
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      <format>text/x-wiki</format>
      <text bytes="119859" sha1="4wedh5cxecy7lr632cmdi75o16jcwge" xml:space="preserve">{| class=table style=&quot;width:100%;&quot;
|-
 | {{Original research}}
|-
 | {{RoundBoxTop}} Notice: This article was researched and written by a human author, with editing assistance provided by [https://gemini.google.com Google &quot;Gemini, your personal AI assistant&quot;]{{RoundBoxBottom}}
|}
This page extends the mathematical insights presented in the 2017 article, [https://isthatinthebible.wordpress.com/2017/08/24/some-curious-numerical-facts-about-the-ages-of-the-patriarchs/ ''Some Curious Numerical Facts about the Ages of the Patriarchs''] by Paul D. While the original article offers compelling arguments, this analysis provides additional context and demonstrates that the underlying numerical data is even more robust and systematic than initially identified.

== Summary of Main Arguments ==
It is a matter of divine providence that the authors of the Hebrew Bible were situated between two of the most capable, literate, history-keeping cultures of the ancient world: the Egyptians and the Mesopotamians. Consequently, working from Ptolemaic Alexandria in the mid-3rd century BCE, the final redactors and Greek translators of the Septuagint were able to reconstruct an accurate chronology of the Fertile Crescent, beginning with the founding of the Eridu temple c. 5500–5300 BCE, and continuing through to their own Hellenistic era (c. 250–220 BCE). While the Septuagint chronology matches historical reality remarkably well in its broad strokes, the fine details of the timeline—much like those in the Masoretic and Samaritan traditions—are fundamentally artificial, calculated to satisfy sacred cycles and numerical frameworks rather than historical and biological reality. This dual nature is reflected in several distinct features:

* '''The Inexplicable Accuracy of the Septuagint Chronology:''' Either through sheer luck or through the deliberate use of ancient Near Eastern historical data, the Septuagint redactors successfully stretched the primeval timeline in broad strokes to match the actual archaeological and historical horizons of the Fertile Crescent.

* '''Artificial Mathematical Design of Fine Details:''' Patriarchal lifespans and specific event years across all three traditions are based on symbolic or &quot;perfect&quot; numbers (such as 7, 49, and 60) rather than historical or biological precision.

* '''The Universal Flood as a Later Insertion:''' Evidence suggests the universal scope of Noah's Flood was a later addition to a patriarchal foundation story. This insertion disrupted the original timelines, forcing fine-tuned recalibrations in the Masoretic Text (MT), Samaritan Pentateuch (SP), and Septuagint (LXX) to avoid chronological contradictions.

* '''Chronological Overlaps:''' In the original numerical framework (prior to recalibration for a universal flood), four patriarchs survived beyond the date of the Flood.

* '''Alignment with Sacred Cycles:''' These intricate chronologies are mathematically designed to align significant events—such as the Exodus and the dedication of Solomon’s Temple—with specific &quot;years of the world&quot; (''Anno Mundi''), perfectly synchronizing human history with a divine calendar.

= The Sumerian Origins of Genesis 5 =
The primeval history recorded in Genesis 5 does not exist in a cultural vacuum; rather, it shares deep structural, thematic, and chronological roots with the scribal traditions of ancient Mesopotamia. The most striking parallel to the biblical line of antediluvian patriarchs is found in the Sumerian King List (SKL), a text that records a succession of long-lived monarchs who ruled before a cataclysmic flood swept over the land. When stripped of later editorial inflation, the structural design of both timelines reveals a shared historical memory anchored in the geography and milestones of the early Fertile Crescent.

The following table illustrates the many correlations between Genesis 5 and the Sumerian King List, with directly corresponding elements highlighted in text with a cyan background.

{| class=&quot;nowraplinks&quot; cellspacing=&quot;0&quot; cellpadding=&quot;3&quot; rules=&quot;all&quot; style=&quot;background:#fbfbfb; border: 1px solid #ccc; font-size:90%; empty-cells:show; border-collapse:collapse; text-align:left;&quot;
|- style=&quot;background:#F6E6AE; font-weight:bold; text-align:center;&quot;
! colspan=&quot;2&quot; | Sumerian King List
! Hebrew Bible
|- style=&quot;text-align:center; font-style:italic;&quot;
! colspan=&quot;2&quot; style=&quot;background:#fffcf2;&quot; | Archaeological Chronology:&lt;br&gt;&lt;span style=&quot;background:#d6e2ff; font-style:normal; font-weight:bold; padding:0 4px;&quot;&gt;2400&lt;/span&gt; Years Total
! style=&quot;background:#fffcf2;&quot; | Demetrius Chronology:&lt;br&gt;&lt;span style=&quot;background:#d6e2ff; font-style:normal; font-weight:bold; padding:0 4px;&quot;&gt;2264&lt;/span&gt; Years Total
|- style=&quot;background:#F6E6AE; font-weight:bold; text-align:center;&quot;
! City
! Ruler (Sage)
! Patriarchs
|-

| [[w:Eridu|Eridu]] &lt;br /&gt; &lt;small&gt;'''(5,300 BC)'''&lt;/small&gt;
| [[w:Alulim|Alulim]] &lt;span style=&quot;background: #d6e2ff; padding: 0 2px;&quot;&gt;([[w:Adapa|Adapa]])&lt;/span&gt; &lt;br /&gt; [[w:Alalngar|Alalngar]] 
| &lt;span style=&quot;background: #d6e2ff; padding: 0 2px;&quot;&gt;[[w:Adam|Adam]]&lt;/span&gt; &lt;br /&gt; [[w:Seth|Seth]]
|-

| [[w:Bad-tibira|Bad-tibira]]
| [[w:En-men-lu-ana|En-men-lu-ana]] &lt;br /&gt; [[w:En-men-gal-ana|En-men-gal-ana]] &lt;br /&gt; [[w:Dumuzid|Dumuzid]] 
| [[w:Enos|Enos]] &lt;br /&gt; [[w:Kenan|Kenan]] &lt;br /&gt; [[w:Mahalalel|Mahalalel]]
|-

| [[w:Larak (Sumer)|Larag]] 
| [[w:En-sipad-zid-ana|En-sipad-zid-ana]] 
| [[w:Jared (biblical figure)|Jared]]
|-

| [[w:Sippar|Zimbir]] 
| &lt;span style=&quot;background: #d6e2ff; padding: 0 2px;&quot;&gt;[[w:En-men-dur-ana|En-men-dur-ana]]&lt;/span&gt; 
| &lt;span style=&quot;background: #d6e2ff; padding: 0 2px;&quot;&gt;[[w:Enoch|Enoch]]&lt;/span&gt;
|-

| [[w:Shuruppak|Shuruppag]] &lt;br /&gt; &lt;small&gt;'''(2,900 BC)'''&lt;/small&gt; 
| [[w:Ubara-Tutu|Ubara-Tutu]] &lt;br /&gt; &lt;span style=&quot;background: #d6e2ff; padding: 0 2px;&quot;&gt;[[w:Utnapishtim|Utnapishtim]]&lt;/span&gt; 
| [[w:Methuselah|Methuselah]] &lt;br /&gt; [[w:Lamech (father of Noah)|Lamech]] &lt;br /&gt; &lt;span style=&quot;background: #d6e2ff; padding: 0 2px;&quot;&gt;[[w:Noah|Noah]]&lt;/span&gt;
|}

=== Narrative Similarities ===
Beyond their shared linear frameworks, the ideological connections between these two traditions are underscored by specific narrative motifs. The biblical accounts appear to borrow from, or develop alongside, the mythological and historical roles assigned to Sumerian rulers and their accompanying apkallu (sages). Key thematic intersections include:

*[[w:Adapa#As_Adam|Adam as Adapa]] : Possible parallels include the similarity in names (potentially sharing the same linguistic root) and thematic overlaps. Both accounts feature a trial involving the consumption of purportedly deadly food, and both figures are summoned before a deity to answer for their transgressions.

*[[w:En-men-dur-ana#Myth|Enoch as Enmeduranki]]: Enoch appears in the biblical chronology as the seventh pre-flood patriarch, while Enmeduranki is listed as the seventh pre-flood king in the Sumerian King List. The Hebrew [[w:Book of Enoch|Book of Enoch]] describes Enoch’s divine revelations and heavenly travels. Similarly, the Akkadian text ''Pirišti Šamê u Erṣeti'' (Secrets of Heaven and Earth) recounts Enmeduranki being taken to heaven by the gods Shamash and Adad to be taught the secrets of the cosmos.

*[[w:Utnapishtim|Noah as Utnapishtim]]: Similar to Noah, Utnapishtim is warned by a deity (Enki) of an impending flood and tasked with abandoning his possessions to build a massive vessel, the Preserver of Life. Both narratives emphasize the preservation of the protagonist's family, various animals, and seeds to repopulate the world. Utnapishtim is the son of [[w:Ubara-Tutu|Ubara-Tutu]], who in broader Mesopotamian tradition was understood to be the son of En-men-dur-ana, who traveled to heaven. Similarly, Noah is a descendant (the great-grandson) of Enoch, who was also taken to heaven.

=== Chronological Similarities ===
The structural overlap between the Mesopotamian and biblical traditions becomes most compelling when evaluating the total duration of the antediluvian era. While the fine details and specific individual lifespans in both the Septuagint and the Sumerian King List are heavily calculated using stylized, sacred, or mathematically perfect numbers, the macro-span of the Septuagint timeline displays an uncanny alignment with real-world ancient history.

This macro-alignment is particularly remarkable when contrasted against the Sumerian King List itself. In the Mesopotamian scribal tradition, the antediluvian era spans astronomical lengths of time—typically totaling over 240,000 years across the reigns of the first eight pre-flood kings. These numbers are clearly symbolic or mathematical inflations that completely diverge from physical archaeological realities.

Rather than duplicating these vast Near Eastern timelines or severely compressing the era, the Septuagint tradition preserved a highly realistic historical interval. '''Demetrius the Chronographer''' stands as the earliest known witness to these biblical chronological calculations. Despite the fragmentary nature of his work, his data remains pivotal. Writing from [https://commons.wikimedia.org/wiki/File:Ptolemaic_Alexandria_-_en.svg Alexandria in the late 3rd century BC (c. 221 BC)], Demetrius explicitly calculated 2,264 years between the creation of Adam and the Flood.

It is highly significant that the Septuagint chronology, as witnessed by Demetrius, aligns so closely with modern archaeological horizons instead of the exaggerated spans of the SKL. Because an unguided mathematical arrangement of sacred numbers would be statistically unlikely to land so close to actual physical history, this uncanny broad-stroke accuracy hints at two intriguing possibilities: it was either a case of monumental cosmic luck, or the Alexandrian redactors possessed ancient, pristine Near Eastern source records that have since been entirely lost to history.

This total of 2,264 years stands in stark contrast to the significantly compressed timelines preserved in the Masoretic Text (1,656 years) and the Samaritan Pentateuch (1,307 years). When evaluating these numbers against physical history, the Septuagint's macro-chronology reveals a striking real-world correlation.

==== Archeological Evidence ====
Archaeological excavations across southern Mesopotamia have mapped the actual physical duration separating the dawn of urban civilization from the historical local floods that devastated the region. The two endpoints anchor this era perfectly: the initial establishment of sacred architecture at Eridu during the early Ubaid period, and the massive, culturally disruptive flood event documented in the stratigraphy of Shuruppak (modern Tell Fara).

[[File:Eridu Level Sequence A.jpg|frame|Pre-historic building layers in Eridu.]]
As shown in the stratigraphy below, the historic timeline separating the first construction at Eridu (c. 5300 BC) from the absolute cultural break of the Shuruppak flood (c. 2900 BC) spans a real-world duration of approximately 2,400 years. The Septuagint chronology, as witnessed by Demetrius at 2,264 years, mirrors this archaeological reality within a remarkably tight margin of error (less than 6%).
This broad-stroke alignment strongly indicates that while the fine internal details were arranged to fit sacred numerical cycles, the overarching framework of the Septuagint preserved an authentic, historically grounded memory of the Fertile Crescent's true antiquity—a memory that was severely contracted in alternative textual traditions.

{| class=&quot;wikitable&quot;
! Historical Period &amp; Dating
! Eridu Temples Stratigraphy
! Shuruppak Stratigraphy
|-
| '''Early Dynastic I–III'''
''(c. 2900–2350 BC)''
| style=&quot;text-align: center;&quot; | –
| '''Fara II &amp; III'''
(Sumerian seal cylinders, pottery, skeletons, [[w:Shu-Sin|Shu-Sin inscription]], figurines, Globular Stone Jar)
|-
| '''c. 2900 BC'''
| style=&quot;text-align: center;&quot; | –
| style=&quot;background-color:#ffdddd;&quot; | '''The Shuruppak Flood'''
 [https://www.penn.museum/sites/journal/9356/ &quot;We found an alluvial layer at a depth between four and five metres below the mound surface.&quot;] [https://www.penn.museum/sites/journal/9356/ &quot;Only a few objects of this period, namely one stamp seal and some sherds “floated” in the refuse above. In this respect an absolute culture break took place.&quot;]
|-
| '''Jemdet Nasr'''
''(c. 3100–2900 BC)''
| style=&quot;text-align: center;&quot; | –
| '''Fara I''' 
(Scaraboid Stamp Seals, Polychrome Jar, Animal Patterns on Potsherds, Copper Blade)
|-
| '''Uruk'''
''(c. 3800–3100 BC)''
| '''Temples V–I'''
(Monumental layers)
| style=&quot;text-align: center;&quot; | –
|-
| '''Ubaid 1-4'''
''(c. 5300–3800 BC)''
| '''Temples XVI–VI'''
(From earliest mudbrick cellas to classic tripartite temples)
| style=&quot;text-align: center;&quot; | –
|-
| '''c. 5300 BC'''
| style=&quot;background-color:#ffdddd;&quot; | '''First Construction'''
| style=&quot;text-align: center;&quot; | –
|}

= ''Arichat Yamim'' (Long Life) =

Most of the patriarchs' lifespans in the Hebrew Bible exceed typical human demographics, and many appear to be based on rounded multiples of 101 years. For example, the combined lifespans of Seth, Enosh, and Kenan total '''2,727 years''' (27 × 101). Likewise, the sum for Mahalalel, Jared, and Enoch is '''2,222 years''' (22 × 101), and for Methuselah and Noah, it is '''1,919 years''' (19 × 101).

This phenomenon is difficult to explain, as no known ancient number system features &quot;101&quot; as a significant unit. However, a possible explanation emerges if we assume the original chronographer arrived at these figures through a two-stage process: an initial prototype relying on Mesopotamian sexagesimal numbers, followed by a refined prototype rounded to the nearest Jubilee cycle.
 
In his 1989 London Bible College thesis, ''The Genealogies of Genesis: A Study of Their Structure and Function'', Richard I. Johnson argues that the cumulative lifespans of the patriarchs from Adam to Moses derive from a &quot;perfect&quot; Mesopotamian value: seven ''šar'' (7 × 3,600) or 420 ''šūši'' (420 × 60), divided by two. Using the sexagesimal (base-60) system, the calculation is structured as follows:

*:&lt;math display=&quot;block&quot;&gt;
\begin{aligned}
\frac{7\,\text{šar}}{2} &amp;= \frac{420\,\text{šūši}}{2} \\ &amp;= 210\,\,\text{šūši}  \\ 
&amp;= \left(210 \times 60 \,\text{years} \right) \\ 
&amp;= 12,600 \, \text{years}
\end{aligned}
&lt;/math&gt;

This 12,600-year total was partitioned into three allotments, each based on a 100-Jubilee cycle (4,900 years) but rounded to the nearest Mesopotamian ''šūši'' (multiples of 60).

==== Prototype 1: Initial &quot;Mesopotamian&quot; Allocation ====

----

&lt;div style=&quot;background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;&quot;&gt;
The initial &quot;PT1&quot; framework partitioned the 12,600-year total into three allotments based on 100-Jubilee cycles (rounded to the nearest ''šūši''):

* '''Group 1 (Seth to Enoch):''' Six patriarchs allotted a combined sum of '''82 ''šūši'' (4,920 years)'''. This approximates 100 Jubilees (82 × 60 ≈ 100 × 49).
* '''Group 2 (Adam, plus Shem to Moses):''' These 17 patriarchs were also allotted a combined sum of '''82 ''šūši'' (4,920 years)'''.
* '''Group 3 (The Remainder):''' Methuselah, Lamech, and Noah were allotted the remaining '''46 ''šūši'' (2,760 years)''' (12,600 − 4,920 − 4,920).
&lt;/div&gt;

----

==== Prototype 2: Refined &quot;Jubilee&quot; Allocation ====

----

&lt;div style=&quot;background-color: #fdf7ff; padding: 15px; border-left: 5px solid #9c27b0;&quot;&gt;
Because the rounded Mesopotamian sums in Prototype 1 were not exact Jubilee multiples, the framework was refined by shifting 29 years from the &quot;Remainder&quot; to each of the two primary groups. This resulted in the &quot;PT2&quot; figures as follows:

* '''Group 1 (Seth to Enoch):''' Increased to '''4,949 years''' (101 × 49-year Jubilees).
* '''Group 2 (Adam, plus Shem to Moses):''' Increased to '''4,949 years''' (101 × 49-year Jubilees).
* '''Group 3 (The Remainder):''' Decreased by 58 years to '''2,702 years''' (12,600 − 4,949 − 4,949).
&lt;/div&gt;

----

'''Table Legend:'''
* &lt;span style=&quot;width:100%; color:#b71c1c;&quot;&gt;'''Red Cells'''&lt;/span&gt; indicate figures that result in a patriarch surviving beyond the date of the Flood.

{| class=&quot;wikitable&quot; style=&quot;font-family:sans-serif; font-size:13px; text-align:center;&quot;
|+ Comparison of Prototype Chronologies (Age at death)

|-
! colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | Patriarch
! colspan=&quot;3&quot; style=&quot;background-color:#e0f2f1; border-bottom:2px solid #009688;&quot; | PROTOTYPE 1&lt;br/&gt;(PT1)
! colspan=&quot;3&quot; style=&quot;background-color:#f3e5f5; border-bottom:2px solid #9c27b0;&quot; | PROTOTYPE 2&lt;br/&gt;(PT2)

|-
| rowspan=&quot;6&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|Group 1}}&lt;/div&gt;
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Seth
| rowspan=&quot;6&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|82 šūši}}&lt;br/&gt;&lt;small&gt;(4920)&lt;/small&gt;&lt;/div&gt;
| rowspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|45 šūši}}&lt;br/&gt;&lt;small&gt;(2700)&lt;/small&gt;&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 15 &lt;small&gt;(900)&lt;/small&gt;
| rowspan=&quot;6&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;4949&lt;/div&gt;
| rowspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;2727&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 912

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Enosh
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 15 &lt;small&gt;(900)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 905

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Kenan
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 15 &lt;small&gt;(900)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 910

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Mahalalel
| rowspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|37 šūši}}&lt;br/&gt;&lt;small&gt;(2220)&lt;/small&gt;&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 15 &lt;small&gt;(900)&lt;/small&gt;
| rowspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;2222&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 895

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Jared
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 16 &lt;small&gt;(960)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 962

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Enoch
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 6 &lt;small&gt;(360)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 365

|-
| rowspan=&quot;3&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|Group 3}}&lt;/div&gt;
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot;  | Methuselah
| rowspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|46 šūši}}&lt;br/&gt;&lt;small&gt;(2760)&lt;/small&gt;&lt;/div&gt;
| rowspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|32 šūši}}&lt;br/&gt;&lt;small&gt;(1920)&lt;/small&gt;&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 16 &lt;small&gt;(960)&lt;/small&gt;
| rowspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;2702&lt;/div&gt;
| rowspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;1919&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 969

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Noah
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 16 &lt;small&gt;(960)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 950

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Lamech
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 14 &lt;small&gt;(840)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 14 &lt;small&gt;(840)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 783
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 783

|-
| rowspan=&quot;18&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|Group 2}}&lt;/div&gt;
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Adam
| rowspan=&quot;18&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|82 šūši}}&lt;br/&gt;&lt;small&gt;(4920)&lt;/small&gt;&lt;/div&gt;
| rowspan=&quot;5&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|40 šūši}}&lt;br/&gt;&lt;small&gt;(2400)&lt;/small&gt;&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 16 &lt;small&gt;(960)&lt;/small&gt;
| rowspan=&quot;18&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;4949&lt;/div&gt;
| rowspan=&quot;5&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;2401&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 930

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Shem
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 10 &lt;small&gt;(600)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 600

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Arpachshad
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 7 &lt;small&gt;(420)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 438

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Cainan (II)
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | —
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | —

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Shelah
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 7 &lt;small&gt;(420)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 433

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Eber
| rowspan=&quot;6&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|25 šūši}}&lt;br/&gt;&lt;small&gt;(1500)&lt;/small&gt;&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 8 &lt;small&gt;(480)&lt;/small&gt;
| rowspan=&quot;6&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;1525&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 464

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Peleg
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 4 &lt;small&gt;(240)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 239

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Reu
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 4 &lt;small&gt;(240)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 239

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Serug
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 3 &lt;small&gt;(180)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 230

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Nahor
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 3 &lt;small&gt;(180)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 148

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Terah
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 3 &lt;small&gt;(180)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 205

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Abraham
| rowspan=&quot;7&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;{{nowrap|17 šūši}}&lt;br/&gt;&lt;small&gt;(1020)&lt;/small&gt;&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 3 &lt;small&gt;(180)&lt;/small&gt;
| rowspan=&quot;7&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | &lt;div style=&quot;display:inline-block; transform:rotate(270deg);&quot;&gt;1023&lt;/div&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 175

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Isaac
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 3 &lt;small&gt;(180)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 180

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Jacob
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 3 &lt;small&gt;(180)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 147

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Levi
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 2 &lt;small&gt;(120)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 137

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Kohath
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 2 &lt;small&gt;(120)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 133

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Amram
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 2 &lt;small&gt;(120)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 131

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Moses
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 2 &lt;small&gt;(120)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | 120

|- style=&quot;background-color:#333; color:white; font-weight:bold; font-size:15px;&quot;
! colspan=&quot;2&quot; style=&quot;text-align:left; color:black;&quot; | LIFESPAN&lt;br/&gt;DURATION&lt;br/&gt;SUM
| colspan=&quot;6&quot; | 210 šūši&lt;br/&gt;&lt;small&gt;(12,600 years)&lt;/small&gt;
|}

==Mesopotamian Derived Lifespans==
[[File:Diagram of the Supplementary Hypothesis.jpg|thumb|upright=0.8|Diagram of the [[w:supplementary_hypothesis|supplementary hypothesis]], a popular model of the [[w:composition_of_the_Torah|composition of the Torah]]. The Priestly source is shown as '''P'''.]]

Many scholars believe the biblical chronology was developed by an individual or school of scribes known as the [[w:Priestly_source|Priestly source]] (see diagram). Deprived of a physical Temple, the Judean elite focused on transforming oral traditions into a permanent, 'portable' written Law. To do so, scribes likely adopted the prestigious sexagesimal (base-60) mathematical system of their captors, codifying a history that would command respect within a Mesopotamian intellectual context. The presence of these mathematical structures provides strong evidence that these lifespans were integrated into the biblical narrative during or shortly after the Babylonian captivity (c. 586–538 BCE).

The following comparison illustrates how the '''Prototype 1''' chronology utilized timespans found in the [[w:Sumerian_King_List|Sumerian King List (SKL)]]. The longest lifespans in this chronology—960 and 900 years—are figures well-represented as Sumerian kingship durations.

* '''16 ''šūši'' (960 years)'''
** SKL: [[w:Kullassina-bel|Kullassina-bel]], [[w:Kalibum|Kalibum]]
** '''Prototype 1''': Adam, Jared, Methuselah, Noah

* '''15 ''šūši'' (900 years)'''
** SKL: [[w:Zuqaqip|Zuqaqip]], [[w:Melem-Kish|Melem-Kish]], [[w:Ilku|Ilku]], [[w:Enmebaragesi|Enmebaragesi]]
** '''Prototype 1''': Seth, Enosh, Kenan, Mahalalel

* '''10 ''šūši'' (600 years)'''
** SKL: [[w:Atab|Atab]]
** '''Prototype 1''': Shem

* '''7 ''šūši'' (420 years)'''
** SKL: [[w:En-tarah-ana|En-tarah-ana]], [[w:Enmerkar|Enmerkar]]
** '''Prototype 1''': Arpachshad, Shelah

The precise alignment of these four distinct groupings suggests that the Prototype 1 Chronology was not merely inspired by Mesopotamian traditions, but was mathematically calibrated to synchronize with them. Notably, in his work ''[[w:Antiquities_of_the_Jews|Antiquities of the Jews]]'', [[w:Josephus|Flavius Josephus]] characterizes several pre-flood (antediluvian) patriarchs as having explicit leadership or ruling roles, further mirroring the regal nature of the Sumerian list.

==The Grouping of Adam==
The placement of Adam in Group 2 for lifespan allotments is surprising given his role as the first human male in the Genesis narrative. Interestingly, Mesopotamian mythology faces a similar ambiguity regarding the figure Adapa. In [[w:Apkallu#Uanna_(Oannes)_or_Adapa?|some inscriptions (click here)]], the word &quot;Adapa&quot; is linked to the first sage and associated with the first pre-flood king, Ayalu (often identified as [[w:Alulim|Alulim]]). In [[w:Adapa#Other_myths|other myths (click here)]], Adapa is associated with the post-flood king, [[w:Enmerkar|Enmerkar]].


==== Conclusion ====
The dual association of Adapa—as both the first antediluvian sage and a figure linked to the post-flood king Enmerkar—provides a compelling mythological parallel to the numerical &quot;surprise&quot; of Adam’s grouping. Just as Adapa bridges the divide between the primordial era and the post-flood world, Adam’s placement in Group 2 suggests a similar thematic ambiguity. This pattern is further reinforced by the figure of Enoch, whose role as the seventh patriarch mirrors Enmeduranki, the seventh king; both serve as pivotal links between humanity and the divine realm. Together, these overlaps imply that the biblical lifespan allotments were influenced by ancient conventions that viewed the progression of kingship and wisdom as a fluid, structured tradition rather than a strictly linear history.

==The Universal Flood==
In the '''Prototype 2''' chronology, four pre-flood patriarchs—[[w:Jared (biblical figure)|Jared]], [[w:Methuselah|Methuselah]], [[w:Lamech (Genesis)|Lamech]], and [[w:Noah|Noah]]—are attributed with exceptionally long lifespans, and late enough in the chronology that their lives overlap with the Deluge. This creates a significant anomaly where these figures survive the [[w:Genesis flood narrative|Universal Flood]], despite not being named among those saved on the Ark in the biblical narrative.

It is possible that the survival of these patriarchs was initially not a theological problem. For example, in the eleventh tablet of the ''[[w:Epic of Gilgamesh|Epic of Gilgamesh]]'', the hero [[w:Utnapishtim|Utnapishtim]] is instructed to preserve civilization by loading his vessel not only with kin, but with &quot;all the craftsmen.&quot; 

Given the evident Mesopotamian influences on early biblical narratives, it is possible that the original author of the biblical chronology may have operated within a similar conceptual framework—one in which Noah preserved certain forefathers alongside his immediate family, thereby bypassing the necessity of their death prior to the deluge. Alternatively, the author may have envisioned the flood as a localized event rather than a universal cataclysm, which would not have required the total destruction of human life outside the Ark.

Whatever the intentions of the original author, later chronographers were clearly concerned with the universality of the Flood. Consequently, chronological &quot;corrections&quot; were implemented to ensure the deaths of these patriarchs prior to the deluge. The lifespans of the problematic patriarchs are detailed in the table below. Each entry includes the total lifespan with the corresponding birth and death years (Anno Mundi, or years after creation) provided in parentheses.

{| class=&quot;wikitable&quot; style=&quot;width:100%; font-family:sans-serif; font-size:13px; text-align:center;&quot;
|+ Comparison of Bible Chronologies: Lifespan (Birth year) (Death year)
|-
! rowspan = &quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | Patriarch
! colspan=&quot;1&quot; rowspan = &quot;2&quot; style=&quot;background-color:#f3e5f5; border-bottom:2px solid #9c27b0;&quot; | PT2
! colspan=&quot;2&quot; style=&quot;background-color:#e3f2fd; border-bottom:2px solid #2196f3;&quot; | SHORT CHRONOLOGY
! colspan=&quot;2&quot; style=&quot;background-color:#fff3e0; border-bottom:2px solid #ff9800;&quot; | LONG CHRONOLOGY

|-
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Samaritan &lt;br/&gt; (SP)
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Masoretic &lt;br/&gt; (MT)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Septuagint &lt;br/&gt; (LXX)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Eusebius &lt;br/&gt; (Armenian)

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Jared
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 962 &lt;br/&gt;&lt;small&gt;(460)&lt;br/&gt;(1422)&lt;/small&gt;
| 847 &lt;br/&gt;&lt;small&gt;(460)&lt;br/&gt;(1307)&lt;/small&gt;
| 962 &lt;br/&gt;&lt;small&gt;(460)&lt;br/&gt;(1422)&lt;/small&gt;
| colspan=&quot;2&quot; | 962 &lt;br/&gt;&lt;small&gt;(960)&lt;br/&gt;(1922)&lt;/small&gt;

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Methuselah
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 969 &lt;br/&gt; &lt;small&gt;(587)&lt;br/&gt;(1556)&lt;/small&gt;
| 720 &lt;br/&gt; &lt;small&gt;(587)&lt;br/&gt;(1307)&lt;/small&gt;
| 969 &lt;br/&gt; &lt;small&gt;(687)&lt;br/&gt;(1656)&lt;/small&gt;
| colspan=&quot;2&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 969 &lt;br/&gt;&lt;small&gt;(1287)&lt;br/&gt;(2256)&lt;/small&gt;

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Lamech
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 783 &lt;br/&gt; &lt;small&gt;(654)&lt;br/&gt;(1437)&lt;/small&gt;
| 653 &lt;br/&gt; &lt;small&gt;(654)&lt;br/&gt;(1307)&lt;/small&gt;
| 777 &lt;br/&gt; &lt;small&gt;(874)&lt;br/&gt;(1651)&lt;/small&gt;
| 753 &lt;br/&gt; &lt;small&gt;(1454)&lt;br/&gt;(2207)&lt;/small&gt;
| 723 &lt;br/&gt; &lt;small&gt;(1454)&lt;br/&gt;(2177)&lt;/small&gt;

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Noah
| colspan=&quot;2&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 950 &lt;br/&gt; &lt;small&gt;(707)&lt;br/&gt;(1657)&lt;/small&gt;
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 950 &lt;br/&gt; &lt;small&gt;(1056)&lt;br/&gt;(2006)&lt;/small&gt;
| colspan=&quot;2&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 950 &lt;br/&gt; &lt;small&gt;(1642)&lt;br/&gt;(2592)&lt;/small&gt;

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | The Flood
| colspan=&quot;2&quot; | &lt;small&gt;(1307)&lt;/small&gt;
| &lt;small&gt;(1656)&lt;/small&gt;
| colspan=&quot;2&quot; |&lt;small&gt;(2242)&lt;/small&gt;
|}

=== Samaritan Adjustments ===

As shown in the table above, the '''Samaritan Pentateuch''' (SP) systematically reduces the total lifespans of Jared, Methuselah, and Lamech while leaving their birth years unchanged (460 AM, 587 AM, and 654 AM respectively). This adjustment ensures that all three patriarchs die precisely in the year of the Flood (1307 AM), leaving Noah as the sole survivor. 

While this mathematically resolves the overlap, the solution is less than ideal from a theological perspective; it suggests that these presumably righteous forefathers were swept away in the same judgment as the wicked generation, perishing in the same year as the Deluge.

=== Masoretic Adjustments ===

The '''Masoretic Text''' (MT) maintains the original lifespan and birth year for Jared, but implements specific shifts for his successors. It moves Methuselah's birth and death years forward by exactly '''one hundred years'''; he is born in year 687 AM (rather than 587 AM) and dies in year 1656 AM (rather than 1556 AM). 

Lamech's birth year is moved forward by '''two hundred and twenty years''', and his lifespan is reduced by six years, resulting in a birth in year 874 AM (as opposed to 654 AM) and a death in year 1651 AM (as opposed to 1437 AM). Finally, Noah's birth year and the year of the flood are moved forward by '''three hundred and forty-nine years''', while his original lifespan remains unchanged.

These adjustments shift the timeline of the Flood forward sufficiently so that Methuselah's death occurs in the year of the Flood and Lamech's death occurs five years prior, effectively resolving the overlap. However, this solution is less than ideal because it creates significant irregularities in the ages of the fathers at the birth of their successors (see table below). In particular, Jared, Methuselah, and Lamech are respectively '''162''', '''187''', and '''182''' years old at the births of their successors—ages that are notably higher than the preceding patriarchs Adam, Seth, Enosh, Kenan, Mahalalel, and Enoch, who are respectively '''130''', '''105''', '''90''', '''70''', '''65''', and '''65''' in the Masoretic Text.

{| class=&quot;wikitable&quot; style=&quot;width:100%; font-family:sans-serif; font-size:13px; text-align:center; table-layout:fixed;&quot;
|+ Comparison of Pre-Flood Chronological Traditions (Age at birth of son)

|-
! rowspan=&quot;2&quot; colspan=&quot;1&quot; | Patriarch
! colspan=&quot;2&quot; style=&quot;background-color:#e3f2fd; border-bottom:2px solid #2196f3;&quot; | SHORT CHRONOLOGY
! colspan=&quot;2&quot; style=&quot;background-color:#fff3e0; border-bottom:2px solid #ff9800;&quot; | LONG CHRONOLOGY

|-
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Samaritan &lt;br/&gt; (SP)
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Masoretic &lt;br/&gt; (MT)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Septuagint &lt;br/&gt; (LXX)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Eusebius &lt;br/&gt; (Armenian)

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Adam
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 130
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 230

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Seth
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 105
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 205

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Enosh
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 90
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 190

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Kenan
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 70
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 170

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Mahalalel
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 65
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 165

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Jared
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 62
| colspan=&quot;3&quot; style=&quot;background-color:#f9f9f9;&quot; | 162

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Enoch
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 65
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 165

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Methuselah
| colspan=&quot;1&quot; | 67
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 187
| colspan=&quot;2&quot; | 167 / 187
|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Lamech
| colspan=&quot;1&quot; | 53
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 182
| colspan=&quot;2&quot; style=&quot;background-color:#f9f9f9;&quot; | 188

|}

=== Septuagint Adjustments ===
In his article ''[https://isthatinthebible.wordpress.com/2017/08/24/some-curious-numerical-facts-about-the-ages-of-the-patriarchs/ Some Curious Numerical Facts about the Ages of the Patriarchs]'', the author Paul D makes the following statement regarding the Septuagint (LXX):

&lt;blockquote&gt;“The LXX’s editor methodically added 100 years to the age at which each patriarch begat his son. Adam begat Seth at age 230 instead of 130, and so on. This had the result of postponing the date of the Flood by 900 years without affecting the patriarchs’ lifespans, which he possibly felt were too important to alter. Remarkably, however, the editor failed to account for Methuselah’s exceptional longevity, so old Methuselah still ends up dying 14 years after the Flood in the LXX. (Whoops!)”&lt;/blockquote&gt;

The Septuagint solution avoids the Samaritan issue where multiple righteous forefathers were swept away in the same year as the wicked. It also avoids the Masoretic issue of having disparate fathering ages. 

However, the Septuagint solution of adding hundreds of years to the chronology subverts mathematical motifs upon which the chronology was originally built. Abraham fathering Isaac at the age of 100 is presented as a miraculous event within the post-flood Abraham narrative; yet, having a long line of ancestors who begat sons when well over a hundred and fifty significantly dilutes the miraculous nature of Isaac's birth.

{{RoundBoxTop}}
====The &quot;Whoops Theory&quot;: A Digression====
Paul D.’s &quot;Whoops Theory&quot; suggests the LXX editor added 100 years to the age at which each patriarch begot his son, intending to &quot;fix&quot; the timeline, but somehow failed in the case of Methuselah. Fortunately, in addition to the biblical text traditions themselves, the writings of early chronographers provide insight into how these histories were developed. The LXX was the favored source for most Christian scholars during the early church period. Consider the following statement by Eusebius in his ''Chronicon'': 

&lt;blockquote&gt;&quot;Methusaleh fathered Lamech when he was 167 years of age. He lived an additional 802 years. Thus he would have survived the flood by 22 years.&quot;&lt;/blockquote&gt; 

This statement illustrates that Eusebius, as early as 325 AD, was aware of these chronological tensions. If he recognized the discrepancy, it is highly probable that earlier chronographers would also have been conscious of the overlap, suggesting it was not part of the earliest traditions but was a later development.


Writing in the late 3rd century BC (c. 221 BC), '''Demetrius the Chronographer''' stands as the earliest known witness to biblical chronological calculations. Despite the fragmentary nature of his work, his data remains pivotal; Demetrius explicitly calculated 2,264 years between the creation of Adam and the Flood, a total that inherently supports a longer chronology where Methuselah’s fathering age is '''187''' years rather than '''167'''.

In the original article's comments, a debate surfaced regarding this longer chronology and the '''187''' year fathering age for Methuselah. Paul D. defends his &quot;Whoops Theory&quot; by systematically challenging the validity of early witnesses, particularly those that support the longer timeline:

* '''Josephus:''' Characterized as being dependent on the Masoretic tradition rather than an independent witness.
* '''Pseudo-Philo:''' Dismissed entirely due to severe textual corruption (described as &quot;a real mess&quot;).
* '''Julius Africanus:''' Questioned because his records survive only through a later intermediary, Syncellus.
* '''Demetrius:''' Rejected as a witness because his chronology contains an additional two years whose precise placement remains unknown.
* '''Codex Alexandrinus:''' Identified as the lone legitimate witness to the 187-year fathering age.

The dismissal of Julius Africanus due to his survival through an intermediary, or the disqualification of Demetrius based on a two-year uncertainty, is arguably overstated. As shown in the comparative tables below, there is remarkably little variation in the &quot;LONG CHRONOLOGY&quot; begettal ages. They are identical for Adam through Enoch, with some variation in the last few patriarchs prior to the flood.

The below reconstructed Demetrius chronology employs a plausible explanation for the 2-year discrepancy: the ambiguity surrounding the precise timing of the Flood in relation to the births of Shem and Arphaxad. As explored later in this resource, chronographers frequently differ on whether Arphaxad was born two years after the Flood (Gen 11:10) or in the same year—a nuance that can account for such variances without necessitating the rejection of the witness. Given that Demetrius operates within the longest known chronological framework, the suggestion that he utilized longer begettal ages for earlier patriarchs while failing to apply the correction for Methuselah—the very figure requiring it most in such an expanded timeline—is statistically and logically improbable.
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'''Table Legend:'''
* &lt;span style=&quot;color:#b71c1c;&quot;&gt;'''Red Cells'''&lt;/span&gt; indicate figures that result in patriarchs surviving beyond the date of the Flood.

{| class=&quot;wikitable&quot; style=&quot;width:100%; font-family:sans-serif; font-size:13px; text-align:center; table-layout:fixed;&quot;
|+ Comparison of Pre-Flood Chronological Traditions (Age at birth of son)

|-
! rowspan=&quot;2&quot; colspan=&quot;1&quot; | Patriarch
! colspan=&quot;6&quot; style=&quot;background-color:#fff3e0; border-bottom:2px solid #ff9800;&quot; | LONG CHRONOLOGY

|-
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Demetrius &lt;br/&gt; (204 BC)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Africanus &lt;br/&gt; (221 AD)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Theophilus &lt;br/&gt; (192 AD)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Septuagint &lt;br/&gt; (LXX)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Eusebius &lt;br/&gt; (325 AD)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Josephus &lt;br/&gt; (94 AD)

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Adam
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 230

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Seth
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 205

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Enosh
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 190

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Kenan
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 170

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Mahalalel
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 165

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Jared
| colspan=&quot;6&quot; style=&quot;background-color:#f9f9f9;&quot; | 162

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Enoch
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 165

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Methuselah
| colspan=&quot;2&quot; style=&quot;background-color:#f9f9f9;&quot; | 187
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 167
| colspan=&quot;3&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | 167 / 187

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Lamech
| colspan=&quot;5&quot; style=&quot;background-color:#f9f9f9;&quot; | 188
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 182 / 188

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Noah
| rowspan=&quot;2&quot; colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8;&quot; | 602
| rowspan=&quot;2&quot; colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 600
| rowspan=&quot;2&quot; colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8;&quot; | Varied

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Shem

|- style=&quot;background-color:#333; color:white; font-weight:bold; font-size:15px;&quot;
! colspan=&quot;1&quot; style=&quot;text-align:left; color:black;&quot; | TOTAL
| colspan=&quot;1&quot; | 2264
| colspan=&quot;1&quot; | 2262
| colspan=&quot;1&quot; | 2242
| colspan=&quot;3&quot; | Varied
|}
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=== Flood Adjustment Summary ===

In summary, there was no ideal methodology for accommodating a universal flood within the various textual traditions. 

* In the '''Prototype 2''' chronology, multiple ancestors survive the flood alongside Noah. This dilutes Noah's status as the sole surviving patriarch, which in turn weakens the legitimacy of the [[w:Covenant_(biblical)#Noahic|Noahic covenant]]—a covenant predicated on the premise that God had destroyed all humanity in a universal reset, making Noah a fresh start in God's relationship with humanity.

* The '''Samaritan''' solution was less than ideal because Noah's presumably righteous ancestors perish in the same year as the wicked, which appears to undermine the discernment of God's judgments. 

* The '''Masoretic''' and '''Septuagint''' solutions, by adding hundreds of years to begettal ages, normalize what is intended to be the miraculous birth of Isaac when Abraham was an hundred years old.

== Additional Textual Evidence ==
Because no single surviving manuscript preserves the original PT2 in its entirety, it must be reconstructed using internal textual evidence. As described previously, a primary anchor for this reconstruction is the '''4,949-year sum''' for the Seth-to-Enoch group (Group 1), which is preserved across nearly all textual traditions. Also, where traditions diverge from this sum, they do so in patterns that preserve underlying symmetries and reveal the editorial intent of later redactors, as shown in the following tables.

(The '''Armenian Eusebius''' chronology does not explicitly record lifespans for Levi, Kohath, and Amram. These specific values are assumed to be shared across other known ''Long Chronology'' traditions.)

=== Lifespan Adjustments by Individual Patriarch ===

{| class=&quot;wikitable&quot; style=&quot;width:100%; font-family:sans-serif; font-size:13px; text-align:center;&quot;
|+ Comparison of Chronological Traditions (Individual Patriarch Lifespans)
|-
! rowspan = &quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | Patriarch
! colspan=&quot;1&quot; rowspan = &quot;2&quot; style=&quot;background-color:#f3e5f5; border-bottom:2px solid #9c27b0;&quot; | PT2
! colspan=&quot;2&quot; style=&quot;background-color:#e3f2fd; border-bottom:2px solid #2196f3;&quot; | SHORT CHRONOLOGY
! colspan=&quot;2&quot; style=&quot;background-color:#fff3e0; border-bottom:2px solid #ff9800;&quot; | LONG CHRONOLOGY

|-
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Masoretic &lt;br/&gt; (MT)
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Samaritan &lt;br/&gt; (SP)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Septuagint &lt;br/&gt; (LXX)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Eusebius &lt;br/&gt; (Armenian)

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Adam
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|130 + 800}} &lt;br/&gt;= 930
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|230 + 700}} &lt;br/&gt;= 930

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Seth
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|105 + 807}} &lt;br/&gt;= 912
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|205 + 707}} &lt;br/&gt;= 912

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Enosh
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|90 + 815}}  &lt;br/&gt;= 905
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|190 + 715}} &lt;br/&gt;= 905

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Kenan
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|70 + 840}}  &lt;br/&gt;= 910
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|170 + 740}} &lt;br/&gt;= 910

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Mahalalel
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|65 + 830}}  &lt;br/&gt;= 895
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|165 + 730}} &lt;br/&gt;= 895

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Jared
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | {{nowrap|62 + 900}} &lt;br/&gt;= 962
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|162 + 800}} &lt;br/&gt;= 962
| {{nowrap|62 + 785}} &lt;br/&gt;= 847
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|162 + 800}} &lt;br/&gt;= 962

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Enoch
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|65 + 300}} &lt;br/&gt;= 365
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|165 + 200}} &lt;br/&gt;= 365

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Methuselah
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | {{nowrap|67 + 902}} &lt;br/&gt;= 969
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|187 + 782}} &lt;br/&gt;= 969
| {{nowrap|67 + 653}} &lt;br/&gt;= 720
| colspan=&quot;2&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | {{nowrap|167 + 802}} &lt;br/&gt;= 969

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Lamech
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | {{nowrap|53 + 730}} &lt;br/&gt;= 783
| {{nowrap|182 + 595}} &lt;br/&gt;= 777
| {{nowrap|53 + 600}} &lt;br/&gt;= 653
| {{nowrap|188 + 565}} &lt;br/&gt;= 753
| {{nowrap|188 + 535}} &lt;br/&gt;= 723

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Noah
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | {{nowrap|502 + 448}} &lt;br/&gt;= 950
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | {{nowrap|500 + 450}} &lt;br/&gt;= 950
| colspan=&quot;1&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | {{nowrap|502 + 448}} &lt;br/&gt;= 950
| colspan=&quot;2&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | {{nowrap|500 + 450}} &lt;br/&gt;= 950

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Shem
| colspan=&quot;5&quot; style=&quot;background-color:#ffcdd2; color:#b71c1c; font-weight:bold; border:2px solid #ef5350;&quot; | {{nowrap|100 + 500}} &lt;br/&gt;= 600

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Arpachshad
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|? + ?}} &lt;br/&gt;= 438
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|35 + 403}} &lt;br/&gt;= 438
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|135 + 303}} &lt;br/&gt;= 438
| {{nowrap|135 + 400}} &lt;br/&gt;= 535
| {{nowrap|135 + 403}} &lt;br/&gt;= 538

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Cainan (II)
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | —
| 460
| —

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Shelah
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|? + ?}} &lt;br/&gt;= 433
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|30 + 403}} &lt;br/&gt;= 433
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|130 + 303}} &lt;br/&gt;= 433
| {{nowrap|130 + 330}} &lt;br/&gt;= 460
| {{nowrap|130 + 406}} &lt;br/&gt;= 536

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Eber
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|? + ?}} &lt;br/&gt;= 464
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|34 + 430}} &lt;br/&gt;= 464
| colspan=&quot;2&quot; | {{nowrap|134 + 270}} &lt;br/&gt;= 404
| {{nowrap|134 + 433}} &lt;br/&gt;= 567

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Peleg
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|? + ?}} &lt;br/&gt;= 239
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|30 + 209}} &lt;br/&gt;= 239
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|130 + 109}} &lt;br/&gt;= 239
| colspan=&quot;2&quot; | {{nowrap|130 + 209}} &lt;br/&gt;= 339

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Reu
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|? + ?}} &lt;br/&gt;= 239
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|32 + 207}} &lt;br/&gt;= 239
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|132 + 107}} &lt;br/&gt;= 239
| {{nowrap|132 + 207}} &lt;br/&gt;= 339
| {{nowrap|135 + 207}} &lt;br/&gt;= 342

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Serug
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|? + ?}} &lt;br/&gt;= 230
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|30 + 200}} &lt;br/&gt;= 230
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|130 + 100}} &lt;br/&gt;= 230
| colspan=&quot;2&quot; | {{nowrap|130 + 200}} &lt;br/&gt;= 330

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Nahor
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|? + ?}} &lt;br/&gt;= 148
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|29 + 119}} &lt;br/&gt;= 148
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|79 + 69}} &lt;br/&gt;= 148
| {{nowrap|179 + 125}} &lt;br/&gt;= 304
| {{nowrap|79 + 119}} &lt;br/&gt;= 198

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Terah
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|70 + 135}} &lt;br/&gt;= 205
| {{nowrap|70 + 75}} &lt;br/&gt;= 145
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|70 + 135}} &lt;br/&gt;= 205

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Abraham
| colspan=&quot;5&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|100 + 75}} &lt;br/&gt;= 175

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Isaac
| colspan=&quot;5&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|60 + 120}} &lt;br/&gt;= 180

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Jacob..Moses
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8; font-weight:bold; color:#555;&quot; | {{nowrap|345 + 323}} &lt;br/&gt;= 668
| colspan=&quot;1&quot; | {{nowrap|560 + 114}} &lt;br/&gt;= 674
| colspan=&quot;1&quot; | {{nowrap|345 + 328}} &lt;br/&gt;= 673
| colspan=&quot;2&quot; | {{nowrap|345 + 324}} &lt;br/&gt;= 669

|- style=&quot;background-color:#333; color:white; font-weight:bold; font-size:15px;&quot;
! style=&quot;text-align:left; color:black;&quot; | LIFESPAN&lt;br/&gt;DURATION&lt;br/&gt;SUM
| colspan=&quot;2&quot; | 12,600
| colspan=&quot;1&quot; | 11,991
| colspan=&quot;1&quot; | 13,551
| colspan=&quot;1&quot; | 13,200
|}

=== Samaritan Adjustment Details ===
As noted previously, the Samaritan Pentateuch (SP) systematically reduces the total lifespans of Jared, Methuselah, and Lamech so that all three die precisely in the year of the Flood, leaving Noah as the sole survivor. The required reduction in Jared's lifespan was '''115 years'''. Interestingly, the Samaritan tradition also reduces the lifespans of later patriarchs by a combined total of 115 years, seemingly to maintain a numerical balance between the &quot;Group 1&quot; and &quot;Group 2&quot; patriarchs.

Specifically, this balance was achieved through the following adjustments:
* '''Eber''' and '''Terah''' each had their lifespans reduced by 60 years (one ''šūši'' each).
* '''Amram's''' lifespan was increased by five years.

This net adjustment of 115 years (60 + 60 - 5) suggests a deliberate schematic balancing.

=== Masoretic Adjustment Details ===

In the 2017 article, &quot;[https://wordpress.com Some Curious Numerical Facts about the Ages of the Patriarchs],&quot; Paul D. describes a specific shift in Lamech's death age in the Masoretic tradition:

&lt;blockquote&gt;&quot;The original age of Lamech was 753, and a late editor of the MT changed it to the schematic 777 (inspired by Gen 4:24, it seems, even though that is supposed to be a different Lamech: If Cain is avenged sevenfold, truly Lamech seventy-sevenfold). (Hendel 2012: 8; Northcote 251)&quot;&lt;/blockquote&gt;

While Paul D. accepts 753 as the original age, this conclusion creates significant tension within his own numerical analysis. A central pillar of his article is the discovery that the sum of all patriarchal ages from Adam to Moses totals exactly '''12,600 years'''—a result that relies specifically on Lamech living 777 years. To dismiss 777 as a late &quot;tweak&quot; in favor of 753 potentially overlooks the intentional mathematical architecture that defines the Masoretic tradition. As Paul D. acknowledges:

&lt;blockquote&gt;&quot;Alas, it appears that the lifespan of Lamech was changed from 753 to 777. Additionally, the age of Eber was apparently changed from 404 (as it is in the LXX) to 464... Presumably, these tweaks were made after the MT diverged from other versions of the text, in order to obtain the magic number 12,600 described above.&quot;&lt;/blockquote&gt;

==== ''Lectio Difficilior Potior'' ====
The principle of ''[[Wikipedia:Lectio difficilior potior|Lectio Difficilior Potior]]'' (the &quot;harder reading is stronger&quot;) suggests that scribes tend to simplify or &quot;smooth&quot; texts by introducing patterns. Therefore, when reconstructing an earlier tradition, the critic should often favor the reading with the least amount of artificial internal structure. This concept is particularly useful in evaluating major events in Noah's life.

In the Samaritan Pentateuch (SP) tradition, Noah is born in [https://www.stepbible.org/?q=reference=Gen.5:28,31%7Cversion=SPE Lamech’s 53rd year and Lamech dies when he is 653]. In the Septuagint tradition Lamech dies [https://www.stepbible.org/?q=reference=Gen.5:31%7Cversion=AB when he is 753, exactly one hundred years later than the Samaritan tradition]. If we combine that with the 500-year figure for Noah's age at the birth of his sons, a suspiciously neat pattern emerges:

* '''Year 500 (of Noah):''' Shem is born.
* '''Year 600 (of Noah):''' The Flood occurs.
* '''Year 700 (of Noah):''' Lamech dies.

This creates a perfectly intervalic 200-year span (500–700) between the birth of the heir and the death of the father. Such a &quot;compressed chronology&quot; (500–600–700) is a hallmark of editorial smoothing. Applying ''Lectio Difficilior'', one might conclude that these specific figures (653, and 753) are secondary schematic developments rather than original data. In the reconstructed prototype chronology (PT2), it is proposed that Lamech's original lifespan was '''783 years'''—a value not preserved in any surviving tradition. Under this theory, Lamech's lifespan was reduced by six years in the Masoretic tradition to reach the '''777''' figure described previously, while Amram's was increased by six years in a deliberate &quot;balancing&quot; of total chronological years.

=== Armenian Eusebius Adjustments ===
Perhaps the most surprising adjustments of all are those found in the Armenian recension of Eusebius's Long Chronology. Eusebius's original work is dated to 325 AD, and the Armenian recension is presumed to have diverged from the Greek text approximately a hundred years later. It is not anticipated that the Armenian recension would retain Persian-era mathematical motifs; however, when the lifespan durations for all of the patriarchs are added up, the resulting figure is 13,200 years, which is exactly 600 years (or 10 ''šūši'') more than the Masoretic Text. Also, the specific adjustments to lifespans between the Prototype 2 (PT2) chronology and the Armenian recension of Eusebius's Long Chronology appear to be formulated using the Persian 60-based system.

Specifically, the following adjustments appear to have occurred for Group 2 patriarchs:
* '''Arpachshad''', '''Peleg''', and '''Serug''' each had their lifespans increased by 100 years.
* '''Shelah''', '''Eber''', and '''Reu''' each had their lifespans increased by 103 years.
* '''Nahor''' had his lifespan increased by 50 years.
* '''Amram''' had his lifespan increased by 1 year.

=== Lifespan Adjustments by Group ===

{| class=&quot;wikitable&quot; style=&quot;width:100%; font-family:sans-serif; font-size:13px; text-align:center;&quot;

|+ Comparison of Chronological Traditions (Patriarch Group Lifespan Duration Sum)
|-
! rowspan=&quot;2&quot; | Patriarch Groups
! rowspan=&quot;2&quot; style=&quot;background-color:#f3e5f5; border-bottom:2px solid #9c27b0;&quot; | PT2
! colspan=&quot;2&quot; style=&quot;background-color:#e3f2fd; border-bottom:2px solid #2196f3;&quot; | SHORT CHRONOLOGY
! colspan=&quot;2&quot; style=&quot;background-color:#fff3e0; border-bottom:2px solid #ff9800;&quot; | LONG CHRONOLOGY

|-
! style=&quot;background-color:#e3f2fd;&quot; | Masoretic&lt;br/&gt;(MT)
! style=&quot;background-color:#e3f2fd;&quot; | Samaritan&lt;br/&gt;(SP)
! style=&quot;background-color:#fff3e0;&quot; | Septuagint&lt;br/&gt;(LXX)
! style=&quot;background-color:#fff3e0;&quot; | Eusebius&lt;br/&gt;(325 AD)

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Group 1: Seth to Enoch&lt;br/&gt;&lt;small&gt;(6 Patriarchs)&lt;/small&gt;
| colspan=&quot;2&quot; style=&quot;background-color:#f9f9f9; font-weight:bold;&quot; | 4949
| style=&quot;background-color:#f9f9f9;&quot; | 4834&lt;br/&gt;&lt;small&gt;(4949 - 115)&lt;/small&gt;
| colspan=&quot;2&quot; style=&quot;background-color:#f9f9f9; font-weight:bold;&quot; | 4949

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Group 3: Methuselah, Lamech, Noah&lt;br/&gt;&lt;small&gt;(The Remainder)&lt;/small&gt;
| style=&quot;font-weight:bold; background-color:#f9f9f9;&quot; | 2702
| style=&quot;background-color:#f9f9f9;&quot; | 2696&lt;br/&gt;&lt;small&gt;(2702 - 6)&lt;/small&gt;
| style=&quot;background-color:#f9f9f9;&quot; | 2323&lt;br/&gt;&lt;small&gt;(2702 - 379)&lt;/small&gt;
| style=&quot;background-color:#f9f9f9;&quot; | 2672&lt;br/&gt;&lt;small&gt;(2702 - 30)&lt;/small&gt;
| style=&quot;background-color:#f9f9f9;&quot; | 2642&lt;br/&gt;&lt;small&gt;(2702 - 60)&lt;/small&gt;

|-
| style=&quot;font-weight:bold; text-align:left; background-color:#f9f9f9;&quot; | Group 2: Adam &amp; Shem to Moses&lt;br/&gt;&lt;small&gt;(The &quot;Second Half&quot;)&lt;/small&gt;
| style=&quot;background-color:#f9f9f9; font-weight:bold;&quot; | 4949
| style=&quot;background-color:#f9f9f9;&quot; | 4955&lt;br/&gt;&lt;small&gt;(4949 + 6)&lt;/small&gt;
| style=&quot;background-color:#f9f9f9;&quot; | 4834&lt;br/&gt;&lt;small&gt;(4949 - 115)&lt;/small&gt;
| style=&quot;background-color:#f9f9f9;&quot; | 5930&lt;br/&gt;&lt;small&gt;(4949 + 981)&lt;/small&gt;
| style=&quot;background-color:#f9f9f9;&quot; | 5609&lt;br/&gt;&lt;small&gt;(4949 + 660)&lt;/small&gt;

|- style=&quot;background-color:#333; color:white; font-weight:bold; font-size:14px;&quot;
! LIFESPAN DURATION SUM
| colspan=&quot;2&quot; | 12,600
| 11,991
| 13,551
| 13,200
|}

* '''The Masoretic Text (MT):''' This tradition shifted 6 years from the &quot;Remainder&quot; to Group 2. This move broke the original symmetry but preserved the '''4,949-year sum''' for the Group 1 block.
* '''The Samaritan Pentateuch (SP):''' This tradition reduced both Group 1 and Group 2 by exactly 115 years each. While this maintained the underlying symmetry between the two primary blocks, the 101-Jubilee connection was lost.
* '''The Septuagint (LXX):''' This tradition adds 981 years to Group 2 while subtracting 30 years from the Remainder. This breaks the symmetry of the primary blocks and subverts any obvious connection to sexagesimal (base-60) influence.
* '''The Armenian Eusebius Chronology:''' This tradition reduced the Remainder by 60 years while increasing Group 2 by 660 years. This resulted in a net increase of exactly 600 years, or '''10 ''šūši''''' (base-60 units).

The use of rounded Mesopotamian figures in the '''Armenian Eusebius Chronology''' suggests it likely emerged prior to the Hellenistic conquest of Persia. Conversely, the '''Septuagint's''' divergence indicates a later development—likely in [[w:Alexandria|Alexandria]]—where Hellenized Jews were more focused on correlating Hebrew history with Greek and Egyptian chronologies than on maintaining Persian-era mathematical motifs.

The sum total of the above adjustments amounts to 660 years, or 11 ''šūši''. When combined with the 60-year reduction in Lamech's life (from 783 years to 723 years), the combined final adjustment is 10 ''šūši''.

= It All Started With Grain =

[[File:Centres_of_origin_and_spread_of_agriculture_labelled.svg|thumb|500px|Centres of origin of agriculture in the Neolithic revolution]]

The chronology found in the ''Book of Jubilees'' has deep roots in the Neolithic Revolution, stretching back roughly 14,400 years to the Black Desert of Jordan. There, Natufian hunter-gatherers first produced flatbread by grinding wild cereals and tubers into flour, mixing them with water, and baking the dough on hot stones. This original flour contained a mix of wild wheat, wild barley, and tubers like club-rush (''Bolboschoenus glaucus''). Over millennia, these wild plants transformed into domesticated crops.

The first grains to be domesticated in the Fertile Crescent, appearing around 10,000–12,000 years ago, were emmer wheat (''Triticum dicoccum''), einkorn wheat (''Triticum monococcum''), and hulled barley (''Hordeum vulgare''). Early farmers discovered that barley was essential for its early harvest, while wheat was superior for making bread. The relative qualities of these two grains became a focus of early biblical religion, as recorded in [https://www.stepbible.org/?q=reference=Lev.23:10-21 Leviticus 23:10-21], where the people were commanded to bring the &quot;firstfruits of your harvest&quot; (referring to barley) before the Lord:

&lt;blockquote&gt;&quot;then ye shall bring a sheaf of the firstfruits of your harvest unto the priest: And he shall wave the sheaf before the Lord&quot;&lt;/blockquote&gt;

To early farmers, for whom hunger was a constant reality and winter survival uncertain, that first barley harvest was a profound sign of divine deliverance from the hardships of the season. The commandment in Leviticus 23 continues:

&lt;blockquote&gt;&quot;And ye shall count unto you from the morrow after the sabbath, from the day that ye brought the sheaf of the wave offering; seven sabbaths shall be complete: Even unto the morrow after the seventh sabbath shall ye number fifty days; and ye shall offer a new meat offering unto the Lord. Ye shall bring out of your habitations two wave loaves of two tenth deals; they shall be of fine flour; they shall be baken with leaven; they are the firstfruits unto the Lord.&quot;&lt;/blockquote&gt;

[[File:Ghandum_ki_katai_-punjab.jpg|thumb|500px|[https://www.stepbible.org/?q=reference=Deu.16:9-10 Deuteronomy 16:9-10] commands the people to count seven weeks from the time the sickle is first put to the standing grain, celebrating the feast on the fiftieth day.]]

These seven sabbaths amount to forty-nine days. The number 49 is significant because wheat typically reaches harvest roughly 49 days after barley. This grain carried a different symbolism: while barley represented survival and deliverance from winter, wheat represented the &quot;better things&quot; and the abundance provided to the faithful. [https://www.stepbible.org/?q=reference=Deu.16:9-10 Deuteronomy 16:9-10] similarly commands the people to count seven weeks from the time the sickle is first put to the standing grain, celebrating the feast on the fiftieth day.

This 49-day interval between the barley and wheat harvests was so integral to ancient worship that it informed the timeline of the Exodus. Among the plagues of Egypt, [https://www.stepbible.org/?q=reference=Exo.9:31-32 Exodus 9:31-32] describes the destruction of crops: 

&lt;blockquote&gt;&quot;And the flax and the barley was smitten: for the barley was in the ear, and the flax was bolled. But the wheat and the rye &lt;small&gt;(likely emmer wheat or spelt)&lt;/small&gt; were not smitten: for they were not grown up.&quot;&lt;/blockquote&gt;

This text establishes that the Exodus—God's deliverance from slavery—began during the barley harvest. Just as the barley harvest signaled the end of winter’s hardship, it symbolized Israel's release from bondage. 

The Israelites left Egypt on the 15th of Nisan (the first month) and arrived at the Wilderness of Sinai on the 1st of Sivan (the third month), 45 days later. In Jewish tradition, the giving of the Ten Commandments is identified with the 6th or 7th of Sivan—exactly 50 days after the Exodus. Thus, the Exodus (deliverance) corresponds to the barley harvest and is celebrated as the [[wikipedia:Passover|Passover]] holiday, while the Law (the life of God’s subjects) corresponds to the wheat harvest and is celebrated as [[wikipedia:Shavuot|Shavuot]]. This pattern carries into Christianity: Jesus was crucified during Passover (barley harvest), celebrated as [[wikipedia:Easter|Easter]], and fifty days later, the Holy Spirit was sent at [[wikipedia:Pentecost|Pentecost]] (wheat harvest).

=== The Mathematical Structure of Jubilees ===

The chronology of the ''Book of Jubilees'' is built upon this base-7 agricultural cycle, expanded into a fractal system of &quot;weeks&quot;:

* '''Week of Years:''' 7&lt;sup&gt;1&lt;/sup&gt; = 7 years
* '''Jubilee of Years:''' 7&lt;sup&gt;2&lt;/sup&gt; = 49 years
* '''Week of Jubilees:''' 7&lt;sup&gt;3&lt;/sup&gt; = 343 years
* '''Jubilee of Jubilees:''' 7&lt;sup&gt;4&lt;/sup&gt; = 2,401 years

The author of the ''Jubilees'' chronology envisions the entirety of early Hebraic history, from the creation of Adam to the entry into Canaan, as occurring within a Jubilee of Jubilees, concluding with a fiftieth Jubilee of years. In this framework, the 2,450-year span (2,401 + 49 = 2,450) serves as a grand-scale reflection of the agricultural transition from the barley of deliverance to the wheat of the Promised Land.

[[File:Schematic_Diagram_Book_of_Jubilees_Early_Patriarchs.png|thumb|center|500px|Early Hebraic history as envisioned by the author of the ''Jubilees'' chronology]]

The above diagram illustrates the reconstructed Jubilee of Jubilees fractal chronology. The first twenty rows in the left column respectively list 20 individual patriarchs, with parentheses indicating their age at the birth of their successor. Shem, the 11th patriarch and son of Noah, is born in reconstructed year 1209, which is roughly halfway through the 2,401-year structure. Abram is listed in the 21st position with a 77 in parentheses, indicating that Abram entered Canaan when he was 77 years old. The final three rows represent the Canaan, Egypt, and 40-year Sinai eras. Chronological time flows from the upper left to the lower right, utilizing 7x7 grids to represent 49-year Jubilees within a larger, nested &quot;Jubilee of Jubilees&quot; (49x49). Note that the two black squares at the start of the Sinai era mark the two-year interval between the Exodus and the completion of the Tabernacle.

* The '''first Jubilee''' (top-left 7x7 grid) covers the era from Adam's creation through his 49th year.
* The '''second Jubilee''' (the adjacent 7x7 grid to the right) spans Adam's 50th through 98th years.
* The '''third Jubilee''' marks the birth of Seth in the year 130, indicated by a color transition within the grid.
* The '''twenty-fifth Jubilee''' occupies the center of the 49x49 structure; it depicts Shem's birth and the chronological transition from pre-flood to post-flood patriarchs.

{{RoundBoxTop}}
==== The Birth of Shem (A Digression) ====
Were Noah's sons born when Noah was 500 or 502?

While [https://www.stepbible.org/?q=reference=Gen.5:32 Genesis 5:32] states that &quot;Noah was 500 years old, and Noah begat Shem, Ham, and Japheth,&quot; this likely indicates the year Noah ''began'' having children rather than the year all three were born. Shem’s specific age can be deduced by comparing other verses: 
# Noah was 600 years old when the floodwaters came ([https://www.stepbible.org/?q=reference=Gen.7:6 Genesis 7:6]). 
# Shem was 100 years old when he fathered Arpachshad, two years after the flood ([https://www.stepbible.org/?q=reference=Gen.11:10 Genesis 11:10])

'''The Calculation:''' If Shem was 100 years old two years after the flood, he was 98 when the flood began. Subtracting 98 from Noah’s 600th year (600 - 98) results in '''502'''. This indicates that either Japheth or Ham was the eldest son, born when Noah was 500, followed by Shem two years later. Shem is likely listed first in the biblical text due to his status as the ancestor of the Semitic peoples.
{{RoundBoxBottom}}

== The Mathematical relationship between 40 and 49 ==

As noted previously, the ''Jubilees'' author envisions early Hebraic history within a &quot;Jubilee of Jubilees&quot; fractal chronology (2,401 years). Shem is born in year 1209, which is a nine-year offset from the exact mathematical center of 1200. To understand this shift, one must look at a mathematical relationship that exists between the foundational numbers 40 and 49. Specifically, 40 can be expressed as a difference of squares derived from 7; using the distributive property, the relationship is demonstrated as follows:

&lt;math display=&quot;block&quot;&gt;
\begin{aligned}
 (7-3)(7+3) &amp;=  7^2 - 3^2 \\
 &amp;= 49 - 9 \\
 &amp;= 40
\end{aligned}
&lt;/math&gt;

The following diagram graphically represents the above mathematical relationship. A Jubilee may be divided into two unequal portions of 9 and 40.

[[File:Jubilee_to_Generation_Division.png|thumb|center|500px|Diagram illustrating the division of a Jubilee into unequal portions of 9 and 40.]] 

Shem's placement within the structure can be understood mathematically as the first half of the fractal plus nine pre-flood years, followed by the second half of the fractal plus forty post-flood years, totaling the entire fractal plus one Jubilee (49 years):

[[File:Schematic_Diagram_Book_of_Jubilees_Early_Patriarchs_split.png|thumb|center|500px|Diagram of early Hebraic history as envisioned by the author of the ''Jubilees'' chronology with a split fractal framework]]

&lt;div style=&quot;line-height: 1.5;&quot;&gt;
* '''Book of Jubilees (Adam to Canaan)'''
** Pre-Flood Patriarch years:
*:&lt;math display=&quot;block&quot;&gt;
\begin{aligned}
\frac{7^4 - 1}{2} + 3^2 &amp;= 1200 + 9 \\
 &amp;= 1209
\end{aligned}
&lt;/math&gt;
** Post-Flood Patriarch years:
*:&lt;math display=&quot;block&quot;&gt;
\begin{aligned}
\frac{7^4 + 1}{2} + (7^2 - 3^2) &amp;= 1201 + 40 \\
 &amp;= 1241
\end{aligned}
&lt;/math&gt;
** Total Years:
*:&lt;math display=&quot;block&quot;&gt;
\begin{aligned}
7^4 + 7^2 &amp;= 2401 + 49 \\
 &amp;= 2450
\end{aligned}
&lt;/math&gt;
&lt;/div&gt;

== The Samaritan Pentateuch Connection ==
Of all biblical chronologies, the ''Book of Jubilees'' and the ''Samaritan Pentateuch'' share the closest affinity during the pre-flood era, suggesting that the Jubilee system may be a key to unlocking the SP’s internal logic. The diagram below illustrates the structural organization of the patriarchs within the Samaritan tradition.

[[File:Schematic_Diagram_Samaritan_Pentateuch_Early_Patriarchs.png|thumb|center|500px|Diagram of Hebraic history as presented in ''the Samaritan Pentateuch'' chronology, organized into a Jubilees mathematical framework]]

=== Determining Chronological Priority ===
A comparison of the begettal ages in the above Samaritan diagram with the Jubilees diagram reveals a deep alignment between these systems. From Adam to Shem, the chronologies are nearly identical, with minor discrepancies likely resulting from scribal transmission. In the Samaritan Pentateuch, Shem, Ham, and Japheth are born in year 1207 (with Shem's reconstructed birth year as 1209), maintaining a birth position within the 25th Jubilee—the approximate center of the 49x49 &quot;Jubilee of Jubilees.&quot;

This raises a vital question of chronological priority: which system came first? Shem’s placement at the center of the 49x49 grid suggests that the schematic framework of the Book of Jubilees may have influenced the Samaritan Pentateuch's chronology, even if the latter's narratives are older. It is highly probable that Shem's &quot;pivot&quot; position was an intentional design feature inherited or shared by the Samaritan tradition, rather than a coincidental alignment.

=== The 350-Year Symmetrical Extension ===
Post-flood begettal ages differ significantly between these two chronologies. In the Samaritan Pentateuch, the ages of six patriarchs at the birth of their successors are significantly higher than those in the ''Book of Jubilees'', extending the timeline by exactly 350 years (assuming the inclusion of a six-year conquest under Joshua, represented by the black-outlined squares in the SP diagram). This extension appears to be a deliberate, symmetrical addition: a &quot;week of Jubilees&quot; (343 years) plus a &quot;week of years&quot; (7 years).

&lt;div style=&quot;line-height: 1.5;&quot;&gt;
* '''Book of Jubilees (Adam to Canaan):'''
:&lt;math display=&quot;block&quot;&gt;
\begin{aligned}
 7^4 + 7^2 &amp;= 2401 + 49 \\
 &amp;= 2450
\end{aligned}
&lt;/math&gt;

* '''Samaritan Pentateuch (Adam to Conquest):'''
:&lt;math display=&quot;block&quot;&gt;
\begin{aligned}
 \text{(Base 49): } &amp; 7^4 + 7^3 + 7^2 + 7^1 \\
 &amp;= 2401 + 343 + 49 + 7 \\
 &amp;= 2800 \\ \text{(Base 40): } &amp; 70 \times 40 \\
 &amp;= 2800
\end{aligned}
&lt;/math&gt;
&lt;/div&gt;

=== Mathematical Structure of the Early Samaritan Chronology ===
To understand the motivation for the 350-year variation between the ''Book of Jubilees'' and the SP, a specific mathematical framework must be considered. The following diagram illustrates the Samaritan tradition using a '''40-year grid''' (4x10 year blocks) organized into 5x5 clusters (25 blocks each):

* '''The first cluster''' (outlined in dark grey) contains 25 blocks, representing exactly '''1,000 years'''.
* '''The second cluster''' represents a second millennium.
* '''The final set''' contains 20 blocks (4x5), representing '''800 years'''.

Notably, when the SP chronology is mapped to this 70-unit format, the conquest of Canaan aligns precisely with the end of the 70th block. This suggests a deliberate structural design—totaling 2,800 years—rather than a literal historical record.


[[File:Schematic_Diagram_Samaritan_Pentateuch_Early_Patriarchs_40.png|thumb|center|500px|Diagram of Hebraic history as presented in ''the Samaritan Pentateuch'' chronology, organized into a Generational (4x10 year blocks) mathematical framework]]

== The Masoretic text Variation ==


[[File:Schematic_Diagram_Masoretic_Text_Early_Patriarchs_40.png|thumb|center|500px|Diagram of Hebraic history as presented in ''the Masoretic Text'' chronology, organized into a Generational (4x10 year blocks) mathematical framework]]

=== Mathematical Structure of the Masoretic Chronology ===
The above diagram maps the Masoretic chronology using the identical grid framework applied to the Samaritan Pentateuch. Red circles indicate specific chronological points where the Masoretic timeline diverges from the Samaritan tradition. Key textual and numerical variations include:

==== The Universal Flood Adjustment (+349 yrs) ====
The Masoretic chronology postpones the birth of Noah and the onset of the Deluge by '''349 years''' relative to the Samaritan tradition. As outlined in the above &quot;Masoretic Adjustments&quot; section, this structural shift ensures that Noah's antediluvian ancestors do not survive past the date of the universal flood. This timeline was achieved by adding 100 years to Jared's paternal age, 120 years to Methuselah's, and 129 years to Lamech's. Consequently, these calculations place Methuselah's death precisely in the year of the Flood and Lamech's death five years prior.

==== The Smoothing of Noah's Life (-2 yrs) ====
The Masoretic chronology reduces Noah's age at the birth of Shem from 502 years (as found in the Samaritan Pentateuch) to 500 years. As discussed in the &quot;Lectio Difficilior Potior&quot; and &quot;The Birth of Shem (A Digression)&quot; sections, this change represents &quot;scribal smoothing.&quot; This editorial process rounded major milestones in Noah's life to the nearest century: his sons are born in his 500th year, the Deluge occurs in his 600th year, and his father Lamech dies in his 700th year.

==== Post-Flood Patriarchal Lifespans (-650 yrs) ====
Seven post-flood patriarchs (Arpachshad through Nahor) exhibit reduced ages at the birth of their firstborn sons within the Masoretic chronology, resulting in a cumulative deficit of 650 years compared to the Samaritan Pentateuch. Specifically, the paternal ages of Arpachshad, Shelah, Eber, Peleg, Reu, and Serug are each lower by exactly 100 years, while Nahor's age is reduced by 50 years. Given the uniform, rounded values of these variations, a direct dependency exists; either the Masoretic chronologist systematically deflated these ages, or the Samaritan chronologist systematically inflated them.

The Masoretic use of young fathering ages for these specific patriarchs may preserve an older tradition. The narrative theme of Abraham fathering Isaac at the age of 100 serves as a central literary and mathematical motif that likely predates the Babylonian exile. Consequently, the lower paternal ages in the Masoretic lineage may intentionally highlight this milestone, ensuring that a fatherhood age of 100 remains an extraordinary, miraculous exception within the broader genealogical timeline.

Under this proposed framework, Arpachshad (or Cainan) originally functioned not as a standard descendant of Shem, but as the progenitor of a distinct nine-generation patriarchal line culminating in the miraculous birth of Isaac. During the Babylonian exile, the Priestly source (&quot;P&quot;) may have adapted this older Abrahamic lineage, appending earlier primeval generations to mirror Mesopotamian creation and flood epics. Consequently, Mesopotamian archetypes—such as Adapa, Enmeduranki, and Utnapishtim—were synthesized with preexisting Hebrew traditions to form the composite figures of Adam, Enoch, and Noah. These composite primeval figures were subsequently integrated into a single, seamless genealogical chain spanning from creation to the foundations of Israel.

==== The Final Masoretic Adjustment (+215 yrs) ====
As will be explained later in this resource, it is proposed that a final 215 years was added to the Masoretic chronology to arrive at the 2666-year total. The Samaritan Pentateuch, the Septuagint, and the Book of Jubilees all claim that the Patriarchs were in Canaan for 215 years, followed by 215 years of Israelite slavery in Egypt. The Masoretic text increases the period of Egyptian slavery by 215 years, for a total of 430 years of slavery.

This increase to 430 years is difficult to reconcile with the Moses narrative, which claims that Moses was the great-grandson of Levi on the paternal line and the grandson on the maternal line. Levi entered Egypt as an adult and a free man. Moses led the children of Israel out of Egypt at eighty years old. For Moses to be a maternal grandson, his mother would have been hundreds of years old when she gave birth to him and his older siblings, Aaron and Miriam.

==== The 2800-Year to 2666-Year Transition ====
Within the Masoretic chronology, the Exodus is situated inside the third 800-year epoch, occurring precisely in the year 2666 after creation (Anno Mundi). This placement represents a deliberate scribal design choice rather than an organic chronological coincidence.

&lt;div style=&quot;line-height: 1.5;&quot;&gt;
* '''Book of Jubilees (Adam to Canaan):'''
:&lt;math display=&quot;block&quot;&gt;
\begin{aligned}
 7^4 + 7^2 &amp;= 2401 + 49 \\
 &amp;= 2450
\end{aligned}
&lt;/math&gt;

* '''Samaritan Pentateuch (Adam to Conquest):'''
:&lt;math display=&quot;block&quot;&gt;
\begin{aligned}
 \text{(Base 49): } &amp; 7^4 + 7^3 + 7^2 + 7^1 \\
 &amp;= 2401 + 343 + 49 + 7 \\
 &amp;= 2800 \\ \text{(Base 40): } &amp; 70 \times 40 \\
 &amp;= 2800
\end{aligned}
&lt;/math&gt;

* '''Masoretic Text (Adam to Exodus):'''
:&lt;math display=&quot;block&quot;&gt;
(2800 - 46) + (349) - (2) - (650) + (215) = 2666&lt;/math&gt;
&lt;/div&gt;

As detailed in &quot;The 350-Year Symmetrical Extension,&quot; the timeline found in the Book of Jubilees likely served as the foundational model, positioning Shem at the exact midpoint of its 2,450-year chronology. The Samaritan Pentateuch appears to be a direct derivative of this Jubilees framework. Scribes systematically appended exactly 350 years to the post-Flood era, shifting the completion of the Conquest to a precise macro-structural target of 2,800 years after creation.

Envisioning the process that transitioned from the 2,800-year Samaritan chronology to the Masoretic framework presents a distinct mathematical challenge. Tracking the adjustments step-by-step from the Samaritan baseline reveals a precise transition:

* '''Samaritan Baseline (Conquest Completion):''' 2,800 years
* '''Minus Wandering and Conquest Era:''' −46 years (2,754)
* '''Plus Masoretic Flood Adjustment:''' +349 years (3,103)
* '''Minus Noah's Life Smoothing:''' −2 years (3,101)
* '''Minus Post-Flood Patriarchal Reductions:''' −650 years (2,451)
* '''The Final Masoretic Adjustment:''' +215 years (2,666)

This calculation yields exactly 2,666 years. Because individual components were dictated by rigid external theological and narrative constraints, it is surprising that the final adjustment yields exactly 2,666 years, but it also remains difficult to isolate where scribes might have executed fine-tuning to bring about this exact value and bridge the 2,800-year and 2,666-year macro-structures.

=== Mathematical Structure of the Septuagint Chronology ===
As was explained above in &quot;Septuagint Adjustments&quot;, the LXX’s editor methodically added 100 years to each pre-flood patriarch. The purpose of this adjustment was to ensure that Noah would be the exclusive survivor of the flood. As shown in the tables below, post-flood &quot;Long Chronology&quot; variations are seen to be either identical to or derived from &quot;Short Chronology&quot; values.

{| class=&quot;wikitable&quot; style=&quot;width:100%; font-family:sans-serif; font-size:13px; text-align:center; table-layout:fixed;&quot;
|+ Comparison of Pre-Flood Chronological Traditions (Age at birth of son)

|-
! rowspan=&quot;2&quot; colspan=&quot;1&quot; | Patriarch
! colspan=&quot;3&quot; style=&quot;background-color:#e3f2fd; border-bottom:2px solid #2196f3;&quot; | SHORT CHRONOLOGY
! colspan=&quot;6&quot; style=&quot;background-color:#fff3e0; border-bottom:2px solid #ff9800;&quot; | LONG CHRONOLOGY

|-
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Jubilees &lt;br/&gt; (Jub)
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Masoretic &lt;br/&gt; (MT)
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Samaritan &lt;br/&gt; (SP)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Demetrius &lt;br/&gt; (204 BC)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Africanus &lt;br/&gt; (221 AD)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Theophilus &lt;br/&gt; (192 AD)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Septuagint &lt;br/&gt; (LXX)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Eusebius &lt;br/&gt; (325 AD)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Josephus &lt;br/&gt; (94 AD)

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Adam
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8;&quot; | 130
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 230

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Seth
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8;&quot; | 105
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 205

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Enosh
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8;&quot; | 90
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 190

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Kenan
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8;&quot; | 70
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 170

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Mahalalel
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8;&quot; | 66
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 65
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 165

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Jared
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 61
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 162
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 62
| colspan=&quot;6&quot; style=&quot;background-color:#f9f9f9;&quot; | 162

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Enoch
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8;&quot; | 65
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 165

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Methuselah
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 65
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 187
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 67
| colspan=&quot;2&quot; style=&quot;background-color:#f9f9f9;&quot; | 187
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 167
| colspan=&quot;3&quot; style=&quot;background-color:#f9f9f9;&quot; | 167 / 187

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Lamech
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 55
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 182
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 53
| colspan=&quot;5&quot; style=&quot;background-color:#f9f9f9;&quot; | 188
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 182 / 188

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Noah
| rowspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 602
| rowspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 600
| rowspan=&quot;2&quot; colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 602
| rowspan=&quot;2&quot; colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | 600
| rowspan=&quot;2&quot; colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8;&quot; | Varied

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Shem

|- style=&quot;background-color:#333; color:white; font-weight:bold; font-size:15px;&quot;
! colspan=&quot;1&quot; style=&quot;text-align:left; color:black;&quot; | Pre-Flood TOTAL
| colspan=&quot;1&quot; | 1309
| colspan=&quot;1&quot; | 1656
| colspan=&quot;1&quot; | 1309
| colspan=&quot;1&quot; | 2264
| colspan=&quot;1&quot; | 2262
| colspan=&quot;1&quot; | 2242
| colspan=&quot;3&quot; | Varied
|}

{| class=&quot;wikitable&quot; style=&quot;width:100%; font-family:sans-serif; font-size:13px; text-align:center; table-layout:fixed;&quot;

|+ Comparison of Post-Flood Chronological Traditions (Age at birth of son)
|-
! colspan=&quot;1&quot; rowspan=&quot;2&quot; | Patriarch
! colspan=&quot;3&quot; style=&quot;background-color:#e3f2fd; border-bottom:2px solid #2196f3;&quot; | SHORT CHRONOLOGY
! colspan=&quot;6&quot; style=&quot;background-color:#fff3e0; border-bottom:2px solid #ff9800;&quot; | LONG CHRONOLOGY

|-
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Jubilees &lt;br/&gt; (Jub)
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Masoretic &lt;br/&gt; (MT)
! colspan=&quot;1&quot; style=&quot;background-color:#e3f2fd;&quot; | Samaritan &lt;br/&gt; (SP)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Demetrius &lt;br/&gt; (204 BC)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Africanus &lt;br/&gt; (221 AD)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Theophilus &lt;br/&gt; (192 AD)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Septuagint &lt;br/&gt; (LXX)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Eusebius &lt;br/&gt; (325 AD)
! colspan=&quot;1&quot; style=&quot;background-color:#fff3e0;&quot; | Josephus &lt;br/&gt; (94 AD)

|- style=&quot;background-color:#333; color:white; font-weight:bold; font-size:15px;&quot;
! colspan=&quot;1&quot;  style=&quot;text-align:left; color:black;&quot; | Pre-Flood
| colspan=&quot;1&quot; | 1309
| colspan=&quot;1&quot; | 1656
| colspan=&quot;1&quot; | 1309
| colspan=&quot;1&quot; | 2264
| colspan=&quot;1&quot; | 2262
| colspan=&quot;1&quot; | 2242
| colspan=&quot;3&quot; | Varied

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Arphaxad
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 66
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 35
| colspan=&quot;7&quot; style=&quot;background-color:#e8e8e8;&quot; | 135

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Cainan II
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 57
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | -
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 130
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | -
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 130
| colspan=&quot;2&quot; style=&quot;background-color:#e8e8e8;&quot; | -

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Shelah
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 71
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 30
| colspan=&quot;7&quot; style=&quot;background-color:#e8e8e8;&quot; | 130

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Eber
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 64
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 34
| colspan=&quot;7&quot; style=&quot;background-color:#e8e8e8;&quot; | 134

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Peleg
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 61
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 30
| colspan=&quot;7&quot; style=&quot;background-color:#e8e8e8;&quot; | 130

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Reu
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 59
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 32
| colspan=&quot;5&quot; style=&quot;background-color:#e8e8e8;&quot; | 132
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8;&quot; | 135
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8;&quot; | 130

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Serug	
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 57
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 30
| colspan=&quot;6&quot; style=&quot;background-color:#e8e8e8;&quot; | 130
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8;&quot; | 132

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Nahor
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 62
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 29
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8;&quot; | 79
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8;&quot; | 75
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8;&quot; | 79 / 179
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8;&quot; | 79
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8;&quot; | 120

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Terah
| colspan=&quot;9&quot; style=&quot;background-color:#e8e8e8;&quot; | 70

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Abram
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 78
| colspan=&quot;8&quot; style=&quot;background-color:#e8e8e8;&quot; | 75

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Canaan
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 218
| colspan=&quot;8&quot; style=&quot;background-color:#e8e8e8;&quot; | 215

|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Egypt
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 238
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 430
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8;&quot; | 215
| colspan=&quot;1&quot; style=&quot;background-color:#e8e8e8;&quot; | 430
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8;&quot; | 215
|-
! colspan=&quot;1&quot; style=&quot;text-align:left; background-color:#f9f9f9;&quot; | Sinai +/-
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | 40
| colspan=&quot;1&quot; style=&quot;background-color:#f9f9f9;&quot; | -
| colspan=&quot;3&quot; style=&quot;background-color:#e8e8e8;&quot; | 46
| colspan=&quot;4&quot; style=&quot;background-color:#e8e8e8;&quot; | 40

|- style=&quot;background-color:#333; color:white; font-weight:bold; font-size:15px;&quot;
! colspan=&quot;1&quot; style=&quot;text-align:left; color:black;&quot; | GRAND TOTAL
| colspan=&quot;1&quot; | 2450
| colspan=&quot;1&quot; | 2666
| colspan=&quot;1&quot; | 2800
| colspan=&quot;1&quot; | 3885
| colspan=&quot;1&quot; | 3754
| colspan=&quot;1&quot; | 3938
| colspan=&quot;3&quot; | Varied
|}

== Living in the Rough ==

[[File:Samaritan Passover sacrifice IMG 1988.JPG|thumb|350px|A Samaritan Passover Sacrifice 1988]]

As explained previously, 49 (a Jubilee) is closely associated with agriculture and the 49-day interval between the barley and wheat harvests. The symbolic origins of the number '''40''' (often representing a &quot;generation&quot;) are less clear, but the number is consistently associated with &quot;living in the rough&quot;—periods of trial, transition, or exile away from the comforts of civilization. 

Examples of this pattern include:
* '''Noah''' lived within the ark for 40 days while the rain fell; 
* '''Israel''' wandered in the wilderness for 40 years; 
* '''Moses''' stayed on Mount Sinai for 40 days and nights without food or water. 

Several other prophets followed this pattern, most notably '''Jesus''' in the New Testament, who fasted in the wilderness for 40 days before beginning his ministry. In each case, the number 40 marks a period of testing that precedes a new spiritual or national era.

Another recurring theme in the [[w:Pentateuch|Pentateuch]] is the tension between settled farmers and mobile pastoralists. This friction is first exhibited between Cain and Abel: Cain, a farmer, offered grain as a sacrifice to God, while Abel, a pastoralist, offered meat. When Cain’s offering was rejected, he slew Abel in a fit of envy. The narrative portrays Cain as clever and deceptive, whereas Abel is presented as honest and earnest—a precursor to the broader biblical preference for the wilderness over the &quot;civilized&quot; city.

In a later narrative, Isaac’s twin sons, Jacob and Esau, further exemplify this dichotomy. Jacob—whose name means &quot;supplanter&quot;—is characterized as clever and potentially deceptive, while Esau is depicted as a rough, hairy, and uncivilized man, who simply says what he feels, lacking the calculated restraint of his brother. Esau is described as a &quot;skillful hunter&quot; and a &quot;man of the field,&quot; while Jacob is &quot;dwelling in tents&quot; and cooking &quot;lentil stew.&quot;

The text draws a clear parallel between these two sets of brothers:
* In the '''Cain and Abel''' narrative, the plant-based sacrifice of Cain is rejected in favor of the meat-based one. 
* In the '''Jacob and Esau''' story, Jacob’s mother intervenes to ensure he offers meat (disguised as game) to secure his father's blessing. Through this &quot;clever&quot; intervention, Jacob successfully secures the favor that Cain could not.

Jacob’s life trajectory progresses from the pastoralist childhood he inherited from Isaac toward the most urbanized lifestyle of the era. His son, Joseph, ultimately becomes the vizier of Egypt, tasked with overseeing the nation's grain supply—the ultimate symbol of settled, agricultural civilization. 

This path is juxtaposed against the life of Moses: while Moses begins life in the Egyptian court, he is forced into the wilderness after killing a taskmaster. Ultimately, Moses leads all of Israel back into the wilderness, contrasting with Jacob, who led them into Egypt. While Jacob’s family found a home within civilization, Moses was forbidden to enter the Promised Land, eventually dying in the &quot;rough&quot; of the wilderness.

Given the contrast between the lives of Jacob and Moses—and the established associations of 49 with grain and 40 with the wilderness—it is likely no coincidence that their lifespans follow these exact mathematical patterns. Jacob is recorded as living 147 years, precisely three Jubilees (3 x 49). In contrast, Moses lived exactly 120 years, representing three &quot;generations&quot; (3 x 40).

The relationship between these two &quot;three-fold&quot; lifespans can be expressed by the same nine-year offset identified in the Shem chronology:

&lt;math display=&quot;block&quot;&gt;
\begin{aligned}
 49 - 9 &amp;= 40 \\
 3(49 - 9) &amp;= 3(40) \\
 147 - 27 &amp;= 120
\end{aligned}
&lt;/math&gt;

[[File:Three_Jubilees_vs_Three_Generations.png|thumb|center|500px|Jacob lived for 147 years, or three Jubilees of 49 years each as illustrated by the above 7 x 7 squares. Jacob's life is juxtaposed against the life of Moses, who lived 120 years, or three generations of 40 years each as illustrated by the above 4 x 10 rectangles.]] 

Samaritan tradition maintains a unique cultural link to the &quot;pastoralist&quot; ideal: unlike mainstream Judaism, Samaritans still practice animal sacrifice on Mount Gerizim to this day. This enduring ritual focus on meat offerings, rather than the &quot;grain-based&quot; agricultural system symbolized by the 49-year Jubilee, further aligns the Samaritan identity with the symbolic number 40. Building on this connection to &quot;wilderness living,&quot; the Samaritan chronology appears to structure the era prior to the conquest of Canaan using the number 40 as its primary mathematical unit.

=== A narrative foil for Joshua ===
As noted in the previous section, the ''Samaritan Pentateuch'' structures the era prior to Joshua using 40 years as a fundamental unit; in this system, Joshua completes his six-year conquest of Canaan exactly 70 units of 40 years (2,800 years) after the creation of Adam. It was also observed that the Bible positions Moses as a &quot;foil&quot; for Jacob: Moses lived exactly three &quot;generations&quot; (3x40) and died in the wilderness, whereas Jacob lived three Jubilees (3x49) and died in civilization.

This symmetry suggests an intriguing possibility: if Joshua conquered Canaan exactly 70 units of 40 years (2,800 years) after creation, is there a corresponding &quot;foil&quot; to Joshua—a significant event occurring exactly 70 Jubilees (3,430 years) after the creation of Adam?

&lt;math display=&quot;block&quot;&gt;
\begin{aligned}
 49 - 9 &amp;= 40 \\
 70(49 - 9) &amp;= 70(40) \\
 3,430 - 630 &amp;= 2,800
\end{aligned}
&lt;/math&gt;

Unfortunately, unlike mainstream Judaism, the Samaritans do not grant post-conquest writings the same scriptural status as the Five Books of Moses. While the Samaritans maintain various historical records, these were likely not preserved with the same mathematical rigor as the ''Samaritan Pentateuch'' itself. Consequently, it remains difficult to determine with certainty if a specific &quot;foil&quot; to Joshua existed in the original architect's mind.

The Samaritans do maintain a continuous, running calendar. However, this system uses a &quot;Conquest Era&quot; epoch—calculated by adding 1,638 years to the Gregorian date—which creates a 1639 BC (there is no year 0 AD) conquest that is historically irreconcilable. The [[w:Amarna letters|Amarna Letters]] (c. 1360–1330 BC) describe a Canaan still governed by local city-states under Egyptian influence. If the Samaritan chronology were a literal historical record, the Israelite conquest would have occurred centuries before these letters; yet, neither archaeological nor epistolary evidence supports such a massive geopolitical shift in the mid-17th century BC.

There is, however, one more possibility to consider: what if the &quot;irreconcilable&quot; nature of this running calendar is actually the key? What if the Samaritan chronographers specifically altered their tradition to ensure that the Conquest occurred exactly 2,800 years after Creation, and the subsequent &quot;foil&quot; event occurred exactly 3,430 years after Creation? 

As it turns out, this is precisely what occurred. The evidence for this intentional mathematical recalibration was recorded by none other than a Samaritan High Priest, providing a rare &quot;smoking gun&quot; for the artificial design of the chronology.

=== A Mystery Solved ===
In 1864, the Rev. John Mills published ''Three Months' Residence at Nablus'', documenting his time spent with the Samaritans in 1855 and 1860. During this period, he consulted regularly with the High Priest Amram. In Chapter XIII, Mills records a specific chronology provided by the priest.

The significant milestones in this timeline include:
* '''Year 1''': &quot;This year the world and Adam were created.&quot; 
* '''Year 2801''': &quot;The first year of Israel's rule in the land of Canaan.&quot; 
* '''Year 3423''': &quot;The commencement of the kingdom of Solomon.&quot;

According to 1 Kings 6:37–38, Solomon began the Temple in his fourth year and completed it in his eleventh, having labored for seven years. This reveals that the '''3,430-year milestone'''—representing exactly 70 Jubilees (70 × 49) after Creation—corresponds precisely to the midpoint of the Temple’s construction. This chronological &quot;anchor&quot; was not merely a foil for Joshua; it served as a mathematical foil for the Divine Presence itself.

In Creation Year 2800—marking exactly 70 &quot;generations&quot; of 40 years—God entered Canaan in a tent, embodying the &quot;living rough&quot; wilderness tradition symbolized by the number 40. Later, in Creation Year 3430—marking 70 &quot;Jubilees&quot; of 49 years—God moved into the permanent Temple built by Solomon, the ultimate archetype of settled, agricultural civilization. Under this schema, the 630 years spanning Joshua's conquest to Solomon's temple are not intended as literal history; rather, they represent the 70 units of 9 years required to transition mathematically from the 70&lt;sup&gt;th&lt;/sup&gt; generation to the 70&lt;sup&gt;th&lt;/sup&gt; Jubilee:

:&lt;math&gt;70 \times 40 + (70 \times 9) = 70 \times 49&lt;/math&gt;

=== Mathematical Structure of the Later Samaritan Chronology ===
The following diagram illustrates 2,400 years of reconstructed chronology, based on historical data provided by the Samaritan High Priest Amram. This system utilizes a '''40-year grid''' (modeled on 4x10 year blocks) organized into 5x5 clusters (25 blocks per cluster), where each cluster represents exactly 1,000 years:

* '''The first cluster''' (outlined in dark grey) spans years '''2,000 to 3,000''' after Creation.
* '''The second cluster''' spans years '''3,000 to 4,000''' after Creation.
* '''The final set''' contains 10 individual blocks representing the period from '''4,000 to 4,400''' after Creation.

The 70th generation and 70th Jubilee are both marked with callouts in this diagram. There is a '''676-year &quot;Tabernacle&quot; era''', which is composed of:
* The 40 years of wandering in the wilderness;
* The 6 years of the initial conquest;
* The 630 years between the conquest and the completion of Solomon’s Temple.

Following the '''676-year &quot;Tabernacle&quot; era''' is a '''400-year &quot;First Temple&quot; era''' and a '''70-year &quot;Exile&quot; era''' as detailed in the historical breakdown below.

[[File:Schematic_Diagram_Samaritan_Pentateuch_Late_Era_40.png|thumb|center|500px|Schematic of later Hebraic history based on Samaritan chronology, demonstrating a generational mathematical framework.]]

The Book of Daniel states: &quot;In the third year of the reign of Jehoiakim king of Judah, Nebuchadnezzar king of Babylon came to Jerusalem and besieged it&quot; (Daniel 1:1). While scholarly consensus varies regarding the historicity of this first deportation, if historical, it occurred in approximately '''606 BC'''—ten years prior to the second deportation of '''597 BC''', and twenty years prior to the final deportation and destruction of Solomon’s Temple in '''586 BC'''.

The '''539 BC''' fall of Babylon to the Persian armies opened the way for captive Judeans to return to their homeland. By '''536 BC''', a significant wave of exiles had returned to Jerusalem—marking fifty years since the Temple's destruction and seventy years since the first recorded deportation in 606 BC. A Second Temple (to replace Solomon's) was completed by '''516 BC''', seventy years after the destruction of the original structure.

High Priest Amram places the fall of Babylon in year '''3877 after Creation'''. If synchronized with the 539 BC calculation of modern historians, then year '''3880''' (three years after the defeat of Babylon) corresponds with '''536 BC''' and the initial return of the Judeans. 

Using this synchronization, other significant milestones are mapped as follows:
* '''The Exile Period (Years 3810–3830):''' The deportations occurred during this 20-year window, represented in the diagram by '''yellow squares outlined in red'''.
* '''The Desolation (Years 3830–3880):''' The fifty years between the destruction of the Temple and the initial return of the exiles are represented by '''solid red squares'''.
* '''Temple Completion (Years 3880–3900):''' The twenty years between the return of the exiles and the completion of the Second Temple are marked with '''light blue squares outlined in red'''.

High Priest Amram places the founding of Alexandria in the year '''4100 after Creation'''. This implies a 200-year &quot;Second Temple Persian Era&quot; (spanning years 3900 to 4100). While this duration is not strictly historical—modern historians date the founding of Alexandria to 331 BC, only 185 years after the completion of the Second Temple in 516 BC—it remains remarkably close to the scholarly timeline. 

The remainder of the diagram represents a 300-year &quot;Second Temple Hellenistic Era,&quot; which concludes in '''Creation Year 4400''' (30 BC).

=== Competing Temples ===
There is one further significant aspect of the Samaritan tradition to consider. In High Priest Amram's reconstructed chronology shown above, the year '''4000 after Creation'''—representing exactly 100 generations of 40 years—falls precisely in the middle of the 200-year &quot;Second Temple Persian Era&quot; (spanning creation years 3900 to 4100, or approximately 516 BC to 331 BC). This alignment suggests that the 4000-year milestone may have been significant within the Samaritan historical framework.

According to the Book of Ezra, the Samaritans were excluded from participating in the reconstruction of the Jerusalem Temple:

&lt;blockquote&gt;&quot;But Zerubbabel, and Jeshua, and the rest of the chief of the fathers of Israel, said unto them, Ye have nothing to do with us to build an house unto our God; but we ourselves together will build unto the Lord God of Israel&quot; (Ezra 4:3).&lt;/blockquote&gt;

After rejection in Jerusalem, the Samaritans established a rival sanctuary on '''[[w:Mount Gerizim|Mount Gerizim]]'''. [[w:Mount Gerizim Temple|Archaeological evidence]] suggests the original temple and its sacred precinct were built around the mid-5th century BC (c. 450 BC). For nearly 250 years, this modest 96-by-98-meter site served as the community's religious center. However, the site was transformed in the early 2nd century BC during the reign of '''Antiochus III'''. This massive expansion replaced the older structures with white ashlar stone, a grand entrance staircase, and a fortified priestly city capable of housing a substantial population.

[[File:Archaeological_site_Mount_Gerizim_IMG_2176.JPG|thumb|center|500px|Mount Gerizim Archaeological site, Mount Gerizim.]]

This era of prosperity provides a plausible window for dating the final '''[[w:Samaritan Pentateuch|Samaritan Pentateuch]]''' chronological tradition. If the chronology was intentionally structured to mark a milestone with the year 4000—perhaps the Temple's construction or other significant event—then the final form likely developed during this period. However, this Samaritan golden age had ended by 111 BC when the Hasmonean ruler '''[[w:John Hyrcanus|John Hyrcanus I]]''' destroyed both the temple and the adjacent city. The destruction was so complete that the site remained largely desolate for centuries; consequently, the Samaritan chronological tradition likely reached its definitive form sometime after 450 BC but prior to 111 BC.

= The Rise of Zadok =
The following diagram illustrates 2,200 years of reconstructed Masoretic chronology. This diagram utilizes the same system as the previous Samaritan diagram, '''40-year grid''' (modeled on 4x10 year blocks) organized into 5x5 clusters (25 blocks per cluster), where each cluster represents exactly 1,000 years:

* '''The first cluster''' (outlined in dark grey) spans years '''2,000 to 3,000''' after Creation.
* '''The second cluster''' spans years '''3,000 to 4,000''' after Creation.
* '''The final set''' contains 5 individual blocks representing the period from '''4,000 to 4,200''' after Creation.

The Masoretic chronology has many notable distinctions from the Samaritan chronology described in the previous section.  Most notable is the absence of important events tied to siginificant dates. There was nothing of significance that happened on the 70th generation or 70th Jubilee in the Masoretic chronology. The 40 years of wandering in the wilderness and Conquest of Canaan are shown in the diagram, but the only significant date associated with these events in the exodus falling on year 2666 after creation. The Samaritan chronology was a collage of spiritual history. The Masoretic chronology is a barren wilderness.  To understand why the Masoretic chronology is so devoid of featured dates, it is important to understand the two important dates that are featured, the exodus at 2666 years after creation, and the 4000 year event.

[[File:Schematic_Diagram_Masoretic_Text_Late_Era_40.png|thumb|center|500px|Schematic of later Hebraic history based on Masoretic chronology, demonstrating a generational mathematical framework.]]

The Maccabean Revolt (167–160 BCE) was a successful Jewish rebellion against the Seleucid Empire that regained religious freedom and eventually established an independent Jewish kingdom in Judea. Triggered by the oppressive policies of King Antiochus IV Epiphanes, the uprising is the historical basis for the holiday of Hanukkah, which commemorates the rededication of the Second Temple in Jerusalem after its liberation. In particular, Hanukkah celebrates the rededication of the Second Temple in Jerusalem, which took place in 164 BC, cooresponding to creation year 4000.

= Hellenized Jews =
Hellenized Jews were
ancient Jewish individuals, primarily in the Diaspora (like Alexandria) and some in Judea, who adopted Greek language, education, and cultural customs after Alexander the Great's conquests, particularly between the 3rd century BCE and 1st century CE. While integrating Hellenistic culture—such as literature, philosophy, and naming conventions—most maintained core religious monotheism, avoiding polytheism while producing unique literature like the Septuagint.

[[Category:Religion]]


=== Mythology ===
In the [[w:Apkallu#Uruk_List_of_Kings_and_Sages|&quot;Uruk List of Kings and Sages&quot;]] (165 BC), discovered in 1959/60 in the Seleucid-era temple of Anu in Bīt Rēš, the text documents a clear succession of divine and human wisdom. It consists of a list of seven antediluvian kings and their associated semi-divine sages (apkallū), followed by a note on the 'Deluge' (see [[w:Gilgamesh_flood_myth|Gilgamesh flood myth]]). After this break, the list continues with eight more king-sage pairs representing the post-flood era, where the &quot;sages&quot; eventually transition into human scholars.

A tentative translation reads:

*During the reign of [[w:Alulim|'''Ayalu''', the king, '''Adapa''' was sage]].
*During the reign of [[w:Alalngar|'''Alalgar''', the king, '''Uanduga''' was sage]].
*During the reign of '''Ameluana''', the king, '''Enmeduga''' was sage.
*During the reign of '''Amegalana''', the king, '''Enmegalama''' was sage.
*During the reign of '''Enmeusumgalana''', the king, '''Enmebuluga''' was sage.
*During the reign of '''Dumuzi''', the shepherd, the king, '''Anenlilda''' was sage.
*During the reign of '''Enmeduranki''', the king, '''Utuabzu''' was sage.
*After the flood, during the reign of '''Enmerkar''', the king, '''Nungalpirigal''' was sage

This list illustrates the traditional sequence of sages that parallels the biblical patriarchs, leading to several specific similarities in their roles and narratives.</text>
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== Overview ==
{{RoundBoxTop|theme=13}}
'''Case study'''

[[File:Couple talking at the end of the day (47148742041).jpg|thumb|200px|'''Figure 1'''. Communication may help romantic partners understand differences in how they experience and express love.]]

Ross and Rachel have been together for two years. Rachel expresses love through passion, affection and frequent emotional reassurance. Ross takes a more practical approach, showing commitment by planning for their future and helping with everyday responsibilities. Their different ways of expressing love demonstrate why communication may be important for understanding each other’s needs and expectations (see Figure 1). Rachel sometimes interprets Ross's behaviour as emotionally distant, while Ross feels that Rachel expects constant intensity. Although they care deeply about each other, both are becoming less satisfied and are questioning whether their relationship will last. Could their different love styles be affecting how they understand and respond to one another?
{{RoundBoxBottom}}

Love styles describe the different attitudes and beliefs individuals hold about [[wikipedia:Romance|romantic love]] and how they approach, experience and express it (Hendrick &amp; Hendrick, 1986). John Alan Lee developed a key framework in this area of research known as the [[wikipedia:Colour_wheel_theory_of_love|colour wheel theory of love]]. This theory identifies six different approaches to romantic love, {{g}} these are ''eros, ludus, storge, mania, pragma and agape'' (Lee, 1977). Building on Lee's theory, Hendrick and Hendrick (1986) developed the Love Attitudes Scale (LAS) to measure attitudes associated with each style. Lee's theory recognises that individuals may demonstrate several love styles and that these may vary between relationships and over time (Lee, 1977).

Love styles can build and shape expectations about many things such as intimacy, commitment and communication, which makes it significant to the outcome of a relationship. Research generally associates ''eros'' and ''agape'' {{explain}} with better relationship quality and ''ludus'' {{explain}} with poorer outcomes, while findings for ''storge, pragma and mania'' are less clear (Levy &amp; Davis, 1988). It is important to note that these associations do not mean that love styles can inevitably cause a relationship to succeed or fail. There is a significant distinction between relationship satisfaction and relationship stability. Satisfaction refers to how positively individuals evaluate their relationships, whereas stability refers to whether those relationships continue over time (Rusbult, 1980). Focusing on psychological theory and research, this chapter examines the six love styles and their relationships with satisfaction and stability. It will also consider how partner compatibility, attachment and culture may influence these outcomes.

{{RoundBoxTop|theme=7}}
'''Focus questions'''

* What are the different love styles?
* How do love styles influence relationship satisfaction?
* How do love styles influence relationship stability?
* How do partner compatibility and other psychological factors shape these relationships?
{{RoundBoxBottom}}

==What are the different love styles?==
[[File:Colour Wheel of Love.jpeg|thumb|300x300px|'''Figure 2.''' Lee’s colour wheel theory shows the three primary love styles—''eros'', ''ludus'' and ''storge''—and the three secondary styles formed from their combinations: mania, pragma and agape.]]

Love styles are not a fixed way to put people into categories. Instead, they describe attitudes towards romantic love, and individuals may demonstrate several styles (Lee, 1977). Lee’s model uses a colour-wheel analogy to explain and separate these styles into three primary styles and three secondary styles. The secondary styles are made from a combination of the primary styles (Lee, 1977; see Figure 2). This theory can help individuals reflect on how they express and experience love, but it is not a way to predict the success of a relationship.

=== Lee's colour wheel theory ===
Lee (1977) proposed ''eros'', ''ludus'' and ''storge'' as the three primary love styles. ''Eros'' is passionate and romantic love characterised by strong physical attraction and a desire for emotional closeness. ''Ludus'' is a style where the individual may view love as a game, possibly with limited commitment or emotional distance. ''Storge'', on the other hand, is a slower love developed from friendship, with shared interest, trust and acceptance acquired over time (Davis &amp; Latty-Mann, 1987; Lee, 1977). 

Lee also proposed three secondary styles produced by combinations of the primary styles. Pragma, which is a combination of ''storge'' and ''ludus'', involves a practical approach in which individuals consider compatibility and whether a partner meets their desired criteria. Mania combines ''eros'' and ludus, creating a dependent and obsessive type of love. This style includes individuals who might seem jealous, overbearing or possessive. Finally, ''agape'' is a combination of ''eros'' and ''storge'', the style that is seen to be compassionate and selfless for the happiness of their partner (Eckstein, 2023; Lee, 1977). These six styles are summarised in Table 1.

{| class=&quot;wikitable&quot; style=&quot;width:75%; margin:1em auto;&quot;
|+ style=&quot;text-align:left;&quot; | '''Table 1'''&lt;br&gt;''Summary of Lee’s six love styles''
! style=&quot;width:40%;&quot; | Love style
! Features
|-
|''Eros'' (Primary)
|Romantic, passionate love
|-
|''Ludus'' (Primary)
|Playful, game-playing love
|-
|''Storge'' (Primary)
|Friendship-based love
|-
|''Mania'' (Secondary)
|Possessive, dependent love
|-
|''Pragma'' (Secondary)
|Practical, compatibility-based love
|-
|''Agape'' (Secondary)
|Selfless, altruistic love
|}

The colour wheel analogy suggests that approaches to love can overlap rather than be completely separate categories. For example, someone may value both the passion associated with ''eros'' and the compassion associated with ''agape''. Love styles may also vary between relationships and change over time (Lee, 1977). Therefore, the model is most useful for understanding romantic mindsets rather than fitting each person into a specific love style.

{{RoundBoxTop|theme=13}}
'''Case study: Recognising different love styles'''

Rachel’s desire for passion, affection and constant reassurance may reflect aspects of eros and mania. Ross' focus on long term compatibility, future planning and practical support may describe pragma. However, these descriptions do not fit either person into a specific love style. Both may show different or several styles, and their mindsets could change as their relationship develops. 
{{RoundBoxBottom}}

=== Measuring love styles ===
Following Lee’s theory, Hendrick and Hendrick (1986) developed the Love Attitudes Scale (LAS). This scale was created to assess attitudes associated with each of the six styles. Each style is measured separately, which allows individuals to receive high or low scores across different styles, rather than being assigned to only one category. This approach reflects Lee’s view that the love styles can overlap and provides researchers a way to explore how each style relates to relationship outcomes or experiences (Lee, 1977).

Hendrick et al. (1998) then developed a 24-item shortened version containing four items for each style. The shorter version makes the LAS easier to complete while keeping its six sub-scale structure. However, the measure does rely on self-reported attitudes, rather than observed behaviour. Cultural differences may also influence how love styles are expressed and interpreted (Cho &amp; Cross, 1995).

{{RoundBoxTop|theme=9}}
;Test your knowledge
&lt;quiz display=simple&gt;
{Jordan believes that the strongest romantic relationships develop gradually from friendship. Which love style does this best represent?
|type=&quot;()&quot;}
- Eros
- Ludus
+ Storge
- Mania
&lt;/quiz&gt;{{RoundBoxBottom}}

== How do love styles influence relationship satisfaction? ==
Relationship satisfaction refers to a subjective evaluation of one's relationship, based on positive and negative aspects (Fallis et al., 2016). Love styles may influence satisfaction by shaping one’s expectations about several factors such as affection, intimacy, communication and responses to conflict. However, love styles should be understood as attitudes that can have an effect on relationships rather than direct causes of satisfaction. Research has generally identified positive associations for ''eros'' and ''agape'' but negative associations for ''ludus'' (Davis &amp; Latty-Mann, 1987; Vedes et al., 2016).

=== Love styles associated with greater satisfaction ===
''Eros'' is symbolised by passion, physical attraction and a desire for emotional closeness. It has been associated with intimacy, commitment and positive evaluations of relationship quality (Levy &amp; Davis, 1988). These qualities may contribute to higher satisfaction when both partners value affection and closeness and feel that their emotional needs are being met.

''Agape'' may support relationship satisfaction through care, concern and a willingness to support a partner. Vedes et al. (2016) found that ''eros'' and ''agape'' were positively associated with supportive ways of managing stress together and greater relationship satisfaction.

''Storge'' may also promote satisfaction through its emphasis on friendship and companionship, which can support trust and emotional security. However, Levy and Davis (1988) did not find the expected associations between ''storge'' and relationship quality. Its influence may depend on whether partners value a gradual, friendship-based type of romantic love.

=== Love styles associated with lower satisfaction ===
''Ludus'' has been associated with lower relationship satisfaction. Its emphasis on game-playing, emotional distance and avoidance of dependence may undermine trust, intimacy and commitment. It has also been negatively associated with [[wikipedia:Coping|coping with stress]] and relationship satisfaction, suggesting that a playful but uncommitted approach might make it more difficult for partners to manage stress together (Vedes et al., 2016).

''Mania'' relates to relationship satisfaction in differing ways, depending on how it is expressed. Although its passion and desire for closeness may strengthen romantic connections, attitudes such as jealousy, possessiveness, anxiety and dependency may create insecurity or conflict. However, Levy and Davis (1988) found that ''mania'' was associated with passion rather than dissatisfaction. Therefore, its effect might depend on how strongly characteristics such as anxiety or possessiveness are expressed, and how individuals respond to them.

Similarly, Levy and Davis (1988) did not find the expected associations between ''pragma'' and relationship quality. The practical approach may assist people in choosing partners with compatible goals or values, but compatibility based on practicality and convenience does not necessarily produce emotional closeness. Consequently, ''pragma'' may be beneficial in some relationships but not as much when emotional needs are overlooked.

{{RoundBoxTop|theme=13}}'''Case study: Love styles and satisfaction'''

Rachel interprets Ross’ focus on planning and everyday responsibilities as a lack of affection, while Ross feels that Rachel overlooks the effort he puts into these actions. Their different approaches are not necessarily incompatible, but their satisfaction may lower when each partner misunderstands how the other expresses love. By discussing what makes them feel valued and recognising each other’s expressions of care, Rachel and Ross may be better able to meet their different needs. 

'''Pause and reflect'''

What could Rachel and Ross each do to help the other feel more valued? Consider how they could respond to each other’s needs while maintaining their own ways of expressing love.
{{RoundBoxBottom}}

== How do love styles influence relationship stability? ==
Relationship stability refers to whether a romantic relationship is maintained over time, whereas relationship satisfaction refers to how positively the relationship is evaluated (Rusbult, 1980). Love styles may influence relationship stability indirectly by affecting and shaping areas such as trust, commitment, conflict and coping. However, Levy and Davis (1988) and Vedes et al. (2016) examined relationship satisfaction, commitment or quality rather than whether couples stayed together or separated over time.

=== Love styles and stability ===
''Eros'' may support stability through emotional closeness, passion and commitment. When two individuals are motivated to respond to each other’s emotional needs and maintain intimacy, they might be more willing to work through difficulties. ''Agape'' similarly may help encourage stability through sacrifice and strong support during tough times. Both styles have been associated with positive dyadic coping, which encourages partners to communicate and manage stress together (Vedes et al., 2016).

Constructive coping can be understood to help couples prevent external pressures from creating issues or conflict within their relationship. Vedes et al. (2016) found that dyadic coping partially explained the associations between ''eros, agape'' and relationship satisfaction. Although this study examined satisfaction rather than stability, supportive coping may still contribute to relationship strength by helping partners respond well to challenges.

In contrast, ''ludus'' may weaken stability as game playing, emotional distance or a lack of commitment reduces trust between partners. An individual who avoids dependence or has other romantic options may be less motivated to work through difficulties in a relationship. Research has associated ''ludus'' with lower commitment (Levy &amp; Davis, 1988) and less constructive dyadic coping (Vedes et al., 2016), although this does not mean that people with a ''ludic'' love style will inevitably deal with negative relationships.

The influence of ''mania'' is more complicated. Hammock and Richardson (2011) found that ''mania'' was associated with involvement and loyalty within relationships. However, its jealousy and need for reassurance (Lee, 1977) may create difficulties between partners. These findings do not establish whether ''mania'' makes relationships more or less likely to continue.

=== Satisfaction and stability ===
Although satisfaction and stability are related, they are not interchangeable. An unsatisfying relationship may continue because partners may have made substantial investments into the relationship, cannot find any alternatives, share responsibilities or experience difficulty leaving (Rusbult, 1980). On the other hand, a satisfying relationship may end due to varying circumstances or incompatible future goals.

[[File:Investment model of commitment and relationship stability.png|thumb|350px|Figure 3. Investment model of commitment and relationship stability (Rusbult, 1980, 1983).]] 

The [[wikipedia:Investment_model_of_commitment|investment model of commitment]] helps explain this difference by suggesting that commitment depends on satisfaction, the quality of alternatives and the amount of investment that goes into the relationship (Rusbult, 1980; see Figure 3). Love styles might affect some of these factors, such as satisfaction and commitment (Levy &amp; Davis, 1988), but other factors also influence the stability of a relationship. For example, an individual with an ''eros'' love style may feel satisfied and committed, but the relationship may still end if the partners develop incompatible goals for the future.

{{RoundBoxTop|theme=13}}
'''Case study: Love styles and stability'''

Although Rachel sometimes feels dissatisfied with Ross’ practical approach to love, their relationship remains stable because they are committed to one another, share future plans and have invested time and effort into their relationship. However, if their different expectations keep starting conflict, their commitment might get weaker. Their stability therefore depends not only on their love styles, but also on how they communicate, manage conflict and respond to each other’s needs. 

'''Does a stable relationship necessarily mean both partners are satisfied?'''

{| class=&quot;mw-collapsible mw-collapsed wikitable&quot; style=&quot;width:100%;&quot;
! Possible answer
|-
| No. Stability means staying together; satisfaction means feeling happy and fulfilled in the relationship.
|}
{{RoundBoxBottom}}

== How do compatibility and other psychological factors shape relationship outcomes? ==
Relationship outcomes may depend on the combination between both partners’ love styles rather than one person’s attitude alone (Davis &amp; Latty-Mann, 1987). Compatibility does not necessarily mean both partners should have identical styles. Instead, it involves understanding between both individuals, communicating needs and responding effectively to each partner’s way of expressing love. Further to this, factors such as attachment, culture and relationship stage may also shape how love styles relate to satisfaction and stability.

=== Compatibility between partners ===
Individuals may be attracted to people who share similar attitudes towards intimacy, commitment and affection. Davis and Latty-Mann (1987) found similarities between partners across several love styles, although similarity does not consistently mean better relationships. Differences between partners in ''eros, agape and ludus'' were associated with relationship quality.

Agus et al. (2021) examined the prevalent love styles of 146 heterosexual married or cohabiting couples. Findings revealed that couples frequently shared the same love styles, with the highest results in ''pragma and storge''. However, couples with the same predominant style were not significantly more satisfied in the relationship than couples with different styles. Therefore, these findings suggest that partners simply having the same love style does not appear to mean greater satisfaction.

Through a dyadic approach and studying both partners, researchers are able to understand how their love styles interact with each other within a relationship. For example, one partner may seek affection and reassurance while the other expresses love through planning and practical actions. Vedes et al. (2016) used this approach to examine both partners’ love styles, ways of managing stress together and relationship satisfaction.

Communication may also help partners understand each other’s needs. Sprecher and Hendrick (2004) found that [[wikipedia:Self-disclosure|self-disclosure]] was positively associated with relationship satisfaction, love and commitment. This suggests that discussing what makes each partner feel valued may be useful when their approaches to love are different. Therefore, compatibility involves communication and adaption rather than having the same attitudes towards love.

=== Individual and contextual factors ===
[[wikipedia:Attachment_in_adults|Attachment styles]] are one factor that may overlap with love styles. Secure attachment is generally characterised by comfort with closeness and trust, whereas insecure attachment may involve anxiety or avoidance in relationships (Hazan &amp; Shaver, 1987). Levy and Davis (1988) found associations between ''eros'' and secure attachment, ''mania'' and anxious attachment, and ''ludus'' and avoidant attachment, although attachment styles and love styles are distinct concepts. Both these concepts may influence how people seek comfort and closeness, interpret their partner’s behaviour or respond to conflict.

Coping and communication may also explain why the same love style produces different outcomes across relationships (Vedes et al., 2016). For example, the care associated with agape may support satisfaction when it involves mutual care and understanding, but it can also become harmful if one partner sacrifices their own needs. Similarly, the emotional intensity of ''mania'' may be experienced as affection in one relationship, but as possessiveness in another. It is therefore important for love styles to be understood with the behaviours in which they are expressed.

Cultural influences may also shape which love styles people endorse (Neto et al., 2000) and what they consider appropriate expressions of affection (Kocur et al., 2025). Other factors such as age, gender, and stage of a relationship may also all influence love attitudes (Butler et al., 1995; Hendrick &amp; Hendrick, 1995; Montgomery &amp; Sorell, 1997). A passionate style of relationship may be especially prominent during the early stages of a relationship, while companionship or practical compatibility may become more important as a relationship and responsibilities develop.

{{RoundBoxTop|theme=13}}'''Case study: Compatibility between Ross and Rachel'''

Ross and Rachel do not need to express love in exactly the same way to be compatible. Rachel can understand that Ross communicates commitment through acts of service, while Ross can recognise that affection and reassurance are important to Rachel. If both partners respond to these differences positively, their contrasting approaches may complement each other rather than drive each other apart.{{RoundBoxBottom}}

It is important to note that much of the early research on love styles relied on heterosexual, Western or student samples, which limits the extent to which its findings can be generalised across cultures, sexual orientation and stages of life (Raffagnino &amp; Puddu, 2018). Love styles should be used as a tool of reflection rather than using it to predict relationship success. Relationship outcomes are shaped by the interaction between partners, their circumstances and how they understand and respond to each other.

==Conclusion==
Love styles help explain the different ways individuals experience and express romantic love. Lee’s theory identifies six love styles: ''eros, ludus, storge, mania, pragma and agape.'' These styles may shape expectations around affection, intimacy, commitment and communication. Individuals may demonstrate several styles, and their attitudes towards love may change across relationships and stages of life.

Research generally associates ''eros'' and ''agape'' with greater relationship satisfaction, while ''ludus'' is more consistently associated with poorer outcomes. The findings for ''storge'', ''pragma'' and ''mania'' are less clear and may depend on how these styles are expressed throughout the relationship. Love styles may also indirectly influence stability through commitment, conflict management and stress coping. However, it is not proven that any love style directly causes a relationship to last or end.

Compatibility does not necessarily require partners to share the same love styles. Differences in styles can be managed when partners communicate their needs, recognise each other’s way of expressing care and respond constructively to stress and conflict. Relationships are also influenced by attachment, culture, age, life stage and the wider circumstances involved.

{{RoundBoxTop|theme=6}}
'''Take-home message'''

No single love style guarantees a satisfying or stable relationship. Love styles should not be used to predict or label a relationship, but rather as a tool for understanding one’s expectations and behaviours. Recognising how each partner expresses and receives love may help couples communicate more effectively, manage their differences and develop an understanding of how to fulfil needs.
{{RoundBoxBottom}}

==See also==
* [[wikipedia:Colour wheel theory of love|Colour wheel theory of love]] (Wikipedia)
* [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationship satisfaction]] (Book chapter, 2025)
* [[wikipedia:Investment_model_of_commitment|Investment model of commitment]] (Wikipedia)
* [[wikipedia:Attachment_in_adults|Attachment in adults]] (Wikipedia)

==References==
{{Hanging indent|1=

Agus, M., Puddu, L., &amp; Raffagnino, R. (2021). Exploring the similarity of partners’ love styles and their relationships with marital satisfaction: A dyadic approach. ''Sage Open, 11''(4). https://doi.org/10.1177/21582440211040785

Butler, R., Walker, W. R., Skowronski, J. J., &amp; Shannon, L. (1995). Age and responses to the love attitudes scale: Consistency in structure, differences in scores. ''The International Journal of Aging and Human Development, 40''(4), 281–296. https://doi.org/10.2190/yaa7-3c7g-tvxt-vatb

Cho, W., &amp; Cross, S. E. (1995). Taiwanese love styles and their association with self-esteem and relationship quality. G''enetic, Social, and General Psychology Monographs, 121''(3), 281–309. PubMed. https://pubmed.ncbi.nlm.nih.gov/7557353/

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Eckstein, M. (2023). ''The effects of styles of love on college students’ personal well-being''. The LAIR at East Texas A&amp;M. https://lair.etamu.edu/honorstheses/224

Fallis, E. E., Rehman, U. S., Woody, E. Z., &amp; Purdon, C. (2016). The longitudinal association of relationship satisfaction and sexual satisfaction in long-term relationships. ''Journal of Family Psychology, 30''(7), 822–831. https://doi.org/10.1037/fam0000205

Hammock, G., &amp; Richardson, D. S. (2011). Love attitudes and relationship experience. ''The Journal of Social Psychology, 151''(5), 608–624. https://doi.org/10.1080/00224545.2010.522618

Hazan, C., &amp; Shaver, P. (1987). Romantic love conceptualized as an attachment process. ''Journal of Personality and Social Psychology, 52''(3), 511–524. https://doi.org/10.1037/0022-3514.52.3.511

Hendrick, C., &amp; Hendrick, S. (1986). A theory and method of love. ''Journal of Personality and Social Psychology, 50''(2), 392–402. https://doi.org/10.1037/0022-3514.50.2.392

Hendrick, C., Hendrick, S. S., &amp; Dicke, A. (1998). The love attitudes scale: Short form. Journal of Social and Personal Relationships, 15(2), 147–159. https://doi.org/10.1177/0265407598152001

Hendrick, S., &amp; Hendrick, C. (1995). Gender differences and similarities in sex and love. ''Personal Relationships, 2''(1), 55–65. https://doi.org/10.1111/j.1475-6811.1995.tb00077.x 

Kocur, D., Jach, Ł., Sitko-Dominik, M., Dhakal, S., Sharma, N., Harsono, Y. T., Przybylska, I., Nieduziak, E., Dzienniak-Pulina, D., Rychłowska-Niesporek, A., &amp; Zozgórnik, D. (2025). To hug or not to hug? Public and private displays of affection and relationship satisfaction among people from Indonesia, Nepal, and Poland. ''PLOS ONE, 20''(6), Article e0326115. https://doi.org/10.1371/journal.pone.0326115

Lee, J. A. (1977). A typology of styles of loving. ''Personality and Social Psychology Bulletin, 3''(2), 173–182. https://doi.org/10.1177/014616727700300204

Levy, M. B., &amp; Davis, K. E. (1988). Lovestyles and attachment styles compared: Their relations to each other and to various relationship characteristics. ''Journal of Social and Personal Relationships, 5''(4), 439–471. https://doi.org/10.1177/0265407588054004

Montgomery, M. J., &amp; Sorell, G. T. (1997). Differences in love attitudes across family life stages. ''Family Relations, 46''(1), 55-61. https://doi.org/10.2307/585607

Neto, F., Mullet, E., Deschamps, J.-C., Barros, J., Benvindo, R., Camino, L., Falconi, A., Kagibanga, V., &amp; Machado, M. (2000). Cross-cultural variations in attitudes toward love. ''Journal of Cross-Cultural Psychology, 31''(5), 626–635. https://doi.org/10.1177/0022022100031005005

Raffagnino, R., &amp; Puddu, L. (2018). Love styles in couple relationships: A literature review. ''Open Journal of Social Sciences, 6''(12), 307–330. https://doi.org/10.4236/jss.2018.612027

Rusbult, C. E. (1980). Commitment and satisfaction in romantic associations: A test of the investment model. ''Journal of Experimental Social Psychology, 16''(2), 172–186. https://doi.org/10.1016/0022-1031(80)90007-4

Rusbult, C. E. (1983). A longitudinal test of the investment model: The development (and deterioration) of satisfaction and commitment in heterosexual involvements. ''Journal of Personality and Social Psychology, 45''(1), 101–117. https://doi.org/10.1037/0022-3514.45.1.101

Sprecher, S., &amp; Hendrick, S. S. (2004). Self-disclosure in intimate relationships: Associations with individual and relationship characteristics over time. ''Journal of Social and Clinical Psychology, 23''(6), 857–877. https://doi.org/10.1521/jscp.23.6.857.54803

Vedes, A., Hilpert, P., Nussbeck, F. W., Randall, A. K., Bodenmann , G., &amp; Lind, W. R. (2016). Love styles, coping, and relationship satisfaction: A dyadic approach. P''ersonal Relationships, 23''(1), 84–97. https://doi.org/10.1111/pere.12112}}

==External links==
* [https://www.psytoolkit.org/survey-library/love-styles-hendrick-sf.html Love Attitudes Scale (short form)] (PsyToolkit)
* [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [https://greatergood.berkeley.edu/article/item/when_are_you_sacrificing_too_much_in_your_relationship When are you sacrificing too much in your relationship?] (Greater Good Science Center)
* [https://theconversation.com/what-is-love-139212 What is love?] (The Conversation)

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
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      <text bytes="69789" sha1="fitt5wa0qdjsq2ai8qxm1rj8yfcteni" xml:space="preserve">&lt;noinclude&gt;Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit.

Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]].
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==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback==
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This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements.
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===Overall===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]===
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{{RoundBoxBottom}}&lt;/includeonly&gt;&lt;noinclude&gt;{{collapse top|Simple example}}
==Simple example==
See also [[#Detailed example|detailed example]]
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-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)
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==Detailed example==
Example use of the template, with some common feedback comments:
&lt;small&gt;&lt;small&gt;&lt;small&gt;&lt;pre&gt;
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in [[Motivation and emotion/Wikiversity/Edit summary|]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Written expression – Style comments... --&gt;
&lt;!-- Written expression – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Written expression – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Written expression – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Written expression – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st or 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].
## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Written expression – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Written expression – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Written expression – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Written expression – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Written expression – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).
## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Written expression – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Written expression – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Written expression – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Written expression – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Written expression – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Written expression – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Written expression – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Written expression – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Written expression – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
~~~~
&lt;/pre&gt;&lt;/small&gt;&lt;/small&gt;&lt;/small&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|Motivation and emotion/Wikiversity/Edit summary]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in  [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these cop yedits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the  [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Written expression – Style comments... --&gt;
&lt;!-- Written expression – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Written expression – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Written expression – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Written expression – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st of 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Written expression – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g.,  remove additional numbers, italics, bo]ld, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Written expression – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Written expression – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Written expression – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Written expression – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Written expression – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Written expression – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Written expression – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Written expression – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Written expression – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Written expression – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Written expression – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Written expression – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Written expression – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)

==See also==
* [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]]
* [[Template:METF]]
* [[Template:MEMF]]

[[Category:Motivation and emotion/Admin/2026]]
[[Category:Motivation and emotion/Assessment/Chapter]]
&lt;/noinclude&gt;</text>
      <sha1>fitt5wa0qdjsq2ai8qxm1rj8yfcteni</sha1>
    </revision>
    <revision>
      <id>2843450</id>
      <parentid>2843415</parentid>
      <timestamp>2026-10-31T07:58:16Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
      </contributor>
      <comment>Written expression -&gt; Style</comment>
      <origin>2843450</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="69262" sha1="a4r8cp7avypy7ut11dxs5t0a5tio3zi" xml:space="preserve">&lt;noinclude&gt;Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit.

Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]].
__NOTOC__&lt;/noinclude&gt;&lt;includeonly&gt;
==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback==
{{RoundBoxTop|theme=8}}
This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements.
{{RoundBoxBottom}}
{{RoundBoxTop|theme=}}[[File:Wikiuutiset logo typewriter.png|right|85px]]
===Overall===
{{{1|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]===
{{{2|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]===
{{{3|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]===
{{{4|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]===
{{{5|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]===
{{{6|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]===
{{{7|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]===
{{{8|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]===
{{{9|No comment}}}

{{RoundBoxBottom}}&lt;/includeonly&gt;&lt;noinclude&gt;{{collapse top|Simple example}}
==Simple example==
See also [[#Detailed example|detailed example]]
&lt;pre&gt;
&lt;!-- Official feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
#
|2=
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# 
|3=
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|5=
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# 
|6=
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# 
|7=
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# 
|8=
&lt;!-- Learning features comments... --&gt;
#
|9=
&lt;!-- Social contribution comments... --&gt;
#
}}
~~~~
&lt;/pre&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
#
|2=
&lt;!-- Overview comments... --&gt;
# 
|3=
&lt;!-- Theory comments... --&gt;
# 
|4=
&lt;!-- Research comments... --&gt;
# 
|5=
&lt;!-- Integration comments... --&gt;
# 
|6=
&lt;!-- Conclusion comments... --&gt;
# 
|7=
&lt;!-- Style comments... --&gt;
# 
|8=
&lt;!-- Learning features comments... --&gt;
#
|9=
&lt;!-- Social contribution comments... --&gt;
#
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)
{{Collapse bottom}}
==Detailed example==
Example use of the template, with some common feedback comments:
&lt;small&gt;&lt;small&gt;&lt;small&gt;&lt;pre&gt;
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in [[Motivation and emotion/Wikiversity/Edit summary|]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st or 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].
## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).
## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
~~~~
&lt;/pre&gt;&lt;/small&gt;&lt;/small&gt;&lt;/small&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|Motivation and emotion/Wikiversity/Edit summary]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in  [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these cop yedits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the  [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Style
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st of 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g.,  remove additional numbers, italics, bo]ld, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)

==See also==
* [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]]
* [[Template:METF]]
* [[Template:MEMF]]

[[Category:Motivation and emotion/Admin/2026]]
[[Category:Motivation and emotion/Assessment/Chapter]]
&lt;/noinclude&gt;</text>
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      <text bytes="69275" sha1="o8v39wdcil2bedpmm34mlp4fj9x6r2u" xml:space="preserve">&lt;noinclude&gt;Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit.

Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]].
__NOTOC__&lt;/noinclude&gt;&lt;includeonly&gt;
==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback==
{{RoundBoxTop|theme=8}}
This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements.
{{RoundBoxBottom}}
{{RoundBoxTop|theme=}}[[File:Wikiuutiset logo typewriter.png|right|85px]]
===Overall===
{{{1|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]===
{{{2|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]===
{{{3|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]===
{{{4|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]===
{{{5|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]===
{{{6|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]===
{{{7|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]===
{{{8|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]===
{{{9|No comment}}}

{{RoundBoxBottom}}&lt;/includeonly&gt;&lt;noinclude&gt;{{collapse top|Simple example}}
==Simple example==
See also [[#Detailed example|detailed example]]
&lt;pre&gt;
&lt;!-- Official feedback --&gt;
{{MEBF/2026
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#
}}
~~~~
&lt;/pre&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
#
|2=
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# 
|3=
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-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)
{{Collapse bottom}}
==Detailed example==
Example use of the template, with some common feedback comments:
&lt;small&gt;&lt;small&gt;&lt;small&gt;&lt;pre&gt;
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in [[Motivation and emotion/Wikiversity/Edit summary|]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st or 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].
## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).
## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
~~~~
&lt;/pre&gt;&lt;/small&gt;&lt;/small&gt;&lt;/small&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|Motivation and emotion/Wikiversity/Edit summary]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in  [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these cop yedits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the  [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st of 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g.,  remove additional numbers, italics, bo]ld, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)

==See also==
* [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]]
* [[Template:METF]]
* [[Template:MEMF]]

[[Category:Motivation and emotion/Admin/2026]]
[[Category:Motivation and emotion/Assessment/Chapter]]
&lt;/noinclude&gt;</text>
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      <text bytes="69275" sha1="k30sbesi0sgt3oqhz9ei91eiplszfrs" xml:space="preserve">&lt;noinclude&gt;Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit.

Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]].
__NOTOC__&lt;/noinclude&gt;&lt;includeonly&gt;
==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback==
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This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements.
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===Overall===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]===
{{{5|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]===
{{{6|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]===
{{{7|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]===
{{{8|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]===
{{{9|No comment}}}

{{RoundBoxBottom}}&lt;/includeonly&gt;&lt;noinclude&gt;{{collapse top|Simple example}}
==Simple example==
See also [[#Detailed example|detailed example]]
&lt;pre&gt;
&lt;!-- Official feedback --&gt;
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~~~~
&lt;/pre&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
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-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)
{{Collapse bottom}}
==Detailed example==
Example use of the template, with some common feedback comments:
&lt;small&gt;&lt;small&gt;&lt;small&gt;&lt;pre&gt;
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in [[Motivation and emotion/Wikiversity/Edit summary|]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st or 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].
## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).
## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
~~~~
&lt;/pre&gt;&lt;/small&gt;&lt;/small&gt;&lt;/small&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|Motivation and emotion/Wikiversity/Edit summary]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in  [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these cop yedits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the  [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st of 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g.,  remove additional numbers, italics, bo]ld, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)

==See also==
* [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]]
* [[Template:METF]]
* [[Template:MEMF]]

[[Category:Motivation and emotion/Admin/2026]]
[[Category:Motivation and emotion/Assessment/Chapter]]
&lt;/noinclude&gt;</text>
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        <id>10242</id>
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      <format>text/x-wiki</format>
      <text bytes="69409" sha1="f565xcj9kng8d1cmzl4a0ceej6dzdqc" xml:space="preserve">&lt;noinclude&gt;Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit.

Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]].
__NOTOC__&lt;/noinclude&gt;&lt;includeonly&gt;
==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback==
{{RoundBoxTop|theme=8}}
This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements.
{{RoundBoxBottom}}
{{RoundBoxTop|theme=}}[[File:Wikiuutiset logo typewriter.png|right|85px]]
===Overall===
{{{1|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]===
{{{2|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]===
{{{3|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]===
{{{4|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]===
{{{5|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]===
{{{6|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]===
{{{7|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]===
{{{8|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]===
{{{9|No comment}}}

{{RoundBoxBottom}}&lt;/includeonly&gt;&lt;noinclude&gt;{{collapse top|Simple example}}
==Simple example==
See also [[#Detailed example|detailed example]]
&lt;pre&gt;
&lt;!-- Official feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
#
|2=
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# 
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# 
|6=
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# 
|7=
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# 
|8=
&lt;!-- Learning features comments... --&gt;
#
|9=
&lt;!-- Social contribution comments... --&gt;
#
}}
~~~~
&lt;/pre&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
#
|2=
&lt;!-- Overview comments... --&gt;
# 
|3=
&lt;!-- Theory comments... --&gt;
# 
|4=
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# 
|5=
&lt;!-- Integration comments... --&gt;
# 
|6=
&lt;!-- Conclusion comments... --&gt;
# 
|7=
&lt;!-- Style comments... --&gt;
# 
|8=
&lt;!-- Learning features comments... --&gt;
#
|9=
&lt;!-- Social contribution comments... --&gt;
#
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)
{{Collapse bottom}}
==Detailed example==
Example use of the template, with some common feedback comments:
&lt;small&gt;&lt;small&gt;&lt;small&gt;&lt;pre&gt;
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in [[Motivation and emotion/Wikiversity/Edit summary|]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Figure 1 lacks relevance to the scenario
# The Figure 1 caption should explain more clearly how it is related to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st or 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].
## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).
## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
~~~~
&lt;/pre&gt;&lt;/small&gt;&lt;/small&gt;&lt;/small&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|Motivation and emotion/Wikiversity/Edit summary]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in  [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these cop yedits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Figure 1 lacks relevance to the scenario
# The Figure 1 caption should explain more clearly how it is related to the scenario
# Instead of a diagram, use 
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the  [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st of 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g.,  remove additional numbers, italics, bo]ld, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)

==See also==
* [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]]
* [[Template:METF]]
* [[Template:MEMF]]

[[Category:Motivation and emotion/Admin/2026]]
[[Category:Motivation and emotion/Assessment/Chapter]]
&lt;/noinclude&gt;</text>
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      <format>text/x-wiki</format>
      <text bytes="69433" sha1="juho78ec0311ixyjtls9xvgr33terci" xml:space="preserve">&lt;noinclude&gt;Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit.

Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]].
__NOTOC__&lt;/noinclude&gt;&lt;includeonly&gt;
==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback==
{{RoundBoxTop|theme=8}}
This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements.
{{RoundBoxBottom}}
{{RoundBoxTop|theme=}}[[File:Wikiuutiset logo typewriter.png|right|85px]]
===Overall===
{{{1|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]===
{{{2|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]===
{{{3|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]===
{{{4|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]===
{{{5|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]===
{{{6|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]===
{{{7|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]===
{{{8|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]===
{{{9|No comment}}}

{{RoundBoxBottom}}&lt;/includeonly&gt;&lt;noinclude&gt;{{collapse top|Simple example}}
==Simple example==
See also [[#Detailed example|detailed example]]
&lt;pre&gt;
&lt;!-- Official feedback --&gt;
{{MEBF/2026
|1=
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#
|2=
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# 
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|8=
&lt;!-- Learning features comments... --&gt;
#
|9=
&lt;!-- Social contribution comments... --&gt;
#
}}
~~~~
&lt;/pre&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
#
|2=
&lt;!-- Overview comments... --&gt;
# 
|3=
&lt;!-- Theory comments... --&gt;
# 
|4=
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# 
|5=
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|6=
&lt;!-- Conclusion comments... --&gt;
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#
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#
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)
{{Collapse bottom}}
==Detailed example==
Example use of the template, with some common feedback comments:
&lt;small&gt;&lt;small&gt;&lt;small&gt;&lt;pre&gt;
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in [[Motivation and emotion/Wikiversity/Edit summary|]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Figure 1 lacks relevance to the scenario
# The Figure 1 caption should explain more clearly how it is related to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long or vague or overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st or 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].
## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).
## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
~~~~
&lt;/pre&gt;&lt;/small&gt;&lt;/small&gt;&lt;/small&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|Motivation and emotion/Wikiversity/Edit summary]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in  [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these cop yedits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Figure 1 lacks relevance to the scenario
# The Figure 1 caption should explain more clearly how it is related to the scenario
# Instead of a diagram, use 
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long or vague or overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the  [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st of 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g.,  remove additional numbers, italics, bo]ld, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)

==See also==
* [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]]
* [[Template:METF]]
* [[Template:MEMF]]

[[Category:Motivation and emotion/Admin/2026]]
[[Category:Motivation and emotion/Assessment/Chapter]]
&lt;/noinclude&gt;</text>
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      <text bytes="69485" sha1="0rssqstu1kzklvnfdj7h8lt8vzr3gtc" xml:space="preserve">&lt;noinclude&gt;Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit.

Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]].
__NOTOC__&lt;/noinclude&gt;&lt;includeonly&gt;
==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback==
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This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements.
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===Overall===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]===
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===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]===
{{{7|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]===
{{{8|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]===
{{{9|No comment}}}

{{RoundBoxBottom}}&lt;/includeonly&gt;&lt;noinclude&gt;{{collapse top|Simple example}}
==Simple example==
See also [[#Detailed example|detailed example]]
&lt;pre&gt;
&lt;!-- Official feedback --&gt;
{{MEBF/2026
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~~~~
&lt;/pre&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
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-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)
{{Collapse bottom}}
==Detailed example==
Example use of the template, with some common feedback comments:
&lt;small&gt;&lt;small&gt;&lt;small&gt;&lt;pre&gt;
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in [[Motivation and emotion/Wikiversity/Edit summary|]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Figure 1 lacks relevance to the scenario
# The Figure 1 caption should explain more clearly how it is related to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long or vague or overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)
# The focus questions are very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st or 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].
## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).
## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
~~~~
&lt;/pre&gt;&lt;/small&gt;&lt;/small&gt;&lt;/small&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|Motivation and emotion/Wikiversity/Edit summary]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in  [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these cop yedits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Figure 1 lacks relevance to the scenario
# The Figure 1 caption should explain more clearly how it is related to the scenario
# Instead of a diagram, use 
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long or vague or overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)
# The focus questions are very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the  [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st of 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g.,  remove additional numbers, italics, bo]ld, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Tables
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)

==See also==
* [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]]
* [[Template:METF]]
* [[Template:MEMF]]

[[Category:Motivation and emotion/Admin/2026]]
[[Category:Motivation and emotion/Assessment/Chapter]]
&lt;/noinclude&gt;</text>
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        <id>10242</id>
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      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="69669" sha1="mtf54dk1rzlargjbbxn7mdn3b0uy6mv" xml:space="preserve">&lt;noinclude&gt;Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit.

Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]].
__NOTOC__&lt;/noinclude&gt;&lt;includeonly&gt;
==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback==
{{RoundBoxTop|theme=8}}
This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements.
{{RoundBoxBottom}}
{{RoundBoxTop|theme=}}[[File:Wikiuutiset logo typewriter.png|right|85px]]
===Overall===
{{{1|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]===
{{{2|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]===
{{{3|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]===
{{{4|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]===
{{{5|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]===
{{{6|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]===
{{{7|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]===
{{{8|No comment}}}
===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]===
{{{9|No comment}}}

{{RoundBoxBottom}}&lt;/includeonly&gt;&lt;noinclude&gt;{{collapse top|Simple example}}
==Simple example==
See also [[#Detailed example|detailed example]]
&lt;pre&gt;
&lt;!-- Official feedback --&gt;
{{MEBF/2026
|1=
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#
|2=
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# 
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# 
|8=
&lt;!-- Learning features comments... --&gt;
#
|9=
&lt;!-- Social contribution comments... --&gt;
#
}}
~~~~
&lt;/pre&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
#
|2=
&lt;!-- Overview comments... --&gt;
# 
|3=
&lt;!-- Theory comments... --&gt;
# 
|4=
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# 
|5=
&lt;!-- Integration comments... --&gt;
# 
|6=
&lt;!-- Conclusion comments... --&gt;
# 
|7=
&lt;!-- Style comments... --&gt;
# 
|8=
&lt;!-- Learning features comments... --&gt;
#
|9=
&lt;!-- Social contribution comments... --&gt;
#
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)
{{Collapse bottom}}
==Detailed example==
Example use of the template, with some common feedback comments:
&lt;small&gt;&lt;small&gt;&lt;small&gt;&lt;pre&gt;
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in [[Motivation and emotion/Wikiversity/Edit summary|]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Figure 1 lacks relevance to the scenario
# The Figure 1 caption should explain more clearly how it is related to the scenario
# Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section
# Include a relevant image
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long or vague or overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)
# The focus questions are very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
# Address the focus questions
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
# Somewhat clear take-home message(s)
# Add practical, take-home message(s)
&lt;!-- Conclusion – Word count --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Style comments... --&gt;
&lt;!-- Style – Written expression --&gt;
# Written expression
## The quality of written expression is excellent/very good/good/reasonably good/basic
## The quality of written expression is reasonably good, but appears to be based on overuse of insufficiently acknowledged genAI content; a more convincing chapter would either use more human-written words and/or use finer-grained acknowledgement of genAI with publicly available links to the chatbot conversations as per the [[Motivation and emotion/Assessment/Using generative AI|unit's using genAI guidelines]]
## The quality of written expression is OK but there are several aspects which are below professional standard
## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills.
### GenAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources
## Use active (e.g., &quot;this chapter explores&quot; or &quot;this chapter explored&quot;) rather than passive voice (e.g., &quot;this chapter will explore&quot; or &quot;this chapter has explored&quot;) [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/]
## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia].
## Reduce excessive use of bold font
&lt;!-- Style – Sentences --&gt;
## Some/Many sentences could be explained more clearly (e.g., see {{vague}}, {{explain}}, {{rewrite}} etc. tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression
## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+.
## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence.
&lt;!-- Style – Paragraphs --&gt;
## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences.
## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences.
## Bullet points are overused. Use full sentences and paragraphs.
&lt;!-- Style – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st or 2nd person can work well for case studies or feature boxes.
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].
## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]]
## &quot;Individuals&quot; is overused. &quot;People&quot; is usually a clearer term than &quot;individuals&quot;. Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally.
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
## Use permanent, rather than relative, time references. For example, instead of &quot;20 years ago&quot;, refer to something like &quot;at the beginning of the 21st century&quot;. In this way, the text will survive better into the future, without needing to be rewritten.
## Avoid overly emotive language (e.g,. *) in science-based communication
&lt;!-- Style – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## The headings could be more clearly aligned with the focus questions
## The structure is overly complicated; simplify and integrate
## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion
## The chapter structure is underdeveloped; expand by using subheadings
## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size)
## See earlier comment about [[#Heading casing|heading casing]]
## Provide more descriptive headings
## Move links from headings into their first mention in text
## Remove abbreviations/citations from headings
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
## Integrate learning features rather than having it as a stand-alone section
## The Overview and Conclusion should not have subheadings (fixed)
## Remove colons (:) from the ends of headings
&lt;!-- Style – Grammar --&gt;
# Grammar and spelling are excellent
# Grammar
## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback
## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas].
## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who]
## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect]
## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)]
## Use past tense when describing research studies, although implications of findings could be in the present tense
&lt;!-- Style – Abbreviations --&gt;
## Abbreviations
### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out
### Check and correct formatting of abbreviations (such as e.g., i.e., etc.)
### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms.
### Spell out abbreviations on their first use, to explain them to the reader
### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards
### Only introduce abbreviations which are subsequently used
&lt;!-- Style – Spelling --&gt;
# Spelling
## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages.
&lt;!-- Style – Copy editing --&gt;
# Copy editing
## Further [[w:Copy editing|copy editing]] is needed to improve written expression and bring the chapter closer to a professional standard (e.g., correcting punctuation, spelling, grammar, and typographical errors).
## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info]
&lt;!-- Style – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)]
&lt;!-- Style – APA style - Quotes --&gt;
## Use double (not single) quotation marks &quot;to introduce a word or phrase used ... as slang, or as an invented or coined expression&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## &quot;Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences&quot; ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159)
## Direct quotes need page numbers—even better, communicate about concepts in your own words
## Direct quotes are overused—it is better to communicate about concepts in your own words
&lt;!-- Style – Figures --&gt;
## Figures
### Very well/Well/Reasonably well captioned
### Brief captions; provide more detail to help connect the figure to the text
### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]].
### Add captions
&lt;!-- Style – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., &quot;(see Figure 1)&quot;; do not use bold, italics, check and correct capitalisation).
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Style – Figures - Other --&gt;
### Some image uploads were removed because of a lack of sufficient/appropriate copyright information
### Numbering needs correcting
### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size)
&lt;!-- Style – Tables --&gt;
## Table(s)
### Very well/Well/Reasonably well captioned
### Brief caption(s); provide more explanatory detail about the table
### Use APA style for the caption(s) ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
### Add APA style caption(s) ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Style – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
### Each Table is referred to at least once within the main text
### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation)
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Style – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
# In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags)
## If there are three or more authors, cite the first author followed by et al., then year. For example, either:
### in-text, Smith et al. (2020), or
### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020)
## Do not include author first name or initials
## Use ampersand (&amp;) inside [[w:Bracket#Parentheses|parentheses]] and &quot;and&quot; outside parentheses
## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra &amp; Aardvark, 2020)
## A full stop is needed after &quot;et al&quot; (i.e., &quot;et al.&quot;) because it is an abbreviation of [[wikt:et alii|et alii]]
## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]]
## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
## Check and correct placement of full-stops
## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois
## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources
# For citations, use APA style or wiki style, but not both
# Secondary citations are overused; strive to consult primary sources
&lt;!-- Style – References --&gt;
## References use excellent/very good/good/reasonably good/basic/poor APA style:
### Check and correct use of italicisation
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
### Include dois where available
### Hyperlink dois for 1-click access
### Provide the full titles of journals
### Remove &quot;Retrieved from &quot;
### Use alphabetical order
### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section
### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section
### Remove bullet-points; add hanging indent
### More copy editing is needed to fix formatting inconsistencies
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
# Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
# Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]
# Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
# Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s)
# Excellent/Very good/Good/Reasonably good/Basic/No use of table(s)
# Excellent/Very good/Good/Reasonably good/Basic use of feature box(es)
# No use of feature boxes other than the opening scenario
# Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be improved by being more focused on the key points and/or take-home messages
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
# The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]])
# No use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Also include links to [[Motivation and emotion/Book|related book chapters]]
## Also include links to related Wikipedia articles
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite
## Move external links into the [[{{PAGENAME}}#References|External links]] section
## Add more links
# [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count
&lt;!-- Learning features – External links --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]]
## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing]
## Use alphabetical order
## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link
## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section
## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite
## Target an international audience
## Add more links
## Link to the top 3-6 external resources about this topic
# [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count
|9=
&lt;!-- Social contribution comments... --&gt;
# ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
# Thanks for the Wiki Commons uploads
# Thanks very much for your extensive contributions
# Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
# No logged contributions
}}
~~~~
&lt;/pre&gt;&lt;/small&gt;&lt;/small&gt;&lt;/small&gt;
gives
&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
# This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem
# This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem
# This is a reasonably good chapter that makes OK use of psychological theory and research to address a real-world phenomenon or problem
# This is a basic chapter
# This is an insufficient chapter
# The main area(s) for potential improvement:
#* use the best psychological theory about the topic
#* more detailed review of the best psychological research about the topic
#* quality of written expression
#* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]]
#* integrate more strongly with other chapters by using embedded links to related topics
#* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words
#* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
#* [[Motivation and emotion/Wikiversity/Edit summary|Edit summaries]] are used to communicate the changes for most edits, but would ideally be more descriptive and extensive
#* Use more specific [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in each edit
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] is appropriately acknowledged
#* In some places, there is overreliance on genAI
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|Motivation and emotion/Wikiversity/Edit summary]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles
#* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in  [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]].
&lt;!-- Overall – Citations --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims
# Only cite sources that you consult
# All citations need to be in the References
&lt;!-- Overall – Word count --&gt;
# Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [ these cop yedits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
# Reasonably engaging scenario or case study
# Basic scenario or case study
# The written expression for the scenario needs improvement to be of a professional standard
# Use a more practical, real-life scenario; move review of research into a subsequent section
# Consider using an example that a wider audience can relate to (less than 5% of the world population are university students)
# Add an engaging case study or scenario
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
# Figure 1 could be more relevant to the scenario
# Figure 1 lacks relevance to the scenario
# The Figure 1 caption should explain more clearly how it is related to the scenario
# Instead of a diagram, use 
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
# Explains the psychological problem or phenomenon reasonably well/in a basic way
# Briefly explains the psychological problem or phenomenon; provide more detail
# Description of problem is too long or vague or overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
# Insufficient explanation of the psychological problem or phenomenon
# Clarity of written expression can be improved
# Convert the explanation of the problem from bullet-points into sentences and paragraphs
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)
# The focus questions are very good/good/reasonably good/basic/promising/insufficient
# The focus questions could be improved by:
## being more specific to the topic (i.e., the sub-title)
## matching the top-level headings more closely
## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]]
## splitting double-barrelled questions into separate questions
## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]
## being presented in a feature box to help guide the reader (fixed)
# Add focus questions in a feature box
# See copy edits for examples of possible improvements
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Very good—key theories are well explained and applied; minor areas for improvements
# Reasonably good—relevant theories are selected, described, and applied, with some room for improvement
# Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement
# A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic
# Insufficient use of relevant psychological theory about this topic
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
# Doesn't build on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
# If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source]
# If you didn't consult an original source, don't cite it
&lt;!-- Theory – Examples --&gt;
# Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
# Use more examples to illustrate theoretical concepts
# Insufficient use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
# Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags)
&lt;!-- Research – Critical thinking --&gt;
# Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Insufficient integration between the most relevant theory(ies) and the best research
# Basic, formulaic integration of theory and research
# The chapter places more emphasis on theory than on research; strive for an integrated balance
# Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence
# The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent/Very good/Good/Reasonably good/Basic summary and conclusion
# Insufficient as a cohesive summary of the best psychological theory and research about the topic
# Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words
# Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the  [[Motivation and emotion/Wikiversity/Edit summary|edit summary]].
# Highlights the importance of the problem or phenomenon of interest
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
# Key points are summarised in a basic way
# Summarise key points
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
# Take-away messages for each focus question could be spelt out more clearly
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-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 09:47, 10 October 2026 (UTC)

==See also==
* [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]]
* [[Template:METF]]
* [[Template:MEMF]]

[[Category:Motivation and emotion/Admin/2026]]
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__TOC__

==Overview==
{{RoundBoxTop|theme=12}}[[File:Love heart.jpg|thumb|150px|'''Figure 1'''. Hands holding out a heart. {{ic|Explain how this is connected to the scenario.}}]]

'''Understanding love in pop culture'''

''Have you ever wondered why people risk their own safety for someone they love?''

In popular media, love can motivate characters to make challenging decisions, protect others, and sacrifice their own needs. In the 2026 psychological horror film [https://en.wikipedia.org/wiki/Backrooms_(film) Backrooms] {{ic|Use an internal link style as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}, Mary investigates the disappearance of her patient, Clark, who vanished into the disorienting maze behind his workplace. Mary's decision to investigate raises a question: why might someone continue pursuing another person's wellbeing despite the potential risks?

In contrast, the animated television series [https://en.wikipedia.org/wiki/Steven_Universe Steven Universe] {{ic|Use an internal link style as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} frequently explores love through empathy, friendship, and emotional support. Steven's relationships demonstrate how caring for others, even if non-human, can motivate people to understand different perspectives and help those experiencing difficulties. 

Although fictional stories are not scientific evidence, they provide examples of how emotional bonds can influence behaviour.
{{RoundBoxBottom}}

[[Healthy lifestyle/Love|'''Love''']] is a complex interpersonal experience that can influence how people ''think, feel, and behave''. Chances are, '''you''' have experienced love, whether romantic or platonic. In psychology, motivation and emotion are distinguished from one another. '''[[Motivation]]''' refers to the internal processes that give behaviour its direction, intensity, and persistence (Reeve, 2018). That distinction frames the central problem of this chapter. Love is typically experienced and described as a feeling. Yet, a substantial body of evidence treats the desire to form and maintain close interpersonal bonds as a '''fundamental human motivation''', one that measurably shapes ''emotional states, cognitive processing, and physical health'' (Baumeister &amp; Leary, 1995). Therefore, this chapter works with ''two key concepts''. '''[[Belonging]]''' refers to the desire for affection and acceptance, with love broadly understood as to include family, friendship, and care for strangers, rather than romantic attraction alone. [[wikipedia:Interpersonal_relationship|'''Interpersonal connection''']] refers to the social bonds through which these needs are met and sustained. The problem this creates is practical and theoretical. If love operates as a motivational system, then the relationships people lack, lose, or pursue at any cost should have ''predictable consequences'' for well-being and behaviour. It is therefore ''important'' to examine how the need to love and be loved is explained across psychological perspectives, given that social connection is linked to outcomes as consequential as survival itself.  

{{RoundBoxTop|theme=12}}
'''Focus questions'''
* Why is the need to love and be loved considered an important source of human motivation?
* How do psychological theories explain the motivation to form and maintain meaningful relationships?
* How does the desire to give and receive love influence behaviours such as affiliation, caregiving, and prosocial behaviour?
* When can the motivation to obtain love and belonging conflict with other psychological needs or become maladaptive?
{{RoundBoxBottom}}

==1. Love and belonging as human motivation==
{{expand}}

=== 1.1 The need to belong ===
[[File:Human–canine friendship - girl hugging her dog tightly at golden hour in Laos.jpg|thumb|150px|'''Figure 2'''. A companionship that goes beyond.]]

'''Love and interpersonal relationships''' can influence motivation by directing people towards social connection. In other words, ''forming and maintaining relationships''. Humans do not simply interact with others because social interaction is available. In a highly influential review, Baumeister and Leary (1995)'s [[wikipedia:Belongingness|theory of belongingness]] hypothesis: that human beings have a pervasive drive for form and maintain at least a ''minimum quantity of lasting, positive, and significant interpersonal relationships''. The need, they argued, is satisfied by frequent, non-aversive interactions within an ongoing relational bond. Two kinds of evidence support this. First, people form [[wikipedia:Attachment|attachments]] readily, even under adverse circumstances, and resist the dissolution of existing bonds even when maintaining them provides no obvious practical benefit. Second, belongingness has multiple and strong effects on emotional patterns, and a lack of attachment is linked to ill effect on health and well-being. {{f}}

The health consequences are ''not trivial''. A meta-analysis of 148 studies involving 308,849 participants found that people with stronger social relationships has a '''50% higher''' likelihood of survival than those with weaker relationships. An effect comparable in magnitude to well-established risk factors such as smoking (Holt-Lunstad et al., 2010) {{g}}. [[wikipedia:Social_support|Social support]] also buffers the impact of stress on well-being, protecting people from the harmful effects of '''stressful life events''' (Cohen &amp; Wills, 1985). Together, this evidence suggests that relationships function as motivational goals in their own rights, not merely as tools for achieving other outcomes. This is evident in people investing time, effort, and emotional energy in bonds just because the bonds ''themselves'' matter.   

However, the desire for connection can become particularly influential when it is insecure. Guan et al., (2025) conducted a longitudinal network analysis of 80 couples (N = 160) and found that '''love addiction''', an obsessive and dependent pattern of romantic involvement, was ''positively associated'' with emotional dependence and negatively associated with attachment [[wikipedia:Avoidance|avoidance]].    

{{RoundBoxTop|theme=12}}'''This will foreshadow later in the chapter:''' ❤︎ 
The same motivational system that produces care and persistence can, when frustrated or over-activated, produce anxiety and self-sacrifice at the expense of the self.

{{RoundBoxBottom}}
=== 1.2 Love, connection, and relatedness ===
'''Belongingness''' refers to the human emotion to be ''accepted'' as a member of a group. Whether family, friends, co-workers, a religion, or something else. People have an inherent [[wikipedia:Desire|desire]] to belong.   

[[File:20110702-31-Ilana_tim_and_becca_hug_(5972579616).jpg|thumb|330x330px|'''Figure 3'''. Friends hugging.]]

Baumeister and Leary (1995) specified ''two criteria'' that distinguish belonging from mere social contact: interactions must be frequent and pleasant, and they must occur within a relational framework in which each party is concerned with the other's welfare. Importantly, they argued that the need is both ''satiable and substitutable'', meaning that a single close bond can compensate for a larger but shallower [[wikipedia:Social_network|social network]]. Analytically, this refinement matters because it predicts that the quality and reciprocity of bonds, rather than their number, should drive '''motivational outcomes'''. However, the evidence base for the belongingness hypothesis is ''largely correlational''. Both researchers acknowledged that much of it comes from [[wikipedia:Naturalistic_observation|naturalistic studies]] rather than experiments.   

Therefore, love can be one way through which the broader need for interpersonal connection ''is'' ''experienced and expressed''. In a [[wikipedia:Qualitative_research|qualitative case study]], Qadir and Sethi (2026) explored occupational therapists' experiences of belongingness in '''inter-professional clinical environments''' in Pakistan of 10 purposively sampled therapists. Their participants' sense of belonging was built by professional [[wikipedia:Competence|competence]], [[wikipedia:Collaboration|collaboration]] and motivation. However, it was undermined by '''professional identity crises''' and '''organisational barriers'''. The study illustrates how ''belonging and motivation appear to reinforce one another''. Supportive interactions contribute to connection, which in turn sustained engagement at work. Yet, the design constrains what can be concluded. With 10 participants in a single profession and country, the findings are suggestive rather than [[wikipedia:Generalization|generalisable]]. Additionally, the reciprocal relationship between belonging and motivation ''cannot be disentangled from direction of causation''. Complementary [[wikipedia:Cross-cultural_psychology|cross-cultural]] evidence points the same way. However, Hammell (2014) argues that belonging, connectedness, and interdependence are ''positively correlated'' with human well-being and are prioritised by the majority of the world's people.

Furthermore, connection is ''not confined to face-to-face relationships''. The animated series ''Steven Universe'' offers a useful illustration, an analysis that portrays [[wikipedia:Social_exclusion#Social_inclusion|inclusivity]] and [[wikipedia:Kinship|kinship]] beyond humans (Whipple, 2026). Its central metaphor of &quot;'''fusion'''&quot;, in which characters who are emotionally attuned combine into a shared identity, has been read as a depiction of connection as something actively built between people (Juffer, 2020). Audiences extend this logic themselves. Media figures and fictional characters, known as [[wikipedia:Parasocial_interaction|parasocial]] relationships, and attachment styles predict how strongly such bonds form, with ''anxiously attached individuals forming the strongest'' (Cole &amp; Leets, 1999). Being emotionally transported into a story is also associated with increased [[wikipedia:Empathy|empathy]], although only for readers who are ''genuinely absorbed'' (Bal &amp; Veltkamp, 2013). These effects help explain why a chosen family of alien guardians in ''Steven Universe'' can feel motivationally real to audiences, even though the evidence is predominantly correlational.  

{{RoundBoxTop|theme=12}}'''Think about it: what's on your phone lock screen?''' ❤︎

[[File:IPhone 17e Soft Pink Model - 1.jpg|thumb|150px|'''Figure 4'''. Pink Apple iPhone.]]

''Imagine you could only have one person on your phone's lock screen for the next year. Who would you choose, and why them?''

A lock screen is a practical feature of a phone, yet the image we choose to display can carry considerable emotional meaning. Conroy and Fraley (2026) tested whether a romantic partner's photo used as a lock screen could influence attachment security across three studies. In a correlational study of 4,741 people, those who displayed partner photos reported greater attachment security. But two experiments complicated the narrative. Randomly assigning participants to add a partner photo produced no increase in security, while removing one produced measurable declines. Lock screens, it seems, may reflect existing security rather than create it. However, the everyday symbols of our bonds are not psychologically inert. 

The image you chose may be quietly doing attachment work every time you unlock your phone.
{{RoundBoxBottom}}

== 2. Theories explaining love as a motivational need ==
{{expand}}

=== 2.1 Maslow's hierarchy of needs ===
[[wikipedia:Maslow's_hierarchy_of_needs|Maslow]] (1943) proposed that ''humans {{g}} motivation is organised around a set of basic needs'', arranged roughly from physiological [[wikipedia:Need|needs]] and [[wikipedia:Safety|safety]], through love and belonging, to [[wikipedia:Respect|esteem]] and [[wikipedia:Self-actualization|self-actualisation.]]

[[File:Maslow's Hierarchy of Needs Diagram.png|thumb|480x480px|'''Figure 5'''. Maslow's hierarchy of needs.]]

Within this framework, love and belonging involve the desire for '''affection and acceptance'''. When lower needs are ''insufficiently satisfied'', individuals become motivated to ''seek relationships before pursuing higher goals''. The theory's intuitive appeal lies in its account of priority: ''someone lacking food or safety will rarely be primarily motivated by romance''. However, the theory's empirical standing is weaker than its '''cultural familiarity''' suggests. Greene and Burke (2007) note that the hierarchy was widely accepted despite not being [[wikipedia:Empirical_research|empirically]] tested at the time it was proposed. Subsequent scholarship has identified ''two further complications''. First, even Maslow's later writings did not treat the ordering as rigid. The needs overlapped, and adults whose [[wikipedia:Child|childhood]] love needs went unmet may develop insatiable, fixation-like cravings for affection rather than simply progressing up the hierarchy (Weinberg, 2005). Second, the '''model's popular''' '''pyramid form''', with love and belonging occupying a single fixed level, is largely a later ''teaching device rather than a claim'' Maslow himself tested (Cordell &amp; Thompson, 2019). Maslow is therefore best treated as an organising metaphor with genuine [[wikipedia:Heuristic|heuristic]] value, not a precise predictive model.

=== 2.2 Self-determination theory ===
[[wikipedia:Self-determination_theory|Self-determination theory]] (SDT) begins from a different premise. Human beings are ''innately motivated to grow'', and social conditions either support or thwart that growth.

[[File:Self-Determination-Theory.png|thumb|425x425px|'''Figure 6'''. The three basic psychological needs of self-determination theory (Ryan &amp; Deci, 2000).]]

Ryan and Deci (2000) proposed '''three innate psychological needs''', ''competence, autonomy, and relatedness''. When satisfied, yielded enhanced self-motivation and [[wikipedia:Mental_health|mental health]] {{g}}. When thwarted, led to ''diminished motivation and well-being'' {{g}}. Relatedness, the need to feel connected to and cared for by others, is the need most directly relevant to love. ''Two features'' make SDT more empirically tractable than Maslow's model. First, Vansteenkiste and Ryan (2013) distinguish need [[wikipedia:Satisfaction|satisfaction]] from need [[wikipedia:Frustration|frustration]] as a unifying principle. They argued that satisfaction fosters well-being and resilience whereas frustration evokes ill-being and [[wikipedia:Defence_mechanism|defensiveness]] in the pursuit of need substitutes. Second, cross-cultural work supports the universality claim. When participants in the United States and South Korea described their '''most''' '''satisfying life events''', autonomy, competence, and self-esteem emerged as the ''most valued needs across both samples'' (Sheldon et al., 2001). Further research with Korean samples support the claim that the three needs ''function similarly'' across cultures (Jang et al., 2009).

=== '''2.3 Attachment theory''' ===
[[wikipedia:Attachment_theory|Attachment theory]], founded by Bowlby (1969/1982), argues that an evolved behavioural system ''motivates infants to seek proximity to [[wikipedia:Caregiver|caregivers]] for protection'', and that ''attachment-related experiences become internalised'' as working models of self and other that organise behaviour across the [[wikipedia:Lifespan|lifespan]] (Granqvist &amp; Duschinsky, 2021).

[[File:Adult attachment patterns.svg|thumb|323x323px|'''Figure 7'''. Adult attachment patterns: avoidance of closeness and anxiety about abandonment (Collins &amp; Read, 1990).]]

The theory's key motivational concepts are the '''safe haven''' (turning to a valued other for comfort in distress) and the '''secure base''' (using a trusted other as a platform for exploration). The evidence for developmental continuity is unusually strong, but more qualified than popular accounts suggest. In a 20-year longitudinal study, '''72%''' of [[wikipedia:Infant|infants]] received the same secure-versus-insecure classification in early adulthood. However, '''44%''' of infants whose mothers reported ''negative life events'' changed the classification, supporting the theory's own claim that ''attachment is stable yet open to revision'' (Waters et al., 2000). Hazan and Shaver (1987) extended the theory to [[wikipedia:Romance|romantic love]], proposing that adult pair bonds reflect the same individual differences as infant-caregiver attachment. Collins and Read (1990) showed that adult attachment varies along ''two dimensions'': anxiety about abandonment and avoidance of closeness. Fraley and Shaver's (2000) review {{g|| however, identified ''five unresolved controversies'' that everyone should apply when learning about love. The '''nature of adult attachment''' in adulthood, whether individual differences are best modelled as '''categories or dimensions''', the degree of '''continuity''' and change in '''security''', and the integration of attachment with caregiving and [[wikipedia:Sex|sexual]] systems {{f}} {{explain}}.

=== '''2.4 Love as a motivational system in the brain''' ===
[[wikipedia:Neuroscience|Neuroscience]] adds a fourth perspective. Fisher et al., (2006) reviewed [[wikipedia:Functional_magnetic_resonance_imaging|fMRI]] studies showing that early-stage romantic love ''[[wikipedia:Activation|activates]] [[wikipedia:Dopamine|dopamine]]-rich [[wikipedia:Brain_stimulation_reward|reward]] and motivation regions'', including the '''ventral''' and '''tegumental area''' and '''caudate nucleus'''. They argue that ''romantic love is primarily a motivation system rather than an emotion'', one of three evolved systems that direct [[wikipedia:Mating|mating]] and [[wikipedia:Bonding|bonding]] behaviours. The original study scanned 17 intensely in-love participants and found that activation in reward regions correlated with ''self-reported intensity of romantic passion''. A comparable pattern, activation in reward regions alongside deactivation in areas associated with negative emotion, has been ''reported and replicated in a Chinese sample'' (Xu et al., 2010). The critical limitations are equally important. These studies involve ''small samples and cross-sectional [[wikipedia:Correlation|correlational designs]]'', so brain activation during love cannot establish that reward circuitry causes loving behaviour. Fisher and colleagues themselves acknowledge that romantic love shares reward pathways with behavioural addictions'', including '''cravings and relapse-like patterns'''. Finally, the literature is complicated by ''inconsistent use'' of the term &quot;'''romantic love'''&quot;, which different researchers apply to either the intense early-stage state or to love in romantic relationships.

== 3. Quiz time! ==

=== Test your newfound knowledge on these theories about love as a motivational need: ===
&lt;quiz display=simple&gt;

{ ''A young adult whose childhood affection needs were chronically unmet becomes intensely and compulsively preoccupied with romantic love. According to this chapter's discussion of Maslow, what does this pattern illustrate?''

|type=&quot;()&quot;}

+ Fixation: unmet love needs can produce insatiable cravings for affection rather than healthy progression up the hierarchy.
- Self-actualisation, because the person is pursuing an important personal goal.
- Deactivation, the avoidant strategy of suppressing attachment needs.
- Cognitive interdependence, the commitment mechanism in close relationships.

{ ''According to self-determination theory, which factor best predicts whether a romantic relationship will support a person's motivation and well-being?''
|type=&quot;()&quot;}
+ Whether the relationship is volitional and nourishing rather than controlling or dependent. 
|| SDT predicts that the quality of relationships, not their mere presence, determines motivational benefit.
- The number of close relationships the person maintains. 
|| This is a quantity measure; SDT's distinctive prediction concerns quality.
- Whether the relationship was formed before higher goals were pursued. 
|| This reflects a hierarchy-style account, not SDT's.
- The intensity of romantic feelings within the relationship. 
|| Feeling intensity is not an SDT criterion for whether relationships support motivation.

{ ''In Waters et al.'s (2000) 20-year longitudinal study, 72% of infants received the same secure-versus-insecure classification in early adulthood, but 44% of infants whose mothers reported negative life events changed classification. What does this pattern illustrate?''
|type=&quot;()&quot;}
+ Attachment is meaningfully stable across the lifespan yet open to revision in light of later experience. 
|| This supports attachment theory's own claim that working models are persistent but not fixed.
- Attachment security is genetically fixed at birth. 
|| The heritability evidence is limited, and the study shows change is possible.
- Infant attachment has no bearing on adult relationships. 
|| A 72% match over 20 years shows substantial continuity.
- Attachment classifications are too unreliable to study scientifically. 
|| The study successfully tracked classifications over two decades.

{ ''Fisher and colleagues (2016) argued that early-stage romantic love shares reward pathways with behavioural addictions. What is the most appropriate interpretation of this claim?''
|type=&quot;()&quot;}
+ Romantic love can exhibit addiction-like features such as craving and emotional dependence, which helps explain how love motivation can become harmful, even though the state is usually adaptive. 
|| On this account, love is a natural addiction that typically matures into calm attachment; the clinical question is when it turns harmful.
- Romantic love is identical to drug addiction and should be diagnosed as a substance use disorder. 
|| Fisher et al. distinguish natural addiction from clinical addiction.
- Because romantic love is natural, it can never become maladaptive. 
|| The addiction framing exists precisely to explain harmful patterns such as love addiction.
- Dopamine is released only during drug use, not during love. 
|| The fMRI studies show dopamine-rich reward regions activate during romantic love.

&lt;/quiz&gt;

== 4. When the desire for love becomes maladaptive ==
{{expand}}

=== '''4.1 Attachment anxiety and fear of rejection''' ===
Adults high in ''attachment [[wikipedia:Anxiety|anxiety]] worry about [[wikipedia:Abandonment_(emotional)|abandonment]];'' adults in ''high avoidance are [[wikipedia:Comfort|uncomfortable]] with [[wikipedia:Closeness|closeness]]'' (Collins &amp; Read, 1990). When the attachment system fails to deliver security, '''people adopt secondary strategies'''.

[[File:Dreams of fascinating, radiant beauty.svg|thumb|220x220px|'''Figure 7'''. A woman daydreaming, from a 1924 magazine advertisement. {{ic|Explain how this image connects to the text.}}]]

Attachment anxiety is associated with ''hyper-activation'' of the attachment system, as exaggerated dependence on others to ''regulate distress'', whereas avoidance is ''associated with deactivation'', a '''pseudo-autonomy''' in which reliance on others is suppressed (Messina et al., 2024). These strategies are not merely adult [[wikipedia:Habit|habits]]. In a prospective analysis drawing on the ''Minnesota Longitudinal Study'', infant attachment insecurity predicted ''distinct emotional-regulation strategies'' in video-recorded '''conflict discussions with romantic partners''' 20 to 35 years later, with unstable insecurity predicting hyper-regulation, ''exaggerating emotional [[wikipedia:Expression|expressions]] and [[wikipedia:Rumination|ruminating]]'' (Girme et al., 2020) {{g}}. Meta-analytically, both insecure dimensions are ''linked to poorer mental health'' across 224 studies (N = 79,722), with anxiety showing the ''stronger association with negative outcomes such as depression and loneliness'' (r = .42, versus .28 for avoidance) (Zhang et al., 2022). In short, the same system that motivates care can, when security is not delivered, motivate clinging or [[wikipedia:Withdrawal|withdrawal]] instead. 

{| class=&quot;wikitable&quot;
|+Table 1. Two insecure attachment strategies
!Dimension
!Attachment anxiety
!Attachment avoidance
|-
|Core concern
|Fear of abandonment
|Discomfort with closeness
|-
|Secondary strategy
|Hyper-activation: exaggerated dependence on others to regulate distress
|Deactivation: pseduo-autonomy, suppression of reliance on others
|-
|Emotion regulation
|Hyper-regulation: exaggerated emotion, rumination
|Hypo-regulation: suppression and disengagement
|-
|Link to poorer mental health
|Stronger (r = .42)
|Weaker (r = .28)
|}

=== '''4.2 Emotional dependence, love addiction, and relationship loss''' ===
When the desire for closeness becomes overwhelming, it can take the form of '''love addiction''', characterised by an ''overwhelming [[wikipedia:Investment|investment]] in romantic relationships and excessive [[wikipedia:Dependency|dependence]] on the partner''. Despite growing clinical interest, love addiction has '''no''' official diagnostic classification.

[[File:Siddharth Choudhary Of No Fixed Address pigment print on canvas 60x40 in Love and Other Addictions.jpg|thumb|300x300px|'''Figure 8'''. ''Love and Other Addictions'' (2019), pigment print on canvas by Siddharth Choudhary, from the series ''Of No Fixed Address''. {{ic|Abstract. Explain how this connects to the topic being discussed in the nearby text.}}]]

Researchers debate whether it {{what}} fits best within [[wikipedia:Behavioral_addiction|behavioural addictions]] or is better understood as a relational pattern (Maglia et al., 2023). This uncertainty should temper strong claims, but the empirical correlations are reasonably consistent. A '''meta-analysis of 27 studies''' (3,628 participants) found a ''substantial positive association'' between love addiction and [[wikipedia:Anxious-preoccupied_attachment|anxious attachment]] (r = .39) and a small ''negative association'' with avoidance (r = -.09) (Cavalli et al., 2025). Guan et al., (2025) similarly found love addiction ''positively associated'' with emotional dependence, and ''negatively associated'' with attachment avoidance, in a '''longitudinal network analysis of 80 couples'''. Its strongest links to items expressing [[wikipedia:Helpless|helplessness]] if deserted (edge weights of .52 and .55 at the two time points) {{g}} {{rewrite}}. Further studies add texture: anxious attachment ''amplified'' the association between [[wikipedia:Obsessive–compulsive_disorder|obsessive]] relationship preoccupation and love addiction in samples of 720 and 672 adults (Cavalli &amp; Velotti, 2025). Across these studies, love addiction behaves '''less like a''' '''standalone addiction''' and more like ''anxious attachment expressed through romantic intensity''.  

The costs of losing a bond confirms the same pattern from the other direction {{huh}}. In a '''within-subjects study of 1,295 young adults''' {{where}}, '''36.5%''' experienced at least one break-up over 20 months, and [[wikipedia:Breakup|break-ups]] were associated with ''increased psychological distress and declining life satisfaction'' (Rhoades et al., 2011). The [[wikipedia:Distress|distress]] is not distributed evenly. Among 257 young adults, post break-up distress was most ''strongly associated with commitment, relationship duration, and anxious attachment styles'' (Sprecher et al., 1998). Among the 303 recently separated people, high anxious attachment and low social support predicted ''persistent attachment to the former partner, loneliness and psychological distress across two years'' (Halford &amp; Sweeper, 2012). Losing love, in other words, '''hurts''' '''most''' '''preciously''' for those whose attachment to it was already anxious.  

==Conclusion==
This chapter set out to answer why people are motivated to love and be loved, and what that motivation makes them do. The evidence reviewed supports a clear answer to the first question: the desire to form and maintain close interpersonal bonds is a fundamental human motivation, not a luxury added on top of survival needs. The four theoretical perspectives examined here explain this from complementary angles. Maslow (1943) places love and belonging among basic needs and supplies an intuitive account of priority; self-determination theory identifies relatedness as one of the three innate psychological needs whose satisfaction determines motivational benefit; attachment theory explains individuals differences in how people seek safe havens and secure bases across the lifespan; and neuroscience frames romantic love as a dopaminergic motivational system that focuses energy on specific others. The second question received an equally direct answer. Giving love motivates caregiving, sacrifice, and cognitive interdependence. Whilst, receiving responsive love fuels security and exploration. But the same system, when insecure, motivates clinging and rejection. It is therefore the security of the bond, not the strength of the desire, that determines whether love builds people up or holds them captive. 

{{RoundBoxTop|theme=12}}
'''Take-home message''' ❤︎

Ultimately, love is not simply something people feel. It is something they are motivated to pursue, provide, and protect. The outcomes of that motivation depend on whether the underlying need for security is met.
{{RoundBoxBottom}}

==See also==
* [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationship satisfaction]] (Book chapter, 2025)
* [[wikipedia:Need_theory|Need theory]] (Wikipedia)
* [[Motivation and emotion/Book/2011/Relationships and happiness|Relationships and happiness]] (Book chapter, 2011)
* [[What Matters/Psychological Needs|What matters/psychological needs]] (Wikiversity)

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{{Hanging indent|1=

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Fisher, H. E., Xu, X., Aron, A., &amp; Brown, L. L. (2016). Intense, passionate, romantic love: A natural addiction? How the fields that investigate romance and substance abuse can inform each other. ''Frontiers in Psychology'', ''7'', 687. https://doi.org/10.3389/fpsyg.2016.00687

Fraley, R. C., &amp; Shaver, P. R. (2000). Adult romantic attachment: Theoretical developments, emerging controversies, and unanswered questions. ''Review of General Psychology'', ''4''(2), 132-154. https://doi.org/10.1037/1089-2680.4.2.132

Girme, Y. U., Jones, R. E., Fleck, C., Simpson, J. A., &amp; Overall, N. C. (2020). Infants' attachment insecurity predicts attachment-relevant emotion regulation strategies in adulthood. ''Emotion''. https://doi.org/10.1037/emo0000721

Granqvist, P., &amp; Duschinsky, R. (2021). Attachment theory and research. In ''Oxford research encyclopedia of psychology''. Oxford University Press. https://doi.org/10.1093/acrefore/9780190236557.013.51

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Rhoades, G. K., Kamp Dush, C. M., Atkins, D. C., Stanley, S. M., &amp; Markman, H. J. (2011). Breaking up is hard to do: The impact of unmarried relationship dissolution on mental health and life satisfaction. ''Journal of Family Psychology'', ''25''(3), 366-374.  https://doi.org/10.1037/a0023627

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Sheldon, K. M., Elliot, A. J., Kim, Y., &amp; Kasser, T. (2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. ''Journal of Personality and Social Psychology'', ''80''(2), 325-339. https://doi.org/10.1037/0022-3514.80.2.325 

Sprecher, S., Felmlee, D., Metts, S., Fehr, B., &amp; Vanni, D. (1998). Factors associated with distress following the breakup of a close relationship. ''Journal of Social and Personal Relationships'', ''15''(6). https://doi.org/10.1177/0265407598156005 

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Waters, E., Merrick, S., Treboux, D., Crowell, J., &amp; Albersheim, L. (2000). Attachment security in infancy and early adulthood: A twenty-year longitudinal study. ''Child Development'', ''71''(3). https://doi.org/10.1111/1467-8624.00176 

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Xu, X., Aron, A., Brown, L., Cao, G., Feng, T., &amp; Weng, X. (2010). Reward and motivation systems: A brain mapping study of early-stage intense romantic love in Chinese participants. ''Human Brain Mapping'', ''31''(7). https://doi.org/10.1002/hbm.21017  

Zhang, X., Li, J., Xie, F., Chen, X., Xu, W., &amp; Hudson, N. W. (2022). The relationship between adult attachment and mental health: A meta-analysis. ''Journal of Personality and Social Psychology''. https://doi.org/10.1037/pspp0000437 

}}

==External links==
* [https://www.portrait.gov.au/exhibitions/australian-love-stories-2020 Australian Love Stories] (National Portrait Gallery)
* [https://youtu.be/qAHz7FJZfpA?si=jMcC4A-32L6SZqRC Behind the Backrooms - An On Set Interview w/ Kane Parsons] (YouTube)
* [https://www.unitedfamilies.org/parents/child-development/love-the-greatest-motivation-to-change/ Love: The Greatest Motivation to Change] (unitiedfamilies.org)
* [https://www.youtube.com/watch?v=4BvlBoZsV_I The Key to Writing Criminally Good Relationships | Video Essay] (YouTube)
* [https://www.psychologytoday.com/au/blog/the-psychology-of-relationships/202507/find-your-dating-why-6-key-motivations-for-seeking-love Our 6 Motivations for Seeking Love] (Psychology Today)
* [https://open.spotify.com/track/5UOXwSPgkkOf8Ba9ehmDgu?autoplay_ok=1 Peace and Love on the Planet Earth - Steven Universe, Vol. 1 (Original Soundtrack)] (Spotify)
* [https://open.spotify.com/track/42WQZAqPJOlLvg2Jr6lv8K You're My Best Friend - Queen] (Spotify)

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__TOC__

==Overview==
{{RoundBoxTop|theme=5}}'''Case study'''

[[File:Angry man.svg|right|thumb|100px|'''Figure 1'''. Tom in a bad mood]]

Tom wakes up in a bad mood (see Figure 1). When he goes to the kitchen to eat breakfast before school, he snaps at his dad for putting too much salt on his eggs. Later, when he tries to brush his teeth, he finds his sibling has taken over the bathroom. He snaps at his sibling too. 

This is not the first time Tom has woken up in a bad mood. In fact, he always seems to be in a bad mood lately. This bad mood could be described as irritability. But what is irritability? And why does Tom struggle with it? 
{{RoundBoxBottom}}

[[wikipedia:Irritability|Irritability]] can be defined in different ways. One way to conceptualise it is a state where a person experiences more negative emotions than usual and has difficulty controlling them (Saatchi et al., 2023). There are different ways to categorise irritability such as tonic or phasic as well as abnormal or normative. People who experience high levels of irritability or [[wikipedia:Abnormality_(behavior)|abnormal]] irritability, might be more likely to engage in aggressive behaviors and experience [[wikipedia:Mental_disorder|mental disorders]]. Due to these potential negative consequences, researchers have conducted studies to uncover potential causes and ways to manage irritability. The ways a person might react to social situations and underlying mechanisms in the brain may contribute to irritability. Taking care of physical and mental health, using emotion regulation skills as well as going to therapy may help a person such as Tom (see case study) manage irritability. 

{{RoundBoxTop|theme=3}}
'''Focus questions'''

* What is irritability?
* What are some of the different explanations of what might cause irritable?
* What are the negative consequences of irritability?
* How can people manage irritability?
{{RoundBoxBottom}}

== What causes Irritability? ==
There is no clear consensus on what irritability is. Different researchers have come up with different and sometimes conflicting definitions of what irritability. To try and fix this, Saatchi et al. (2023) conducted a concept analysis where they looked at what the concept of irritability to finally condense it into a singular definition. They settled on irritability being a chronic or temporary state of experiencing increased levels of negative emotions, such as annoyance, along with increased difficulty in controlling emotions. This is the definition that will be used throughout this chapter.

=== What Irritability is Not: ===
One way to make is easier to understand what irritability is can be to define what irritability is not. It can often be confused with anger and aggression. However, while they are similar concepts, they are not the same.  

Smedslund (1993) defined [[wikipedia:Anger|anger]] as an emotion experienced when a person perceives someone they care about, which may include their own self, has received unjust treatment. In contrast, irritability is a state where a person may be more likely to experience anger as well as other negative emotions, but it is not anger itself (Saatchi et al., 2023). 

[[Motivation and emotion/Book/2013/Aggression|Aggression]] on the other hand, refers specifically to a behaviour that is performed with the aim of causing harm to someone else (Anderson &amp; Bushman, 2002). Again, while irritability may increase the chance someone will engage in aggression (Saatchi et al., 2023), they are two separate concepts.

=== Classifying Irritability ===
Irritability can be classified and sorted in different ways. Some ways to do this include categorising it as tonic or phasic, or alternatively, as normative or abnormal. 

==== Tonic vs Phasic Irritability ====
Irritability can last different lengths of time. Some people may experience irritability for temporary periods of time (e.g. a few hours) while other may feel irritable for years on end {{f}}. This is described as phasic and tonic irritability respectively {{f}}. Phasic irritability is described as presenting in outbursts that are out of proportion for a person's age (Leibenluft, 2017). On the other hand, tonic irritability refers to irritability presenting through a persistent angry mood (Leibenluft, 2017).

==== Normative vs Abnormal Irritability ====
The dimensional approach of irritability views it as a spectrum, where people can experience mild, or normal levels of irritability all the way to abnormal levels of irritability (Alam et al., 2023). Determining the point at where irritability becomes abnormal can be difficult. However, one way to do this is by assessing the level of impairment accompanying the irritability, with one study using impairment to decide cutoff scores for an irritability screener (Alam et al., 2023). Essentially, it is the question of whether irritability has a large enough negative effect on a person's quality of life or not.  

== What causes Irritablity? ==
There are multiple theories and perspectives that explain what might cause irritability. Some might focus on the role of the environment and explain irritability as a reaction to an external event. Others focus on potential mechanisms in the brain and hypothesise about what might be happening on a neuropsychology level. This focuses on the social information processing theory and the translational model. 

=== Social Information Processing Theory ===
Social information processing theory refers to how the way a person processes social cues can impact how effective they are at responding to social situations (McFall, 1982; McFall &amp; Dodge, 1982, as cited in Dodge &amp; Crick 1990). Key processes in this theory include how a person may encode or store information from social cues in their memory, as well as how they chose to respond to the social cue in question. There are five steps on how social information is processed, as set out in Table 1 (Dodge et al. 1986, as cited in Dodge &amp; Crick 1990). 

'''Table 1.''' 

The five steps for processing social information 
{| class=&quot;wikitable&quot;
|'''Step 1'''
|Encode what information is important from the present external cues
|-
|'''Step 2'''
|Represent the encoded information in your long-term memory and interpret it
|-
|'''Step 3'''
|Access one or more potential responses from your memory
|-
|'''Step 4'''
|Choose which response to make based on rules or criteria to evaluate them
|-
|'''Step 5'''
|Make the response
|}

This theory can be applied to irritability. Specifically, the way a person processes social cues may contribute to experiencing irritability. For example, if a person leaves the house for the day, they may notice people briefly glance at them. If this is processed and interpreted as regular, normal glances, the person may choose to respond by ignoring the looks and carrying about with their day. However, if the person interprets the glances as other people judging them, they may become irritable.

Numerous studies have investigated how the processing of social cues may influence irritability. Deveney et al. (2019) provided {{ic|how many?}} {{who}} {{where}} participants multiple scenarios describing characters going through social situations and asked them to answer questions on the character's thinking and behaviour. The more threatening participants described a social situation as, the more likely they were to have higher irritability scores. Additionally, Salum et al., (2017) examined whether the level of irritability children had would impact whether or not their attention was biased towards angry facial expressions. They reported that children who were often irritable had higher attention bias towards angry faces compared to children who were not irritable.  

The results from these studies suggest that the social information processing can be used to explain why irritability may occur. It is possible that at step 1 in the social information processing theory (see Table 1), people high in irritability may be more likely to attend to threatening cues compared to those low in irritability. At step 2, they may be more likely to interpret cues as threatening, potentially resulting in irritability. Finally, at later steps, their response may be influenced by feelings of irritability. For example, they may be more likely to lash out at another person compared to those low in irritability.  

=== Translational Model ===
The Translational Model, as described by Brotman et al. (2017), combines previous neuroscience research to explain why young people might experience abnormal irritability. It focuses on the processes happening in the brain and how dysfunction in these processes may result in irritability. According to the model, pathological irritability is due to an abnormal response to one or both of the following:
*Frustrative non-reward
*Potential threats 

[[File:Euro coins and banknotes.jpg|thumb|'''Figure 2.''' Money is a common reward {{ic|Explain how this relates to the topic}}]]

==== Frustrative non-reward: ====
Frustrative non-reward refers to the response a person or animal might have to a situation where an expected reward (see Figure 2) was either not received or delayed (Amsel, 1958). According to Brotman et al. (2017), abnormal responses to frustrative non-reward may occur due to abnormal processing of rewards. Highly irritable young people may struggle to learn about when rewards are likely to occur and adjust their expectations when situations no longer provide rewards that used to be given. They may then experience higher levels of irritability as they keep getting frustrated due to failing to learn a situation has stopped providing the reward.  

Irritable young people may also experience stronger responses to receiving and not receiving a reward. This could result in events where the expected reward is not received being experienced as more frustrating compared to young people lower in irritability, leading to abnormal irritability. Frustration may also be experienced in a cycle, where in irritable young people, frustration may influence how they respond to rewards, increasing the likelihood of experiencing frustration in the future. Finally, irritable young people may have learned to experience frustration in certain situations, and therefore, be conditioned to experience it again when faced with the situation once again. {{f}}

==== Potential threats ====
[[File:Angry-2766265 960 720.jpg|thumb|'''Figure 3.''' An angry face {{ic|Explain how this relates to the topic}}]]]

Another potential reason why young people may experience pathological levels of irritability is abnormal responses to potential threats, as described by Brotman et al. (2017). Irritable young people may focus more attention on potential threats, such as angry faces (see Figure 3), compared to those low in irritability. They may also have a hostile attribution bias, where a person is biased towards interpreting a stimulus as threatening. Adding to this is potential difficulties processing emotions, where ambiguous emotions are more likely to be rated as threatening compared to young people with lower irritability {{g}} {{f}}

== The Bad Side of Irritability ==
Irritability is typically not a pleasant state to experience. It might result in negative consequences to a persons {{g}} life. Some people might find themselves engaging in more aggressive behaviours, such as snapping at people or getting into physical fights. Irritability has also been associated with mental disorders. Therefore, experiencing high levels of irritability may put a person at higher risk of developing a mental disorder. 

=== Aggression ===
[[File:Griffion vulture fighting.jpg|thumb|'''Figure 4.''' Animals engaging in aggression]]

Aggression (see Figure 4) can be a problematic behaviour, as it can result in negative consequences. As an example, children who aggress may be less likely to be accepted or liked by their peers (Wang et al., 2019). Experiencing irritability may increase the chance of engaging in this problematic behaviour. One study by Perhamus et al. (2024) measured {{how}} physical and relational aggression in {{ic|how many?}} {{where}} children, and checked whether it would be associated with irritability, as recorded by teachers. Children high in irritability were reported to engage in more physical aggression compared to those low in irritability. Similarly, another study investigated the association between irritability and aggression in response to social rejection, {{g}} this time in teenagers and young adults through a virtual reality experiment (Quarmley et al., 2023). Again, higher levels of irritability predicted more aggressive behaviour. 

But why might irritability play a role in causing aggression? Research doesn't have a clear answer for this yet, but frustration may play a role. Frustration is experienced when the pursuit of a goal is interrupted due to inference from other factors (Dollard et al., 1939, as cited in Kruglanski et al., 2023). It is likely associated with irritability, with Tseng et al. (2023) reporting frustration to be a central node or construct of irritability, after conducting a network analysis of the concept of irritability in young people. According to a revision of the frustration-aggression hypothesis, frustration can result in aggression if certain conditions are met, such as frustration negatively impacting a person's perceived social worth (Kruglanski et al., 2023). In essence, irritability may make a person more likely to experience frustration. This frustration the irritability may cause might then increase aggressive behaviour.

=== Mental Disorders ===
[[File:Brain Drawing.svg|thumb|'''Figure 5.''' Mental disorders involve the brain]]

Irritability is suggested to be a risk factor for multiple mental disorders (Hawes et al., 2020) (see Figure 5). Disruptive Mood Dysregulation Disorder (DMDD) is described as a long-term pattern of severe irritability (American Psychiatric Association, 2022). It incorporates both temper outbursts and long-term irritable moods, (American Psychiatric Association, 2022) suggesting it includes both tonic and phasic irritability. DMDD is associated with negative outcomes in adulthood, such as engaging in risky behaviour, lower education levels, difficulties in keeping a job and more (Copeland et al., 2014).

Other mental disorders are also associated with irritability such as bipolar disorder. One study found that participants experiencing mixed symptoms, where depressive and manic symptoms are experienced at the same time, were more likely to experience irritability than those without mixed symptoms (Bell et al., 2026). This research suggests that high levels of irritability may be a factor in developing a mental illness. However, it is also possible that it goes the other way round, such that the mental illness itself is what causes the irritability. 

=== Is Irritability Always a Bad Thing? ===
Does irritability always have negative consequences or can it sometimes be beneficial? If say, you were in a dangerous environment, would irritability prepare you to engage in survival responses as as fight or flight quicker? Unfortunately there does not appear to be much research on potential benefits. At least, not yet. 

However, there is some research on the benefits of anger. Anger may be beneficial for achieving goals, with one study finding that experiencing anger increased performance on completing goals, if the goals were challenging (Lench et al., 2024). While anger and irritability are not the same concept, they are somewhat related (Tseng et al., 2023) so it is possible these benefits might apply to irritability. But future research is needed here.  

== How to Manage Irritability ==
Due to the potential negative impacts of irritability, implementing strategies to manage it may be important. Sometimes irritability can be prevented or reduced by taking care of physical and mental health. Other times a person may need strategies to manage irritability in the moment, such as using emotional regulation strategies. For people with abnormal levels of irritability, a professional intervention such as CBT {{ic|explain abbreviatin}} may be required. 

=== Take Care of the Mind and Body ===
[[File:Bed in hotel room 5.jpg|thumb|'''Figure 6.''' Sleep may reduce irritability]]

Sometimes, not taking care of physical health can increase the chance a person may experience irritability. Irritability has been associated with poor sleep (Whiting et al., 2023) and experiencing hunger (Swami et al., 2022). Therefore, getting enough good quality sleep (see Figure 6) and ensuring adequate food intake may be important in reducing the chance of feeling irritable. 

Mental health is also important to consider. Irritability has been associated with increased stress levels based on a study conducted on adolescents (Harrison et al., 2025), suggesting that stress might contribute to entering an irritable state. While stress is not always a bad thing, keeping stress levels manageable may help reduce irritability. 

=== Emotion Regulation: ===
Irritability may result in a person experiencing negative emotions such as anger more frequently (Saatchi et al., 2023). Therefore, techniques that help with emotional regulation may help a person manage and cope with the negative emotions that may arise as a result of the irritability. [[wikipedia:James_Gross|Gross]] (1998, as cited in Gross, 2015) created the process model of emotion regulation that describes the steps of emotion regulation (see Table 2). 

'''Table 2.'''

Process model of emotion regulation
{| class=&quot;wikitable&quot;
!Steps
!Definition
!Example
|-
|Situation selection
|Choosing a situation to be in based on the emotion a person believes it might elicit
|A person choosing to read a book instead of going to a party because they believe it will make them feel more calm
|-
|Situation modfication
|Changing the situation in a way that would change the emotional impact it would elicit 
|Changing the sad music being listened to while completing an assignment to happy music
|-
|Attentional deployment
|Where a person chooses to focus their attention on in order to impact their emotions
|Focusing on the taste of a good cup of coffee rather than the heavy rain pouring down
|-
|Cognitive change
|A person changing the way they think about a situation to influence the emotions they feel
|Changing thinking from 'This lecture is so boring' to 'This lecture is teaching me new things'
|-
|Response modulation
|Directly trying to influence the emotion response when you are actively experiencing the emotion 
|Going on a run while feeling sad to change the emotion to a more energised emotion 
|}

=== Therapeutic Interventions ===
For some people with severe or pathological irritability, taking care of physical mental health and using emotional regulation strategies may not be enough. In those cases, they may benefit from a therapeutic intervention such as cognitive behavioral therapy (CBT) (see Figure 7).

[[File:Cognitive behavioral therapy - basic tenets.svg|thumb|'''Figure 7.''' CBT can help reduce irritability]]

CBT appears to be the intervention with the most research behind it to treat irritability {{f}}. CBT is a type of therapy that helps clients become aware of and change how they think and behave in order to improve their wellbeing (Fenn &amp; Byrne, 2013). There are different ways of implementing CBT. For example, Naim et al. (2024) conducted CBT with a focus on exposure techniques, where participants are exposed to their feelings of irritability. The treatment was effective, with a significant reduction in irritability reported. This exposure may help participants become more familiar with irritability and increase their ability to cope with it.

CBT has also been used as treatment for DMDD, which is a long-term pattern of severe irritability (American Psychiatric Association, 2022). Soleimani-Rad et al. (2025) applied a randomised control trial of CBT on children with DMDD aged seven to twelve years. Compared to those who were on the waitlist, the children who did CBT had significantly lower irritability after receiving the therapy. 

=== Quiz ===
&lt;quiz display=&quot;simple&quot;&gt;
{Which of the following options according might help you reduce irritability?:
|type=&quot;()&quot;}
+ Getting enough sleep
- Watching a sci-fi TV show
- Filling in your tax return
&lt;/quiz&gt;

== Conclusion ==
Irritability is a temporary or chronic state where a person may have the tendency to experience unpleasant emotions {{g}} such as anger, that are difficult to manage. There are multiple reasons why a person may experience irritability. The social information processing theory suggests irritability may be caused by interpreting a social situation as threatening. The translational model states irritability is due to abnormal responses in the brain towards frustrative nonreward and potential threats. There are negative consequences to experiencing irritability such as being at a higher risk of engaging in aggression and developing a mental disorder. However, there are also multiple ways to manage irritability. This includes taking care of physical and mental health, using emotional regulation skills and seeking out therapeutic support. 

==See also==
* [[wikipedia:Irritability|Irritability]] (Wikipedia)
* [[Motivation and emotion/Book/2011/Anger|Anger]] (Book chapter, 2011)

==References==
{{Hanging indent|1=

Alam, T., Kirk, N., Hirsch, E., Briggs‐Gowan, M., Wakschlag, L. S., Roy, A. K., &amp; Wiggins, J. L. (2023). Characterizing the spectrum of irritability in preadolescence: Dimensional and pragmatic applications. ''International Journal of Methods in Psychiatric Research'', ''32''(S1), e1988. https://doi.org/10.1002/mpr.1988

American Psychiatric Association. (2022). ''Diagnostic and Statistical Manual of Mental Disorders'' (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

Amsel, A. (1958). The role of frustrative nonreward in noncontinuous reward situations. ''Psychological Bulletin'', ''55''(2), 102–119. https://doi.org/10.1037/h0043125

Anderson, C. A., &amp; Bushman, B. J. (2002). Human Aggression. ''Annual Review of Psychology'', ''53'', 27–51. https://doi.org/10.1146/annurev.psych.53.100901.135231

Bell, E., Inder, M., Malhi, G. S., Bryant, R., Boyce, P., &amp; Porter, R. J. (2026). Irritability in the mix: An exploratory study of the role of irritability in characterising mood disorders. ''Bipolar Disorders'', ''28''(7), Article e70185. https://doi.org/10.1111/bdi.70185

Brotman, M. A., Kircanski, K., Stringaris, A., Pine, D. S., &amp; Leibenluft, E. (2017). Irritability in Youths: A Translational Model. ''American Journal of Psychiatry'', ''174''(6), 520–532. https://doi.org/10.1176/appi.ajp.2016.16070839

Copeland, W. E., Shanahan, L., Egger, H., Angold, A., &amp; Costello, E. J. (2014). Adult Diagnostic and Functional Outcomes of DSM-5 Disruptive Mood Dysregulation Disorder. ''American Journal of Psychiatry'', ''171''(6), 668–674. https://doi.org/10.1176/appi.ajp.2014.13091213

Deveney, C. M., Roule A. L., Wulff R. A. (2019). Trait irritability and social cue identification and interpretation in young adult females. ''Personality and Individual Differences'', 156, Article 109751. https://doi.org/10.1016/j.paid.2019.109751

Dodge, K. A., &amp; Crick, N. R. (1990). Social Information-Processing Bases of Aggressive Behavior in Children. ''Personality and Social Psychology Bulletin'', ''16''(1), 8–22. https://doi.org/10.1177/0146167290161002

Fenn, K., &amp; Byrne, M. (2013). The key principles of cognitive behavioural therapy. ''InnovAiT: Education and Inspiration for General Practice'', ''6''(9), 579–585. https://doi.org/10.1177/1755738012471029

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. ''Psychological Inquiry'', ''26''(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Harrison, T. J., Silver, J., Calentino, A. E., Mackin, D. M., Finsaas, M. C., Carlson, G., Davila, J., Olino, T. M., &amp; Klein, D. N. (2025). Irritability and stress: Prospective, bidirectional relationships in adolescence. ''Journal of Affective Disorders'', ''372'', 598–607. https://doi.org/10.1016/j.jad.2024.12.051

Hawes, M. T., Carlson, G. A., Finsaas, M. C., Olino, T. M., Seely, J. R., &amp; Klein, D. N. (2020). Dimensions of irritability in adolescents: longitudinal associations with psychopathology in adulthood. ''Psychological Medicine'', ''50''(16), 2759–2767. https://doi.org/10.1017/S0033291719002903

Kruglanski, A. W., Ellenberg, M., Szumowska, E., Molinario, E., Speckhard, A., Leander, N. P., Pierro, A., Di Cicco, G., &amp; Bushman, B. J. (2023). Frustration–aggression hypothesis reconsidered: ''The role of significance quest. Aggressive Behavior'', ''49''(5), 445–468. https://doi.org/10.1002/ab.22092

Leibenluft, E. (2017). Pediatric Irritability: A Systems Neuroscience Approach. ''Trends in Cognitive Sciences'', ''21''(4), 277–289. https://doi.org/10.1016/j.tics.2017.02.002

Lench, H. C., Reed, N. T., George, T., Kaiser, K. A., &amp; North, S. G. (2024). Anger has benefits for attaining goals. ''Journal of Personality and Social Psychology'', ''126''(4), 587–602. https://doi.org/10.1037/pspa0000350

Naim, R., Dombek, K., German, R. E., Haller, S. P., Kircanski, K., &amp; Brotman, M. A. (2024). An Exposure-Based Cognitive–Behavioral Therapy for Youth with Severe Irritability: Feasibility and Preliminary Efficacy. ''Journal of Clinical Child &amp; Adolescent Psychology'', ''53''(2), 260–276. https://doi.org/10.1080/15374416.2023.2264385

Perhamus, G. R., Ostrov, J. M., &amp; Murray-Close, D. (2024). Aggression and irritability in middle childhood: Between- and within-person associations. 'Journal of Clinical Child &amp; Adolescent Psychology', ''53''(2), 184–198. https://doi.org/10.1080/15374416.2023.2272941

Quarmley, M., Vafiadis, A., &amp; Jarcho, J. M. (2023). Irritability and rejection‐elicited aggression in adolescents and young adults. ''Journal of Child Psychology and Psychiatry'', ''64''(9), 1346–1358. https://doi.org/10.1111/jcpp.13804

Saatchi, B., Olshansky, E. F., &amp; Fortier, M. A. (2023). Irritability: A concept analysis. ''International Journal of Mental Health Nursing'', ''32''(5), 1193–1210. https://doi.org/10.1111/inm.13140

Salum, G. A., Mogg, K., Bradley, B. P., Stringaris, A., Gadelha, A., Pan, P. M., Rohde, L. A., Polanczyk, G. V., Manfro, G. G., Pine, D. S., &amp; Leibenluft, E. (2017). Association between irritability and bias in attention orienting to threat in children and adolescents. ''Journal of Child Psychology and Psychiatry'', ''58''(5), 595–602. https://doi.org/10.1111/jcpp.12659

Smedslund, J. (1993). How Shall the Concept of Anger be Defined? ''Theory &amp; Psychology'', ''3''(1), 5–33. https://doi.org/10.1177/0959354393031001

Soleimani‐Rad, H., Bahrami, L., Goodarzi, H., &amp; Ariapooran, S. (2025). Cognitive‐behavioral therapy for disruptive mood dysregulation disorder: A randomized control trial. ''Journal of Clinical Psychology'', ''81''(10), 1014–1024. https://doi.org/10.1002/jclp.70015

Swami, V., Hochstöger, S., Kargl, E., &amp; Stieger, S. (2022). Hangry in the field: An experience sampling study on the impact of hunger on anger, irritability, and affect. ''PLoS ONE'', ''17''(7), e0269629. https://doi.org/10.1371/journal.pone.0269629

Tseng, W., Naim, R., Chue, A., Shaughnessy, S., Meigs, J., Pine, D. S., Leibenluft, E., Kircanski, K., &amp; Brotman, M. A. (2023). Network analysis of ecological momentary assessment identifies frustration as a central node in irritability. ''Journal of Child Psychology and Psychiatry'', ''64''(8), 1212–1221. https://doi.org/10.1111/jcpp.13794

Wang, M., Wang, J., Deng, X., &amp; Chen, W. (2019). Why are empathic children more liked by peers? The mediating roles of prosocial and aggressive behaviors. Personality and Individual Differences, 144, 19–23. https://doi.org/10.1016/j.paid.2019.02.029

Whiting, C., Bellaert, N., Deveney, C., &amp; Tseng, W.-L. (2023). Associations between sleep quality and irritability: Testing the mediating role of emotion regulation. ''Personality and Individual Differences'', ''213'', 112322. https://doi.org/10.1016/j.paid.2023.112322

}}

==External links==
* [https://youngmindsnetwork.com.au/coping-with-irritability-when-everything-gets-on-your-nerves/ Coping with irritability: when everything gets on your nerves] (Young Minds Network) 
* [https://open.spotify.com/episode/3ZeTcHbe9iIdJlrTMqAjIS Minding your Mind podcast episode - irritability] (Spotify) 

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__TOC__

== Overview ==
{{RoundBoxTop|theme=7}}

[[File:Begging man Harmony Lot 27 Elliot Street downtown Brattleboro VT July 2025 02.jpg|right|thumb|150px|'''Figure 1'''. Homeless man begging]]

;Scenario

Imagine that you are doing your weekly shopping and you come across a homeless person who is asking for food or money. The person present in an unkempt state and initially you ensure you walk past, your stomach drops, and subconsciously wrinkle your nose and you decide to take a longer path to the shops to avoid them. When paying for your groceries, you realise that you do not have quite enough to pay the full amount, instantly, your face gets hot as there is a line of people waiting behind you and it seems they are all staring at you, judging your error. While you are talking to the cashier, asking for some time to go through your groceries to determine which items are a priority, the person behind you offers to make up the difference. Suddenly, the hot feeling in your face becomes a warm feeling in your chest and you start profusely thanking the person and ask if there is anything you can do to make it up to them, they respond with “when you are in a position to pay it forward to some else, please do so.”

{{RoundBoxBottom}}
[[w:Moral_emotions|Moral emotions]] potentially set humans apart from other animals, by enabling people to react to social events that do not directly affect the self but concern the interests or welfare of others and society as a whole (''Haidt, 2003).'' They arise when individuals evaluate actions, intentions, or social situations in terms of right or wrong, in accordance with social norms and moral standards. This guides behaviours that support cooperation, fairness and social harmony. Haidt (2003) distinguishes moral emotions from [[Motivation and emotion/Lectures/Individual emotions|basic emotions]], which are a person's primary response to a situation. Basic emotions fast, short lived, while moral emotions, like [https://www.simplypsychology.org/primary-and-secondary-emotions.html secondary emotions], are more complex and require a cognitive evaluation of the self from learned social meaning. 

To understand how moral emotions motivate behaviour, examination of the psychological/ psychological mechanisms behind these emotions is required. Moral emotions involve appraisals of responsibility and social meaning, biological responses that prepare the body for action, and expressive behaviours that communicate intentions (Haidt, 2003; Reeve, 2024). These mechanisms create ''action readiness'', transforming moral evaluations into behavioural tendencies such as helping, repairing harm, confronting wrongdoing, or avoiding social violations (''Reeve'', 2024).

Understanding moral emotions is essential to link how they motivate ethical and prosocial action. [[w:Self-conscious_emotions|Self-conscious moral emotions]] - such as [[w:Guilt_(emotion)|guilt]], [[Motivation and emotion/Book/2011/Shame|shame]], [[w:Embarrassment|embarrassment]], and authentic [[Motivation and emotion/Book/2017/Pride|pride]] - occur when people evaluate their own behaviour against internalised moral standards. Majority of self-conscious emotions regulate the moral self by motivating reparative action, helping others, rule compliance, or withdrawal (''Tangney, Stuewig, &amp; Mashek'', 2007). Importantly [[Motivation and emotion/Book/2018/Guilt and shame|guilt and shame]] differ in their internalised state, appraisal of self and motivational urge resulting in different behaviours (''Tangney, Stuewig, &amp; Mashek'', 2007). 

Other‑evaluative moral emotions—including [[Motivation and emotion/Book/2022/Compassion|compassion]], [[Motivation and emotion/Book/2021/Gratitude|gratitude]], [[w:Elevation_(emotion)|elevation]]/ [[Motivation and emotion/Book/2016/Awe as an emotion|awe]], along with [[Motivation and emotion/Book/2022/Contempt|contempt]], [[Motivation and emotion/Book/2011/Disgust|disgust]] and moral outrage—arise when people respond to the experiences or actions of others. These emotions generate intuitive impulses to help, reciprocate kindness, emulate moral exemplars, confront wrongdoing or avoid social violations (''Haidt'', 2003). Together, these insights show how moral emotions serve as powerful motivational systems that shape ethical and prosocial behaviour.

{{RoundBoxTop|theme=5}}'''Focus questions'''

*     What are moral emotions and how do they differ from basic emotions? &lt;br&gt;
*     How are moral emotions felt and motivate action?&lt;br&gt;
*     How do self-conscious moral emotions influence ethical behaviour?
*     How to other-focused emotions motivate prosocial behaviour?{{RoundBoxBottom}}

==What are moral emotions?==
Moral emotions, defined to [[w:Jonathan_Haidt|Jonathan Haidt]] (2003), are the complex cognitively enriched emotional systems that have origins to simpler evolutionary precursors and responses to changes affecting the self. The defining qualifier of moral emotions is those involving social appraisals, cultural meaning systems and norm-based judgements that elicit motivation to act in ways that are shaped by local values and knowledge, which in turn indirectly provide benefits to the self (Haidt, 2003). E.g., contempt depends on understanding rank; guilt depends on communal relationships; elevation depends on recognising moral virtue.

=== Historical development ===
In 1932, [[w:Jean_Piaget|Jean Piaget]] developed his [[w:Piaget's_theory_of_cognitive_development|theory of cognitive development]] and in 1965 published &quot;The moral Judgement of the child&quot; which explores how children develop moral reasoning, tracing the evolution of their understanding of rules, justice, and responsibility from early childhood to adolescence (Cherry, 2026). [[w:Lawrence_Kohlberg|Lawrence Kohlberg]] further explored upon Piaget's theory and outlined the individual [[w:Lawrence_Kohlberg's_stages_of_moral_development|stages of moral development]], indicating six stages and how moral decisions are made based on various factors; such as avoiding punishment, following laws or ethical principles. It depicts how morality evolves through stages and for some not all stages are achieved (Cherry, 2026 and McLeod, 2026).

Haidt (2003) emphasises that researchers historically overlooked moral emotions because they focused on basic, low‑cognition forms rather than the richer, socially embedded forms that drive human morality. Although moral emotions rely on cognitive processes such as appraising injustice, evaluating social hierarchy, or recognising moral excellence, Haidt does not classify them as cognitions; instead, he frames them as &quot;emotion–cognition hybrids&quot; that operate intuitively and motivate moral action more powerfully than reasoning, challenging both [https://www.youtube.com/watch?v=eJTIo_MhG3M Piaget] and [https://www.youtube.com/watch?v=f0axVjiTe9Q Kohlberg] theories of cognition‑centered moral psychology. 

Eisenberg (2000) demonstrates that guilt and sympathy motivate prosocial behaviour, shame undermines it, and emotion regulation determines whether children respond constructively or defensively in moral situations. Socialisation practices and temperament interact with these emotional processes to shape conscience and moral behaviour across development. 

Contemporary affective science views moral emotions as cognitively enriched affective states that arise when people evaluate actions, intentions, or social situations in terms of right and wrong. Rather than treating emotion and reason as separate systems, modern theorists such as Zaki &amp; Stellar (2025) argue that moral emotions emerge from the integration of basic affective processes with higher‑order appraisals of harm, fairness, responsibility, and cultural norms. This framework emphasises that moral emotions serve adaptive social functions—motivating care, cooperation, and norm enforcement—while remaining malleable through development, cultural learning, and deliberate practices such as compassion training. In this view, moral emotions are not distinct biological modules but constructed, socially tuned emotional responses that provide functional roles that motivate ethical behaviour in complex social environments (Zaki &amp; Stellar, 2025). 

=== Basic emotions build moral ones ===
[[File:Four Components of Emotion.jpg|thumb|379x379px|Figure 2. Four components of emotion]]
Reeve (2024) explains emotions as innate, universal patterns of feeling and bodily responses that arise automatically in response to significant life events that motivate the body for adaptive action, using expressive behaviours by individuals to navigate the environment around them. Reeve (2024) identifies the [[Motivation and emotion/Book/2010/Ekman's basic emotions|basic emotions]] (or fundamental) as fear, anger, disgust, sadness, interest, joy and contempt. He reconciles the biological/ cognitive perspectives by stating that each basic emotion, is the foundation of a family-related characteristics that are the same in each of the four components (figure 2), and distinguishes first order and second order stages, that are rooted in evolutionary adaptation (Reeve, 2024). Moral emotions are second-order emotions that are cognitively complex variants and evolved from basic emotion families that motivate responses to social violations of autonomy, community and divinity (Haidt, 2003). Additionally, moral emotions emerge when basic affective emotions are enriched by cognitive appraisals of harm, fairness transforming universal emotional responses into context sensitive judgments of right and wrong (Zaki &amp; Stellar, 2025)

== How moral emotions arise and motivate action ==
Moral emotions develop when emotional reactions—such as anger, disgust, empathy, and admiration—are shaped by cognitive appraisals of harm, fairness, responsibility, and social norms. These appraisals give universal emotional responses their moral meaning and turn them into motivations for ethical action (see table 1). As Haidt emphasises that moral emotions can be distinguished by two prototypical features; ''elicitors'' and ''action tendencies''. (Haidt, 2003). Moral emotions arise when the basic emotion families are extrapolated into social-moral context and are grouped into four distinct families (Haidt, 2003). Contemporary views highlight that they bridge feeling and doing, explaining how emotional experiences motivate ethical action and shape moral behaviour in individuals (Zaki &amp; Stellar, 2025). 

=== Prototypical features ===
Haidt (2003) argues that moral emotions can be identified by two prototypical features that distinguish them from basic emotions. First, they are triggered by ''disinterested elicitors''—events that do not directly affect the self but carry moral significance, such as witnessing injustice, cruelty, kindness, or moral excellence. Second, they generate ''prosocial action tendencies,'' motivating behaviours that uphold or restore the moral order, including helping, comforting, punishing wrongdoing, repairing harm, or aspiring to moral ideals. These features show how moral emotions transform basic affective reactions into ethical motivations, making them central drivers of moral behaviour. ''&quot;Emotions high in both disinterested elicitors and prosocial action tendencies are prototypical moral emotions.&quot;'' (Van de Vyver and Abrams, 2015).

=== Four families of moral emotions ===
Haidt (2003) groups moral emotions arise when the basic emotions are extrapolated into social- moral context that can be grouped into four cognitively complex functional families of 

* '''Self‑conscious emotions:''' pride, guilt, shame, and embarrassment.
* '''Other‑condemning emotions:''' anger, contempt, and disgust.
* '''Other‑praising emotions:''' awe, gratitude and elevation.
* '''Other‑suffering emotions:''' compassion.

=== How moral emotions are felt and the action they motivate ===
{| class=&quot;wikitable&quot;
|+Table 1: Emotional experience and motivational urges
|'''Emotion type'''
|'''Emotion'''
|'''Bodily response'''
|'''Motivational  direction'''
|-
|Self-conscious
|Guilt
|Stomach discomfort, heaviness in the chest, lowered gaze
|Repair harm, apologise, confess
|-
|Self-conscious
|Shame
|Collapsed posture, avoidance gaze, heat  in face
|Withdraw, hide, conform to norms
|-
|Self-conscious
|Embarrassment
|Blushing, nervous laughter, gaze aversion
|Appease others, restore social acceptance
|-
|Other-focused
|Empathy/Compassion
|Softened facial muscles, warm affect,  parasympathetic activation
|Help, comfort, support
|-
|Other-focused
|Moral Outrage
|Increased heart rate, clenched jaw,  sympathetic arousal
|Punish, protest, advocate
|-
|Other-focused
|Gratitude
|Relaxed posture, warmth, prosocial  activation
|Reciprocate, strengthen bonds
|-
|Other-focused
|Moral Elevation
|Warmth in chest, tears, uplifted posture
|Emulate virtue, act altruistically
|}
Table 1: Adapted from Stewart et al. (2023), Reeve (2024), Haidt (2003), Keltner and Buswell (1997), and Algoe and Haidt (2009) and [https://emotioninside.org/emotions/ The emotion dictionary].

=== Moral identity ===
[[w:Moral_identity|Moral identity]] refers to how central morality is to one’s self‑concept. Lefebvre &amp; Krettenauer (2019) meta‑analysis shows that individuals with a strong moral identity experience more intense and more frequent moral emotions, particularly guilt, compassion, and gratitude. Lefebvre &amp; Krettenauer (2029) found that moral identity acts as an amplifier of moral emotions by:

* increasing sensitivity to moral cues,
* strengthening appraisals of responsibility and fairness,
* enhancing prosocial action tendencies such as helping, repairing harm, and reciprocating kindness.

Thus, moral identity shapes not only ''how'' moral emotions arise but also ''how strongly'' they motivate behaviour (Lefebvre &amp; Krettenauer, 2019).

=== Moral emotion development ===
Moral emotions develop through a gradual integration of children’s emerging affective capacities with increasingly sophisticated social‑cognitive skills. Early in life, infants display basic precursors of empathy, but young children often struggle to coordinate their own perspective with that of others, leading to patterns such as the “[[w:Happy_victimizing|happy victimizer]]” phenomenon, where they may feel good after wrongdoing because they do not yet fully appreciate the victim’s emotional experience (Malti &amp; Dys, 2013). As children’s [[w:Theory_of_mind|theory of mind]] and emotion understanding advance, they become better able to interpret intentions, consequences, and others’ internal states, supporting the emergence of more complex moral emotions such as guilt, sympathy, and compassion (Lane et al., 2010). By adolescence, these capacities enable meta‑perspective taking—reflecting on moral ideals, trust, and social expectations—which contributes to more stable anticipatory moral emotions, including guilt and pride, and a stronger integration of moral emotions with moral reasoning and identity (Malti &amp; Dys, 2013).

=== Environmental influences ===
Costa Martins, M., et al. (2021) concluded that secure attachment is consistently linked to healthier moral‑emotion development, including empathy, guilt, forgiveness, and emotion regulation. Secure attachment fosters the emotional competencies necessary for prosocial behaviour, while insecure attachment increases vulnerability to maladaptive moral affect (e.g., shame, emotional withdrawal). Understanding these pathways is essential for supporting children’s emotional, relational, and academic wellbeing. 

[[w:Adverse_childhood_experiences|Adverse childhood experiences]] (ACE) undermine the development of moral-motivational systems, pushing individuals towards shame-based identity, interpersonal conflict and disengagement rather than guilt-based repair or prosocial action (Wojcik, K., D., 2019).

Furthermore, childhood abuse and neglect foster chronic, identity‑based shame, with dissociation partially mediating the trauma–shame link by fragmenting self‑representations and preventing integration of painful moral emotions (Santoro, G., et al., 2025) . Dissociation thereby reinforces shame‑laden self‑schemas and disrupts adaptive moral regulation, aligning with Tangney’s account of shame’s tendency to derail empathy and promote defensive avoidance rather than moral repair (Tangney, J., et al., 2007)

&lt;quiz display=simple&gt;
{What distinguishes moral emotions from basic emotions
|type=&quot;()&quot;}
+ Moral emotions arise from evaluations of right and wrong
- Moral emotions are unrelated to social norms
- Basic emotions require complex moral reasoning
- Basic emotions only occur in social situations.
&lt;/quiz&gt;


== Self-conscious moral emotions and ethical behaviour ==
Self‑conscious moral emotions including; pride, guilt, shame, and embarrassment are crucial in motivating ethical behaviour by regulating one's actions, reinforcing adherence to moral norms, supporting the development of moral identity, and strengthening prosocial disposition (de Freitas et al., 2026).

Self-conscious emotions arise from three sources of self-reflection; social evaluation, self-reflection and self-presentations to assist in the navigations of social acceptance, rejections and reputation (Leary, 2007).

=== Pride ===
Pride is a positive self‑conscious emotion that emerges when people see their actions as competent, virtuous, or morally worthy, functioning as the pleasurable counterpart to shame (Haidt, 2003). It involves a positive self evaluation of one's character and motivates adherence and strengthening to internalised moral standards and is moderately associated with moral identity development (Lefebvre &amp; Krettenauer, 2019). Tangney’s work distinguishes authentic pride, which reflects genuine achievement and moral worth, from hubristic pride, which is rooted in arrogance and inflated self‑views (Tangney et al., 2007). Authentic pride motivates prosocial behaviour through several mechanisms: it reinforces norm‑consistent action by generating a rewarding sense of accomplishment; it strengthens self‑regulation by signalling that one’s efforts and choices are effective; and it energises perseverance and goal‑directed behaviour by fostering confidence in one’s capacity to meet moral and social standards (Tangney et al, 2007). These mechanisms help explain why authentic pride is consistently associated with empathy, persistence, moral identity development, and constructive social engagement. Developmental research similarly shows that pride functions as a positive regulator of moral conduct, motivating children and adolescents to uphold moral norms, internalise standards, and pursue prosocial goals (Lefebvre &amp; Krettenauer, 2019; Zanotello et al., 2026). In this way, pride operates as a constructive moral emotion: it rewards norm‑consistent behaviour, consolidates moral identity, and promotes ongoing contributions to social and moral communities.

=== Guilt ===
Haidt (2003) theorises that guilt motivates ethical behaviour by compelling individuals to repair harm, apologize, confess, and restore relationships after causing distress or violating communal expectations that threaten relatedness to the victim (Haidt, 2003). guilt motivates repair and restoration, but how can the harm be restored?

de Hooge, I., E. et al. (2011) explains guilt is driven by a specific appraisal: ''I harmed someone, and I am responsible.'' This appraisal creates a laser‑focused motivation to repair the relationship with the victim. &quot;The dark side of guilt&quot; (de Hooge, 2011) function is a goal‑directed motivational state, and channels attention and resources toward that one person. Because cognitive and behavioural resources are limited, focusing intensely on the victim means reduced concern for other social partners. The person experiencing guilt does not ''intend'' to harm others; but  because this repair is self-protective and narrowly focused, it often produces negative interpersonal consequences for other people in the social environment, due to individuals avoiding self-sacrifice or maintaining their own outcomes.

Kinosada, Y., et al, (2026) study found that guilt consistently motivated people to compensate victims using their own resources, not by taking from uninvolved third parties. This challenges the original “dark side of guilt” finding and suggests guilt is reliably prosocial and self‑sacrificial across cultures, while prioirtising relationship maintenance over self-interest.

The apparent disagreement between de Hooge et al. (2011) and Kinosada et al. (2026) highlights an important theoretical question: is guilt fundamentally prosocial, or is it primarily self-regulatory? de Hooge and colleagues argue that guilt narrows attention towards restoring a damaged relationship, potentially creating negative outcomes for uninvolved others. Conversely, Kinosada et al.'s preregistered replications suggest that guilt promotes self-sacrificial compensation rather than interpersonal displacement of costs. Methodological differences, cultural context, and evolving standards of replication may have contributed to these differing findings. Nevertheless, both studies support a common conclusion that guilt functions as a powerful reparative emotion; the debate concerns how broadly that prosocial motivation extends beyond the original victim.

Whichever theory is examined, guilt is a negative emotion (within the moral context) that is triggered by violating internalised standards that harms others which function is to restore and preserve valued relationships that's motivational function is to produce action tendencies, directly repairing harm that include apologies, self-sacrifice, compensation and cooperation (Haidt, 2003; de Hooge et al, 2011; Kinosada et al, 2026).

=== Shame ===
Conversely to guilt, shame rarely motivates ethical behaviour by pushing individuals to withdraw, hide, and correct perceived defects in the self to avoid social condemnation and restore moral standing (Haidt, 2003). Shame is a negative self‑conscious moral emotion that arises when individuals evaluate themselves as globally flawed or deficient in relation to internalised moral and social standards (Tangney, 1991; Tangney et al., 2007). Unlike guilt, which focuses on specific behaviours, shame involves a painful sense that the ''self'' is fundamentally inadequate, producing feelings of exposure, inferiority, and a desire to hide or withdraw from others (Haidt, 2003; Keltner &amp; Buswell, 1997). Tangney’s research shows that shame is strongly linked to defensive, avoidant, and sometimes maladaptive responses—such as externalisation of blame or anger—because the emotion directs attention inward toward perceived defects of character rather than toward constructive behavioural change. Developmentally, shame functions as a regulator of moral conduct by discouraging norm violations and signalling threats to social acceptance, yet its motivational profile is ambivalent: it can inhibit harmful behaviour, but it may also undermine prosocial repair when individuals feel overwhelmed by negative self‑evaluation (Tangney et al., 2007; de Freitas Zanotello et al., 2026). 

Although shame is often assumed to promote moral behaviour, research shows that it more commonly triggers self‑protective avoidance, withdrawal, and interpersonal problems rather than constructive prosocial action (De Hooge et al., 2007). Because shame focuses attention on the defective self rather than the moral consequences of one’s behaviour, it undermines moral repair, reduces empathy, and motivates escape rather than engagement, limiting its effectiveness as a prosocial moral emotion and making it a poor motivator of constructive ethical behaviour. 

=== Embarrassment ===
Embarrassment motivates prosocial behaviour by signalling appeasement and recognition of minor social‑conventional violations, helping maintain smooth social interactions and group harmony (Haidt, 2003).

Keltner &amp; Buswell (1997) argue that embarrassment is a distinct self‑conscious emotion that arises after small, socially awkward, or norm‑deviating events. It is expressed through a characteristic appeasement display - gaze aversion, head tilt, controlled smile, face touching, and reduced body posture - which signals submission, harmlessness, and acknowledgment of a social misstep. These displays function to appease observers, reduce social threat, and facilitate reconciliation, and smooth social interaction. Embarrassment is therefore not simply a negative feeling but a socially functional emotion that helps maintain group harmony by communicating respect for social norms and concern for others’ evaluations (Keltner &amp; Buswell, 1997). In this way, embarrassment functions as a social lubricant, motivating individuals to act politely, avoid future norm violations, and engage in behaviours that maintain trust, cohesion, and positive social relationships.

=== Quiz ===
&lt;quiz display=&quot;simple&quot;&gt;
{Unlike guilt, which pertains to specific actions, shame involves a global negative evaluation of the self.
|type=&quot;()&quot;}
+ True
- False

{Self-conscious emotions include righteous anger, contempt, disgust, elevation and gratitude
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;

== Other-focus moral emotions and prosocial behaviour ==
Other‑focused moral emotions—ranging from the condemning emotions of anger, contempt, and disgust to the other‑praising emotions of awe, elevation, gratitude, and the caregiving emotion compassion—motivate prosocial behaviour by directing attention toward others’ actions, needs, and moral qualities, prompting responses that either uphold justice or promote social connection and benevolence.

=== Anger, contempt, and disgust ===
Anger, contempt and disgust all have basic and more complex (moral) forms and to explain the motivation of prosocial behaviour, distinguishing them is required; empathic anger (Batson et al, 2007), moral contempt and interpersonal disgust (Rozin, et al, 2008). Moral anger motivates ethical behaviour by driving people to confront and correct perceived injustices, even on behalf of others, making it a prototypical moral enforcer, whereas disgust prompts avoidance of actions or individuals as degrading or violating social behaviours, mainly regarding the body (Haidt, 2003). Haidt (2003) continues highlight that (moral) contempt is the &quot;middle brother&quot; between anger and disgust, with motivating individuals holding contempt towards another they deem as inferior or unworthy, reducing warmth and respect toward them and reinforcing social standards and hierarchy as they do not &quot;measure up&quot; to societal norms.

[[Motivation and emotion/Book/2023/Moral outrage|Moral outrage]] is further indicated as motivating prosocial behaviour and distinguished from anger when an individual witnesses an injustice to that harms another person, without affecting the self (Van de Vyver &amp; Abrams, 2015). Moral outrage elicits justice-orientated prosocial action. Batson et al (2007) further expands moral outrage to require empathic concern and violation of a moral standard. 

=== Awe, elevation and gratitude - ===
Elevation motivates prosocial behaviour by inspiring people to emulate moral exemplars, broaden their moral aspirations, and engage in altruistic or cooperative actions. Gratitude encourages reciprocity and strengthens social bonds with others which in turn reinforces cooperation and prosocial exchanges (Haidt, 2003). Awe is elicited by exposure to beauty and perfection, making people stop, admire and open their hearts and mind. 

Moral elevation arises when people witness moral virtue, creating a warm, inspired feeling that motivates benevolent helping. Studies have shown, elevation increased charitable donations, showing a clear effect on kindness‑focused prosocial behaviour (Van de Vyver and Abrams, 2015). When witnessing moral excellence—acts of charity, fidelity, generosity, or virtue, it produces a warm, uplifted feeling in the chest and a sense of becoming “less selfish”. Crucially, elevation triggers a specific action tendency: emulation—the desire to “do charitable and grateful acts also” (Algoe &amp; Haidt, 2009). Algoe &amp; Haidt (2009) shows elevation motivates prosocial behaviour, including nurturant caregiving and spontaneous helping of others . In short, elevation motivates people to imitate virtue and act kindly toward others. 

Gratitude is triggered when one perceives being the beneficiary of another’s intentional kindness. Its motivational core is relationship enhancement: gratitude motivates people to repay, acknowledge, or reward the benefactor’s actions . Beyond simple reciprocity, gratitude broadens interpersonal thinking, motivating behaviours that increase closeness, such as spending time together or offering friendship and loyalty. Algoe &amp; Haidt's (2009) empirical work shows gratitude predicts improved relationship quality over time. Thus, gratitude’s motivational mechanism is to build and strengthen social bonds with responsive, benevolent others (Algoe and Haidt, 2009). 

Algoe and Haidt (2009) further explore admiration, claiming it arises when witnessing non‑moral excellence—extraordinary skill, talent, or achievement. It produces feelings of inspiration, awe, and energized approval. The motivational mechanism of admiration is self‑improvement: it inspires people to work harder, develop their own abilities, and pursue excellence, which builds pro social interactions. Theoretical work indicates that followers feel admiration and seek proximity to role models to learn from them and cultivate their own skills. Empirical studies show admiration increases motivation toward academic, professional, or personal success. In essence, admiration motivates aspiration and personal growth. {{RoundBoxTop|theme=7}}
;Let's look back at the scenario

You walk back to the car and are amazed at the kindness of strangers and so grateful that when you come across the person who was asking for money again. This time, you decide that even though you don’t have much in the way of money, you want to offer the person one of the ready meals in your shopping and wish the person a good day. Walking away, you feel a warm sensation in your chest and your back straightened and you find you are smiling to yourself.
{{RoundBoxBottom}}

=== Compassion ===

Compassion motivates prosocial behaviour by creating a desire to alleviate others’ suffering through helping, comforting, and caregiving actions (Haidt, 2003). Empathy (feelings of sympathy, tenderness, and warmth) and compassion are tightly connected because empathy produces the emotional state that compassion ''is'' — an other‑oriented feeling of concern, tenderness, and warmth toward someone who is suffering. Stocks et al. (2009) describe empathy as an emotional response “congruent with the perceived welfare of another person”, evoking altruistic motive to reduce the victim’s suffering, not an egoistic motive to reduce one’s own discomfort. Stocks et al. (2009) show that empathic individuals help even when psychological escape is easy, meaning helping cannot be explained by egoistic arousal‑reduction motives. Empathy therefore motivates prosocial behaviour because it creates a commitment to the victim’s welfare, not simply a desire to escape one’s own aversive feelings.

==Conclusion==
Moral emotions are powerful motivational systems that shape how people think, feel, and act in response to moral situations. Across self‑conscious emotions such as guilt, embarrassment, and authentic pride, and other‑focused emotions such as compassion, gratitude, elevation, moral outrage, and disgust, a consistent pattern emerges: moral emotions transform moral appraisals into action tendencies that support ethical and prosocial behaviour. Self‑conscious emotions motivate individuals to regulate their behaviour in line with internalised standards—guilt prompts reparative action, embarrassment maintains social cohesion, and authentic pride reinforces perseverance, empathy, and moral identity. Other‑focused emotions extend moral motivation beyond the self: compassion and gratitude promote helping and reciprocity, elevation inspires benevolent action, and moral outrage energises justice‑oriented responses to wrongdoing. Together, these emotions provide rapid, intuitive guidance that helps people uphold norms, repair harm, respond to others’ needs, and contribute to moral communities. In contrast, shame consistently fails to motivate prosocial behaviour: across empirical and theoretical work, shame’s action tendencies centre on withdrawal, hiding, defensiveness, and self‑protection rather than engagement or moral repair (Tangney et al., 2007; de Hooge et al., 2007). Because shame focuses attention on a globally defective self, it undermines empathy, reduces social presence, and promotes avoidance rather than helping, making it a poor motivator of ethical conduct .

Moral emotions motivate ethical and prosocial behaviour when they orient individuals toward others, moral standards, and constructive action — but shame stands as a clear exception, highlighting that not all moral emotions support moral behaviour equally.

==See also==

=== Maladaptive moral affect ===
While moral emotions regulate ethical and prosocial behaviour, it is important to recognise that distortions of these emotions can develop via adverse childhood experiences and trauma predict antisocial outcomes, with maladaptive forms of guilt and shame linked to [[Motivation and emotion/Book/2020/Shame, guilt, and recidivism|recidivism]]. Costa Martins, M., et al. (2021) found that attachment insecurity in children was linked with poor [[Motivation and emotion/Book/2018/Emotion regulation in children|emotional regulation]] and predicted maladaptive moral affect. Avoidant attachment is associated with higher shame and lower empathy. For example, avoidant children show significantly higher shame scores, in adolescence there was less empathic concern and lower perspective taking. This aligns with broader findings that insecure attachment disrupts the development of adaptive guilt and empathy. (Costa Martins et al 2021).

Furthermore, Tangney, J.,P., et al (2007) review establishes the foundational distinction between adaptive guilt and maladaptive shame, showing that guilt is behaviour‑focused and reparative, whereas shame involves global negative self‑evaluation, withdrawal, anger, and externalisation of blame.

=== Moral disengagement ===
[[w:Moral_disengagement|Moral disengagement]] occurs as a way to justify unethical behaviour when the moral emotion appraisal process is distorted to not be applied to oneself. Research shows that individuals cognitively neutralise guilt and shame both before wrongdoing (anticipatory disengagement) and after wrongdoing (post‑hoc disengagement), using mechanisms such as minimising harm, diffusing responsibility, or dehumanising victims to protect the self from moral emotions that would otherwise motivate repair (Tillman, C.,J., et al., 2018) . Learning about the real consequences of one’s harmful actions intensifies guilt and shame, prompting further disengagement as a coping mechanism, illustrating how maladaptive moral affect can be sustained through cognitive distancing rather than resolved through reparative action.  

Developmental findings from bullying contexts further illustrate how moral emotions shape behaviour: primary‑school aggressors consistently attribute less shame and more indifference or pride to victims, reflecting entrenched disengagement and reduced empathic concern (Romera E.,M., et al., 2019). In contrast, children who experience or attribute guilt show greater moral sensitivity and prosocial tendencies, consistent with Tangney’s (2007) claim that guilt fosters empathy and constructive action .

=== Mitigating maladaptive moral affect ===
{| class=&quot;wikitable&quot;
|+
!Maladaptive concern
!Maladaptive development pathway
!Mitigation strategies
!Reference 
|-
|ACEs → shame/guilt proneness
|Interpersonal sensitivity → shame; interpersonal aggression → guilt
|Improve interpersonal functioning; attachment repair; social‑emotional skills; reduce interpersonal sensitivity/aggression
|Wojcik, K.,D., et al (2019)
|-
|Moral disengagement as avoidance of guilt/shame
|People neutralise guilt/shame before &amp; after wrongdoing
|Increase consequence awareness; empathy training; highlight victim impact; reduce cognitive distancing
|Tillman et al (2018)
|-
|Aggressors show low shame, high indifference/pride
|Moral disengagement in children; lack of victim perspective
|Moral‑emotion education; victim perspective‑taking; empathy development; encourage guilt‑based repair
|Romera et al (2019)
|-
|Shame maladaptive; guilt adaptive
|Shame → withdrawal, defensiveness; guilt → reparative action
|Shift shame → guilt; promote responsibility‑taking;  encourage reparative behaviours; reduce global self‑condemnation
|Tangney et al (2007)
|-
|Insecure attachment → shame, anger, disengagement
|Attachment insecurity distorts moral‑emotion development
|Strengthen attachment security; caregiver sensitivity; relational repair; promote empathy and guilt development
|Costa Martins  et at (2021)
|-
|Developmental pathways of moral emotions
|Moral emotions shaped by socialisation, cognition, empathy
|Developmental scaffolding; emotion coaching; moral reasoning support; structured opportunities for prosocial action
|Malti &amp; Dys (2015)
|}

;
==References==
{{Hanging indent|1=

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Kinosada, Y., Furukawa, Y., Wakai, T., &amp; Nakashima, K. (2026). Does guilt motivate prosocial behaviour at the expense of others? Preregistered replications and exploratory statistical modelling. ''Asian Journal of Social Psychology'', 29, e70099. https://doi-org.ezproxy.canberra.edu.au/10.1111/ajsp.70099 

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Reeve, J. (2024). ''Understanding motivation and emotion'' (8th ed.). Wiley.

Romera E. M., Ortega-Ruiz R., Rodríguez-Barbero S., &amp; Falla D., (2019) How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. ''Frontiers in Psychology, Educational Psychology'' 10:1753. https://doi.org/10.3389/fpsyg.2019.01753 [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.01753/full l]

Rozin, P., Haidt, J., &amp; McCauley, C. R. (1999). Disgust: The body and soul emotion. In M. Lewis, J. M. Haviland‑Jones, &amp; L. F. Barrett (Eds.), ''Handbook of Cognition and Emotion'' (pp. 429–445). Wiley‑Blackwell.  https://doi.org/10.1002/0470013494.ch21

Santoro, G., Sideli, L., Musetti, A., &amp; Schimmenti, A. (2025) The Relationship Between Childhood Trauma and Shame: The Mediating Role of Dissociation. ''European Journal of Investigation in Health, Psychology and Education''. ;15(8):151. [[doi:10.3390/ejihpe15080151|http://doi.org/10.3390/ejihpe15080151]]

Stewart, C. A., Mitchell, D. G. V., MacDonald, P. A., Pasternak, S. H., Tremblay, P. F., &amp; Finger, E. (2023). The psychophysiology of guilt in healthy adults. ''Cognitive, Affective, &amp; Behavioral Neuroscience'', 23(4), 1192–1209. https://doi.org/10.3758/s13415-023-01079-3

Stocks, E. L., Lishner, D. A., &amp; Decker, S. K. (2009). Altruism or psychological escape: Why does empathy promote prosocial behavior? ''European Journal of Social Psychology'', 39(5), 649–665. https://doi.org/10.1002/ejsp.561

Tangney, J. P. (1991). Moral affect: The good, the bad, and the ugly. ''Journal of Personality and Social Psychology'', 61(4), 598–607. https://doi.org/10.1037/0022-3514.61.4.598 

Tangney, J. P., Stuewig, J., &amp; Mashek, D., J., (2007). Moral Emotions and Moral Behavior. ''Annual Review of Psychology'' 58:345-372. https://doi.org/10.1146/annurev.psych.56.091103.070145 

Turner, J., H., &amp; Stets, J., E (2006). Moral Emotions. In ''Handbook of the Sociology of Emotions'' (pp.544 - 566). Spinger. https://doi.org/10.1007/978-0-387-30715-2 . 

Tillman CJ, Gonzalez K, Whitman MV, Crawford WS and Hood AC (2018) A Multi-Functional View of Moral Disengagement: Exploring the Effects of Learning the Consequences. ''Frontiers in Psychology'', Personality and Social Psychology. 8:2286. [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.02286/full#F2 doi: 10.3389/fpsyg.2017.02286]

Van de Vyver, J., &amp; Abrams, D. (2015). Testing the prosocial effectiveness of the prototypical moral emotions: Elevation increases benevolent behaviours and outrage increases justice behaviours. ''Journal of Experimental Social Psychology'', 58, 23–33. https://doi.org/10.1016/j.jesp.2014.12.005 

Wojcik, K., D., Cox, D., W., &amp; Kealy,D. (2019) Adverse childhood experiences and shame- and guilt-proneness: Examining the mediating roles of interpersonal problems in a community sample, ''Child Abuse &amp; Neglect,'' Volume 98, 2019, 104233, ISSN 0145-2134, https://doi.org/10.1016/j.chiabu.2019.104233

Zaki, J., &amp; Stellar, J. E. (2025). Moral emotions. In D. T. Gilbert, S. T. Fiske, E. J. Finkel, &amp; W. B. Mendes (Eds.), ''The handbook of social psychology ''(6th ed.).  https://doi.org/10.70400/MWKI4223

}}
==External links==
[https://www.ted.com/talks/asha_curran_how_acts_of_kindness_sparked_a_global_movement Ideas change everything] (TED)

[https://www.youtube.com/watch?v=b4CfyLe0IlQ Prosocial Behavior | Ethics Defined] (Youtube)

[https://www.youtube.com/watch?v=Hbbj2XKIHxc The Dark Psychology of Guilt: How Guilt Controls Your Mind and Behavior] (Guilt)

[https://pmc.ncbi.nlm.nih.gov/articles/PMC2689844/ Witnessing excellence in action: the ‘other-praising’ emotions of elevation, gratitude, and admiration - PMC]

https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071

https://www.simplypsychology.org/kohlberg.html

[https://scienceinsights.org/what-does-gratitude-feel-like-physically-and-mentally/ What Does Gratitude Feel Like, Physically and Mentally - ScienceInsights]

[https://emotioninside.org/emotions/ All 402 emotions — The Emotion Dictionary]

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[[Category:Motivation and emotion/Book/Morality]]</text>
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      <text bytes="44900" sha1="gu861pms8hhoxe3xs6ybbyxeqvy6jt3" xml:space="preserve">{{title|Moral emotions and ethical behaviour&lt;br&gt;How do moral emotions motivate ethical and prosocial action?}}
__TOC__

== Overview ==
{{RoundBoxTop|theme=7}}

[[File:Begging man Harmony Lot 27 Elliot Street downtown Brattleboro VT July 2025 02.jpg|right|thumb|150px|'''Figure 1'''. Homeless man begging]]

;Scenario

Imagine that you are doing your weekly shopping and you come across a homeless person who is asking for food or money. The person present in an unkempt state and initially you ensure you walk past, your stomach drops, and subconsciously wrinkle your nose and you decide to take a longer path to the shops to avoid them. When paying for your groceries, you realise that you do not have quite enough to pay the full amount, instantly, your face gets hot as there is a line of people waiting behind you and it seems they are all staring at you, judging your error. While you are talking to the cashier, asking for some time to go through your groceries to determine which items are a priority, the person behind you offers to make up the difference. Suddenly, the hot feeling in your face becomes a warm feeling in your chest and you start profusely thanking the person and ask if there is anything you can do to make it up to them, they respond with “when you are in a position to pay it forward to some else, please do so.”

{{RoundBoxBottom}}
[[w:Moral_emotions|Moral emotions]] potentially set humans apart from other animals, by enabling people to react to social events that do not directly affect the self but concern the interests or welfare of others and society as a whole (''Haidt, 2003).'' They arise when individuals evaluate actions, intentions, or social situations in terms of right or wrong, in accordance with social norms and moral standards. This guides behaviours that support cooperation, fairness and social harmony. Haidt (2003) distinguishes moral emotions from [[Motivation and emotion/Lectures/Individual emotions|basic emotions]], which are a person's primary response to a situation. Basic emotions fast, short lived, while moral emotions, like [https://www.simplypsychology.org/primary-and-secondary-emotions.html secondary emotions], are more complex and require a cognitive evaluation of the self from learned social meaning. 

To understand how moral emotions motivate behaviour, examination of the psychological/ psychological mechanisms behind these emotions is required. Moral emotions involve appraisals of responsibility and social meaning, biological responses that prepare the body for action, and expressive behaviours that communicate intentions (Haidt, 2003; Reeve, 2024). These mechanisms create ''action readiness'', transforming moral evaluations into behavioural tendencies such as helping, repairing harm, confronting wrongdoing, or avoiding social violations (''Reeve'', 2024).

Understanding moral emotions is essential to link how they motivate ethical and prosocial action. [[w:Self-conscious_emotions|Self-conscious moral emotions]] - such as [[w:Guilt_(emotion)|guilt]], [[Motivation and emotion/Book/2011/Shame|shame]], [[w:Embarrassment|embarrassment]], and authentic [[Motivation and emotion/Book/2017/Pride|pride]] - occur when people evaluate their own behaviour against internalised moral standards. Majority of self-conscious emotions regulate the moral self by motivating reparative action, helping others, rule compliance, or withdrawal (''Tangney, Stuewig, &amp; Mashek'', 2007). Importantly [[Motivation and emotion/Book/2018/Guilt and shame|guilt and shame]] differ in their internalised state, appraisal of self and motivational urge resulting in different behaviours (''Tangney, Stuewig, &amp; Mashek'', 2007). 

Other‑evaluative moral emotions—including [[Motivation and emotion/Book/2022/Compassion|compassion]], [[Motivation and emotion/Book/2021/Gratitude|gratitude]], [[w:Elevation_(emotion)|elevation]]/ [[Motivation and emotion/Book/2016/Awe as an emotion|awe]], along with [[Motivation and emotion/Book/2022/Contempt|contempt]], [[Motivation and emotion/Book/2011/Disgust|disgust]] and moral outrage—arise when people respond to the experiences or actions of others. These emotions generate intuitive impulses to help, reciprocate kindness, emulate moral exemplars, confront wrongdoing or avoid social violations (''Haidt'', 2003). Together, these insights show how moral emotions serve as powerful motivational systems that shape ethical and prosocial behaviour.

{{RoundBoxTop|theme=5}}'''Focus questions'''

*     What are moral emotions and how do they differ from basic emotions? &lt;br&gt;
*     How are moral emotions felt and motivate action?&lt;br&gt;
*     How do self-conscious moral emotions influence ethical behaviour?
*     How to other-focused emotions motivate prosocial behaviour?{{RoundBoxBottom}}

==What are moral emotions?==
Moral emotions, defined to [[w:Jonathan_Haidt|Jonathan Haidt]] (2003), are the complex cognitively enriched emotional systems that have origins to simpler evolutionary precursors and responses to changes affecting the self. The defining qualifier of moral emotions is those involving social appraisals, cultural meaning systems and norm-based judgements that elicit motivation to act in ways that are shaped by local values and knowledge, which in turn indirectly provide benefits to the self (Haidt, 2003). E.g., contempt depends on understanding rank; guilt depends on communal relationships; elevation depends on recognising moral virtue.

=== Historical development ===
In 1932, [[w:Jean_Piaget|Jean Piaget]] developed his [[w:Piaget's_theory_of_cognitive_development|theory of cognitive development]] and in 1965 published &quot;The moral Judgement of the child&quot; which explores how children develop moral reasoning, tracing the evolution of their understanding of rules, justice, and responsibility from early childhood to adolescence (Cherry, 2026). [[w:Lawrence_Kohlberg|Lawrence Kohlberg]] further explored upon Piaget's theory and outlined the individual [[w:Lawrence_Kohlberg's_stages_of_moral_development|stages of moral development]], indicating six stages and how moral decisions are made based on various factors; such as avoiding punishment, following laws or ethical principles. It depicts how morality evolves through stages and for some not all stages are achieved (Cherry, 2026 and McLeod, 2026).

Haidt (2003) emphasises that researchers historically overlooked moral emotions because they focused on basic, low‑cognition forms rather than the richer, socially embedded forms that drive human morality. Although moral emotions rely on cognitive processes such as appraising injustice, evaluating social hierarchy, or recognising moral excellence, Haidt does not classify them as cognitions; instead, he frames them as &quot;emotion–cognition hybrids&quot; that operate intuitively and motivate moral action more powerfully than reasoning, challenging both [https://www.youtube.com/watch?v=eJTIo_MhG3M Piaget] and [https://www.youtube.com/watch?v=f0axVjiTe9Q Kohlberg] theories of cognition‑centered moral psychology. 

Eisenberg (2000) demonstrates that guilt and sympathy motivate prosocial behaviour, shame undermines it, and emotion regulation determines whether children respond constructively or defensively in moral situations. Socialisation practices and temperament interact with these emotional processes to shape conscience and moral behaviour across development. 

Contemporary affective science views moral emotions as cognitively enriched affective states that arise when people evaluate actions, intentions, or social situations in terms of right and wrong. Rather than treating emotion and reason as separate systems, modern theorists such as Zaki &amp; Stellar (2025) argue that moral emotions emerge from the integration of basic affective processes with higher‑order appraisals of harm, fairness, responsibility, and cultural norms. This framework emphasises that moral emotions serve adaptive social functions—motivating care, cooperation, and norm enforcement—while remaining malleable through development, cultural learning, and deliberate practices such as compassion training. In this view, moral emotions are not distinct biological modules but constructed, socially tuned emotional responses that provide functional roles that motivate ethical behaviour in complex social environments (Zaki &amp; Stellar, 2025). 

=== Basic emotions build moral ones ===
[[File:Four Components of Emotion.jpg|thumb|379x379px|Figure 2. Four components of emotion]]
Reeve (2024) explains emotions as innate, universal patterns of feeling and bodily responses that arise automatically in response to significant life events that motivate the body for adaptive action, using expressive behaviours by individuals to navigate the environment around them. Reeve (2024) identifies the [[Motivation and emotion/Book/2010/Ekman's basic emotions|basic emotions]] (or fundamental) as fear, anger, disgust, sadness, interest, joy and contempt. He reconciles the biological/ cognitive perspectives by stating that each basic emotion, is the foundation of a family-related characteristics that are the same in each of the four components (figure 2), and distinguishes first order and second order stages, that are rooted in evolutionary adaptation (Reeve, 2024). Moral emotions are second-order emotions that are cognitively complex variants and evolved from basic emotion families that motivate responses to social violations of autonomy, community and divinity (Haidt, 2003). Additionally, moral emotions emerge when basic affective emotions are enriched by cognitive appraisals of harm, fairness transforming universal emotional responses into context sensitive judgments of right and wrong (Zaki &amp; Stellar, 2025)

== How moral emotions arise and motivate action ==
Moral emotions develop when emotional reactions—such as anger, disgust, empathy, and admiration—are shaped by cognitive appraisals of harm, fairness, responsibility, and social norms. These appraisals give universal emotional responses their moral meaning and turn them into motivations for ethical action (see table 1). As Haidt emphasises that moral emotions can be distinguished by two prototypical features; ''elicitors'' and ''action tendencies''. (Haidt, 2003). Moral emotions arise when the basic emotion families are extrapolated into social-moral context and are grouped into four distinct families (Haidt, 2003). Contemporary views highlight that they bridge feeling and doing, explaining how emotional experiences motivate ethical action and shape moral behaviour in individuals (Zaki &amp; Stellar, 2025). 

=== Prototypical features ===
Haidt (2003) argues that moral emotions can be identified by two prototypical features that distinguish them from basic emotions. First, they are triggered by ''disinterested elicitors''—events that do not directly affect the self but carry moral significance, such as witnessing injustice, cruelty, kindness, or moral excellence. Second, they generate ''prosocial action tendencies,'' motivating behaviours that uphold or restore the moral order, including helping, comforting, punishing wrongdoing, repairing harm, or aspiring to moral ideals. These features show how moral emotions transform basic affective reactions into ethical motivations, making them central drivers of moral behaviour. ''&quot;Emotions high in both disinterested elicitors and prosocial action tendencies are prototypical moral emotions.&quot;'' (Van de Vyver and Abrams, 2015).

=== Four families of moral emotions ===
Haidt (2003) groups moral emotions arise when the basic emotions are extrapolated into social- moral context that can be grouped into four cognitively complex functional families of 

* '''Self‑conscious emotions:''' pride, guilt, shame, and embarrassment.
* '''Other‑condemning emotions:''' anger, contempt, and disgust.
* '''Other‑praising emotions:''' awe, gratitude and elevation.
* '''Other‑suffering emotions:''' compassion.

=== How moral emotions are felt and the action they motivate ===
{| class=&quot;wikitable&quot;
|+Table 1: Emotional experience and motivational urges
|'''Emotion type'''
|'''Emotion'''
|'''Bodily response'''
|'''Motivational  direction'''
|-
|Self-conscious
|Guilt
|Stomach discomfort, heaviness in the chest, lowered gaze
|Repair harm, apologise, confess
|-
|Self-conscious
|Shame
|Collapsed posture, avoidance gaze, heat  in face
|Withdraw, hide, conform to norms
|-
|Self-conscious
|Embarrassment
|Blushing, nervous laughter, gaze aversion
|Appease others, restore social acceptance
|-
|Other-focused
|Empathy/Compassion
|Softened facial muscles, warm affect,  parasympathetic activation
|Help, comfort, support
|-
|Other-focused
|Moral Outrage
|Increased heart rate, clenched jaw,  sympathetic arousal
|Punish, protest, advocate
|-
|Other-focused
|Gratitude
|Relaxed posture, warmth, prosocial  activation
|Reciprocate, strengthen bonds
|-
|Other-focused
|Moral Elevation
|Warmth in chest, tears, uplifted posture
|Emulate virtue, act altruistically
|}
Table 1: Adapted from Stewart et al. (2023), Reeve (2024), Haidt (2003), Keltner and Buswell (1997), and Algoe and Haidt (2009) and [https://emotioninside.org/emotions/ The emotion dictionary].

=== Moral identity ===
[[w:Moral_identity|Moral identity]] refers to how central morality is to one’s self‑concept. Lefebvre &amp; Krettenauer (2019) meta‑analysis shows that individuals with a strong moral identity experience more intense and more frequent moral emotions, particularly guilt, compassion, and gratitude. Lefebvre &amp; Krettenauer (2029) found that moral identity acts as an amplifier of moral emotions by:

* increasing sensitivity to moral cues,
* strengthening appraisals of responsibility and fairness,
* enhancing prosocial action tendencies such as helping, repairing harm, and reciprocating kindness.

Thus, moral identity shapes not only ''how'' moral emotions arise but also ''how strongly'' they motivate behaviour (Lefebvre &amp; Krettenauer, 2019).

=== Moral emotion development ===
Moral emotions develop through a gradual integration of children’s emerging affective capacities with increasingly sophisticated social‑cognitive skills. Early in life, infants display basic precursors of empathy, but young children often struggle to coordinate their own perspective with that of others, leading to patterns such as the “[[w:Happy_victimizing|happy victimizer]]” phenomenon, where they may feel good after wrongdoing because they do not yet fully appreciate the victim’s emotional experience (Malti &amp; Dys, 2013). As children’s [[w:Theory_of_mind|theory of mind]] and emotion understanding advance, they become better able to interpret intentions, consequences, and others’ internal states, supporting the emergence of more complex moral emotions such as guilt, sympathy, and compassion (Lane et al., 2010). By adolescence, these capacities enable meta‑perspective taking—reflecting on moral ideals, trust, and social expectations—which contributes to more stable anticipatory moral emotions, including guilt and pride, and a stronger integration of moral emotions with moral reasoning and identity (Malti &amp; Dys, 2013).

=== Environmental influences ===
Costa Martins, M., et al. (2021) concluded that secure attachment is consistently linked to healthier moral‑emotion development, including empathy, guilt, forgiveness, and emotion regulation. Secure attachment fosters the emotional competencies necessary for prosocial behaviour, while insecure attachment increases vulnerability to maladaptive moral affect (e.g., shame, emotional withdrawal). Understanding these pathways is essential for supporting children’s emotional, relational, and academic wellbeing. 

[[w:Adverse_childhood_experiences|Adverse childhood experiences]] (ACE) undermine the development of moral-motivational systems, pushing individuals towards shame-based identity, interpersonal conflict and disengagement rather than guilt-based repair or prosocial action (Wojcik, K., D., 2019).

Furthermore, childhood abuse and neglect foster chronic, identity‑based shame, with dissociation partially mediating the trauma–shame link by fragmenting self‑representations and preventing integration of painful moral emotions (Santoro, G., et al., 2025) . Dissociation thereby reinforces shame‑laden self‑schemas and disrupts adaptive moral regulation, aligning with Tangney’s account of shame’s tendency to derail empathy and promote defensive avoidance rather than moral repair (Tangney, J., et al., 2007)

{{RoundBoxTop|theme=3}}

&lt;quiz display=simple&gt;
{What distinguishes moral emotions from basic emotions
|type=&quot;()&quot;}
+ Moral emotions arise from evaluations of right and wrong
- Moral emotions are unrelated to social norms
- Basic emotions require complex moral reasoning
- Basic emotions only occur in social situations.
&lt;/quiz&gt;

{{RoundBoxBottom}}


== Self-conscious moral emotions and ethical behaviour ==
Self‑conscious moral emotions including; pride, guilt, shame, and embarrassment are crucial in motivating ethical behaviour by regulating one's actions, reinforcing adherence to moral norms, supporting the development of moral identity, and strengthening prosocial disposition (de Freitas et al., 2026).

Self-conscious emotions arise from three sources of self-reflection; social evaluation, self-reflection and self-presentations to assist in the navigations of social acceptance, rejections and reputation (Leary, 2007).

=== Pride ===
Pride is a positive self‑conscious emotion that emerges when people see their actions as competent, virtuous, or morally worthy, functioning as the pleasurable counterpart to shame (Haidt, 2003). It involves a positive self evaluation of one's character and motivates adherence and strengthening to internalised moral standards and is moderately associated with moral identity development (Lefebvre &amp; Krettenauer, 2019). Tangney’s work distinguishes authentic pride, which reflects genuine achievement and moral worth, from hubristic pride, which is rooted in arrogance and inflated self‑views (Tangney et al., 2007). Authentic pride motivates prosocial behaviour through several mechanisms: it reinforces norm‑consistent action by generating a rewarding sense of accomplishment; it strengthens self‑regulation by signalling that one’s efforts and choices are effective; and it energises perseverance and goal‑directed behaviour by fostering confidence in one’s capacity to meet moral and social standards (Tangney et al, 2007). These mechanisms help explain why authentic pride is consistently associated with empathy, persistence, moral identity development, and constructive social engagement. Developmental research similarly shows that pride functions as a positive regulator of moral conduct, motivating children and adolescents to uphold moral norms, internalise standards, and pursue prosocial goals (Lefebvre &amp; Krettenauer, 2019; Zanotello et al., 2026). In this way, pride operates as a constructive moral emotion: it rewards norm‑consistent behaviour, consolidates moral identity, and promotes ongoing contributions to social and moral communities.

=== Guilt ===
Haidt (2003) theorises that guilt motivates ethical behaviour by compelling individuals to repair harm, apologize, confess, and restore relationships after causing distress or violating communal expectations that threaten relatedness to the victim (Haidt, 2003). guilt motivates repair and restoration, but how can the harm be restored?

de Hooge, I., E. et al. (2011) explains guilt is driven by a specific appraisal: ''I harmed someone, and I am responsible.'' This appraisal creates a laser‑focused motivation to repair the relationship with the victim. &quot;The dark side of guilt&quot; (de Hooge, 2011) function is a goal‑directed motivational state, and channels attention and resources toward that one person. Because cognitive and behavioural resources are limited, focusing intensely on the victim means reduced concern for other social partners. The person experiencing guilt does not ''intend'' to harm others; but  because this repair is self-protective and narrowly focused, it often produces negative interpersonal consequences for other people in the social environment, due to individuals avoiding self-sacrifice or maintaining their own outcomes.

Kinosada, Y., et al, (2026) study found that guilt consistently motivated people to compensate victims using their own resources, not by taking from uninvolved third parties. This challenges the original “dark side of guilt” finding and suggests guilt is reliably prosocial and self‑sacrificial across cultures, while prioirtising relationship maintenance over self-interest.

The apparent disagreement between de Hooge et al. (2011) and Kinosada et al. (2026) highlights an important theoretical question: is guilt fundamentally prosocial, or is it primarily self-regulatory? de Hooge and colleagues argue that guilt narrows attention towards restoring a damaged relationship, potentially creating negative outcomes for uninvolved others. Conversely, Kinosada et al.'s preregistered replications suggest that guilt promotes self-sacrificial compensation rather than interpersonal displacement of costs. Methodological differences, cultural context, and evolving standards of replication may have contributed to these differing findings. Nevertheless, both studies support a common conclusion that guilt functions as a powerful reparative emotion; the debate concerns how broadly that prosocial motivation extends beyond the original victim.

Whichever theory is examined, guilt is a negative emotion (within the moral context) that is triggered by violating internalised standards that harms others which function is to restore and preserve valued relationships that's motivational function is to produce action tendencies, directly repairing harm that include apologies, self-sacrifice, compensation and cooperation (Haidt, 2003; de Hooge et al, 2011; Kinosada et al, 2026).

=== Shame ===
Conversely to guilt, shame rarely motivates ethical behaviour by pushing individuals to withdraw, hide, and correct perceived defects in the self to avoid social condemnation and restore moral standing (Haidt, 2003). Shame is a negative self‑conscious moral emotion that arises when individuals evaluate themselves as globally flawed or deficient in relation to internalised moral and social standards (Tangney, 1991; Tangney et al., 2007). Unlike guilt, which focuses on specific behaviours, shame involves a painful sense that the ''self'' is fundamentally inadequate, producing feelings of exposure, inferiority, and a desire to hide or withdraw from others (Haidt, 2003; Keltner &amp; Buswell, 1997). Tangney’s research shows that shame is strongly linked to defensive, avoidant, and sometimes maladaptive responses—such as externalisation of blame or anger—because the emotion directs attention inward toward perceived defects of character rather than toward constructive behavioural change. Developmentally, shame functions as a regulator of moral conduct by discouraging norm violations and signalling threats to social acceptance, yet its motivational profile is ambivalent: it can inhibit harmful behaviour, but it may also undermine prosocial repair when individuals feel overwhelmed by negative self‑evaluation (Tangney et al., 2007; de Freitas Zanotello et al., 2026). 

Although shame is often assumed to promote moral behaviour, research shows that it more commonly triggers self‑protective avoidance, withdrawal, and interpersonal problems rather than constructive prosocial action (De Hooge et al., 2007). Because shame focuses attention on the defective self rather than the moral consequences of one’s behaviour, it undermines moral repair, reduces empathy, and motivates escape rather than engagement, limiting its effectiveness as a prosocial moral emotion and making it a poor motivator of constructive ethical behaviour. 

=== Embarrassment ===
Embarrassment motivates prosocial behaviour by signalling appeasement and recognition of minor social‑conventional violations, helping maintain smooth social interactions and group harmony (Haidt, 2003).

Keltner &amp; Buswell (1997) argue that embarrassment is a distinct self‑conscious emotion that arises after small, socially awkward, or norm‑deviating events. It is expressed through a characteristic appeasement display - gaze aversion, head tilt, controlled smile, face touching, and reduced body posture - which signals submission, harmlessness, and acknowledgment of a social misstep. These displays function to appease observers, reduce social threat, and facilitate reconciliation, and smooth social interaction. Embarrassment is therefore not simply a negative feeling but a socially functional emotion that helps maintain group harmony by communicating respect for social norms and concern for others’ evaluations (Keltner &amp; Buswell, 1997). In this way, embarrassment functions as a social lubricant, motivating individuals to act politely, avoid future norm violations, and engage in behaviours that maintain trust, cohesion, and positive social relationships.

=== Quiz ===
&lt;quiz display=&quot;simple&quot;&gt;
{Unlike guilt, which pertains to specific actions, shame involves a global negative evaluation of the self.
|type=&quot;()&quot;}
+ True
- False

{Self-conscious emotions include righteous anger, contempt, disgust, elevation and gratitude
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;

== Other-focus moral emotions and prosocial behaviour ==
Other‑focused moral emotions—ranging from the condemning emotions of anger, contempt, and disgust to the other‑praising emotions of awe, elevation, gratitude, and the caregiving emotion compassion—motivate prosocial behaviour by directing attention toward others’ actions, needs, and moral qualities, prompting responses that either uphold justice or promote social connection and benevolence.

=== Anger, contempt, and disgust ===
Anger, contempt and disgust all have basic and more complex (moral) forms and to explain the motivation of prosocial behaviour, distinguishing them is required; empathic anger (Batson et al, 2007), moral contempt and interpersonal disgust (Rozin, et al, 2008). Moral anger motivates ethical behaviour by driving people to confront and correct perceived injustices, even on behalf of others, making it a prototypical moral enforcer, whereas disgust prompts avoidance of actions or individuals as degrading or violating social behaviours, mainly regarding the body (Haidt, 2003). Haidt (2003) continues highlight that (moral) contempt is the &quot;middle brother&quot; between anger and disgust, with motivating individuals holding contempt towards another they deem as inferior or unworthy, reducing warmth and respect toward them and reinforcing social standards and hierarchy as they do not &quot;measure up&quot; to societal norms.

[[Motivation and emotion/Book/2023/Moral outrage|Moral outrage]] is further indicated as motivating prosocial behaviour and distinguished from anger when an individual witnesses an injustice to that harms another person, without affecting the self (Van de Vyver &amp; Abrams, 2015). Moral outrage elicits justice-orientated prosocial action. Batson et al (2007) further expands moral outrage to require empathic concern and violation of a moral standard. 

=== Awe, elevation and gratitude - ===
Elevation motivates prosocial behaviour by inspiring people to emulate moral exemplars, broaden their moral aspirations, and engage in altruistic or cooperative actions. Gratitude encourages reciprocity and strengthens social bonds with others which in turn reinforces cooperation and prosocial exchanges (Haidt, 2003). Awe is elicited by exposure to beauty and perfection, making people stop, admire and open their hearts and mind. 

Moral elevation arises when people witness moral virtue, creating a warm, inspired feeling that motivates benevolent helping. Studies have shown, elevation increased charitable donations, showing a clear effect on kindness‑focused prosocial behaviour (Van de Vyver and Abrams, 2015). When witnessing moral excellence—acts of charity, fidelity, generosity, or virtue, it produces a warm, uplifted feeling in the chest and a sense of becoming “less selfish”. Crucially, elevation triggers a specific action tendency: emulation—the desire to “do charitable and grateful acts also” (Algoe &amp; Haidt, 2009). Algoe &amp; Haidt (2009) shows elevation motivates prosocial behaviour, including nurturant caregiving and spontaneous helping of others . In short, elevation motivates people to imitate virtue and act kindly toward others. 

Gratitude is triggered when one perceives being the beneficiary of another’s intentional kindness. Its motivational core is relationship enhancement: gratitude motivates people to repay, acknowledge, or reward the benefactor’s actions . Beyond simple reciprocity, gratitude broadens interpersonal thinking, motivating behaviours that increase closeness, such as spending time together or offering friendship and loyalty. Algoe &amp; Haidt's (2009) empirical work shows gratitude predicts improved relationship quality over time. Thus, gratitude’s motivational mechanism is to build and strengthen social bonds with responsive, benevolent others (Algoe and Haidt, 2009). 

Algoe and Haidt (2009) further explore admiration, claiming it arises when witnessing non‑moral excellence—extraordinary skill, talent, or achievement. It produces feelings of inspiration, awe, and energized approval. The motivational mechanism of admiration is self‑improvement: it inspires people to work harder, develop their own abilities, and pursue excellence, which builds pro social interactions. Theoretical work indicates that followers feel admiration and seek proximity to role models to learn from them and cultivate their own skills. Empirical studies show admiration increases motivation toward academic, professional, or personal success. In essence, admiration motivates aspiration and personal growth. {{RoundBoxTop|theme=7}}
;Let's look back at the scenario

You walk back to the car and are amazed at the kindness of strangers and so grateful that when you come across the person who was asking for money again. This time, you decide that even though you don’t have much in the way of money, you want to offer the person one of the ready meals in your shopping and wish the person a good day. Walking away, you feel a warm sensation in your chest and your back straightened and you find you are smiling to yourself.
{{RoundBoxBottom}}

=== Compassion ===

Compassion motivates prosocial behaviour by creating a desire to alleviate others’ suffering through helping, comforting, and caregiving actions (Haidt, 2003). Empathy (feelings of sympathy, tenderness, and warmth) and compassion are tightly connected because empathy produces the emotional state that compassion ''is'' — an other‑oriented feeling of concern, tenderness, and warmth toward someone who is suffering. Stocks et al. (2009) describe empathy as an emotional response “congruent with the perceived welfare of another person”, evoking altruistic motive to reduce the victim’s suffering, not an egoistic motive to reduce one’s own discomfort. Stocks et al. (2009) show that empathic individuals help even when psychological escape is easy, meaning helping cannot be explained by egoistic arousal‑reduction motives. Empathy therefore motivates prosocial behaviour because it creates a commitment to the victim’s welfare, not simply a desire to escape one’s own aversive feelings.

==Conclusion==
Moral emotions are powerful motivational systems that shape how people think, feel, and act in response to moral situations. Across self‑conscious emotions such as guilt, embarrassment, and authentic pride, and other‑focused emotions such as compassion, gratitude, elevation, moral outrage, and disgust, a consistent pattern emerges: moral emotions transform moral appraisals into action tendencies that support ethical and prosocial behaviour. Self‑conscious emotions motivate individuals to regulate their behaviour in line with internalised standards—guilt prompts reparative action, embarrassment maintains social cohesion, and authentic pride reinforces perseverance, empathy, and moral identity. Other‑focused emotions extend moral motivation beyond the self: compassion and gratitude promote helping and reciprocity, elevation inspires benevolent action, and moral outrage energises justice‑oriented responses to wrongdoing. Together, these emotions provide rapid, intuitive guidance that helps people uphold norms, repair harm, respond to others’ needs, and contribute to moral communities. In contrast, shame consistently fails to motivate prosocial behaviour: across empirical and theoretical work, shame’s action tendencies centre on withdrawal, hiding, defensiveness, and self‑protection rather than engagement or moral repair (Tangney et al., 2007; de Hooge et al., 2007). Because shame focuses attention on a globally defective self, it undermines empathy, reduces social presence, and promotes avoidance rather than helping, making it a poor motivator of ethical conduct .

Moral emotions motivate ethical and prosocial behaviour when they orient individuals toward others, moral standards, and constructive action — but shame stands as a clear exception, highlighting that not all moral emotions support moral behaviour equally.

==See also==

=== Maladaptive moral affect ===
While moral emotions regulate ethical and prosocial behaviour, it is important to recognise that distortions of these emotions can develop via adverse childhood experiences and trauma predict antisocial outcomes, with maladaptive forms of guilt and shame linked to [[Motivation and emotion/Book/2020/Shame, guilt, and recidivism|recidivism]]. Costa Martins, M., et al. (2021) found that attachment insecurity in children was linked with poor [[Motivation and emotion/Book/2018/Emotion regulation in children|emotional regulation]] and predicted maladaptive moral affect. Avoidant attachment is associated with higher shame and lower empathy. For example, avoidant children show significantly higher shame scores, in adolescence there was less empathic concern and lower perspective taking. This aligns with broader findings that insecure attachment disrupts the development of adaptive guilt and empathy. (Costa Martins et al 2021).

Furthermore, Tangney, J.,P., et al (2007) review establishes the foundational distinction between adaptive guilt and maladaptive shame, showing that guilt is behaviour‑focused and reparative, whereas shame involves global negative self‑evaluation, withdrawal, anger, and externalisation of blame.

=== Moral disengagement ===
[[w:Moral_disengagement|Moral disengagement]] occurs as a way to justify unethical behaviour when the moral emotion appraisal process is distorted to not be applied to oneself. Research shows that individuals cognitively neutralise guilt and shame both before wrongdoing (anticipatory disengagement) and after wrongdoing (post‑hoc disengagement), using mechanisms such as minimising harm, diffusing responsibility, or dehumanising victims to protect the self from moral emotions that would otherwise motivate repair (Tillman, C.,J., et al., 2018) . Learning about the real consequences of one’s harmful actions intensifies guilt and shame, prompting further disengagement as a coping mechanism, illustrating how maladaptive moral affect can be sustained through cognitive distancing rather than resolved through reparative action.  

Developmental findings from bullying contexts further illustrate how moral emotions shape behaviour: primary‑school aggressors consistently attribute less shame and more indifference or pride to victims, reflecting entrenched disengagement and reduced empathic concern (Romera E.,M., et al., 2019). In contrast, children who experience or attribute guilt show greater moral sensitivity and prosocial tendencies, consistent with Tangney’s (2007) claim that guilt fosters empathy and constructive action .

=== Mitigating maladaptive moral affect ===
{| class=&quot;wikitable&quot;
|+
!Maladaptive concern
!Maladaptive development pathway
!Mitigation strategies
!Reference 
|-
|ACEs → shame/guilt proneness
|Interpersonal sensitivity → shame; interpersonal aggression → guilt
|Improve interpersonal functioning; attachment repair; social‑emotional skills; reduce interpersonal sensitivity/aggression
|Wojcik, K.,D., et al (2019)
|-
|Moral disengagement as avoidance of guilt/shame
|People neutralise guilt/shame before &amp; after wrongdoing
|Increase consequence awareness; empathy training; highlight victim impact; reduce cognitive distancing
|Tillman et al (2018)
|-
|Aggressors show low shame, high indifference/pride
|Moral disengagement in children; lack of victim perspective
|Moral‑emotion education; victim perspective‑taking; empathy development; encourage guilt‑based repair
|Romera et al (2019)
|-
|Shame maladaptive; guilt adaptive
|Shame → withdrawal, defensiveness; guilt → reparative action
|Shift shame → guilt; promote responsibility‑taking;  encourage reparative behaviours; reduce global self‑condemnation
|Tangney et al (2007)
|-
|Insecure attachment → shame, anger, disengagement
|Attachment insecurity distorts moral‑emotion development
|Strengthen attachment security; caregiver sensitivity; relational repair; promote empathy and guilt development
|Costa Martins  et at (2021)
|-
|Developmental pathways of moral emotions
|Moral emotions shaped by socialisation, cognition, empathy
|Developmental scaffolding; emotion coaching; moral reasoning support; structured opportunities for prosocial action
|Malti &amp; Dys (2015)
|}

;
==References==
{{Hanging indent|1=

Algoe, S. B., &amp; Haidt, J. (2009). Witnessing excellence in action: The “other‑praising” emotions of elevation, gratitude, and admiration.  ''The Journal of Positive Psychology'', 4(2), 105–127.https://doi.org/10.1080/17439760802650519

Batson, C.D., Kennedy, C.L., Nord, L.-A., Stocks, E.L., Fleming, D.A., Marzette, C.M., Lishner, D.A., Hayes, R.E., Kolchinsky, L.M. and Zerger, T. (2007), Anger at unfairness: is it moral outrage?. ''Eur. J. Soc. Psychol.,'' 37: 1272-1285. https://doi.org/10.1002/ejsp.434 

Costa Martins, M., Santos, A. F., Fernandes, M., &amp; Veríssimo, M. (2021). Attachment and the Development of Moral Emotions in Children and Adolescents: A Systematic Review. Children, 8(10), 915. https://doi.org/10.3390/children8100915

de Freitas Zanotello, C., da Silva, B. &amp; Caetano, L. Definitions and functions of moral emotions within developmental psychology: a scoping review. ''Psicol. Refl. Crít.'' (2026). https://doi.org/10.1186/s41155-026-00411-3

de Hooge, I. E., Nelissen, R. M. A., Breugelmans, S. M., &amp; Zeelenberg, M. (2011). What is moral about guilt? Acting “prosocially” at the disadvantage of others. ''Journal of Personality and Social Psychology'', 100(3), 462–473. https://doi.org/10.1037/a0021459

de Hooge, I. E., Zeelenberg, M., &amp; Breugelmans, S. M. (2007). Moral sentiments and cooperation: Differential influences of shame and guilt. ''Cognition and Emotion'', 21(5), 1025–1042.  http://dx.doi.org/10.1080/02699930600980874 

Eisenberg, N. (2000). Emotion, regulation, and moral development. ''Annual Review of Psychology'', 51, 665–697. https://doi.org/10.1146/annurev.psych.51.1.665

Keltner, D., &amp; Buswell, B. N. (1997). Embarrassment: Its distinct form and appeasement functions. ''Psychological Bulletin'', 122(3), 250–270. https://doi.org/10.1037/0033-2909.122.3.250

Kinosada, Y., Furukawa, Y., Wakai, T., &amp; Nakashima, K. (2026). Does guilt motivate prosocial behaviour at the expense of others? Preregistered replications and exploratory statistical modelling. ''Asian Journal of Social Psychology'', 29, e70099. https://doi-org.ezproxy.canberra.edu.au/10.1111/ajsp.70099 

Leary, M. R. (2007). How the self became involved in affective experience. In J. L. Tracy, R. W. Robins, &amp; J. P. Tangney (Eds.), The self‑conscious emotions: Theory and research (pp. 38–52). Guilford Press.

Lefebvre, J &amp; Krettenauer, T. (2019). Linking Moral Identity With Moral Emotions: A Meta-Analysis. ''Review of General Psychology.'' 23. 444-457. 10.1177/1089268019880887. 

Malti, T., &amp; Dys, S.P. A Developmental Perspective on Moral Emotions. ''Topoi'' 34, 453–459 (2015). https://doi.org/10.1007/s11245-013-9224-5

Reeve, J. (2024). ''Understanding motivation and emotion'' (8th ed.). Wiley.

Romera E. M., Ortega-Ruiz R., Rodríguez-Barbero S., &amp; Falla D., (2019) How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. ''Frontiers in Psychology, Educational Psychology'' 10:1753. https://doi.org/10.3389/fpsyg.2019.01753 [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.01753/full l]

Rozin, P., Haidt, J., &amp; McCauley, C. R. (1999). Disgust: The body and soul emotion. In M. Lewis, J. M. Haviland‑Jones, &amp; L. F. Barrett (Eds.), ''Handbook of Cognition and Emotion'' (pp. 429–445). Wiley‑Blackwell.  https://doi.org/10.1002/0470013494.ch21

Santoro, G., Sideli, L., Musetti, A., &amp; Schimmenti, A. (2025) The Relationship Between Childhood Trauma and Shame: The Mediating Role of Dissociation. ''European Journal of Investigation in Health, Psychology and Education''. ;15(8):151. [[doi:10.3390/ejihpe15080151|http://doi.org/10.3390/ejihpe15080151]]

Stewart, C. A., Mitchell, D. G. V., MacDonald, P. A., Pasternak, S. H., Tremblay, P. F., &amp; Finger, E. (2023). The psychophysiology of guilt in healthy adults. ''Cognitive, Affective, &amp; Behavioral Neuroscience'', 23(4), 1192–1209. https://doi.org/10.3758/s13415-023-01079-3

Stocks, E. L., Lishner, D. A., &amp; Decker, S. K. (2009). Altruism or psychological escape: Why does empathy promote prosocial behavior? ''European Journal of Social Psychology'', 39(5), 649–665. https://doi.org/10.1002/ejsp.561

Tangney, J. P. (1991). Moral affect: The good, the bad, and the ugly. ''Journal of Personality and Social Psychology'', 61(4), 598–607. https://doi.org/10.1037/0022-3514.61.4.598 

Tangney, J. P., Stuewig, J., &amp; Mashek, D., J., (2007). Moral Emotions and Moral Behavior. ''Annual Review of Psychology'' 58:345-372. https://doi.org/10.1146/annurev.psych.56.091103.070145 

Turner, J., H., &amp; Stets, J., E (2006). Moral Emotions. In ''Handbook of the Sociology of Emotions'' (pp.544 - 566). Spinger. https://doi.org/10.1007/978-0-387-30715-2 . 

Tillman CJ, Gonzalez K, Whitman MV, Crawford WS and Hood AC (2018) A Multi-Functional View of Moral Disengagement: Exploring the Effects of Learning the Consequences. ''Frontiers in Psychology'', Personality and Social Psychology. 8:2286. [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.02286/full#F2 doi: 10.3389/fpsyg.2017.02286]

Van de Vyver, J., &amp; Abrams, D. (2015). Testing the prosocial effectiveness of the prototypical moral emotions: Elevation increases benevolent behaviours and outrage increases justice behaviours. ''Journal of Experimental Social Psychology'', 58, 23–33. https://doi.org/10.1016/j.jesp.2014.12.005 

Wojcik, K., D., Cox, D., W., &amp; Kealy,D. (2019) Adverse childhood experiences and shame- and guilt-proneness: Examining the mediating roles of interpersonal problems in a community sample, ''Child Abuse &amp; Neglect,'' Volume 98, 2019, 104233, ISSN 0145-2134, https://doi.org/10.1016/j.chiabu.2019.104233

Zaki, J., &amp; Stellar, J. E. (2025). Moral emotions. In D. T. Gilbert, S. T. Fiske, E. J. Finkel, &amp; W. B. Mendes (Eds.), ''The handbook of social psychology ''(6th ed.).  https://doi.org/10.70400/MWKI4223

}}
==External links==
[https://www.ted.com/talks/asha_curran_how_acts_of_kindness_sparked_a_global_movement Ideas change everything] (TED)

[https://www.youtube.com/watch?v=b4CfyLe0IlQ Prosocial Behavior | Ethics Defined] (Youtube)

[https://www.youtube.com/watch?v=Hbbj2XKIHxc The Dark Psychology of Guilt: How Guilt Controls Your Mind and Behavior] (Guilt)

[https://pmc.ncbi.nlm.nih.gov/articles/PMC2689844/ Witnessing excellence in action: the ‘other-praising’ emotions of elevation, gratitude, and admiration - PMC]

https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071

https://www.simplypsychology.org/kohlberg.html

[https://scienceinsights.org/what-does-gratitude-feel-like-physically-and-mentally/ What Does Gratitude Feel Like, Physically and Mentally - ScienceInsights]

[https://emotioninside.org/emotions/ All 402 emotions — The Emotion Dictionary]

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[[Category:Motivation and emotion/Book/Morality]]</text>
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__TOC__

== Overview ==
{{RoundBoxTop|theme=7}}

[[File:Begging man Harmony Lot 27 Elliot Street downtown Brattleboro VT July 2025 02.jpg|right|thumb|150px|'''Figure 1'''. Homeless man begging]]

;Scenario

Imagine that you are doing your weekly shopping and you come across a homeless person who is asking for food or money. The person present in an unkempt state and initially you ensure you walk past, your stomach drops, and subconsciously wrinkle your nose and you decide to take a longer path to the shops to avoid them. When paying for your groceries, you realise that you do not have quite enough to pay the full amount, instantly, your face gets hot as there is a line of people waiting behind you and it seems they are all staring at you, judging your error. While you are talking to the cashier, asking for some time to go through your groceries to determine which items are a priority, the person behind you offers to make up the difference. Suddenly, the hot feeling in your face becomes a warm feeling in your chest and you start profusely thanking the person and ask if there is anything you can do to make it up to them, they respond with “when you are in a position to pay it forward to some else, please do so.”

{{RoundBoxBottom}}
[[w:Moral_emotions|Moral emotions]] potentially set humans apart from other animals, by enabling people to react to social events that do not directly affect the self but concern the interests or welfare of others and society as a whole (''Haidt, 2003).'' They arise when individuals evaluate actions, intentions, or social situations in terms of right or wrong, in accordance with social norms and moral standards. This guides behaviours that support cooperation, fairness and social harmony. Haidt (2003) distinguishes moral emotions from [[Motivation and emotion/Lectures/Individual emotions|basic emotions]], which are a person's primary response to a situation. Basic emotions fast, short lived, while moral emotions, like [https://www.simplypsychology.org/primary-and-secondary-emotions.html secondary emotions], are more complex and require a cognitive evaluation of the self from learned social meaning. 

To understand how moral emotions motivate behaviour, examination of the psychological/ psychological mechanisms behind these emotions is required. Moral emotions involve appraisals of responsibility and social meaning, biological responses that prepare the body for action, and expressive behaviours that communicate intentions (Haidt, 2003; Reeve, 2024). These mechanisms create ''action readiness'', transforming moral evaluations into behavioural tendencies such as helping, repairing harm, confronting wrongdoing, or avoiding social violations (''Reeve'', 2024).

Understanding moral emotions is essential to link how they motivate ethical and prosocial action. [[w:Self-conscious_emotions|Self-conscious moral emotions]] - such as [[w:Guilt_(emotion)|guilt]], [[Motivation and emotion/Book/2011/Shame|shame]], [[w:Embarrassment|embarrassment]], and authentic [[Motivation and emotion/Book/2017/Pride|pride]] - occur when people evaluate their own behaviour against internalised moral standards. Majority of self-conscious emotions regulate the moral self by motivating reparative action, helping others, rule compliance, or withdrawal (''Tangney, Stuewig, &amp; Mashek'', 2007). Importantly [[Motivation and emotion/Book/2018/Guilt and shame|guilt and shame]] differ in their internalised state, appraisal of self and motivational urge resulting in different behaviours (''Tangney, Stuewig, &amp; Mashek'', 2007). 

Other‑evaluative moral emotions—including [[Motivation and emotion/Book/2022/Compassion|compassion]], [[Motivation and emotion/Book/2021/Gratitude|gratitude]], [[w:Elevation_(emotion)|elevation]]/ [[Motivation and emotion/Book/2016/Awe as an emotion|awe]], along with [[Motivation and emotion/Book/2022/Contempt|contempt]], [[Motivation and emotion/Book/2011/Disgust|disgust]] and moral outrage—arise when people respond to the experiences or actions of others. These emotions generate intuitive impulses to help, reciprocate kindness, emulate moral exemplars, confront wrongdoing or avoid social violations (''Haidt'', 2003). Together, these insights show how moral emotions serve as powerful motivational systems that shape ethical and prosocial behaviour.

{{RoundBoxTop|theme=5}}'''Focus questions'''

*     What are moral emotions and how do they differ from basic emotions? &lt;br&gt;
*     How are moral emotions felt and motivate action?&lt;br&gt;
*     How do self-conscious moral emotions influence ethical behaviour?
*     How to other-focused emotions motivate prosocial behaviour?{{RoundBoxBottom}}

==What are moral emotions?==
Moral emotions, defined to [[w:Jonathan_Haidt|Jonathan Haidt]] (2003), are the complex cognitively enriched emotional systems that have origins to simpler evolutionary precursors and responses to changes affecting the self. The defining qualifier of moral emotions is those involving social appraisals, cultural meaning systems and norm-based judgements that elicit motivation to act in ways that are shaped by local values and knowledge, which in turn indirectly provide benefits to the self (Haidt, 2003). E.g., contempt depends on understanding rank; guilt depends on communal relationships; elevation depends on recognising moral virtue.

=== Historical development ===
In 1932, [[w:Jean_Piaget|Jean Piaget]] developed his [[w:Piaget's_theory_of_cognitive_development|theory of cognitive development]] and in 1965 published &quot;The moral Judgement of the child&quot; which explores how children develop moral reasoning, tracing the evolution of their understanding of rules, justice, and responsibility from early childhood to adolescence (Cherry, 2026). [[w:Lawrence_Kohlberg|Lawrence Kohlberg]] further explored upon Piaget's theory and outlined the individual [[w:Lawrence_Kohlberg's_stages_of_moral_development|stages of moral development]], indicating six stages and how moral decisions are made based on various factors; such as avoiding punishment, following laws or ethical principles. It depicts how morality evolves through stages and for some not all stages are achieved (Cherry, 2026 and McLeod, 2026).

Haidt (2003) emphasises that researchers historically overlooked moral emotions because they focused on basic, low‑cognition forms rather than the richer, socially embedded forms that drive human morality. Although moral emotions rely on cognitive processes such as appraising injustice, evaluating social hierarchy, or recognising moral excellence, Haidt does not classify them as cognitions; instead, he frames them as &quot;emotion–cognition hybrids&quot; that operate intuitively and motivate moral action more powerfully than reasoning, challenging both [https://www.youtube.com/watch?v=eJTIo_MhG3M Piaget] and [https://www.youtube.com/watch?v=f0axVjiTe9Q Kohlberg] theories of cognition‑centered moral psychology. 

Eisenberg (2000) demonstrates that guilt and sympathy motivate prosocial behaviour, shame undermines it, and emotion regulation determines whether children respond constructively or defensively in moral situations. Socialisation practices and temperament interact with these emotional processes to shape conscience and moral behaviour across development. 

Contemporary affective science views moral emotions as cognitively enriched affective states that arise when people evaluate actions, intentions, or social situations in terms of right and wrong. Rather than treating emotion and reason as separate systems, modern theorists such as Zaki &amp; Stellar (2025) argue that moral emotions emerge from the integration of basic affective processes with higher‑order appraisals of harm, fairness, responsibility, and cultural norms. This framework emphasises that moral emotions serve adaptive social functions—motivating care, cooperation, and norm enforcement—while remaining malleable through development, cultural learning, and deliberate practices such as compassion training. In this view, moral emotions are not distinct biological modules but constructed, socially tuned emotional responses that provide functional roles that motivate ethical behaviour in complex social environments (Zaki &amp; Stellar, 2025). 

=== Basic emotions build moral ones ===
[[File:Four Components of Emotion.jpg|thumb|379x379px|Figure 2. Four components of emotion]]
Reeve (2024) explains emotions as innate, universal patterns of feeling and bodily responses that arise automatically in response to significant life events that motivate the body for adaptive action, using expressive behaviours by individuals to navigate the environment around them. Reeve (2024) identifies the [[Motivation and emotion/Book/2010/Ekman's basic emotions|basic emotions]] (or fundamental) as fear, anger, disgust, sadness, interest, joy and contempt. He reconciles the biological/ cognitive perspectives by stating that each basic emotion, is the foundation of a family-related characteristics that are the same in each of the four components (figure 2), and distinguishes first order and second order stages, that are rooted in evolutionary adaptation (Reeve, 2024). Moral emotions are second-order emotions that are cognitively complex variants and evolved from basic emotion families that motivate responses to social violations of autonomy, community and divinity (Haidt, 2003). Additionally, moral emotions emerge when basic affective emotions are enriched by cognitive appraisals of harm, fairness transforming universal emotional responses into context sensitive judgments of right and wrong (Zaki &amp; Stellar, 2025)

== How moral emotions arise and motivate action ==
Moral emotions develop when emotional reactions—such as anger, disgust, empathy, and admiration—are shaped by cognitive appraisals of harm, fairness, responsibility, and social norms. These appraisals give universal emotional responses their moral meaning and turn them into motivations for ethical action (see table 1). As Haidt emphasises that moral emotions can be distinguished by two prototypical features; ''elicitors'' and ''action tendencies''. (Haidt, 2003). Moral emotions arise when the basic emotion families are extrapolated into social-moral context and are grouped into four distinct families (Haidt, 2003). Contemporary views highlight that they bridge feeling and doing, explaining how emotional experiences motivate ethical action and shape moral behaviour in individuals (Zaki &amp; Stellar, 2025). 

=== Prototypical features ===
Haidt (2003) argues that moral emotions can be identified by two prototypical features that distinguish them from basic emotions. First, they are triggered by ''disinterested elicitors''—events that do not directly affect the self but carry moral significance, such as witnessing injustice, cruelty, kindness, or moral excellence. Second, they generate ''prosocial action tendencies,'' motivating behaviours that uphold or restore the moral order, including helping, comforting, punishing wrongdoing, repairing harm, or aspiring to moral ideals. These features show how moral emotions transform basic affective reactions into ethical motivations, making them central drivers of moral behaviour. ''&quot;Emotions high in both disinterested elicitors and prosocial action tendencies are prototypical moral emotions.&quot;'' (Van de Vyver and Abrams, 2015).

=== Four families of moral emotions ===
Haidt (2003) groups moral emotions arise when the basic emotions are extrapolated into social- moral context that can be grouped into four cognitively complex functional families of 

* '''Self‑conscious emotions:''' pride, guilt, shame, and embarrassment.
* '''Other‑condemning emotions:''' anger, contempt, and disgust.
* '''Other‑praising emotions:''' awe, gratitude and elevation.
* '''Other‑suffering emotions:''' compassion.

=== How moral emotions are felt and the action they motivate ===
{| class=&quot;wikitable&quot;
|+Table 1: Emotional experience and motivational urges
|'''Emotion type'''
|'''Emotion'''
|'''Bodily response'''
|'''Motivational  direction'''
|-
|Self-conscious
|Guilt
|Stomach discomfort, heaviness in the chest, lowered gaze
|Repair harm, apologise, confess
|-
|Self-conscious
|Shame
|Collapsed posture, avoidance gaze, heat  in face
|Withdraw, hide, conform to norms
|-
|Self-conscious
|Embarrassment
|Blushing, nervous laughter, gaze aversion
|Appease others, restore social acceptance
|-
|Other-focused
|Empathy/Compassion
|Softened facial muscles, warm affect,  parasympathetic activation
|Help, comfort, support
|-
|Other-focused
|Moral Outrage
|Increased heart rate, clenched jaw,  sympathetic arousal
|Punish, protest, advocate
|-
|Other-focused
|Gratitude
|Relaxed posture, warmth, prosocial  activation
|Reciprocate, strengthen bonds
|-
|Other-focused
|Moral Elevation
|Warmth in chest, tears, uplifted posture
|Emulate virtue, act altruistically
|}
Table 1: Adapted from Stewart et al. (2023), Reeve (2024), Haidt (2003), Keltner and Buswell (1997), and Algoe and Haidt (2009) and [https://emotioninside.org/emotions/ The emotion dictionary].

=== Moral identity ===
[[w:Moral_identity|Moral identity]] refers to how central morality is to one’s self‑concept. Lefebvre &amp; Krettenauer (2019) meta‑analysis shows that individuals with a strong moral identity experience more intense and more frequent moral emotions, particularly guilt, compassion, and gratitude. Lefebvre &amp; Krettenauer (2029) found that moral identity acts as an amplifier of moral emotions by:

* increasing sensitivity to moral cues,
* strengthening appraisals of responsibility and fairness,
* enhancing prosocial action tendencies such as helping, repairing harm, and reciprocating kindness.

Thus, moral identity shapes not only ''how'' moral emotions arise but also ''how strongly'' they motivate behaviour (Lefebvre &amp; Krettenauer, 2019).

=== Moral emotion development ===
Moral emotions develop through a gradual integration of children’s emerging affective capacities with increasingly sophisticated social‑cognitive skills. Early in life, infants display basic precursors of empathy, but young children often struggle to coordinate their own perspective with that of others, leading to patterns such as the “[[w:Happy_victimizing|happy victimizer]]” phenomenon, where they may feel good after wrongdoing because they do not yet fully appreciate the victim’s emotional experience (Malti &amp; Dys, 2013). As children’s [[w:Theory_of_mind|theory of mind]] and emotion understanding advance, they become better able to interpret intentions, consequences, and others’ internal states, supporting the emergence of more complex moral emotions such as guilt, sympathy, and compassion (Lane et al., 2010). By adolescence, these capacities enable meta‑perspective taking—reflecting on moral ideals, trust, and social expectations—which contributes to more stable anticipatory moral emotions, including guilt and pride, and a stronger integration of moral emotions with moral reasoning and identity (Malti &amp; Dys, 2013).

=== Environmental influences ===
Costa Martins, M., et al. (2021) concluded that secure attachment is consistently linked to healthier moral‑emotion development, including empathy, guilt, forgiveness, and emotion regulation. Secure attachment fosters the emotional competencies necessary for prosocial behaviour, while insecure attachment increases vulnerability to maladaptive moral affect (e.g., shame, emotional withdrawal). Understanding these pathways is essential for supporting children’s emotional, relational, and academic wellbeing. 

[[w:Adverse_childhood_experiences|Adverse childhood experiences]] (ACE) undermine the development of moral-motivational systems, pushing individuals towards shame-based identity, interpersonal conflict and disengagement rather than guilt-based repair or prosocial action (Wojcik, K., D., 2019).

Furthermore, childhood abuse and neglect foster chronic, identity‑based shame, with dissociation partially mediating the trauma–shame link by fragmenting self‑representations and preventing integration of painful moral emotions (Santoro, G., et al., 2025) . Dissociation thereby reinforces shame‑laden self‑schemas and disrupts adaptive moral regulation, aligning with Tangney’s account of shame’s tendency to derail empathy and promote defensive avoidance rather than moral repair (Tangney, J., et al., 2007)

{{RoundBoxTop|theme=3}}

&lt;quiz display=simple&gt;
{What distinguishes moral emotions from basic emotions
|type=&quot;()&quot;}
+ Moral emotions arise from evaluations of right and wrong
- Moral emotions are unrelated to social norms
- Basic emotions require complex moral reasoning
- Basic emotions only occur in social situations.
&lt;/quiz&gt;

{{RoundBoxBottom}}


== Self-conscious moral emotions and ethical behaviour ==
Self‑conscious moral emotions including; pride, guilt, shame, and embarrassment are crucial in motivating ethical behaviour by regulating one's actions, reinforcing adherence to moral norms, supporting the development of moral identity, and strengthening prosocial disposition (de Freitas et al., 2026).

Self-conscious emotions arise from three sources of self-reflection; social evaluation, self-reflection and self-presentations to assist in the navigations of social acceptance, rejections and reputation (Leary, 2007).

=== Pride ===
Pride is a positive self‑conscious emotion that emerges when people see their actions as competent, virtuous, or morally worthy, functioning as the pleasurable counterpart to shame (Haidt, 2003). It involves a positive self evaluation of one's character and motivates adherence and strengthening to internalised moral standards and is moderately associated with moral identity development (Lefebvre &amp; Krettenauer, 2019). Tangney’s work distinguishes authentic pride, which reflects genuine achievement and moral worth, from hubristic pride, which is rooted in arrogance and inflated self‑views (Tangney et al., 2007). Authentic pride motivates prosocial behaviour through several mechanisms: it reinforces norm‑consistent action by generating a rewarding sense of accomplishment; it strengthens self‑regulation by signalling that one’s efforts and choices are effective; and it energises perseverance and goal‑directed behaviour by fostering confidence in one’s capacity to meet moral and social standards (Tangney et al, 2007). These mechanisms help explain why authentic pride is consistently associated with empathy, persistence, moral identity development, and constructive social engagement. Developmental research similarly shows that pride functions as a positive regulator of moral conduct, motivating children and adolescents to uphold moral norms, internalise standards, and pursue prosocial goals (Lefebvre &amp; Krettenauer, 2019; Zanotello et al., 2026). In this way, pride operates as a constructive moral emotion: it rewards norm‑consistent behaviour, consolidates moral identity, and promotes ongoing contributions to social and moral communities.

=== Guilt ===
Haidt (2003) theorises that guilt motivates ethical behaviour by compelling individuals to repair harm, apologize, confess, and restore relationships after causing distress or violating communal expectations that threaten relatedness to the victim (Haidt, 2003). guilt motivates repair and restoration, but how can the harm be restored?

de Hooge, I., E. et al. (2011) explains guilt is driven by a specific appraisal: ''I harmed someone, and I am responsible.'' This appraisal creates a laser‑focused motivation to repair the relationship with the victim. &quot;The dark side of guilt&quot; (de Hooge, 2011) function is a goal‑directed motivational state, and channels attention and resources toward that one person. Because cognitive and behavioural resources are limited, focusing intensely on the victim means reduced concern for other social partners. The person experiencing guilt does not ''intend'' to harm others; but  because this repair is self-protective and narrowly focused, it often produces negative interpersonal consequences for other people in the social environment, due to individuals avoiding self-sacrifice or maintaining their own outcomes.

Kinosada, Y., et al, (2026) study found that guilt consistently motivated people to compensate victims using their own resources, not by taking from uninvolved third parties. This challenges the original “dark side of guilt” finding and suggests guilt is reliably prosocial and self‑sacrificial across cultures, while prioirtising relationship maintenance over self-interest.

The apparent disagreement between de Hooge et al. (2011) and Kinosada et al. (2026) highlights an important theoretical question: is guilt fundamentally prosocial, or is it primarily self-regulatory? de Hooge and colleagues argue that guilt narrows attention towards restoring a damaged relationship, potentially creating negative outcomes for uninvolved others. Conversely, Kinosada et al.'s preregistered replications suggest that guilt promotes self-sacrificial compensation rather than interpersonal displacement of costs. Methodological differences, cultural context, and evolving standards of replication may have contributed to these differing findings. Nevertheless, both studies support a common conclusion that guilt functions as a powerful reparative emotion; the debate concerns how broadly that prosocial motivation extends beyond the original victim.

Whichever theory is examined, guilt is a negative emotion (within the moral context) that is triggered by violating internalised standards that harms others which function is to restore and preserve valued relationships that's motivational function is to produce action tendencies, directly repairing harm that include apologies, self-sacrifice, compensation and cooperation (Haidt, 2003; de Hooge et al, 2011; Kinosada et al, 2026).

=== Shame ===
Conversely to guilt, shame rarely motivates ethical behaviour by pushing individuals to withdraw, hide, and correct perceived defects in the self to avoid social condemnation and restore moral standing (Haidt, 2003). Shame is a negative self‑conscious moral emotion that arises when individuals evaluate themselves as globally flawed or deficient in relation to internalised moral and social standards (Tangney, 1991; Tangney et al., 2007). Unlike guilt, which focuses on specific behaviours, shame involves a painful sense that the ''self'' is fundamentally inadequate, producing feelings of exposure, inferiority, and a desire to hide or withdraw from others (Haidt, 2003; Keltner &amp; Buswell, 1997). Tangney’s research shows that shame is strongly linked to defensive, avoidant, and sometimes maladaptive responses—such as externalisation of blame or anger—because the emotion directs attention inward toward perceived defects of character rather than toward constructive behavioural change. Developmentally, shame functions as a regulator of moral conduct by discouraging norm violations and signalling threats to social acceptance, yet its motivational profile is ambivalent: it can inhibit harmful behaviour, but it may also undermine prosocial repair when individuals feel overwhelmed by negative self‑evaluation (Tangney et al., 2007; de Freitas Zanotello et al., 2026). 

Although shame is often assumed to promote moral behaviour, research shows that it more commonly triggers self‑protective avoidance, withdrawal, and interpersonal problems rather than constructive prosocial action (De Hooge et al., 2007). Because shame focuses attention on the defective self rather than the moral consequences of one’s behaviour, it undermines moral repair, reduces empathy, and motivates escape rather than engagement, limiting its effectiveness as a prosocial moral emotion and making it a poor motivator of constructive ethical behaviour. 

=== Embarrassment ===
Embarrassment motivates prosocial behaviour by signalling appeasement and recognition of minor social‑conventional violations, helping maintain smooth social interactions and group harmony (Haidt, 2003).

Keltner &amp; Buswell (1997) argue that embarrassment is a distinct self‑conscious emotion that arises after small, socially awkward, or norm‑deviating events. It is expressed through a characteristic appeasement display - gaze aversion, head tilt, controlled smile, face touching, and reduced body posture - which signals submission, harmlessness, and acknowledgment of a social misstep. These displays function to appease observers, reduce social threat, and facilitate reconciliation, and smooth social interaction. Embarrassment is therefore not simply a negative feeling but a socially functional emotion that helps maintain group harmony by communicating respect for social norms and concern for others’ evaluations (Keltner &amp; Buswell, 1997). In this way, embarrassment functions as a social lubricant, motivating individuals to act politely, avoid future norm violations, and engage in behaviours that maintain trust, cohesion, and positive social relationships.

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=== Quiz ===
&lt;quiz display=&quot;simple&quot;&gt;
{Unlike guilt, which pertains to specific actions, shame involves a global negative evaluation of the self.
|type=&quot;()&quot;}
+ True
- False

{Self-conscious emotions include righteous anger, contempt, disgust, elevation and gratitude
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;
{{RoundBoxBottom}}

== Other-focus moral emotions and prosocial behaviour ==
Other‑focused moral emotions—ranging from the condemning emotions of anger, contempt, and disgust to the other‑praising emotions of awe, elevation, gratitude, and the caregiving emotion compassion—motivate prosocial behaviour by directing attention toward others’ actions, needs, and moral qualities, prompting responses that either uphold justice or promote social connection and benevolence.

=== Anger, contempt, and disgust ===
Anger, contempt and disgust all have basic and more complex (moral) forms and to explain the motivation of prosocial behaviour, distinguishing them is required; empathic anger (Batson et al, 2007), moral contempt and interpersonal disgust (Rozin, et al, 2008). Moral anger motivates ethical behaviour by driving people to confront and correct perceived injustices, even on behalf of others, making it a prototypical moral enforcer, whereas disgust prompts avoidance of actions or individuals as degrading or violating social behaviours, mainly regarding the body (Haidt, 2003). Haidt (2003) continues highlight that (moral) contempt is the &quot;middle brother&quot; between anger and disgust, with motivating individuals holding contempt towards another they deem as inferior or unworthy, reducing warmth and respect toward them and reinforcing social standards and hierarchy as they do not &quot;measure up&quot; to societal norms.

[[Motivation and emotion/Book/2023/Moral outrage|Moral outrage]] is further indicated as motivating prosocial behaviour and distinguished from anger when an individual witnesses an injustice to that harms another person, without affecting the self (Van de Vyver &amp; Abrams, 2015). Moral outrage elicits justice-orientated prosocial action. Batson et al (2007) further expands moral outrage to require empathic concern and violation of a moral standard. 

=== Awe, elevation and gratitude - ===
Elevation motivates prosocial behaviour by inspiring people to emulate moral exemplars, broaden their moral aspirations, and engage in altruistic or cooperative actions. Gratitude encourages reciprocity and strengthens social bonds with others which in turn reinforces cooperation and prosocial exchanges (Haidt, 2003). Awe is elicited by exposure to beauty and perfection, making people stop, admire and open their hearts and mind. 

Moral elevation arises when people witness moral virtue, creating a warm, inspired feeling that motivates benevolent helping. Studies have shown, elevation increased charitable donations, showing a clear effect on kindness‑focused prosocial behaviour (Van de Vyver and Abrams, 2015). When witnessing moral excellence—acts of charity, fidelity, generosity, or virtue, it produces a warm, uplifted feeling in the chest and a sense of becoming “less selfish”. Crucially, elevation triggers a specific action tendency: emulation—the desire to “do charitable and grateful acts also” (Algoe &amp; Haidt, 2009). Algoe &amp; Haidt (2009) shows elevation motivates prosocial behaviour, including nurturant caregiving and spontaneous helping of others . In short, elevation motivates people to imitate virtue and act kindly toward others. 

Gratitude is triggered when one perceives being the beneficiary of another’s intentional kindness. Its motivational core is relationship enhancement: gratitude motivates people to repay, acknowledge, or reward the benefactor’s actions . Beyond simple reciprocity, gratitude broadens interpersonal thinking, motivating behaviours that increase closeness, such as spending time together or offering friendship and loyalty. Algoe &amp; Haidt's (2009) empirical work shows gratitude predicts improved relationship quality over time. Thus, gratitude’s motivational mechanism is to build and strengthen social bonds with responsive, benevolent others (Algoe and Haidt, 2009). 

Algoe and Haidt (2009) further explore admiration, claiming it arises when witnessing non‑moral excellence—extraordinary skill, talent, or achievement. It produces feelings of inspiration, awe, and energized approval. The motivational mechanism of admiration is self‑improvement: it inspires people to work harder, develop their own abilities, and pursue excellence, which builds pro social interactions. Theoretical work indicates that followers feel admiration and seek proximity to role models to learn from them and cultivate their own skills. Empirical studies show admiration increases motivation toward academic, professional, or personal success. In essence, admiration motivates aspiration and personal growth. {{RoundBoxTop|theme=7}}
;Let's look back at the scenario

You walk back to the car and are amazed at the kindness of strangers and so grateful that when you come across the person who was asking for money again. This time, you decide that even though you don’t have much in the way of money, you want to offer the person one of the ready meals in your shopping and wish the person a good day. Walking away, you feel a warm sensation in your chest and your back straightened and you find you are smiling to yourself.
{{RoundBoxBottom}}

=== Compassion ===

Compassion motivates prosocial behaviour by creating a desire to alleviate others’ suffering through helping, comforting, and caregiving actions (Haidt, 2003). Empathy (feelings of sympathy, tenderness, and warmth) and compassion are tightly connected because empathy produces the emotional state that compassion ''is'' — an other‑oriented feeling of concern, tenderness, and warmth toward someone who is suffering. Stocks et al. (2009) describe empathy as an emotional response “congruent with the perceived welfare of another person”, evoking altruistic motive to reduce the victim’s suffering, not an egoistic motive to reduce one’s own discomfort. Stocks et al. (2009) show that empathic individuals help even when psychological escape is easy, meaning helping cannot be explained by egoistic arousal‑reduction motives. Empathy therefore motivates prosocial behaviour because it creates a commitment to the victim’s welfare, not simply a desire to escape one’s own aversive feelings.

==Conclusion==
Moral emotions are powerful motivational systems that shape how people think, feel, and act in response to moral situations. Across self‑conscious emotions such as guilt, embarrassment, and authentic pride, and other‑focused emotions such as compassion, gratitude, elevation, moral outrage, and disgust, a consistent pattern emerges: moral emotions transform moral appraisals into action tendencies that support ethical and prosocial behaviour. Self‑conscious emotions motivate individuals to regulate their behaviour in line with internalised standards—guilt prompts reparative action, embarrassment maintains social cohesion, and authentic pride reinforces perseverance, empathy, and moral identity. Other‑focused emotions extend moral motivation beyond the self: compassion and gratitude promote helping and reciprocity, elevation inspires benevolent action, and moral outrage energises justice‑oriented responses to wrongdoing. Together, these emotions provide rapid, intuitive guidance that helps people uphold norms, repair harm, respond to others’ needs, and contribute to moral communities. In contrast, shame consistently fails to motivate prosocial behaviour: across empirical and theoretical work, shame’s action tendencies centre on withdrawal, hiding, defensiveness, and self‑protection rather than engagement or moral repair (Tangney et al., 2007; de Hooge et al., 2007). Because shame focuses attention on a globally defective self, it undermines empathy, reduces social presence, and promotes avoidance rather than helping, making it a poor motivator of ethical conduct .

Moral emotions motivate ethical and prosocial behaviour when they orient individuals toward others, moral standards, and constructive action — but shame stands as a clear exception, highlighting that not all moral emotions support moral behaviour equally.

==See also==

=== Maladaptive moral affect ===
While moral emotions regulate ethical and prosocial behaviour, it is important to recognise that distortions of these emotions can develop via adverse childhood experiences and trauma predict antisocial outcomes, with maladaptive forms of guilt and shame linked to [[Motivation and emotion/Book/2020/Shame, guilt, and recidivism|recidivism]]. Costa Martins, M., et al. (2021) found that attachment insecurity in children was linked with poor [[Motivation and emotion/Book/2018/Emotion regulation in children|emotional regulation]] and predicted maladaptive moral affect. Avoidant attachment is associated with higher shame and lower empathy. For example, avoidant children show significantly higher shame scores, in adolescence there was less empathic concern and lower perspective taking. This aligns with broader findings that insecure attachment disrupts the development of adaptive guilt and empathy. (Costa Martins et al 2021).

Furthermore, Tangney, J.,P., et al (2007) review establishes the foundational distinction between adaptive guilt and maladaptive shame, showing that guilt is behaviour‑focused and reparative, whereas shame involves global negative self‑evaluation, withdrawal, anger, and externalisation of blame.

=== Moral disengagement ===
[[w:Moral_disengagement|Moral disengagement]] occurs as a way to justify unethical behaviour when the moral emotion appraisal process is distorted to not be applied to oneself. Research shows that individuals cognitively neutralise guilt and shame both before wrongdoing (anticipatory disengagement) and after wrongdoing (post‑hoc disengagement), using mechanisms such as minimising harm, diffusing responsibility, or dehumanising victims to protect the self from moral emotions that would otherwise motivate repair (Tillman, C.,J., et al., 2018) . Learning about the real consequences of one’s harmful actions intensifies guilt and shame, prompting further disengagement as a coping mechanism, illustrating how maladaptive moral affect can be sustained through cognitive distancing rather than resolved through reparative action.  

Developmental findings from bullying contexts further illustrate how moral emotions shape behaviour: primary‑school aggressors consistently attribute less shame and more indifference or pride to victims, reflecting entrenched disengagement and reduced empathic concern (Romera E.,M., et al., 2019). In contrast, children who experience or attribute guilt show greater moral sensitivity and prosocial tendencies, consistent with Tangney’s (2007) claim that guilt fosters empathy and constructive action .

=== Mitigating maladaptive moral affect ===
{| class=&quot;wikitable&quot;
|+
!Maladaptive concern
!Maladaptive development pathway
!Mitigation strategies
!Reference 
|-
|ACEs → shame/guilt proneness
|Interpersonal sensitivity → shame; interpersonal aggression → guilt
|Improve interpersonal functioning; attachment repair; social‑emotional skills; reduce interpersonal sensitivity/aggression
|Wojcik, K.,D., et al (2019)
|-
|Moral disengagement as avoidance of guilt/shame
|People neutralise guilt/shame before &amp; after wrongdoing
|Increase consequence awareness; empathy training; highlight victim impact; reduce cognitive distancing
|Tillman et al (2018)
|-
|Aggressors show low shame, high indifference/pride
|Moral disengagement in children; lack of victim perspective
|Moral‑emotion education; victim perspective‑taking; empathy development; encourage guilt‑based repair
|Romera et al (2019)
|-
|Shame maladaptive; guilt adaptive
|Shame → withdrawal, defensiveness; guilt → reparative action
|Shift shame → guilt; promote responsibility‑taking;  encourage reparative behaviours; reduce global self‑condemnation
|Tangney et al (2007)
|-
|Insecure attachment → shame, anger, disengagement
|Attachment insecurity distorts moral‑emotion development
|Strengthen attachment security; caregiver sensitivity; relational repair; promote empathy and guilt development
|Costa Martins  et at (2021)
|-
|Developmental pathways of moral emotions
|Moral emotions shaped by socialisation, cognition, empathy
|Developmental scaffolding; emotion coaching; moral reasoning support; structured opportunities for prosocial action
|Malti &amp; Dys (2015)
|}

;
==References==
{{Hanging indent|1=

Algoe, S. B., &amp; Haidt, J. (2009). Witnessing excellence in action: The “other‑praising” emotions of elevation, gratitude, and admiration.  ''The Journal of Positive Psychology'', 4(2), 105–127.https://doi.org/10.1080/17439760802650519

Batson, C.D., Kennedy, C.L., Nord, L.-A., Stocks, E.L., Fleming, D.A., Marzette, C.M., Lishner, D.A., Hayes, R.E., Kolchinsky, L.M. and Zerger, T. (2007), Anger at unfairness: is it moral outrage?. ''Eur. J. Soc. Psychol.,'' 37: 1272-1285. https://doi.org/10.1002/ejsp.434 

Costa Martins, M., Santos, A. F., Fernandes, M., &amp; Veríssimo, M. (2021). Attachment and the Development of Moral Emotions in Children and Adolescents: A Systematic Review. Children, 8(10), 915. https://doi.org/10.3390/children8100915

de Freitas Zanotello, C., da Silva, B. &amp; Caetano, L. Definitions and functions of moral emotions within developmental psychology: a scoping review. ''Psicol. Refl. Crít.'' (2026). https://doi.org/10.1186/s41155-026-00411-3

de Hooge, I. E., Nelissen, R. M. A., Breugelmans, S. M., &amp; Zeelenberg, M. (2011). What is moral about guilt? Acting “prosocially” at the disadvantage of others. ''Journal of Personality and Social Psychology'', 100(3), 462–473. https://doi.org/10.1037/a0021459

de Hooge, I. E., Zeelenberg, M., &amp; Breugelmans, S. M. (2007). Moral sentiments and cooperation: Differential influences of shame and guilt. ''Cognition and Emotion'', 21(5), 1025–1042.  http://dx.doi.org/10.1080/02699930600980874 

Eisenberg, N. (2000). Emotion, regulation, and moral development. ''Annual Review of Psychology'', 51, 665–697. https://doi.org/10.1146/annurev.psych.51.1.665

Keltner, D., &amp; Buswell, B. N. (1997). Embarrassment: Its distinct form and appeasement functions. ''Psychological Bulletin'', 122(3), 250–270. https://doi.org/10.1037/0033-2909.122.3.250

Kinosada, Y., Furukawa, Y., Wakai, T., &amp; Nakashima, K. (2026). Does guilt motivate prosocial behaviour at the expense of others? Preregistered replications and exploratory statistical modelling. ''Asian Journal of Social Psychology'', 29, e70099. https://doi-org.ezproxy.canberra.edu.au/10.1111/ajsp.70099 

Leary, M. R. (2007). How the self became involved in affective experience. In J. L. Tracy, R. W. Robins, &amp; J. P. Tangney (Eds.), The self‑conscious emotions: Theory and research (pp. 38–52). Guilford Press.

Lefebvre, J &amp; Krettenauer, T. (2019). Linking Moral Identity With Moral Emotions: A Meta-Analysis. ''Review of General Psychology.'' 23. 444-457. 10.1177/1089268019880887. 

Malti, T., &amp; Dys, S.P. A Developmental Perspective on Moral Emotions. ''Topoi'' 34, 453–459 (2015). https://doi.org/10.1007/s11245-013-9224-5

Reeve, J. (2024). ''Understanding motivation and emotion'' (8th ed.). Wiley.

Romera E. M., Ortega-Ruiz R., Rodríguez-Barbero S., &amp; Falla D., (2019) How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. ''Frontiers in Psychology, Educational Psychology'' 10:1753. https://doi.org/10.3389/fpsyg.2019.01753 [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.01753/full l]

Rozin, P., Haidt, J., &amp; McCauley, C. R. (1999). Disgust: The body and soul emotion. In M. Lewis, J. M. Haviland‑Jones, &amp; L. F. Barrett (Eds.), ''Handbook of Cognition and Emotion'' (pp. 429–445). Wiley‑Blackwell.  https://doi.org/10.1002/0470013494.ch21

Santoro, G., Sideli, L., Musetti, A., &amp; Schimmenti, A. (2025) The Relationship Between Childhood Trauma and Shame: The Mediating Role of Dissociation. ''European Journal of Investigation in Health, Psychology and Education''. ;15(8):151. [[doi:10.3390/ejihpe15080151|http://doi.org/10.3390/ejihpe15080151]]

Stewart, C. A., Mitchell, D. G. V., MacDonald, P. A., Pasternak, S. H., Tremblay, P. F., &amp; Finger, E. (2023). The psychophysiology of guilt in healthy adults. ''Cognitive, Affective, &amp; Behavioral Neuroscience'', 23(4), 1192–1209. https://doi.org/10.3758/s13415-023-01079-3

Stocks, E. L., Lishner, D. A., &amp; Decker, S. K. (2009). Altruism or psychological escape: Why does empathy promote prosocial behavior? ''European Journal of Social Psychology'', 39(5), 649–665. https://doi.org/10.1002/ejsp.561

Tangney, J. P. (1991). Moral affect: The good, the bad, and the ugly. ''Journal of Personality and Social Psychology'', 61(4), 598–607. https://doi.org/10.1037/0022-3514.61.4.598 

Tangney, J. P., Stuewig, J., &amp; Mashek, D., J., (2007). Moral Emotions and Moral Behavior. ''Annual Review of Psychology'' 58:345-372. https://doi.org/10.1146/annurev.psych.56.091103.070145 

Turner, J., H., &amp; Stets, J., E (2006). Moral Emotions. In ''Handbook of the Sociology of Emotions'' (pp.544 - 566). Spinger. https://doi.org/10.1007/978-0-387-30715-2 . 

Tillman CJ, Gonzalez K, Whitman MV, Crawford WS and Hood AC (2018) A Multi-Functional View of Moral Disengagement: Exploring the Effects of Learning the Consequences. ''Frontiers in Psychology'', Personality and Social Psychology. 8:2286. [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.02286/full#F2 doi: 10.3389/fpsyg.2017.02286]

Van de Vyver, J., &amp; Abrams, D. (2015). Testing the prosocial effectiveness of the prototypical moral emotions: Elevation increases benevolent behaviours and outrage increases justice behaviours. ''Journal of Experimental Social Psychology'', 58, 23–33. https://doi.org/10.1016/j.jesp.2014.12.005 

Wojcik, K., D., Cox, D., W., &amp; Kealy,D. (2019) Adverse childhood experiences and shame- and guilt-proneness: Examining the mediating roles of interpersonal problems in a community sample, ''Child Abuse &amp; Neglect,'' Volume 98, 2019, 104233, ISSN 0145-2134, https://doi.org/10.1016/j.chiabu.2019.104233

Zaki, J., &amp; Stellar, J. E. (2025). Moral emotions. In D. T. Gilbert, S. T. Fiske, E. J. Finkel, &amp; W. B. Mendes (Eds.), ''The handbook of social psychology ''(6th ed.).  https://doi.org/10.70400/MWKI4223

}}
==External links==
[https://www.ted.com/talks/asha_curran_how_acts_of_kindness_sparked_a_global_movement Ideas change everything] (TED)

[https://www.youtube.com/watch?v=b4CfyLe0IlQ Prosocial Behavior | Ethics Defined] (Youtube)

[https://www.youtube.com/watch?v=Hbbj2XKIHxc The Dark Psychology of Guilt: How Guilt Controls Your Mind and Behavior] (Guilt)

[https://pmc.ncbi.nlm.nih.gov/articles/PMC2689844/ Witnessing excellence in action: the ‘other-praising’ emotions of elevation, gratitude, and admiration - PMC]

https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071

https://www.simplypsychology.org/kohlberg.html

[https://scienceinsights.org/what-does-gratitude-feel-like-physically-and-mentally/ What Does Gratitude Feel Like, Physically and Mentally - ScienceInsights]

[https://emotioninside.org/emotions/ All 402 emotions — The Emotion Dictionary]

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__TOC__

== Overview ==
{{RoundBoxTop|theme=7}}

[[File:Begging man Harmony Lot 27 Elliot Street downtown Brattleboro VT July 2025 02.jpg|right|thumb|150px|'''Figure 1'''. Homeless man begging]]

;Scenario

Imagine that you are doing your weekly shopping and you come across a homeless person who is asking for food or money. The person present in an unkempt state and initially you ensure you walk past, your stomach drops, and subconsciously wrinkle your nose and you decide to take a longer path to the shops to avoid them. When paying for your groceries, you realise that you do not have quite enough to pay the full amount, instantly, your face gets hot as there is a line of people waiting behind you and it seems they are all staring at you, judging your error. While you are talking to the cashier, asking for some time to go through your groceries to determine which items are a priority, the person behind you offers to make up the difference. Suddenly, the hot feeling in your face becomes a warm feeling in your chest and you start profusely thanking the person and ask if there is anything you can do to make it up to them, they respond with “when you are in a position to pay it forward to some else, please do so.”

{{RoundBoxBottom}}
[[w:Moral_emotions|Moral emotions]] potentially set humans apart from other animals, by enabling people to react to social events that do not directly affect the self but concern the interests or welfare of others and society as a whole (''Haidt, 2003).'' They arise when individuals evaluate actions, intentions, or social situations in terms of right or wrong, in accordance with social norms and moral standards. This guides behaviours that support cooperation, fairness and social harmony. Haidt (2003) distinguishes moral emotions from [[Motivation and emotion/Lectures/Individual emotions|basic emotions]], which are a person's primary response to a situation. Basic emotions fast, short lived, while moral emotions, like [https://www.simplypsychology.org/primary-and-secondary-emotions.html secondary emotions], are more complex and require a cognitive evaluation of the self from learned social meaning. 

To understand how moral emotions motivate behaviour, examination of the psychological/ psychological mechanisms behind these emotions is required. Moral emotions involve appraisals of responsibility and social meaning, biological responses that prepare the body for action, and expressive behaviours that communicate intentions (Haidt, 2003; Reeve, 2024). These mechanisms create ''action readiness'', transforming moral evaluations into behavioural tendencies such as helping, repairing harm, confronting wrongdoing, or avoiding social violations (''Reeve'', 2024).

Understanding moral emotions is essential to link how they motivate ethical and prosocial action. [[w:Self-conscious_emotions|Self-conscious moral emotions]] - such as [[w:Guilt_(emotion)|guilt]], [[Motivation and emotion/Book/2011/Shame|shame]], [[w:Embarrassment|embarrassment]], and authentic [[Motivation and emotion/Book/2017/Pride|pride]] - occur when people evaluate their own behaviour against internalised moral standards. Majority of self-conscious emotions regulate the moral self by motivating reparative action, helping others, rule compliance, or withdrawal (''Tangney, Stuewig, &amp; Mashek'', 2007). Importantly [[Motivation and emotion/Book/2018/Guilt and shame|guilt and shame]] differ in their internalised state, appraisal of self and motivational urge resulting in different behaviours (''Tangney, Stuewig, &amp; Mashek'', 2007). 

Other‑evaluative moral emotions—including [[Motivation and emotion/Book/2022/Compassion|compassion]], [[Motivation and emotion/Book/2021/Gratitude|gratitude]], [[w:Elevation_(emotion)|elevation]]/ [[Motivation and emotion/Book/2016/Awe as an emotion|awe]], along with [[Motivation and emotion/Book/2022/Contempt|contempt]], [[Motivation and emotion/Book/2011/Disgust|disgust]] and moral outrage—arise when people respond to the experiences or actions of others. These emotions generate intuitive impulses to help, reciprocate kindness, emulate moral exemplars, confront wrongdoing or avoid social violations (''Haidt'', 2003). Together, these insights show how moral emotions serve as powerful motivational systems that shape ethical and prosocial behaviour.

{{RoundBoxTop|theme=5}}'''Focus questions'''

*     What are moral emotions and how do they differ from basic emotions? &lt;br&gt;
*     How are moral emotions felt and motivate action?&lt;br&gt;
*     How do self-conscious moral emotions influence ethical behaviour?
*     How to other-focused emotions motivate prosocial behaviour?{{RoundBoxBottom}}

==What are moral emotions?==
Moral emotions, defined to [[w:Jonathan_Haidt|Jonathan Haidt]] (2003), are the complex cognitively enriched emotional systems that have origins to simpler evolutionary precursors and responses to changes affecting the self. The defining qualifier of moral emotions is those involving social appraisals, cultural meaning systems and norm-based judgements that elicit motivation to act in ways that are shaped by local values and knowledge, which in turn indirectly provide benefits to the self (Haidt, 2003). E.g., contempt depends on understanding rank; guilt depends on communal relationships; elevation depends on recognising moral virtue.

=== Historical development ===
In 1932, [[w:Jean_Piaget|Jean Piaget]] developed his [[w:Piaget's_theory_of_cognitive_development|theory of cognitive development]] and in 1965 published &quot;The moral Judgement of the child&quot; which explores how children develop moral reasoning, tracing the evolution of their understanding of rules, justice, and responsibility from early childhood to adolescence (Cherry, 2026). [[w:Lawrence_Kohlberg|Lawrence Kohlberg]] further explored upon Piaget's theory and outlined the individual [[w:Lawrence_Kohlberg's_stages_of_moral_development|stages of moral development]], indicating six stages and how moral decisions are made based on various factors; such as avoiding punishment, following laws or ethical principles. It depicts how morality evolves through stages and for some not all stages are achieved (Cherry, 2026 and McLeod, 2026).

Haidt (2003) emphasises that researchers historically overlooked moral emotions because they focused on basic, low‑cognition forms rather than the richer, socially embedded forms that drive human morality. Although moral emotions rely on cognitive processes such as appraising injustice, evaluating social hierarchy, or recognising moral excellence, Haidt does not classify them as cognitions; instead, he frames them as &quot;emotion–cognition hybrids&quot; that operate intuitively and motivate moral action more powerfully than reasoning, challenging both [https://www.youtube.com/watch?v=eJTIo_MhG3M Piaget] and [https://www.youtube.com/watch?v=f0axVjiTe9Q Kohlberg] theories of cognition‑centered moral psychology. 

Eisenberg (2000) demonstrates that guilt and sympathy motivate prosocial behaviour, shame undermines it, and emotion regulation determines whether children respond constructively or defensively in moral situations. Socialisation practices and temperament interact with these emotional processes to shape conscience and moral behaviour across development. 

Contemporary affective science views moral emotions as cognitively enriched affective states that arise when people evaluate actions, intentions, or social situations in terms of right and wrong. Rather than treating emotion and reason as separate systems, modern theorists such as Zaki &amp; Stellar (2025) argue that moral emotions emerge from the integration of basic affective processes with higher‑order appraisals of harm, fairness, responsibility, and cultural norms. This framework emphasises that moral emotions serve adaptive social functions—motivating care, cooperation, and norm enforcement—while remaining malleable through development, cultural learning, and deliberate practices such as compassion training. In this view, moral emotions are not distinct biological modules but constructed, socially tuned emotional responses that provide functional roles that motivate ethical behaviour in complex social environments (Zaki &amp; Stellar, 2025). 

=== Basic emotions build moral ones ===
[[File:Four Components of Emotion.jpg|thumb|379x379px|Figure 2. Four components of emotion]]
Reeve (2024) explains emotions as innate, universal patterns of feeling and bodily responses that arise automatically in response to significant life events that motivate the body for adaptive action, using expressive behaviours by individuals to navigate the environment around them. Reeve (2024) identifies the [[Motivation and emotion/Book/2010/Ekman's basic emotions|basic emotions]] (or fundamental) as fear, anger, disgust, sadness, interest, joy and contempt. He reconciles the biological/ cognitive perspectives by stating that each basic emotion, is the foundation of a family-related characteristics that are the same in each of the four components (figure 2), and distinguishes first order and second order stages, that are rooted in evolutionary adaptation (Reeve, 2024). Moral emotions are second-order emotions that are cognitively complex variants and evolved from basic emotion families that motivate responses to social violations of autonomy, community and divinity (Haidt, 2003). Additionally, moral emotions emerge when basic affective emotions are enriched by cognitive appraisals of harm, fairness transforming universal emotional responses into context sensitive judgments of right and wrong (Zaki &amp; Stellar, 2025)

== How moral emotions arise and motivate action ==
Moral emotions develop when emotional reactions—such as anger, disgust, empathy, and admiration—are shaped by cognitive appraisals of harm, fairness, responsibility, and social norms. These appraisals give universal emotional responses their moral meaning and turn them into motivations for ethical action (see table 1). As Haidt emphasises that moral emotions can be distinguished by two prototypical features; ''elicitors'' and ''action tendencies''. (Haidt, 2003). Moral emotions arise when the basic emotion families are extrapolated into social-moral context and are grouped into four distinct families (Haidt, 2003). Contemporary views highlight that they bridge feeling and doing, explaining how emotional experiences motivate ethical action and shape moral behaviour in individuals (Zaki &amp; Stellar, 2025). 

=== Prototypical features ===
Haidt (2003) argues that moral emotions can be identified by two prototypical features that distinguish them from basic emotions. First, they are triggered by ''disinterested elicitors''—events that do not directly affect the self but carry moral significance, such as witnessing injustice, cruelty, kindness, or moral excellence. Second, they generate ''prosocial action tendencies,'' motivating behaviours that uphold or restore the moral order, including helping, comforting, punishing wrongdoing, repairing harm, or aspiring to moral ideals. These features show how moral emotions transform basic affective reactions into ethical motivations, making them central drivers of moral behaviour. ''&quot;Emotions high in both disinterested elicitors and prosocial action tendencies are prototypical moral emotions.&quot;'' (Van de Vyver and Abrams, 2015).

=== Four families of moral emotions ===
Haidt (2003) groups moral emotions arise when the basic emotions are extrapolated into social- moral context that can be grouped into four cognitively complex functional families of 

* '''Self‑conscious emotions:''' pride, guilt, shame, and embarrassment.
* '''Other‑condemning emotions:''' anger, contempt, and disgust.
* '''Other‑praising emotions:''' awe, gratitude and elevation.
* '''Other‑suffering emotions:''' compassion.

=== How moral emotions are felt and the action they motivate ===
{| class=&quot;wikitable&quot;
|+Table 1: Emotional experience and motivational urges
|'''Emotion type'''
|'''Emotion'''
|'''Bodily response'''
|'''Motivational  direction'''
|-
|Self-conscious
|Guilt
|Stomach discomfort, heaviness in the chest, lowered gaze
|Repair harm, apologise, confess
|-
|Self-conscious
|Shame
|Collapsed posture, avoidance gaze, heat  in face
|Withdraw, hide, conform to norms
|-
|Self-conscious
|Embarrassment
|Blushing, nervous laughter, gaze aversion
|Appease others, restore social acceptance
|-
|Other-focused
|Empathy/Compassion
|Softened facial muscles, warm affect,  parasympathetic activation
|Help, comfort, support
|-
|Other-focused
|Moral Outrage
|Increased heart rate, clenched jaw,  sympathetic arousal
|Punish, protest, advocate
|-
|Other-focused
|Gratitude
|Relaxed posture, warmth, prosocial  activation
|Reciprocate, strengthen bonds
|-
|Other-focused
|Moral Elevation
|Warmth in chest, tears, uplifted posture
|Emulate virtue, act altruistically
|}
Table 1: Adapted from Stewart et al. (2023), Reeve (2024), Haidt (2003), Keltner and Buswell (1997), and Algoe and Haidt (2009) and [https://emotioninside.org/emotions/ The emotion dictionary].

=== Moral identity ===
[[w:Moral_identity|Moral identity]] refers to how central morality is to one’s self‑concept. Lefebvre &amp; Krettenauer (2019) meta‑analysis shows that individuals with a strong moral identity experience more intense and more frequent moral emotions, particularly guilt, compassion, and gratitude. Lefebvre &amp; Krettenauer (2029) found that moral identity acts as an amplifier of moral emotions by:

* increasing sensitivity to moral cues,
* strengthening appraisals of responsibility and fairness,
* enhancing prosocial action tendencies such as helping, repairing harm, and reciprocating kindness.

Thus, moral identity shapes not only ''how'' moral emotions arise but also ''how strongly'' they motivate behaviour (Lefebvre &amp; Krettenauer, 2019).

=== Moral emotion development ===
Moral emotions develop through a gradual integration of children’s emerging affective capacities with increasingly sophisticated social‑cognitive skills. Early in life, infants display basic precursors of empathy, but young children often struggle to coordinate their own perspective with that of others, leading to patterns such as the “[[w:Happy_victimizing|happy victimizer]]” phenomenon, where they may feel good after wrongdoing because they do not yet fully appreciate the victim’s emotional experience (Malti &amp; Dys, 2013). As children’s [[w:Theory_of_mind|theory of mind]] and emotion understanding advance, they become better able to interpret intentions, consequences, and others’ internal states, supporting the emergence of more complex moral emotions such as guilt, sympathy, and compassion (Lane et al., 2010). By adolescence, these capacities enable meta‑perspective taking—reflecting on moral ideals, trust, and social expectations—which contributes to more stable anticipatory moral emotions, including guilt and pride, and a stronger integration of moral emotions with moral reasoning and identity (Malti &amp; Dys, 2013).

=== Environmental influences ===
Costa Martins, M., et al. (2021) concluded that secure attachment is consistently linked to healthier moral‑emotion development, including empathy, guilt, forgiveness, and emotion regulation. Secure attachment fosters the emotional competencies necessary for prosocial behaviour, while insecure attachment increases vulnerability to maladaptive moral affect (e.g., shame, emotional withdrawal). Understanding these pathways is essential for supporting children’s emotional, relational, and academic wellbeing. 

[[w:Adverse_childhood_experiences|Adverse childhood experiences]] (ACE) undermine the development of moral-motivational systems, pushing individuals towards shame-based identity, interpersonal conflict and disengagement rather than guilt-based repair or prosocial action (Wojcik, K., D., 2019).

Furthermore, childhood abuse and neglect foster chronic, identity‑based shame, with dissociation partially mediating the trauma–shame link by fragmenting self‑representations and preventing integration of painful moral emotions (Santoro, G., et al., 2025) . Dissociation thereby reinforces shame‑laden self‑schemas and disrupts adaptive moral regulation, aligning with Tangney’s account of shame’s tendency to derail empathy and promote defensive avoidance rather than moral repair (Tangney, J., et al., 2007)

=== Quiz ===
{{RoundBoxTop|theme=3}}

&lt;quiz display=simple&gt;
{What distinguishes moral emotions from basic emotions
|type=&quot;()&quot;}
+ Moral emotions arise from evaluations of right and wrong
- Moral emotions are unrelated to social norms
- Basic emotions require complex moral reasoning
- Basic emotions only occur in social situations.
&lt;/quiz&gt;

{{RoundBoxBottom}}


== Self-conscious moral emotions and ethical behaviour ==
Self‑conscious moral emotions including; pride, guilt, shame, and embarrassment are crucial in motivating ethical behaviour by regulating one's actions, reinforcing adherence to moral norms, supporting the development of moral identity, and strengthening prosocial disposition (de Freitas et al., 2026).

Self-conscious emotions arise from three sources of self-reflection; social evaluation, self-reflection and self-presentations to assist in the navigations of social acceptance, rejections and reputation (Leary, 2007).

=== Pride ===
Pride is a positive self‑conscious emotion that emerges when people see their actions as competent, virtuous, or morally worthy, functioning as the pleasurable counterpart to shame (Haidt, 2003). It involves a positive self evaluation of one's character and motivates adherence and strengthening to internalised moral standards and is moderately associated with moral identity development (Lefebvre &amp; Krettenauer, 2019). Tangney’s work distinguishes authentic pride, which reflects genuine achievement and moral worth, from hubristic pride, which is rooted in arrogance and inflated self‑views (Tangney et al., 2007). Authentic pride motivates prosocial behaviour through several mechanisms: it reinforces norm‑consistent action by generating a rewarding sense of accomplishment; it strengthens self‑regulation by signalling that one’s efforts and choices are effective; and it energises perseverance and goal‑directed behaviour by fostering confidence in one’s capacity to meet moral and social standards (Tangney et al, 2007). These mechanisms help explain why authentic pride is consistently associated with empathy, persistence, moral identity development, and constructive social engagement. Developmental research similarly shows that pride functions as a positive regulator of moral conduct, motivating children and adolescents to uphold moral norms, internalise standards, and pursue prosocial goals (Lefebvre &amp; Krettenauer, 2019; Zanotello et al., 2026). In this way, pride operates as a constructive moral emotion: it rewards norm‑consistent behaviour, consolidates moral identity, and promotes ongoing contributions to social and moral communities.

=== Guilt ===
Haidt (2003) theorises that guilt motivates ethical behaviour by compelling individuals to repair harm, apologize, confess, and restore relationships after causing distress or violating communal expectations that threaten relatedness to the victim (Haidt, 2003). guilt motivates repair and restoration, but how can the harm be restored?

de Hooge, I., E. et al. (2011) explains guilt is driven by a specific appraisal: ''I harmed someone, and I am responsible.'' This appraisal creates a laser‑focused motivation to repair the relationship with the victim. &quot;The dark side of guilt&quot; (de Hooge, 2011) function is a goal‑directed motivational state, and channels attention and resources toward that one person. Because cognitive and behavioural resources are limited, focusing intensely on the victim means reduced concern for other social partners. The person experiencing guilt does not ''intend'' to harm others; but  because this repair is self-protective and narrowly focused, it often produces negative interpersonal consequences for other people in the social environment, due to individuals avoiding self-sacrifice or maintaining their own outcomes.

Kinosada, Y., et al, (2026) study found that guilt consistently motivated people to compensate victims using their own resources, not by taking from uninvolved third parties. This challenges the original “dark side of guilt” finding and suggests guilt is reliably prosocial and self‑sacrificial across cultures, while prioirtising relationship maintenance over self-interest.

The apparent disagreement between de Hooge et al. (2011) and Kinosada et al. (2026) highlights an important theoretical question: is guilt fundamentally prosocial, or is it primarily self-regulatory? de Hooge and colleagues argue that guilt narrows attention towards restoring a damaged relationship, potentially creating negative outcomes for uninvolved others. Conversely, Kinosada et al.'s preregistered replications suggest that guilt promotes self-sacrificial compensation rather than interpersonal displacement of costs. Methodological differences, cultural context, and evolving standards of replication may have contributed to these differing findings. Nevertheless, both studies support a common conclusion that guilt functions as a powerful reparative emotion; the debate concerns how broadly that prosocial motivation extends beyond the original victim.

Whichever theory is examined, guilt is a negative emotion (within the moral context) that is triggered by violating internalised standards that harms others which function is to restore and preserve valued relationships that's motivational function is to produce action tendencies, directly repairing harm that include apologies, self-sacrifice, compensation and cooperation (Haidt, 2003; de Hooge et al, 2011; Kinosada et al, 2026).

=== Shame ===
Conversely to guilt, shame rarely motivates ethical behaviour by pushing individuals to withdraw, hide, and correct perceived defects in the self to avoid social condemnation and restore moral standing (Haidt, 2003). Shame is a negative self‑conscious moral emotion that arises when individuals evaluate themselves as globally flawed or deficient in relation to internalised moral and social standards (Tangney, 1991; Tangney et al., 2007). Unlike guilt, which focuses on specific behaviours, shame involves a painful sense that the ''self'' is fundamentally inadequate, producing feelings of exposure, inferiority, and a desire to hide or withdraw from others (Haidt, 2003; Keltner &amp; Buswell, 1997). Tangney’s research shows that shame is strongly linked to defensive, avoidant, and sometimes maladaptive responses—such as externalisation of blame or anger—because the emotion directs attention inward toward perceived defects of character rather than toward constructive behavioural change. Developmentally, shame functions as a regulator of moral conduct by discouraging norm violations and signalling threats to social acceptance, yet its motivational profile is ambivalent: it can inhibit harmful behaviour, but it may also undermine prosocial repair when individuals feel overwhelmed by negative self‑evaluation (Tangney et al., 2007; de Freitas Zanotello et al., 2026). 

Although shame is often assumed to promote moral behaviour, research shows that it more commonly triggers self‑protective avoidance, withdrawal, and interpersonal problems rather than constructive prosocial action (De Hooge et al., 2007). Because shame focuses attention on the defective self rather than the moral consequences of one’s behaviour, it undermines moral repair, reduces empathy, and motivates escape rather than engagement, limiting its effectiveness as a prosocial moral emotion and making it a poor motivator of constructive ethical behaviour. 

=== Embarrassment ===
Embarrassment motivates prosocial behaviour by signalling appeasement and recognition of minor social‑conventional violations, helping maintain smooth social interactions and group harmony (Haidt, 2003).

Keltner &amp; Buswell (1997) argue that embarrassment is a distinct self‑conscious emotion that arises after small, socially awkward, or norm‑deviating events. It is expressed through a characteristic appeasement display - gaze aversion, head tilt, controlled smile, face touching, and reduced body posture - which signals submission, harmlessness, and acknowledgment of a social misstep. These displays function to appease observers, reduce social threat, and facilitate reconciliation, and smooth social interaction. Embarrassment is therefore not simply a negative feeling but a socially functional emotion that helps maintain group harmony by communicating respect for social norms and concern for others’ evaluations (Keltner &amp; Buswell, 1997). In this way, embarrassment functions as a social lubricant, motivating individuals to act politely, avoid future norm violations, and engage in behaviours that maintain trust, cohesion, and positive social relationships.

{{RoundBoxTop|theme=9}}
=== Quiz ===
&lt;quiz display=&quot;simple&quot;&gt;
{Unlike guilt, which pertains to specific actions, shame involves a global negative evaluation of the self.
|type=&quot;()&quot;}
+ True
- False

{Self-conscious emotions include righteous anger, contempt, disgust, elevation and gratitude
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;
{{RoundBoxBottom}}

== Other-focus moral emotions and prosocial behaviour ==
Other‑focused moral emotions—ranging from the condemning emotions of anger, contempt, and disgust to the other‑praising emotions of awe, elevation, gratitude, and the caregiving emotion compassion—motivate prosocial behaviour by directing attention toward others’ actions, needs, and moral qualities, prompting responses that either uphold justice or promote social connection and benevolence.

=== Anger, contempt, and disgust ===
Anger, contempt and disgust all have basic and more complex (moral) forms and to explain the motivation of prosocial behaviour, distinguishing them is required; empathic anger (Batson et al, 2007), moral contempt and interpersonal disgust (Rozin, et al, 2008). Moral anger motivates ethical behaviour by driving people to confront and correct perceived injustices, even on behalf of others, making it a prototypical moral enforcer, whereas disgust prompts avoidance of actions or individuals as degrading or violating social behaviours, mainly regarding the body (Haidt, 2003). Haidt (2003) continues highlight that (moral) contempt is the &quot;middle brother&quot; between anger and disgust, with motivating individuals holding contempt towards another they deem as inferior or unworthy, reducing warmth and respect toward them and reinforcing social standards and hierarchy as they do not &quot;measure up&quot; to societal norms.

[[Motivation and emotion/Book/2023/Moral outrage|Moral outrage]] is further indicated as motivating prosocial behaviour and distinguished from anger when an individual witnesses an injustice to that harms another person, without affecting the self (Van de Vyver &amp; Abrams, 2015). Moral outrage elicits justice-orientated prosocial action. Batson et al (2007) further expands moral outrage to require empathic concern and violation of a moral standard. 

=== Awe, elevation and gratitude - ===
Elevation motivates prosocial behaviour by inspiring people to emulate moral exemplars, broaden their moral aspirations, and engage in altruistic or cooperative actions. Gratitude encourages reciprocity and strengthens social bonds with others which in turn reinforces cooperation and prosocial exchanges (Haidt, 2003). Awe is elicited by exposure to beauty and perfection, making people stop, admire and open their hearts and mind. 

Moral elevation arises when people witness moral virtue, creating a warm, inspired feeling that motivates benevolent helping. Studies have shown, elevation increased charitable donations, showing a clear effect on kindness‑focused prosocial behaviour (Van de Vyver and Abrams, 2015). When witnessing moral excellence—acts of charity, fidelity, generosity, or virtue, it produces a warm, uplifted feeling in the chest and a sense of becoming “less selfish”. Crucially, elevation triggers a specific action tendency: emulation—the desire to “do charitable and grateful acts also” (Algoe &amp; Haidt, 2009). Algoe &amp; Haidt (2009) shows elevation motivates prosocial behaviour, including nurturant caregiving and spontaneous helping of others . In short, elevation motivates people to imitate virtue and act kindly toward others. 

Gratitude is triggered when one perceives being the beneficiary of another’s intentional kindness. Its motivational core is relationship enhancement: gratitude motivates people to repay, acknowledge, or reward the benefactor’s actions . Beyond simple reciprocity, gratitude broadens interpersonal thinking, motivating behaviours that increase closeness, such as spending time together or offering friendship and loyalty. Algoe &amp; Haidt's (2009) empirical work shows gratitude predicts improved relationship quality over time. Thus, gratitude’s motivational mechanism is to build and strengthen social bonds with responsive, benevolent others (Algoe and Haidt, 2009). 

Algoe and Haidt (2009) further explore admiration, claiming it arises when witnessing non‑moral excellence—extraordinary skill, talent, or achievement. It produces feelings of inspiration, awe, and energized approval. The motivational mechanism of admiration is self‑improvement: it inspires people to work harder, develop their own abilities, and pursue excellence, which builds pro social interactions. Theoretical work indicates that followers feel admiration and seek proximity to role models to learn from them and cultivate their own skills. Empirical studies show admiration increases motivation toward academic, professional, or personal success. In essence, admiration motivates aspiration and personal growth. {{RoundBoxTop|theme=7}}
;Let's look back at the scenario

You walk back to the car and are amazed at the kindness of strangers and so grateful that when you come across the person who was asking for money again. This time, you decide that even though you don’t have much in the way of money, you want to offer the person one of the ready meals in your shopping and wish the person a good day. Walking away, you feel a warm sensation in your chest and your back straightened and you find you are smiling to yourself.
{{RoundBoxBottom}}

=== Compassion ===

Compassion motivates prosocial behaviour by creating a desire to alleviate others’ suffering through helping, comforting, and caregiving actions (Haidt, 2003). Empathy (feelings of sympathy, tenderness, and warmth) and compassion are tightly connected because empathy produces the emotional state that compassion ''is'' — an other‑oriented feeling of concern, tenderness, and warmth toward someone who is suffering. Stocks et al. (2009) describe empathy as an emotional response “congruent with the perceived welfare of another person”, evoking altruistic motive to reduce the victim’s suffering, not an egoistic motive to reduce one’s own discomfort. Stocks et al. (2009) show that empathic individuals help even when psychological escape is easy, meaning helping cannot be explained by egoistic arousal‑reduction motives. Empathy therefore motivates prosocial behaviour because it creates a commitment to the victim’s welfare, not simply a desire to escape one’s own aversive feelings.

==Conclusion==
Moral emotions are powerful motivational systems that shape how people think, feel, and act in response to moral situations. Across self‑conscious emotions such as guilt, embarrassment, and authentic pride, and other‑focused emotions such as compassion, gratitude, elevation, moral outrage, and disgust, a consistent pattern emerges: moral emotions transform moral appraisals into action tendencies that support ethical and prosocial behaviour. Self‑conscious emotions motivate individuals to regulate their behaviour in line with internalised standards—guilt prompts reparative action, embarrassment maintains social cohesion, and authentic pride reinforces perseverance, empathy, and moral identity. Other‑focused emotions extend moral motivation beyond the self: compassion and gratitude promote helping and reciprocity, elevation inspires benevolent action, and moral outrage energises justice‑oriented responses to wrongdoing. Together, these emotions provide rapid, intuitive guidance that helps people uphold norms, repair harm, respond to others’ needs, and contribute to moral communities. In contrast, shame consistently fails to motivate prosocial behaviour: across empirical and theoretical work, shame’s action tendencies centre on withdrawal, hiding, defensiveness, and self‑protection rather than engagement or moral repair (Tangney et al., 2007; de Hooge et al., 2007). Because shame focuses attention on a globally defective self, it undermines empathy, reduces social presence, and promotes avoidance rather than helping, making it a poor motivator of ethical conduct .

Moral emotions motivate ethical and prosocial behaviour when they orient individuals toward others, moral standards, and constructive action — but shame stands as a clear exception, highlighting that not all moral emotions support moral behaviour equally.

==See also==

=== Maladaptive moral affect ===
While moral emotions regulate ethical and prosocial behaviour, it is important to recognise that distortions of these emotions can develop via adverse childhood experiences and trauma predict antisocial outcomes, with maladaptive forms of guilt and shame linked to [[Motivation and emotion/Book/2020/Shame, guilt, and recidivism|recidivism]]. Costa Martins, M., et al. (2021) found that attachment insecurity in children was linked with poor [[Motivation and emotion/Book/2018/Emotion regulation in children|emotional regulation]] and predicted maladaptive moral affect. Avoidant attachment is associated with higher shame and lower empathy. For example, avoidant children show significantly higher shame scores, in adolescence there was less empathic concern and lower perspective taking. This aligns with broader findings that insecure attachment disrupts the development of adaptive guilt and empathy. (Costa Martins et al 2021).

Furthermore, Tangney, J.,P., et al (2007) review establishes the foundational distinction between adaptive guilt and maladaptive shame, showing that guilt is behaviour‑focused and reparative, whereas shame involves global negative self‑evaluation, withdrawal, anger, and externalisation of blame.

=== Moral disengagement ===
[[w:Moral_disengagement|Moral disengagement]] occurs as a way to justify unethical behaviour when the moral emotion appraisal process is distorted to not be applied to oneself. Research shows that individuals cognitively neutralise guilt and shame both before wrongdoing (anticipatory disengagement) and after wrongdoing (post‑hoc disengagement), using mechanisms such as minimising harm, diffusing responsibility, or dehumanising victims to protect the self from moral emotions that would otherwise motivate repair (Tillman, C.,J., et al., 2018) . Learning about the real consequences of one’s harmful actions intensifies guilt and shame, prompting further disengagement as a coping mechanism, illustrating how maladaptive moral affect can be sustained through cognitive distancing rather than resolved through reparative action.  

Developmental findings from bullying contexts further illustrate how moral emotions shape behaviour: primary‑school aggressors consistently attribute less shame and more indifference or pride to victims, reflecting entrenched disengagement and reduced empathic concern (Romera E.,M., et al., 2019). In contrast, children who experience or attribute guilt show greater moral sensitivity and prosocial tendencies, consistent with Tangney’s (2007) claim that guilt fosters empathy and constructive action .

=== Mitigating maladaptive moral affect ===
{| class=&quot;wikitable&quot;
|+
!Maladaptive concern
!Maladaptive development pathway
!Mitigation strategies
!Reference 
|-
|ACEs → shame/guilt proneness
|Interpersonal sensitivity → shame; interpersonal aggression → guilt
|Improve interpersonal functioning; attachment repair; social‑emotional skills; reduce interpersonal sensitivity/aggression
|Wojcik, K.,D., et al (2019)
|-
|Moral disengagement as avoidance of guilt/shame
|People neutralise guilt/shame before &amp; after wrongdoing
|Increase consequence awareness; empathy training; highlight victim impact; reduce cognitive distancing
|Tillman et al (2018)
|-
|Aggressors show low shame, high indifference/pride
|Moral disengagement in children; lack of victim perspective
|Moral‑emotion education; victim perspective‑taking; empathy development; encourage guilt‑based repair
|Romera et al (2019)
|-
|Shame maladaptive; guilt adaptive
|Shame → withdrawal, defensiveness; guilt → reparative action
|Shift shame → guilt; promote responsibility‑taking;  encourage reparative behaviours; reduce global self‑condemnation
|Tangney et al (2007)
|-
|Insecure attachment → shame, anger, disengagement
|Attachment insecurity distorts moral‑emotion development
|Strengthen attachment security; caregiver sensitivity; relational repair; promote empathy and guilt development
|Costa Martins  et at (2021)
|-
|Developmental pathways of moral emotions
|Moral emotions shaped by socialisation, cognition, empathy
|Developmental scaffolding; emotion coaching; moral reasoning support; structured opportunities for prosocial action
|Malti &amp; Dys (2015)
|}

;
==References==
{{Hanging indent|1=

Algoe, S. B., &amp; Haidt, J. (2009). Witnessing excellence in action: The “other‑praising” emotions of elevation, gratitude, and admiration.  ''The Journal of Positive Psychology'', 4(2), 105–127.https://doi.org/10.1080/17439760802650519

Batson, C.D., Kennedy, C.L., Nord, L.-A., Stocks, E.L., Fleming, D.A., Marzette, C.M., Lishner, D.A., Hayes, R.E., Kolchinsky, L.M. and Zerger, T. (2007), Anger at unfairness: is it moral outrage?. ''Eur. J. Soc. Psychol.,'' 37: 1272-1285. https://doi.org/10.1002/ejsp.434 

Costa Martins, M., Santos, A. F., Fernandes, M., &amp; Veríssimo, M. (2021). Attachment and the Development of Moral Emotions in Children and Adolescents: A Systematic Review. Children, 8(10), 915. https://doi.org/10.3390/children8100915

de Freitas Zanotello, C., da Silva, B. &amp; Caetano, L. Definitions and functions of moral emotions within developmental psychology: a scoping review. ''Psicol. Refl. Crít.'' (2026). https://doi.org/10.1186/s41155-026-00411-3

de Hooge, I. E., Nelissen, R. M. A., Breugelmans, S. M., &amp; Zeelenberg, M. (2011). What is moral about guilt? Acting “prosocially” at the disadvantage of others. ''Journal of Personality and Social Psychology'', 100(3), 462–473. https://doi.org/10.1037/a0021459

de Hooge, I. E., Zeelenberg, M., &amp; Breugelmans, S. M. (2007). Moral sentiments and cooperation: Differential influences of shame and guilt. ''Cognition and Emotion'', 21(5), 1025–1042.  http://dx.doi.org/10.1080/02699930600980874 

Eisenberg, N. (2000). Emotion, regulation, and moral development. ''Annual Review of Psychology'', 51, 665–697. https://doi.org/10.1146/annurev.psych.51.1.665

Keltner, D., &amp; Buswell, B. N. (1997). Embarrassment: Its distinct form and appeasement functions. ''Psychological Bulletin'', 122(3), 250–270. https://doi.org/10.1037/0033-2909.122.3.250

Kinosada, Y., Furukawa, Y., Wakai, T., &amp; Nakashima, K. (2026). Does guilt motivate prosocial behaviour at the expense of others? Preregistered replications and exploratory statistical modelling. ''Asian Journal of Social Psychology'', 29, e70099. https://doi-org.ezproxy.canberra.edu.au/10.1111/ajsp.70099 

Leary, M. R. (2007). How the self became involved in affective experience. In J. L. Tracy, R. W. Robins, &amp; J. P. Tangney (Eds.), The self‑conscious emotions: Theory and research (pp. 38–52). Guilford Press.

Lefebvre, J &amp; Krettenauer, T. (2019). Linking Moral Identity With Moral Emotions: A Meta-Analysis. ''Review of General Psychology.'' 23. 444-457. 10.1177/1089268019880887. 

Malti, T., &amp; Dys, S.P. A Developmental Perspective on Moral Emotions. ''Topoi'' 34, 453–459 (2015). https://doi.org/10.1007/s11245-013-9224-5

Reeve, J. (2024). ''Understanding motivation and emotion'' (8th ed.). Wiley.

Romera E. M., Ortega-Ruiz R., Rodríguez-Barbero S., &amp; Falla D., (2019) How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. ''Frontiers in Psychology, Educational Psychology'' 10:1753. https://doi.org/10.3389/fpsyg.2019.01753 [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.01753/full l]

Rozin, P., Haidt, J., &amp; McCauley, C. R. (1999). Disgust: The body and soul emotion. In M. Lewis, J. M. Haviland‑Jones, &amp; L. F. Barrett (Eds.), ''Handbook of Cognition and Emotion'' (pp. 429–445). Wiley‑Blackwell.  https://doi.org/10.1002/0470013494.ch21

Santoro, G., Sideli, L., Musetti, A., &amp; Schimmenti, A. (2025) The Relationship Between Childhood Trauma and Shame: The Mediating Role of Dissociation. ''European Journal of Investigation in Health, Psychology and Education''. ;15(8):151. [[doi:10.3390/ejihpe15080151|http://doi.org/10.3390/ejihpe15080151]]

Stewart, C. A., Mitchell, D. G. V., MacDonald, P. A., Pasternak, S. H., Tremblay, P. F., &amp; Finger, E. (2023). The psychophysiology of guilt in healthy adults. ''Cognitive, Affective, &amp; Behavioral Neuroscience'', 23(4), 1192–1209. https://doi.org/10.3758/s13415-023-01079-3

Stocks, E. L., Lishner, D. A., &amp; Decker, S. K. (2009). Altruism or psychological escape: Why does empathy promote prosocial behavior? ''European Journal of Social Psychology'', 39(5), 649–665. https://doi.org/10.1002/ejsp.561

Tangney, J. P. (1991). Moral affect: The good, the bad, and the ugly. ''Journal of Personality and Social Psychology'', 61(4), 598–607. https://doi.org/10.1037/0022-3514.61.4.598 

Tangney, J. P., Stuewig, J., &amp; Mashek, D., J., (2007). Moral Emotions and Moral Behavior. ''Annual Review of Psychology'' 58:345-372. https://doi.org/10.1146/annurev.psych.56.091103.070145 

Turner, J., H., &amp; Stets, J., E (2006). Moral Emotions. In ''Handbook of the Sociology of Emotions'' (pp.544 - 566). Spinger. https://doi.org/10.1007/978-0-387-30715-2 . 

Tillman CJ, Gonzalez K, Whitman MV, Crawford WS and Hood AC (2018) A Multi-Functional View of Moral Disengagement: Exploring the Effects of Learning the Consequences. ''Frontiers in Psychology'', Personality and Social Psychology. 8:2286. [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.02286/full#F2 doi: 10.3389/fpsyg.2017.02286]

Van de Vyver, J., &amp; Abrams, D. (2015). Testing the prosocial effectiveness of the prototypical moral emotions: Elevation increases benevolent behaviours and outrage increases justice behaviours. ''Journal of Experimental Social Psychology'', 58, 23–33. https://doi.org/10.1016/j.jesp.2014.12.005 

Wojcik, K., D., Cox, D., W., &amp; Kealy,D. (2019) Adverse childhood experiences and shame- and guilt-proneness: Examining the mediating roles of interpersonal problems in a community sample, ''Child Abuse &amp; Neglect,'' Volume 98, 2019, 104233, ISSN 0145-2134, https://doi.org/10.1016/j.chiabu.2019.104233

Zaki, J., &amp; Stellar, J. E. (2025). Moral emotions. In D. T. Gilbert, S. T. Fiske, E. J. Finkel, &amp; W. B. Mendes (Eds.), ''The handbook of social psychology ''(6th ed.).  https://doi.org/10.70400/MWKI4223

}}
==External links==
[https://www.ted.com/talks/asha_curran_how_acts_of_kindness_sparked_a_global_movement Ideas change everything] (TED)

[https://www.youtube.com/watch?v=b4CfyLe0IlQ Prosocial Behavior | Ethics Defined] (Youtube)

[https://www.youtube.com/watch?v=Hbbj2XKIHxc The Dark Psychology of Guilt: How Guilt Controls Your Mind and Behavior] (Guilt)

[https://pmc.ncbi.nlm.nih.gov/articles/PMC2689844/ Witnessing excellence in action: the ‘other-praising’ emotions of elevation, gratitude, and admiration - PMC]

https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071

https://www.simplypsychology.org/kohlberg.html

[https://scienceinsights.org/what-does-gratitude-feel-like-physically-and-mentally/ What Does Gratitude Feel Like, Physically and Mentally - ScienceInsights]

[https://emotioninside.org/emotions/ All 402 emotions — The Emotion Dictionary]

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[[Category:Motivation and emotion/Book/Morality]]</text>
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__TOC__

== Overview ==
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[[File:Begging man Harmony Lot 27 Elliot Street downtown Brattleboro VT July 2025 02.jpg|right|thumb|150px|'''Figure 1'''. Homeless man begging]]

;Scenario

Imagine that you are doing your weekly shopping and you come across a homeless person who is asking for food or money. The person present in an unkempt state and initially you ensure you walk past, your stomach drops, and subconsciously wrinkle your nose and you decide to take a longer path to the shops to avoid them. When paying for your groceries, you realise that you do not have quite enough to pay the full amount, instantly, your face gets hot as there is a line of people waiting behind you and it seems they are all staring at you, judging your error. While you are talking to the cashier, asking for some time to go through your groceries to determine which items are a priority, the person behind you offers to make up the difference. Suddenly, the hot feeling in your face becomes a warm feeling in your chest and you start profusely thanking the person and ask if there is anything you can do to make it up to them, they respond with “when you are in a position to pay it forward to some else, please do so.”

{{RoundBoxBottom}}
[[w:Moral_emotions|Moral emotions]] potentially set humans apart from other animals, by enabling people to react to social events that do not directly affect the self but concern the interests or welfare of others and society as a whole (''Haidt, 2003).'' They arise when individuals evaluate actions, intentions, or social situations in terms of right or wrong, in accordance with social norms and moral standards. This guides behaviours that support cooperation, fairness and social harmony. Haidt (2003) distinguishes moral emotions from [[Motivation and emotion/Lectures/Individual emotions|basic emotions]], which are a person's primary response to a situation. Basic emotions fast, short lived, while moral emotions, like [https://www.simplypsychology.org/primary-and-secondary-emotions.html secondary emotions], are more complex and require a cognitive evaluation of the self from learned social meaning. 

To understand how moral emotions motivate behaviour, examination of the psychological/ psychological mechanisms behind these emotions is required. Moral emotions involve appraisals of responsibility and social meaning, biological responses that prepare the body for action, and expressive behaviours that communicate intentions (Haidt, 2003; Reeve, 2024). These mechanisms create ''action readiness'', transforming moral evaluations into behavioural tendencies such as helping, repairing harm, confronting wrongdoing, or avoiding social violations (''Reeve'', 2024).

Understanding moral emotions is essential to link how they motivate ethical and prosocial action. [[w:Self-conscious_emotions|Self-conscious moral emotions]] - such as [[w:Guilt_(emotion)|guilt]], [[Motivation and emotion/Book/2011/Shame|shame]], [[w:Embarrassment|embarrassment]], and authentic [[Motivation and emotion/Book/2017/Pride|pride]] - occur when people evaluate their own behaviour against internalised moral standards. Majority of self-conscious emotions regulate the moral self by motivating reparative action, helping others, rule compliance, or withdrawal (''Tangney, Stuewig, &amp; Mashek'', 2007). Importantly [[Motivation and emotion/Book/2018/Guilt and shame|guilt and shame]] differ in their internalised state, appraisal of self and motivational urge resulting in different behaviours (''Tangney, Stuewig, &amp; Mashek'', 2007). 

Other‑evaluative moral emotions—including [[Motivation and emotion/Book/2022/Compassion|compassion]], [[Motivation and emotion/Book/2021/Gratitude|gratitude]], [[w:Elevation_(emotion)|elevation]]/ [[Motivation and emotion/Book/2016/Awe as an emotion|awe]], along with [[Motivation and emotion/Book/2022/Contempt|contempt]], [[Motivation and emotion/Book/2011/Disgust|disgust]] and moral outrage—arise when people respond to the experiences or actions of others. These emotions generate intuitive impulses to help, reciprocate kindness, emulate moral exemplars, confront wrongdoing or avoid social violations (''Haidt'', 2003). Together, these insights show how moral emotions serve as powerful motivational systems that shape ethical and prosocial behaviour.

{{RoundBoxTop|theme=5}}'''Focus questions'''

*     What are moral emotions and how do they differ from basic emotions? &lt;br&gt;
*     How are moral emotions felt and motivate action?&lt;br&gt;
*     How do self-conscious moral emotions influence ethical behaviour?
*     How to other-focused emotions motivate prosocial behaviour?{{RoundBoxBottom}}

==What are moral emotions?==
Moral emotions, defined to [[w:Jonathan_Haidt|Jonathan Haidt]] (2003), are the complex cognitively enriched emotional systems that have origins to simpler evolutionary precursors and responses to changes affecting the self. The defining qualifier of moral emotions is those involving social appraisals, cultural meaning systems and norm-based judgements that elicit motivation to act in ways that are shaped by local values and knowledge, which in turn indirectly provide benefits to the self (Haidt, 2003). E.g., contempt depends on understanding rank; guilt depends on communal relationships; elevation depends on recognising moral virtue.

=== Historical development ===
In 1932, [[w:Jean_Piaget|Jean Piaget]] developed his [[w:Piaget's_theory_of_cognitive_development|theory of cognitive development]] and in 1965 published &quot;The moral Judgement of the child&quot; which explores how children develop moral reasoning, tracing the evolution of their understanding of rules, justice, and responsibility from early childhood to adolescence (Cherry, 2026). [[w:Lawrence_Kohlberg|Lawrence Kohlberg]] further explored upon Piaget's theory and outlined the individual [[w:Lawrence_Kohlberg's_stages_of_moral_development|stages of moral development]], indicating six stages and how moral decisions are made based on various factors; such as avoiding punishment, following laws or ethical principles. It depicts how morality evolves through stages and for some not all stages are achieved (Cherry, 2026 and McLeod, 2026).

Haidt (2003) emphasises that researchers historically overlooked moral emotions because they focused on basic, low‑cognition forms rather than the richer, socially embedded forms that drive human morality. Although moral emotions rely on cognitive processes such as appraising injustice, evaluating social hierarchy, or recognising moral excellence, Haidt does not classify them as cognitions; instead, he frames them as &quot;emotion–cognition hybrids&quot; that operate intuitively and motivate moral action more powerfully than reasoning, challenging both [https://www.youtube.com/watch?v=eJTIo_MhG3M Piaget] and [https://www.youtube.com/watch?v=f0axVjiTe9Q Kohlberg] theories of cognition‑centered moral psychology. 

Eisenberg (2000) demonstrates that guilt and sympathy motivate prosocial behaviour, shame undermines it, and emotion regulation determines whether children respond constructively or defensively in moral situations. Socialisation practices and temperament interact with these emotional processes to shape conscience and moral behaviour across development. 

Contemporary affective science views moral emotions as cognitively enriched affective states that arise when people evaluate actions, intentions, or social situations in terms of right and wrong. Rather than treating emotion and reason as separate systems, modern theorists such as Zaki &amp; Stellar (2025) argue that moral emotions emerge from the integration of basic affective processes with higher‑order appraisals of harm, fairness, responsibility, and cultural norms. This framework emphasises that moral emotions serve adaptive social functions—motivating care, cooperation, and norm enforcement—while remaining malleable through development, cultural learning, and deliberate practices such as compassion training. In this view, moral emotions are not distinct biological modules but constructed, socially tuned emotional responses that provide functional roles that motivate ethical behaviour in complex social environments (Zaki &amp; Stellar, 2025). 

=== Basic emotions build moral ones ===
[[File:Four Components of Emotion.jpg|thumb|379x379px|Figure 2. Four components of emotion]]
Reeve (2024) explains emotions as innate, universal patterns of feeling and bodily responses that arise automatically in response to significant life events that motivate the body for adaptive action, using expressive behaviours by individuals to navigate the environment around them. Reeve (2024) identifies the [[Motivation and emotion/Book/2010/Ekman's basic emotions|basic emotions]] (or fundamental) as fear, anger, disgust, sadness, interest, joy and contempt. He reconciles the biological/ cognitive perspectives by stating that each basic emotion, is the foundation of a family-related characteristics that are the same in each of the four components (figure 2), and distinguishes first order and second order stages, that are rooted in evolutionary adaptation (Reeve, 2024). Moral emotions are second-order emotions that are cognitively complex variants and evolved from basic emotion families that motivate responses to social violations of autonomy, community and divinity (Haidt, 2003). Additionally, moral emotions emerge when basic affective emotions are enriched by cognitive appraisals of harm, fairness transforming universal emotional responses into context sensitive judgments of right and wrong (Zaki &amp; Stellar, 2025)

== How moral emotions arise and motivate action ==
Moral emotions develop when emotional reactions—such as anger, disgust, empathy, and admiration—are shaped by cognitive appraisals of harm, fairness, responsibility, and social norms. These appraisals give universal emotional responses their moral meaning and turn them into motivations for ethical action (see table 1). As Haidt emphasises that moral emotions can be distinguished by two prototypical features; ''elicitors'' and ''action tendencies''. (Haidt, 2003). Moral emotions arise when the basic emotion families are extrapolated into social-moral context and are grouped into four distinct families (Haidt, 2003). Contemporary views highlight that they bridge feeling and doing, explaining how emotional experiences motivate ethical action and shape moral behaviour in individuals (Zaki &amp; Stellar, 2025). 

=== Prototypical features ===
Haidt (2003) argues that moral emotions can be identified by two prototypical features that distinguish them from basic emotions. First, they are triggered by ''disinterested elicitors''—events that do not directly affect the self but carry moral significance, such as witnessing injustice, cruelty, kindness, or moral excellence. Second, they generate ''prosocial action tendencies,'' motivating behaviours that uphold or restore the moral order, including helping, comforting, punishing wrongdoing, repairing harm, or aspiring to moral ideals. These features show how moral emotions transform basic affective reactions into ethical motivations, making them central drivers of moral behaviour. ''&quot;Emotions high in both disinterested elicitors and prosocial action tendencies are prototypical moral emotions.&quot;'' (Van de Vyver and Abrams, 2015).

=== Four families of moral emotions ===
Haidt (2003) groups moral emotions arise when the basic emotions are extrapolated into social- moral context that can be grouped into four cognitively complex functional families of 

* '''Self‑conscious emotions:''' pride, guilt, shame, and embarrassment.
* '''Other‑condemning emotions:''' anger, contempt, and disgust.
* '''Other‑praising emotions:''' awe, gratitude and elevation.
* '''Other‑suffering emotions:''' compassion.

=== How moral emotions are felt and the action they motivate ===
{| class=&quot;wikitable&quot;
|+Table 1: Emotional experience and motivational urges
|'''Emotion type'''
|'''Emotion'''
|'''Bodily response'''
|'''Motivational  direction'''
|-
|Self-conscious
|Guilt
|Stomach discomfort, heaviness in the chest, lowered gaze
|Repair harm, apologise, confess
|-
|Self-conscious
|Shame
|Collapsed posture, avoidance gaze, heat  in face
|Withdraw, hide, conform to norms
|-
|Self-conscious
|Embarrassment
|Blushing, nervous laughter, gaze aversion
|Appease others, restore social acceptance
|-
|Other-focused
|Empathy/Compassion
|Softened facial muscles, warm affect,  parasympathetic activation
|Help, comfort, support
|-
|Other-focused
|Moral Outrage
|Increased heart rate, clenched jaw,  sympathetic arousal
|Punish, protest, advocate
|-
|Other-focused
|Gratitude
|Relaxed posture, warmth, prosocial  activation
|Reciprocate, strengthen bonds
|-
|Other-focused
|Moral Elevation
|Warmth in chest, tears, uplifted posture
|Emulate virtue, act altruistically
|}
Table 1: Adapted from Stewart et al. (2023), Reeve (2024), Haidt (2003), Keltner and Buswell (1997), and Algoe and Haidt (2009) and [https://emotioninside.org/emotions/ The emotion dictionary].

=== Moral identity ===
[[w:Moral_identity|Moral identity]] refers to how central morality is to one’s self‑concept. Lefebvre &amp; Krettenauer (2019) meta‑analysis shows that individuals with a strong moral identity experience more intense and more frequent moral emotions, particularly guilt, compassion, and gratitude. Lefebvre &amp; Krettenauer (2029) found that moral identity acts as an amplifier of moral emotions by:

* increasing sensitivity to moral cues,
* strengthening appraisals of responsibility and fairness,
* enhancing prosocial action tendencies such as helping, repairing harm, and reciprocating kindness.

Thus, moral identity shapes not only ''how'' moral emotions arise but also ''how strongly'' they motivate behaviour (Lefebvre &amp; Krettenauer, 2019).

=== Moral emotion development ===
Moral emotions develop through a gradual integration of children’s emerging affective capacities with increasingly sophisticated social‑cognitive skills. Early in life, infants display basic precursors of empathy, but young children often struggle to coordinate their own perspective with that of others, leading to patterns such as the “[[w:Happy_victimizing|happy victimizer]]” phenomenon, where they may feel good after wrongdoing because they do not yet fully appreciate the victim’s emotional experience (Malti &amp; Dys, 2013). As children’s [[w:Theory_of_mind|theory of mind]] and emotion understanding advance, they become better able to interpret intentions, consequences, and others’ internal states, supporting the emergence of more complex moral emotions such as guilt, sympathy, and compassion (Lane et al., 2010). By adolescence, these capacities enable meta‑perspective taking—reflecting on moral ideals, trust, and social expectations—which contributes to more stable anticipatory moral emotions, including guilt and pride, and a stronger integration of moral emotions with moral reasoning and identity (Malti &amp; Dys, 2013).

=== Environmental influences ===
Costa Martins, M., et al. (2021) concluded that secure attachment is consistently linked to healthier moral‑emotion development, including empathy, guilt, forgiveness, and emotion regulation. Secure attachment fosters the emotional competencies necessary for prosocial behaviour, while insecure attachment increases vulnerability to maladaptive moral affect (e.g., shame, emotional withdrawal). Understanding these pathways is essential for supporting children’s emotional, relational, and academic wellbeing. 

[[w:Adverse_childhood_experiences|Adverse childhood experiences]] (ACE) undermine the development of moral-motivational systems, pushing individuals towards shame-based identity, interpersonal conflict and disengagement rather than guilt-based repair or prosocial action (Wojcik, K., D., 2019).

Furthermore, childhood abuse and neglect foster chronic, identity‑based shame, with dissociation partially mediating the trauma–shame link by fragmenting self‑representations and preventing integration of painful moral emotions (Santoro, G., et al., 2025) . Dissociation thereby reinforces shame‑laden self‑schemas and disrupts adaptive moral regulation, aligning with Tangney’s account of shame’s tendency to derail empathy and promote defensive avoidance rather than moral repair (Tangney, J., et al., 2007)

{{RoundBoxTop|theme=9}}
=== Quiz ===
&lt;quiz display=simple&gt;
{What distinguishes moral emotions from basic emotions
|type=&quot;()&quot;}
+ Moral emotions arise from evaluations of right and wrong
- Moral emotions are unrelated to social norms
- Basic emotions require complex moral reasoning
- Basic emotions only occur in social situations.
&lt;/quiz&gt;
{{RoundBoxBottom}}


== Self-conscious moral emotions and ethical behaviour ==
Self‑conscious moral emotions including; pride, guilt, shame, and embarrassment are crucial in motivating ethical behaviour by regulating one's actions, reinforcing adherence to moral norms, supporting the development of moral identity, and strengthening prosocial disposition (de Freitas et al., 2026).

Self-conscious emotions arise from three sources of self-reflection; social evaluation, self-reflection and self-presentations to assist in the navigations of social acceptance, rejections and reputation (Leary, 2007).

=== Pride ===
Pride is a positive self‑conscious emotion that emerges when people see their actions as competent, virtuous, or morally worthy, functioning as the pleasurable counterpart to shame (Haidt, 2003). It involves a positive self evaluation of one's character and motivates adherence and strengthening to internalised moral standards and is moderately associated with moral identity development (Lefebvre &amp; Krettenauer, 2019). Tangney’s work distinguishes authentic pride, which reflects genuine achievement and moral worth, from hubristic pride, which is rooted in arrogance and inflated self‑views (Tangney et al., 2007). Authentic pride motivates prosocial behaviour through several mechanisms: it reinforces norm‑consistent action by generating a rewarding sense of accomplishment; it strengthens self‑regulation by signalling that one’s efforts and choices are effective; and it energises perseverance and goal‑directed behaviour by fostering confidence in one’s capacity to meet moral and social standards (Tangney et al, 2007). These mechanisms help explain why authentic pride is consistently associated with empathy, persistence, moral identity development, and constructive social engagement. Developmental research similarly shows that pride functions as a positive regulator of moral conduct, motivating children and adolescents to uphold moral norms, internalise standards, and pursue prosocial goals (Lefebvre &amp; Krettenauer, 2019; Zanotello et al., 2026). In this way, pride operates as a constructive moral emotion: it rewards norm‑consistent behaviour, consolidates moral identity, and promotes ongoing contributions to social and moral communities.

=== Guilt ===
Haidt (2003) theorises that guilt motivates ethical behaviour by compelling individuals to repair harm, apologize, confess, and restore relationships after causing distress or violating communal expectations that threaten relatedness to the victim (Haidt, 2003). guilt motivates repair and restoration, but how can the harm be restored?

de Hooge, I., E. et al. (2011) explains guilt is driven by a specific appraisal: ''I harmed someone, and I am responsible.'' This appraisal creates a laser‑focused motivation to repair the relationship with the victim. &quot;The dark side of guilt&quot; (de Hooge, 2011) function is a goal‑directed motivational state, and channels attention and resources toward that one person. Because cognitive and behavioural resources are limited, focusing intensely on the victim means reduced concern for other social partners. The person experiencing guilt does not ''intend'' to harm others; but  because this repair is self-protective and narrowly focused, it often produces negative interpersonal consequences for other people in the social environment, due to individuals avoiding self-sacrifice or maintaining their own outcomes.

Kinosada, Y., et al, (2026) study found that guilt consistently motivated people to compensate victims using their own resources, not by taking from uninvolved third parties. This challenges the original “dark side of guilt” finding and suggests guilt is reliably prosocial and self‑sacrificial across cultures, while prioirtising relationship maintenance over self-interest.

The apparent disagreement between de Hooge et al. (2011) and Kinosada et al. (2026) highlights an important theoretical question: is guilt fundamentally prosocial, or is it primarily self-regulatory? de Hooge and colleagues argue that guilt narrows attention towards restoring a damaged relationship, potentially creating negative outcomes for uninvolved others. Conversely, Kinosada et al.'s preregistered replications suggest that guilt promotes self-sacrificial compensation rather than interpersonal displacement of costs. Methodological differences, cultural context, and evolving standards of replication may have contributed to these differing findings. Nevertheless, both studies support a common conclusion that guilt functions as a powerful reparative emotion; the debate concerns how broadly that prosocial motivation extends beyond the original victim.

Whichever theory is examined, guilt is a negative emotion (within the moral context) that is triggered by violating internalised standards that harms others which function is to restore and preserve valued relationships that's motivational function is to produce action tendencies, directly repairing harm that include apologies, self-sacrifice, compensation and cooperation (Haidt, 2003; de Hooge et al, 2011; Kinosada et al, 2026).

=== Shame ===
Conversely to guilt, shame rarely motivates ethical behaviour by pushing individuals to withdraw, hide, and correct perceived defects in the self to avoid social condemnation and restore moral standing (Haidt, 2003). Shame is a negative self‑conscious moral emotion that arises when individuals evaluate themselves as globally flawed or deficient in relation to internalised moral and social standards (Tangney, 1991; Tangney et al., 2007). Unlike guilt, which focuses on specific behaviours, shame involves a painful sense that the ''self'' is fundamentally inadequate, producing feelings of exposure, inferiority, and a desire to hide or withdraw from others (Haidt, 2003; Keltner &amp; Buswell, 1997). Tangney’s research shows that shame is strongly linked to defensive, avoidant, and sometimes maladaptive responses—such as externalisation of blame or anger—because the emotion directs attention inward toward perceived defects of character rather than toward constructive behavioural change. Developmentally, shame functions as a regulator of moral conduct by discouraging norm violations and signalling threats to social acceptance, yet its motivational profile is ambivalent: it can inhibit harmful behaviour, but it may also undermine prosocial repair when individuals feel overwhelmed by negative self‑evaluation (Tangney et al., 2007; de Freitas Zanotello et al., 2026). 

Although shame is often assumed to promote moral behaviour, research shows that it more commonly triggers self‑protective avoidance, withdrawal, and interpersonal problems rather than constructive prosocial action (De Hooge et al., 2007). Because shame focuses attention on the defective self rather than the moral consequences of one’s behaviour, it undermines moral repair, reduces empathy, and motivates escape rather than engagement, limiting its effectiveness as a prosocial moral emotion and making it a poor motivator of constructive ethical behaviour. 

=== Embarrassment ===
Embarrassment motivates prosocial behaviour by signalling appeasement and recognition of minor social‑conventional violations, helping maintain smooth social interactions and group harmony (Haidt, 2003).

Keltner &amp; Buswell (1997) argue that embarrassment is a distinct self‑conscious emotion that arises after small, socially awkward, or norm‑deviating events. It is expressed through a characteristic appeasement display - gaze aversion, head tilt, controlled smile, face touching, and reduced body posture - which signals submission, harmlessness, and acknowledgment of a social misstep. These displays function to appease observers, reduce social threat, and facilitate reconciliation, and smooth social interaction. Embarrassment is therefore not simply a negative feeling but a socially functional emotion that helps maintain group harmony by communicating respect for social norms and concern for others’ evaluations (Keltner &amp; Buswell, 1997). In this way, embarrassment functions as a social lubricant, motivating individuals to act politely, avoid future norm violations, and engage in behaviours that maintain trust, cohesion, and positive social relationships.

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=== Quiz ===
&lt;quiz display=&quot;simple&quot;&gt;
{Unlike guilt, which pertains to specific actions, shame involves a global negative evaluation of the self.
|type=&quot;()&quot;}
+ True
- False

{Self-conscious emotions include righteous anger, contempt, disgust, elevation and gratitude
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;
{{RoundBoxBottom}}

== Other-focus moral emotions and prosocial behaviour ==
Other‑focused moral emotions—ranging from the condemning emotions of anger, contempt, and disgust to the other‑praising emotions of awe, elevation, gratitude, and the caregiving emotion compassion—motivate prosocial behaviour by directing attention toward others’ actions, needs, and moral qualities, prompting responses that either uphold justice or promote social connection and benevolence.

=== Anger, contempt, and disgust ===
Anger, contempt and disgust all have basic and more complex (moral) forms and to explain the motivation of prosocial behaviour, distinguishing them is required; empathic anger (Batson et al, 2007), moral contempt and interpersonal disgust (Rozin, et al, 2008). Moral anger motivates ethical behaviour by driving people to confront and correct perceived injustices, even on behalf of others, making it a prototypical moral enforcer, whereas disgust prompts avoidance of actions or individuals as degrading or violating social behaviours, mainly regarding the body (Haidt, 2003). Haidt (2003) continues highlight that (moral) contempt is the &quot;middle brother&quot; between anger and disgust, with motivating individuals holding contempt towards another they deem as inferior or unworthy, reducing warmth and respect toward them and reinforcing social standards and hierarchy as they do not &quot;measure up&quot; to societal norms.

[[Motivation and emotion/Book/2023/Moral outrage|Moral outrage]] is further indicated as motivating prosocial behaviour and distinguished from anger when an individual witnesses an injustice to that harms another person, without affecting the self (Van de Vyver &amp; Abrams, 2015). Moral outrage elicits justice-orientated prosocial action. Batson et al (2007) further expands moral outrage to require empathic concern and violation of a moral standard. 

=== Awe, elevation and gratitude - ===
Elevation motivates prosocial behaviour by inspiring people to emulate moral exemplars, broaden their moral aspirations, and engage in altruistic or cooperative actions. Gratitude encourages reciprocity and strengthens social bonds with others which in turn reinforces cooperation and prosocial exchanges (Haidt, 2003). Awe is elicited by exposure to beauty and perfection, making people stop, admire and open their hearts and mind. 

Moral elevation arises when people witness moral virtue, creating a warm, inspired feeling that motivates benevolent helping. Studies have shown, elevation increased charitable donations, showing a clear effect on kindness‑focused prosocial behaviour (Van de Vyver and Abrams, 2015). When witnessing moral excellence—acts of charity, fidelity, generosity, or virtue, it produces a warm, uplifted feeling in the chest and a sense of becoming “less selfish”. Crucially, elevation triggers a specific action tendency: emulation—the desire to “do charitable and grateful acts also” (Algoe &amp; Haidt, 2009). Algoe &amp; Haidt (2009) shows elevation motivates prosocial behaviour, including nurturant caregiving and spontaneous helping of others . In short, elevation motivates people to imitate virtue and act kindly toward others. 

Gratitude is triggered when one perceives being the beneficiary of another’s intentional kindness. Its motivational core is relationship enhancement: gratitude motivates people to repay, acknowledge, or reward the benefactor’s actions . Beyond simple reciprocity, gratitude broadens interpersonal thinking, motivating behaviours that increase closeness, such as spending time together or offering friendship and loyalty. Algoe &amp; Haidt's (2009) empirical work shows gratitude predicts improved relationship quality over time. Thus, gratitude’s motivational mechanism is to build and strengthen social bonds with responsive, benevolent others (Algoe and Haidt, 2009). 

Algoe and Haidt (2009) further explore admiration, claiming it arises when witnessing non‑moral excellence—extraordinary skill, talent, or achievement. It produces feelings of inspiration, awe, and energized approval. The motivational mechanism of admiration is self‑improvement: it inspires people to work harder, develop their own abilities, and pursue excellence, which builds pro social interactions. Theoretical work indicates that followers feel admiration and seek proximity to role models to learn from them and cultivate their own skills. Empirical studies show admiration increases motivation toward academic, professional, or personal success. In essence, admiration motivates aspiration and personal growth. {{RoundBoxTop|theme=7}}
;Let's look back at the scenario

You walk back to the car and are amazed at the kindness of strangers and so grateful that when you come across the person who was asking for money again. This time, you decide that even though you don’t have much in the way of money, you want to offer the person one of the ready meals in your shopping and wish the person a good day. Walking away, you feel a warm sensation in your chest and your back straightened and you find you are smiling to yourself.
{{RoundBoxBottom}}

=== Compassion ===

Compassion motivates prosocial behaviour by creating a desire to alleviate others’ suffering through helping, comforting, and caregiving actions (Haidt, 2003). Empathy (feelings of sympathy, tenderness, and warmth) and compassion are tightly connected because empathy produces the emotional state that compassion ''is'' — an other‑oriented feeling of concern, tenderness, and warmth toward someone who is suffering. Stocks et al. (2009) describe empathy as an emotional response “congruent with the perceived welfare of another person”, evoking altruistic motive to reduce the victim’s suffering, not an egoistic motive to reduce one’s own discomfort. Stocks et al. (2009) show that empathic individuals help even when psychological escape is easy, meaning helping cannot be explained by egoistic arousal‑reduction motives. Empathy therefore motivates prosocial behaviour because it creates a commitment to the victim’s welfare, not simply a desire to escape one’s own aversive feelings.

==Conclusion==
Moral emotions are powerful motivational systems that shape how people think, feel, and act in response to moral situations. Across self‑conscious emotions such as guilt, embarrassment, and authentic pride, and other‑focused emotions such as compassion, gratitude, elevation, moral outrage, and disgust, a consistent pattern emerges: moral emotions transform moral appraisals into action tendencies that support ethical and prosocial behaviour. Self‑conscious emotions motivate individuals to regulate their behaviour in line with internalised standards—guilt prompts reparative action, embarrassment maintains social cohesion, and authentic pride reinforces perseverance, empathy, and moral identity. Other‑focused emotions extend moral motivation beyond the self: compassion and gratitude promote helping and reciprocity, elevation inspires benevolent action, and moral outrage energises justice‑oriented responses to wrongdoing. Together, these emotions provide rapid, intuitive guidance that helps people uphold norms, repair harm, respond to others’ needs, and contribute to moral communities. In contrast, shame consistently fails to motivate prosocial behaviour: across empirical and theoretical work, shame’s action tendencies centre on withdrawal, hiding, defensiveness, and self‑protection rather than engagement or moral repair (Tangney et al., 2007; de Hooge et al., 2007). Because shame focuses attention on a globally defective self, it undermines empathy, reduces social presence, and promotes avoidance rather than helping, making it a poor motivator of ethical conduct .

Moral emotions motivate ethical and prosocial behaviour when they orient individuals toward others, moral standards, and constructive action — but shame stands as a clear exception, highlighting that not all moral emotions support moral behaviour equally.

==See also==

=== Maladaptive moral affect ===
While moral emotions regulate ethical and prosocial behaviour, it is important to recognise that distortions of these emotions can develop via adverse childhood experiences and trauma predict antisocial outcomes, with maladaptive forms of guilt and shame linked to [[Motivation and emotion/Book/2020/Shame, guilt, and recidivism|recidivism]]. Costa Martins, M., et al. (2021) found that attachment insecurity in children was linked with poor [[Motivation and emotion/Book/2018/Emotion regulation in children|emotional regulation]] and predicted maladaptive moral affect. Avoidant attachment is associated with higher shame and lower empathy. For example, avoidant children show significantly higher shame scores, in adolescence there was less empathic concern and lower perspective taking. This aligns with broader findings that insecure attachment disrupts the development of adaptive guilt and empathy. (Costa Martins et al 2021).

Furthermore, Tangney, J.,P., et al (2007) review establishes the foundational distinction between adaptive guilt and maladaptive shame, showing that guilt is behaviour‑focused and reparative, whereas shame involves global negative self‑evaluation, withdrawal, anger, and externalisation of blame.

=== Moral disengagement ===
[[w:Moral_disengagement|Moral disengagement]] occurs as a way to justify unethical behaviour when the moral emotion appraisal process is distorted to not be applied to oneself. Research shows that individuals cognitively neutralise guilt and shame both before wrongdoing (anticipatory disengagement) and after wrongdoing (post‑hoc disengagement), using mechanisms such as minimising harm, diffusing responsibility, or dehumanising victims to protect the self from moral emotions that would otherwise motivate repair (Tillman, C.,J., et al., 2018) . Learning about the real consequences of one’s harmful actions intensifies guilt and shame, prompting further disengagement as a coping mechanism, illustrating how maladaptive moral affect can be sustained through cognitive distancing rather than resolved through reparative action.  

Developmental findings from bullying contexts further illustrate how moral emotions shape behaviour: primary‑school aggressors consistently attribute less shame and more indifference or pride to victims, reflecting entrenched disengagement and reduced empathic concern (Romera E.,M., et al., 2019). In contrast, children who experience or attribute guilt show greater moral sensitivity and prosocial tendencies, consistent with Tangney’s (2007) claim that guilt fosters empathy and constructive action .

=== Mitigating maladaptive moral affect ===
{| class=&quot;wikitable&quot;
|+
!Maladaptive concern
!Maladaptive development pathway
!Mitigation strategies
!Reference 
|-
|ACEs → shame/guilt proneness
|Interpersonal sensitivity → shame; interpersonal aggression → guilt
|Improve interpersonal functioning; attachment repair; social‑emotional skills; reduce interpersonal sensitivity/aggression
|Wojcik, K.,D., et al (2019)
|-
|Moral disengagement as avoidance of guilt/shame
|People neutralise guilt/shame before &amp; after wrongdoing
|Increase consequence awareness; empathy training; highlight victim impact; reduce cognitive distancing
|Tillman et al (2018)
|-
|Aggressors show low shame, high indifference/pride
|Moral disengagement in children; lack of victim perspective
|Moral‑emotion education; victim perspective‑taking; empathy development; encourage guilt‑based repair
|Romera et al (2019)
|-
|Shame maladaptive; guilt adaptive
|Shame → withdrawal, defensiveness; guilt → reparative action
|Shift shame → guilt; promote responsibility‑taking;  encourage reparative behaviours; reduce global self‑condemnation
|Tangney et al (2007)
|-
|Insecure attachment → shame, anger, disengagement
|Attachment insecurity distorts moral‑emotion development
|Strengthen attachment security; caregiver sensitivity; relational repair; promote empathy and guilt development
|Costa Martins  et at (2021)
|-
|Developmental pathways of moral emotions
|Moral emotions shaped by socialisation, cognition, empathy
|Developmental scaffolding; emotion coaching; moral reasoning support; structured opportunities for prosocial action
|Malti &amp; Dys (2015)
|}

;
==References==
{{Hanging indent|1=

Algoe, S. B., &amp; Haidt, J. (2009). Witnessing excellence in action: The “other‑praising” emotions of elevation, gratitude, and admiration.  ''The Journal of Positive Psychology'', 4(2), 105–127.https://doi.org/10.1080/17439760802650519

Batson, C.D., Kennedy, C.L., Nord, L.-A., Stocks, E.L., Fleming, D.A., Marzette, C.M., Lishner, D.A., Hayes, R.E., Kolchinsky, L.M. and Zerger, T. (2007), Anger at unfairness: is it moral outrage?. ''Eur. J. Soc. Psychol.,'' 37: 1272-1285. https://doi.org/10.1002/ejsp.434 

Costa Martins, M., Santos, A. F., Fernandes, M., &amp; Veríssimo, M. (2021). Attachment and the Development of Moral Emotions in Children and Adolescents: A Systematic Review. Children, 8(10), 915. https://doi.org/10.3390/children8100915

de Freitas Zanotello, C., da Silva, B. &amp; Caetano, L. Definitions and functions of moral emotions within developmental psychology: a scoping review. ''Psicol. Refl. Crít.'' (2026). https://doi.org/10.1186/s41155-026-00411-3

de Hooge, I. E., Nelissen, R. M. A., Breugelmans, S. M., &amp; Zeelenberg, M. (2011). What is moral about guilt? Acting “prosocially” at the disadvantage of others. ''Journal of Personality and Social Psychology'', 100(3), 462–473. https://doi.org/10.1037/a0021459

de Hooge, I. E., Zeelenberg, M., &amp; Breugelmans, S. M. (2007). Moral sentiments and cooperation: Differential influences of shame and guilt. ''Cognition and Emotion'', 21(5), 1025–1042.  http://dx.doi.org/10.1080/02699930600980874 

Eisenberg, N. (2000). Emotion, regulation, and moral development. ''Annual Review of Psychology'', 51, 665–697. https://doi.org/10.1146/annurev.psych.51.1.665

Keltner, D., &amp; Buswell, B. N. (1997). Embarrassment: Its distinct form and appeasement functions. ''Psychological Bulletin'', 122(3), 250–270. https://doi.org/10.1037/0033-2909.122.3.250

Kinosada, Y., Furukawa, Y., Wakai, T., &amp; Nakashima, K. (2026). Does guilt motivate prosocial behaviour at the expense of others? Preregistered replications and exploratory statistical modelling. ''Asian Journal of Social Psychology'', 29, e70099. https://doi-org.ezproxy.canberra.edu.au/10.1111/ajsp.70099 

Leary, M. R. (2007). How the self became involved in affective experience. In J. L. Tracy, R. W. Robins, &amp; J. P. Tangney (Eds.), The self‑conscious emotions: Theory and research (pp. 38–52). Guilford Press.

Lefebvre, J &amp; Krettenauer, T. (2019). Linking Moral Identity With Moral Emotions: A Meta-Analysis. ''Review of General Psychology.'' 23. 444-457. 10.1177/1089268019880887. 

Malti, T., &amp; Dys, S.P. A Developmental Perspective on Moral Emotions. ''Topoi'' 34, 453–459 (2015). https://doi.org/10.1007/s11245-013-9224-5

Reeve, J. (2024). ''Understanding motivation and emotion'' (8th ed.). Wiley.

Romera E. M., Ortega-Ruiz R., Rodríguez-Barbero S., &amp; Falla D., (2019) How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. ''Frontiers in Psychology, Educational Psychology'' 10:1753. https://doi.org/10.3389/fpsyg.2019.01753 [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.01753/full l]

Rozin, P., Haidt, J., &amp; McCauley, C. R. (1999). Disgust: The body and soul emotion. In M. Lewis, J. M. Haviland‑Jones, &amp; L. F. Barrett (Eds.), ''Handbook of Cognition and Emotion'' (pp. 429–445). Wiley‑Blackwell.  https://doi.org/10.1002/0470013494.ch21

Santoro, G., Sideli, L., Musetti, A., &amp; Schimmenti, A. (2025) The Relationship Between Childhood Trauma and Shame: The Mediating Role of Dissociation. ''European Journal of Investigation in Health, Psychology and Education''. ;15(8):151. [[doi:10.3390/ejihpe15080151|http://doi.org/10.3390/ejihpe15080151]]

Stewart, C. A., Mitchell, D. G. V., MacDonald, P. A., Pasternak, S. H., Tremblay, P. F., &amp; Finger, E. (2023). The psychophysiology of guilt in healthy adults. ''Cognitive, Affective, &amp; Behavioral Neuroscience'', 23(4), 1192–1209. https://doi.org/10.3758/s13415-023-01079-3

Stocks, E. L., Lishner, D. A., &amp; Decker, S. K. (2009). Altruism or psychological escape: Why does empathy promote prosocial behavior? ''European Journal of Social Psychology'', 39(5), 649–665. https://doi.org/10.1002/ejsp.561

Tangney, J. P. (1991). Moral affect: The good, the bad, and the ugly. ''Journal of Personality and Social Psychology'', 61(4), 598–607. https://doi.org/10.1037/0022-3514.61.4.598 

Tangney, J. P., Stuewig, J., &amp; Mashek, D., J., (2007). Moral Emotions and Moral Behavior. ''Annual Review of Psychology'' 58:345-372. https://doi.org/10.1146/annurev.psych.56.091103.070145 

Turner, J., H., &amp; Stets, J., E (2006). Moral Emotions. In ''Handbook of the Sociology of Emotions'' (pp.544 - 566). Spinger. https://doi.org/10.1007/978-0-387-30715-2 . 

Tillman CJ, Gonzalez K, Whitman MV, Crawford WS and Hood AC (2018) A Multi-Functional View of Moral Disengagement: Exploring the Effects of Learning the Consequences. ''Frontiers in Psychology'', Personality and Social Psychology. 8:2286. [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.02286/full#F2 doi: 10.3389/fpsyg.2017.02286]

Van de Vyver, J., &amp; Abrams, D. (2015). Testing the prosocial effectiveness of the prototypical moral emotions: Elevation increases benevolent behaviours and outrage increases justice behaviours. ''Journal of Experimental Social Psychology'', 58, 23–33. https://doi.org/10.1016/j.jesp.2014.12.005 

Wojcik, K., D., Cox, D., W., &amp; Kealy,D. (2019) Adverse childhood experiences and shame- and guilt-proneness: Examining the mediating roles of interpersonal problems in a community sample, ''Child Abuse &amp; Neglect,'' Volume 98, 2019, 104233, ISSN 0145-2134, https://doi.org/10.1016/j.chiabu.2019.104233

Zaki, J., &amp; Stellar, J. E. (2025). Moral emotions. In D. T. Gilbert, S. T. Fiske, E. J. Finkel, &amp; W. B. Mendes (Eds.), ''The handbook of social psychology ''(6th ed.).  https://doi.org/10.70400/MWKI4223

}}
==External links==
[https://www.ted.com/talks/asha_curran_how_acts_of_kindness_sparked_a_global_movement Ideas change everything] (TED)

[https://www.youtube.com/watch?v=b4CfyLe0IlQ Prosocial Behavior | Ethics Defined] (Youtube)

[https://www.youtube.com/watch?v=Hbbj2XKIHxc The Dark Psychology of Guilt: How Guilt Controls Your Mind and Behavior] (Guilt)

[https://pmc.ncbi.nlm.nih.gov/articles/PMC2689844/ Witnessing excellence in action: the ‘other-praising’ emotions of elevation, gratitude, and admiration - PMC]

https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071

https://www.simplypsychology.org/kohlberg.html

[https://scienceinsights.org/what-does-gratitude-feel-like-physically-and-mentally/ What Does Gratitude Feel Like, Physically and Mentally - ScienceInsights]

[https://emotioninside.org/emotions/ All 402 emotions — The Emotion Dictionary]

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[[Category:Motivation and emotion/Book/Morality]]</text>
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__TOC__

== Overview ==
{{RoundBoxTop|theme=7}}

[[File:Begging man Harmony Lot 27 Elliot Street downtown Brattleboro VT July 2025 02.jpg|right|thumb|150px|'''Figure 1'''. Homeless man begging]]

;Scenario

Imagine that you are doing your weekly shopping and you come across a homeless person who is asking for food or money. The person present in an unkempt state and initially you ensure you walk past, your stomach drops, and subconsciously wrinkle your nose and you decide to take a longer path to the shops to avoid them. When paying for your groceries, you realise that you do not have quite enough to pay the full amount, instantly, your face gets hot as there is a line of people waiting behind you and it seems they are all staring at you, judging your error. While you are talking to the cashier, asking for some time to go through your groceries to determine which items are a priority, the person behind you offers to make up the difference. Suddenly, the hot feeling in your face becomes a warm feeling in your chest and you start profusely thanking the person and ask if there is anything you can do to make it up to them, they respond with “when you are in a position to pay it forward to some else, please do so.”

{{RoundBoxBottom}}
[[w:Moral_emotions|Moral emotions]] potentially set humans apart from other animals, by enabling people to react to social events that do not directly affect the self but concern the interests or welfare of others and society as a whole (''Haidt, 2003).'' They arise when individuals evaluate actions, intentions, or social situations in terms of right or wrong, in accordance with social norms and moral standards. This guides behaviours that support cooperation, fairness and social harmony. Haidt (2003) distinguishes moral emotions from [[Motivation and emotion/Lectures/Individual emotions|basic emotions]], which are a person's primary response to a situation. Basic emotions fast, short lived, while moral emotions, like [https://www.simplypsychology.org/primary-and-secondary-emotions.html secondary emotions], are more complex and require a cognitive evaluation of the self from learned social meaning. 

To understand how moral emotions motivate behaviour, examination of the psychological/ psychological mechanisms behind these emotions is required. Moral emotions involve appraisals of responsibility and social meaning, biological responses that prepare the body for action, and expressive behaviours that communicate intentions (Haidt, 2003; Reeve, 2024). These mechanisms create ''action readiness'', transforming moral evaluations into behavioural tendencies such as helping, repairing harm, confronting wrongdoing, or avoiding social violations (''Reeve'', 2024).

Understanding moral emotions is essential to link how they motivate ethical and prosocial action. [[w:Self-conscious_emotions|Self-conscious moral emotions]] - such as [[w:Guilt_(emotion)|guilt]], [[Motivation and emotion/Book/2011/Shame|shame]], [[w:Embarrassment|embarrassment]], and authentic [[Motivation and emotion/Book/2017/Pride|pride]] - occur when people evaluate their own behaviour against internalised moral standards. Majority of self-conscious emotions regulate the moral self by motivating reparative action, helping others, rule compliance, or withdrawal (''Tangney, Stuewig, &amp; Mashek'', 2007). Importantly [[Motivation and emotion/Book/2018/Guilt and shame|guilt and shame]] differ in their internalised state, appraisal of self and motivational urge resulting in different behaviours (''Tangney, Stuewig, &amp; Mashek'', 2007). 

Other‑evaluative moral emotions—including [[Motivation and emotion/Book/2022/Compassion|compassion]], [[Motivation and emotion/Book/2021/Gratitude|gratitude]], [[w:Elevation_(emotion)|elevation]]/ [[Motivation and emotion/Book/2016/Awe as an emotion|awe]], along with [[Motivation and emotion/Book/2022/Contempt|contempt]], [[Motivation and emotion/Book/2011/Disgust|disgust]] and moral outrage—arise when people respond to the experiences or actions of others. These emotions generate intuitive impulses to help, reciprocate kindness, emulate moral exemplars, confront wrongdoing or avoid social violations (''Haidt'', 2003). Together, these insights show how moral emotions serve as powerful motivational systems that shape ethical and prosocial behaviour.

{{RoundBoxTop|theme=5}}'''Focus questions'''

*     What are moral emotions and how do they differ from basic emotions? &lt;br&gt;
*     How are moral emotions felt and motivate action?&lt;br&gt;
*     How do self-conscious moral emotions influence ethical behaviour?
*     How to other-focused emotions motivate prosocial behaviour?{{RoundBoxBottom}}

==What are moral emotions?==
Moral emotions, defined to [[w:Jonathan_Haidt|Jonathan Haidt]] (2003), are the complex cognitively enriched emotional systems that have origins to simpler evolutionary precursors and responses to changes affecting the self. The defining qualifier of moral emotions is those involving social appraisals, cultural meaning systems and norm-based judgements that elicit motivation to act in ways that are shaped by local values and knowledge, which in turn indirectly provide benefits to the self (Haidt, 2003). E.g., contempt depends on understanding rank; guilt depends on communal relationships; elevation depends on recognising moral virtue.

=== Historical development ===
In 1932, [[w:Jean_Piaget|Jean Piaget]] developed his [[w:Piaget's_theory_of_cognitive_development|theory of cognitive development]] and in 1965 published &quot;The moral Judgement of the child&quot; which explores how children develop moral reasoning, tracing the evolution of their understanding of rules, justice, and responsibility from early childhood to adolescence (Cherry, 2026). [[w:Lawrence_Kohlberg|Lawrence Kohlberg]] further explored upon Piaget's theory and outlined the individual [[w:Lawrence_Kohlberg's_stages_of_moral_development|stages of moral development]], indicating six stages and how moral decisions are made based on various factors; such as avoiding punishment, following laws or ethical principles. It depicts how morality evolves through stages and for some not all stages are achieved (Cherry, 2026 and McLeod, 2026).

Haidt (2003) emphasises that researchers historically overlooked moral emotions because they focused on basic, low‑cognition forms rather than the richer, socially embedded forms that drive human morality. Although moral emotions rely on cognitive processes such as appraising injustice, evaluating social hierarchy, or recognising moral excellence, Haidt does not classify them as cognitions; instead, he frames them as &quot;emotion–cognition hybrids&quot; that operate intuitively and motivate moral action more powerfully than reasoning, challenging both [https://www.youtube.com/watch?v=eJTIo_MhG3M Piaget] and [https://www.youtube.com/watch?v=f0axVjiTe9Q Kohlberg] theories of cognition‑centered moral psychology. 

Eisenberg (2000) demonstrates that guilt and sympathy motivate prosocial behaviour, shame undermines it, and emotion regulation determines whether children respond constructively or defensively in moral situations. Socialisation practices and temperament interact with these emotional processes to shape conscience and moral behaviour across development. 

Contemporary affective science views moral emotions as cognitively enriched affective states that arise when people evaluate actions, intentions, or social situations in terms of right and wrong. Rather than treating emotion and reason as separate systems, modern theorists such as Zaki &amp; Stellar (2025) argue that moral emotions emerge from the integration of basic affective processes with higher‑order appraisals of harm, fairness, responsibility, and cultural norms. This framework emphasises that moral emotions serve adaptive social functions—motivating care, cooperation, and norm enforcement—while remaining malleable through development, cultural learning, and deliberate practices such as compassion training. In this view, moral emotions are not distinct biological modules but constructed, socially tuned emotional responses that provide functional roles that motivate ethical behaviour in complex social environments (Zaki &amp; Stellar, 2025). 

=== Basic emotions build moral ones ===
[[File:Four Components of Emotion.jpg|thumb|379x379px|Figure 2. Four components of emotion]]
Reeve (2024) explains emotions as innate, universal patterns of feeling and bodily responses that arise automatically in response to significant life events that motivate the body for adaptive action, using expressive behaviours by individuals to navigate the environment around them. Reeve (2024) identifies the [[Motivation and emotion/Book/2010/Ekman's basic emotions|basic emotions]] (or fundamental) as fear, anger, disgust, sadness, interest, joy and contempt. He reconciles the biological/ cognitive perspectives by stating that each basic emotion, is the foundation of a family-related characteristics that are the same in each of the four components (figure 2), and distinguishes first order and second order stages, that are rooted in evolutionary adaptation (Reeve, 2024). Moral emotions are second-order emotions that are cognitively complex variants and evolved from basic emotion families that motivate responses to social violations of autonomy, community and divinity (Haidt, 2003). Additionally, moral emotions emerge when basic affective emotions are enriched by cognitive appraisals of harm, fairness transforming universal emotional responses into context sensitive judgments of right and wrong (Zaki &amp; Stellar, 2025)

== How moral emotions arise and motivate action ==
Moral emotions develop when emotional reactions—such as anger, disgust, empathy, and admiration—are shaped by cognitive appraisals of harm, fairness, responsibility, and social norms. These appraisals give universal emotional responses their moral meaning and turn them into motivations for ethical action (see table 1). As Haidt emphasises that moral emotions can be distinguished by two prototypical features; ''elicitors'' and ''action tendencies''. (Haidt, 2003). Moral emotions arise when the basic emotion families are extrapolated into social-moral context and are grouped into four distinct families (Haidt, 2003). Contemporary views highlight that they bridge feeling and doing, explaining how emotional experiences motivate ethical action and shape moral behaviour in individuals (Zaki &amp; Stellar, 2025). 

=== Prototypical features ===
Haidt (2003) argues that moral emotions can be identified by two prototypical features that distinguish them from basic emotions. First, they are triggered by ''disinterested elicitors''—events that do not directly affect the self but carry moral significance, such as witnessing injustice, cruelty, kindness, or moral excellence. Second, they generate ''prosocial action tendencies,'' motivating behaviours that uphold or restore the moral order, including helping, comforting, punishing wrongdoing, repairing harm, or aspiring to moral ideals. These features show how moral emotions transform basic affective reactions into ethical motivations, making them central drivers of moral behaviour. ''&quot;Emotions high in both disinterested elicitors and prosocial action tendencies are prototypical moral emotions.&quot;'' (Van de Vyver and Abrams, 2015).

=== Four families of moral emotions ===
Haidt (2003) groups moral emotions arise when the basic emotions are extrapolated into social- moral context that can be grouped into four cognitively complex functional families of 

* '''Self‑conscious emotions:''' pride, guilt, shame, and embarrassment.
* '''Other‑condemning emotions:''' anger, contempt, and disgust.
* '''Other‑praising emotions:''' awe, gratitude and elevation.
* '''Other‑suffering emotions:''' compassion.

=== How moral emotions are felt and the action they motivate ===
{| class=&quot;wikitable&quot;
|+Table 1: Emotional experience and motivational urges
|'''Emotion type'''
|'''Emotion'''
|'''Bodily response'''
|'''Motivational  direction'''
|-
|Self-conscious
|Guilt
|Stomach discomfort, heaviness in the chest, lowered gaze
|Repair harm, apologise, confess
|-
|Self-conscious
|Shame
|Collapsed posture, avoidance gaze, heat  in face
|Withdraw, hide, conform to norms
|-
|Self-conscious
|Embarrassment
|Blushing, nervous laughter, gaze aversion
|Appease others, restore social acceptance
|-
|Other-focused
|Empathy/Compassion
|Softened facial muscles, warm affect,  parasympathetic activation
|Help, comfort, support
|-
|Other-focused
|Moral Outrage
|Increased heart rate, clenched jaw,  sympathetic arousal
|Punish, protest, advocate
|-
|Other-focused
|Gratitude
|Relaxed posture, warmth, prosocial  activation
|Reciprocate, strengthen bonds
|-
|Other-focused
|Moral Elevation
|Warmth in chest, tears, uplifted posture
|Emulate virtue, act altruistically
|}
Table 1: Adapted from Stewart et al. (2023), Reeve (2024), Haidt (2003), Keltner and Buswell (1997), and Algoe and Haidt (2009) and [https://emotioninside.org/emotions/ The emotion dictionary].

=== Moral identity ===
[[w:Moral_identity|Moral identity]] refers to how central morality is to one’s self‑concept. Lefebvre &amp; Krettenauer (2019) meta‑analysis shows that individuals with a strong moral identity experience more intense and more frequent moral emotions, particularly guilt, compassion, and gratitude. Lefebvre &amp; Krettenauer (2029) found that moral identity acts as an amplifier of moral emotions by:

* increasing sensitivity to moral cues,
* strengthening appraisals of responsibility and fairness,
* enhancing prosocial action tendencies such as helping, repairing harm, and reciprocating kindness.

Thus, moral identity shapes not only ''how'' moral emotions arise but also ''how strongly'' they motivate behaviour (Lefebvre &amp; Krettenauer, 2019).

=== Moral emotion development ===
Moral emotions develop through a gradual integration of children’s emerging affective capacities with increasingly sophisticated social‑cognitive skills. Early in life, infants display basic precursors of empathy, but young children often struggle to coordinate their own perspective with that of others, leading to patterns such as the “[[w:Happy_victimizing|happy victimizer]]” phenomenon, where they may feel good after wrongdoing because they do not yet fully appreciate the victim’s emotional experience (Malti &amp; Dys, 2013). As children’s [[w:Theory_of_mind|theory of mind]] and emotion understanding advance, they become better able to interpret intentions, consequences, and others’ internal states, supporting the emergence of more complex moral emotions such as guilt, sympathy, and compassion (Lane et al., 2010). By adolescence, these capacities enable meta‑perspective taking—reflecting on moral ideals, trust, and social expectations—which contributes to more stable anticipatory moral emotions, including guilt and pride, and a stronger integration of moral emotions with moral reasoning and identity (Malti &amp; Dys, 2013).

=== Environmental influences ===
Costa Martins, M., et al. (2021) concluded that secure attachment is consistently linked to healthier moral‑emotion development, including empathy, guilt, forgiveness, and emotion regulation. Secure attachment fosters the emotional competencies necessary for prosocial behaviour, while insecure attachment increases vulnerability to maladaptive moral affect (e.g., shame, emotional withdrawal). Understanding these pathways is essential for supporting children’s emotional, relational, and academic wellbeing. 

[[w:Adverse_childhood_experiences|Adverse childhood experiences]] (ACE) undermine the development of moral-motivational systems, pushing individuals towards shame-based identity, interpersonal conflict and disengagement rather than guilt-based repair or prosocial action (Wojcik, K., D., 2019).

Furthermore, childhood abuse and neglect foster chronic, identity‑based shame, with dissociation partially mediating the trauma–shame link by fragmenting self‑representations and preventing integration of painful moral emotions (Santoro, G., et al., 2025) . Dissociation thereby reinforces shame‑laden self‑schemas and disrupts adaptive moral regulation, aligning with Tangney’s account of shame’s tendency to derail empathy and promote defensive avoidance rather than moral repair (Tangney, J., et al., 2007)

{{RoundBoxTop|theme=9}}
=== Quiz ===
&lt;quiz display=simple&gt;
{What distinguishes moral emotions from basic emotions
|type=&quot;()&quot;}
+ Moral emotions arise from evaluations of right and wrong
- Moral emotions are unrelated to social norms
- Basic emotions require complex moral reasoning
- Basic emotions only occur in social situations.
&lt;/quiz&gt;

&lt;quiz display=simple&gt;
{Moral emotions motivate ethical behaviour mainly by
|type=&quot;[]&quot;}
+ They create action tendencies that prepare people to help, repair harm, or uphold justice.
- They motivate ethical behaviour only when a person consciously thinks through moral rules. 
+ They arise from appraisals of moral situations, transforming emotional reactions into motivations for ethical behaviour
- They motivate ethical behaviour by suppressing all emotional responses so people can act rationally. 
&lt;/quiz&gt;{{RoundBoxBottom}}

== Self-conscious moral emotions and ethical behaviour ==
Self‑conscious moral emotions including; pride, guilt, shame, and embarrassment are crucial in motivating ethical behaviour by regulating one's actions, reinforcing adherence to moral norms, supporting the development of moral identity, and strengthening prosocial disposition (de Freitas et al., 2026).

Self-conscious emotions arise from three sources of self-reflection; social evaluation, self-reflection and self-presentations to assist in the navigations of social acceptance, rejections and reputation (Leary, 2007).

=== Pride ===
Pride is a positive self‑conscious emotion that emerges when people see their actions as competent, virtuous, or morally worthy, functioning as the pleasurable counterpart to shame (Haidt, 2003). It involves a positive self evaluation of one's character and motivates adherence and strengthening to internalised moral standards and is moderately associated with moral identity development (Lefebvre &amp; Krettenauer, 2019). Tangney’s work distinguishes authentic pride, which reflects genuine achievement and moral worth, from hubristic pride, which is rooted in arrogance and inflated self‑views (Tangney et al., 2007). Authentic pride motivates prosocial behaviour through several mechanisms: it reinforces norm‑consistent action by generating a rewarding sense of accomplishment; it strengthens self‑regulation by signalling that one’s efforts and choices are effective; and it energises perseverance and goal‑directed behaviour by fostering confidence in one’s capacity to meet moral and social standards (Tangney et al, 2007). These mechanisms help explain why authentic pride is consistently associated with empathy, persistence, moral identity development, and constructive social engagement. Developmental research similarly shows that pride functions as a positive regulator of moral conduct, motivating children and adolescents to uphold moral norms, internalise standards, and pursue prosocial goals (Lefebvre &amp; Krettenauer, 2019; Zanotello et al., 2026). In this way, pride operates as a constructive moral emotion: it rewards norm‑consistent behaviour, consolidates moral identity, and promotes ongoing contributions to social and moral communities.

=== Guilt ===
Haidt (2003) theorises that guilt motivates ethical behaviour by compelling individuals to repair harm, apologize, confess, and restore relationships after causing distress or violating communal expectations that threaten relatedness to the victim (Haidt, 2003). guilt motivates repair and restoration, but how can the harm be restored?

de Hooge, I., E. et al. (2011) explains guilt is driven by a specific appraisal: ''I harmed someone, and I am responsible.'' This appraisal creates a laser‑focused motivation to repair the relationship with the victim. &quot;The dark side of guilt&quot; (de Hooge, 2011) function is a goal‑directed motivational state, and channels attention and resources toward that one person. Because cognitive and behavioural resources are limited, focusing intensely on the victim means reduced concern for other social partners. The person experiencing guilt does not ''intend'' to harm others; but  because this repair is self-protective and narrowly focused, it often produces negative interpersonal consequences for other people in the social environment, due to individuals avoiding self-sacrifice or maintaining their own outcomes.

Kinosada, Y., et al, (2026) study found that guilt consistently motivated people to compensate victims using their own resources, not by taking from uninvolved third parties. This challenges the original “dark side of guilt” finding and suggests guilt is reliably prosocial and self‑sacrificial across cultures, while prioirtising relationship maintenance over self-interest.

The apparent disagreement between de Hooge et al. (2011) and Kinosada et al. (2026) highlights an important theoretical question: is guilt fundamentally prosocial, or is it primarily self-regulatory? de Hooge and colleagues argue that guilt narrows attention towards restoring a damaged relationship, potentially creating negative outcomes for uninvolved others. Conversely, Kinosada et al.'s preregistered replications suggest that guilt promotes self-sacrificial compensation rather than interpersonal displacement of costs. Methodological differences, cultural context, and evolving standards of replication may have contributed to these differing findings. Nevertheless, both studies support a common conclusion that guilt functions as a powerful reparative emotion; the debate concerns how broadly that prosocial motivation extends beyond the original victim.

Whichever theory is examined, guilt is a negative emotion (within the moral context) that is triggered by violating internalised standards that harms others which function is to restore and preserve valued relationships that's motivational function is to produce action tendencies, directly repairing harm that include apologies, self-sacrifice, compensation and cooperation (Haidt, 2003; de Hooge et al, 2011; Kinosada et al, 2026).

=== Shame ===
Conversely to guilt, shame rarely motivates ethical behaviour by pushing individuals to withdraw, hide, and correct perceived defects in the self to avoid social condemnation and restore moral standing (Haidt, 2003). Shame is a negative self‑conscious moral emotion that arises when individuals evaluate themselves as globally flawed or deficient in relation to internalised moral and social standards (Tangney, 1991; Tangney et al., 2007). Unlike guilt, which focuses on specific behaviours, shame involves a painful sense that the ''self'' is fundamentally inadequate, producing feelings of exposure, inferiority, and a desire to hide or withdraw from others (Haidt, 2003; Keltner &amp; Buswell, 1997). Tangney’s research shows that shame is strongly linked to defensive, avoidant, and sometimes maladaptive responses—such as externalisation of blame or anger—because the emotion directs attention inward toward perceived defects of character rather than toward constructive behavioural change. Developmentally, shame functions as a regulator of moral conduct by discouraging norm violations and signalling threats to social acceptance, yet its motivational profile is ambivalent: it can inhibit harmful behaviour, but it may also undermine prosocial repair when individuals feel overwhelmed by negative self‑evaluation (Tangney et al., 2007; de Freitas Zanotello et al., 2026). 

Although shame is often assumed to promote moral behaviour, research shows that it more commonly triggers self‑protective avoidance, withdrawal, and interpersonal problems rather than constructive prosocial action (De Hooge et al., 2007). Because shame focuses attention on the defective self rather than the moral consequences of one’s behaviour, it undermines moral repair, reduces empathy, and motivates escape rather than engagement, limiting its effectiveness as a prosocial moral emotion and making it a poor motivator of constructive ethical behaviour. 

=== Embarrassment ===
Embarrassment motivates prosocial behaviour by signalling appeasement and recognition of minor social‑conventional violations, helping maintain smooth social interactions and group harmony (Haidt, 2003).

Keltner &amp; Buswell (1997) argue that embarrassment is a distinct self‑conscious emotion that arises after small, socially awkward, or norm‑deviating events. It is expressed through a characteristic appeasement display - gaze aversion, head tilt, controlled smile, face touching, and reduced body posture - which signals submission, harmlessness, and acknowledgment of a social misstep. These displays function to appease observers, reduce social threat, and facilitate reconciliation, and smooth social interaction. Embarrassment is therefore not simply a negative feeling but a socially functional emotion that helps maintain group harmony by communicating respect for social norms and concern for others’ evaluations (Keltner &amp; Buswell, 1997). In this way, embarrassment functions as a social lubricant, motivating individuals to act politely, avoid future norm violations, and engage in behaviours that maintain trust, cohesion, and positive social relationships.

{{RoundBoxTop|theme=8}}
=== Quiz ===
&lt;quiz display=&quot;simple&quot;&gt;
{Unlike guilt, which pertains to specific actions, shame involves a global negative evaluation of the self.
|type=&quot;()&quot;}
+ True
- False

{Self-conscious emotions include righteous anger, contempt, disgust, elevation and gratitude
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;
{{RoundBoxBottom}}

== Other-focus moral emotions and prosocial behaviour ==
Other‑focused moral emotions—ranging from the condemning emotions of anger, contempt, and disgust to the other‑praising emotions of awe, elevation, gratitude, and the caregiving emotion compassion—motivate prosocial behaviour by directing attention toward others’ actions, needs, and moral qualities, prompting responses that either uphold justice or promote social connection and benevolence.

=== Anger, contempt, and disgust ===
Anger, contempt and disgust all have basic and more complex (moral) forms and to explain the motivation of prosocial behaviour, distinguishing them is required; empathic anger (Batson et al, 2007), moral contempt and interpersonal disgust (Rozin, et al, 2008). Moral anger motivates ethical behaviour by driving people to confront and correct perceived injustices, even on behalf of others, making it a prototypical moral enforcer, whereas disgust prompts avoidance of actions or individuals as degrading or violating social behaviours, mainly regarding the body (Haidt, 2003). Haidt (2003) continues highlight that (moral) contempt is the &quot;middle brother&quot; between anger and disgust, with motivating individuals holding contempt towards another they deem as inferior or unworthy, reducing warmth and respect toward them and reinforcing social standards and hierarchy as they do not &quot;measure up&quot; to societal norms.

[[Motivation and emotion/Book/2023/Moral outrage|Moral outrage]] is further indicated as motivating prosocial behaviour and distinguished from anger when an individual witnesses an injustice to that harms another person, without affecting the self (Van de Vyver &amp; Abrams, 2015). Moral outrage elicits justice-orientated prosocial action. Batson et al (2007) further expands moral outrage to require empathic concern and violation of a moral standard. 

=== Awe, elevation and gratitude - ===
Elevation motivates prosocial behaviour by inspiring people to emulate moral exemplars, broaden their moral aspirations, and engage in altruistic or cooperative actions. Gratitude encourages reciprocity and strengthens social bonds with others which in turn reinforces cooperation and prosocial exchanges (Haidt, 2003). Awe is elicited by exposure to beauty and perfection, making people stop, admire and open their hearts and mind. 

Moral elevation arises when people witness moral virtue, creating a warm, inspired feeling that motivates benevolent helping. Studies have shown, elevation increased charitable donations, showing a clear effect on kindness‑focused prosocial behaviour (Van de Vyver and Abrams, 2015). When witnessing moral excellence—acts of charity, fidelity, generosity, or virtue, it produces a warm, uplifted feeling in the chest and a sense of becoming “less selfish”. Crucially, elevation triggers a specific action tendency: emulation—the desire to “do charitable and grateful acts also” (Algoe &amp; Haidt, 2009). Algoe &amp; Haidt (2009) shows elevation motivates prosocial behaviour, including nurturant caregiving and spontaneous helping of others . In short, elevation motivates people to imitate virtue and act kindly toward others. 

Gratitude is triggered when one perceives being the beneficiary of another’s intentional kindness. Its motivational core is relationship enhancement: gratitude motivates people to repay, acknowledge, or reward the benefactor’s actions . Beyond simple reciprocity, gratitude broadens interpersonal thinking, motivating behaviours that increase closeness, such as spending time together or offering friendship and loyalty. Algoe &amp; Haidt's (2009) empirical work shows gratitude predicts improved relationship quality over time. Thus, gratitude’s motivational mechanism is to build and strengthen social bonds with responsive, benevolent others (Algoe and Haidt, 2009). 

Algoe and Haidt (2009) further explore admiration, claiming it arises when witnessing non‑moral excellence—extraordinary skill, talent, or achievement. It produces feelings of inspiration, awe, and energized approval. The motivational mechanism of admiration is self‑improvement: it inspires people to work harder, develop their own abilities, and pursue excellence, which builds pro social interactions. Theoretical work indicates that followers feel admiration and seek proximity to role models to learn from them and cultivate their own skills. Empirical studies show admiration increases motivation toward academic, professional, or personal success. In essence, admiration motivates aspiration and personal growth. {{RoundBoxTop|theme=7}}
;Let's look back at the scenario

You walk back to the car and are amazed at the kindness of strangers and so grateful that when you come across the person who was asking for money again. This time, you decide that even though you don’t have much in the way of money, you want to offer the person one of the ready meals in your shopping and wish the person a good day. Walking away, you feel a warm sensation in your chest and your back straightened and you find you are smiling to yourself.
{{RoundBoxBottom}}

=== Compassion ===

Compassion motivates prosocial behaviour by creating a desire to alleviate others’ suffering through helping, comforting, and caregiving actions (Haidt, 2003). Empathy (feelings of sympathy, tenderness, and warmth) and compassion are tightly connected because empathy produces the emotional state that compassion ''is'' — an other‑oriented feeling of concern, tenderness, and warmth toward someone who is suffering. Stocks et al. (2009) describe empathy as an emotional response “congruent with the perceived welfare of another person”, evoking altruistic motive to reduce the victim’s suffering, not an egoistic motive to reduce one’s own discomfort. Stocks et al. (2009) show that empathic individuals help even when psychological escape is easy, meaning helping cannot be explained by egoistic arousal‑reduction motives. Empathy therefore motivates prosocial behaviour because it creates a commitment to the victim’s welfare, not simply a desire to escape one’s own aversive feelings.

==Conclusion==
Moral emotions are powerful motivational systems that shape how people think, feel, and act in response to moral situations. Across self‑conscious emotions such as guilt, embarrassment, and authentic pride, and other‑focused emotions such as compassion, gratitude, elevation, moral outrage, and disgust, a consistent pattern emerges: moral emotions transform moral appraisals into action tendencies that support ethical and prosocial behaviour. Self‑conscious emotions motivate individuals to regulate their behaviour in line with internalised standards—guilt prompts reparative action, embarrassment maintains social cohesion, and authentic pride reinforces perseverance, empathy, and moral identity. Other‑focused emotions extend moral motivation beyond the self: compassion and gratitude promote helping and reciprocity, elevation inspires benevolent action, and moral outrage energises justice‑oriented responses to wrongdoing. Together, these emotions provide rapid, intuitive guidance that helps people uphold norms, repair harm, respond to others’ needs, and contribute to moral communities. In contrast, shame consistently fails to motivate prosocial behaviour: across empirical and theoretical work, shame’s action tendencies centre on withdrawal, hiding, defensiveness, and self‑protection rather than engagement or moral repair (Tangney et al., 2007; de Hooge et al., 2007). Because shame focuses attention on a globally defective self, it undermines empathy, reduces social presence, and promotes avoidance rather than helping, making it a poor motivator of ethical conduct .

Moral emotions motivate ethical and prosocial behaviour when they orient individuals toward others, moral standards, and constructive action — but shame stands as a clear exception, highlighting that not all moral emotions support moral behaviour equally.

==See also==

=== Maladaptive moral affect ===
While moral emotions regulate ethical and prosocial behaviour, it is important to recognise that distortions of these emotions can develop via adverse childhood experiences and trauma predict antisocial outcomes, with maladaptive forms of guilt and shame linked to [[Motivation and emotion/Book/2020/Shame, guilt, and recidivism|recidivism]]. Costa Martins, M., et al. (2021) found that attachment insecurity in children was linked with poor [[Motivation and emotion/Book/2018/Emotion regulation in children|emotional regulation]] and predicted maladaptive moral affect. Avoidant attachment is associated with higher shame and lower empathy. For example, avoidant children show significantly higher shame scores, in adolescence there was less empathic concern and lower perspective taking. This aligns with broader findings that insecure attachment disrupts the development of adaptive guilt and empathy. (Costa Martins et al 2021).

Furthermore, Tangney, J.,P., et al (2007) review establishes the foundational distinction between adaptive guilt and maladaptive shame, showing that guilt is behaviour‑focused and reparative, whereas shame involves global negative self‑evaluation, withdrawal, anger, and externalisation of blame.

=== Moral disengagement ===
[[w:Moral_disengagement|Moral disengagement]] occurs as a way to justify unethical behaviour when the moral emotion appraisal process is distorted to not be applied to oneself. Research shows that individuals cognitively neutralise guilt and shame both before wrongdoing (anticipatory disengagement) and after wrongdoing (post‑hoc disengagement), using mechanisms such as minimising harm, diffusing responsibility, or dehumanising victims to protect the self from moral emotions that would otherwise motivate repair (Tillman, C.,J., et al., 2018) . Learning about the real consequences of one’s harmful actions intensifies guilt and shame, prompting further disengagement as a coping mechanism, illustrating how maladaptive moral affect can be sustained through cognitive distancing rather than resolved through reparative action.  

Developmental findings from bullying contexts further illustrate how moral emotions shape behaviour: primary‑school aggressors consistently attribute less shame and more indifference or pride to victims, reflecting entrenched disengagement and reduced empathic concern (Romera E.,M., et al., 2019). In contrast, children who experience or attribute guilt show greater moral sensitivity and prosocial tendencies, consistent with Tangney’s (2007) claim that guilt fosters empathy and constructive action .

=== Mitigating maladaptive moral affect ===
{| class=&quot;wikitable&quot;
|+
!Maladaptive concern
!Maladaptive development pathway
!Mitigation strategies
!Reference 
|-
|ACEs → shame/guilt proneness
|Interpersonal sensitivity → shame; interpersonal aggression → guilt
|Improve interpersonal functioning; attachment repair; social‑emotional skills; reduce interpersonal sensitivity/aggression
|Wojcik, K.,D., et al (2019)
|-
|Moral disengagement as avoidance of guilt/shame
|People neutralise guilt/shame before &amp; after wrongdoing
|Increase consequence awareness; empathy training; highlight victim impact; reduce cognitive distancing
|Tillman et al (2018)
|-
|Aggressors show low shame, high indifference/pride
|Moral disengagement in children; lack of victim perspective
|Moral‑emotion education; victim perspective‑taking; empathy development; encourage guilt‑based repair
|Romera et al (2019)
|-
|Shame maladaptive; guilt adaptive
|Shame → withdrawal, defensiveness; guilt → reparative action
|Shift shame → guilt; promote responsibility‑taking;  encourage reparative behaviours; reduce global self‑condemnation
|Tangney et al (2007)
|-
|Insecure attachment → shame, anger, disengagement
|Attachment insecurity distorts moral‑emotion development
|Strengthen attachment security; caregiver sensitivity; relational repair; promote empathy and guilt development
|Costa Martins  et at (2021)
|-
|Developmental pathways of moral emotions
|Moral emotions shaped by socialisation, cognition, empathy
|Developmental scaffolding; emotion coaching; moral reasoning support; structured opportunities for prosocial action
|Malti &amp; Dys (2015)
|}

;
==References==
{{Hanging indent|1=

Algoe, S. B., &amp; Haidt, J. (2009). Witnessing excellence in action: The “other‑praising” emotions of elevation, gratitude, and admiration.  ''The Journal of Positive Psychology'', 4(2), 105–127.https://doi.org/10.1080/17439760802650519

Batson, C.D., Kennedy, C.L., Nord, L.-A., Stocks, E.L., Fleming, D.A., Marzette, C.M., Lishner, D.A., Hayes, R.E., Kolchinsky, L.M. and Zerger, T. (2007), Anger at unfairness: is it moral outrage?. ''Eur. J. Soc. Psychol.,'' 37: 1272-1285. https://doi.org/10.1002/ejsp.434 

Costa Martins, M., Santos, A. F., Fernandes, M., &amp; Veríssimo, M. (2021). Attachment and the Development of Moral Emotions in Children and Adolescents: A Systematic Review. Children, 8(10), 915. https://doi.org/10.3390/children8100915

de Freitas Zanotello, C., da Silva, B. &amp; Caetano, L. Definitions and functions of moral emotions within developmental psychology: a scoping review. ''Psicol. Refl. Crít.'' (2026). https://doi.org/10.1186/s41155-026-00411-3

de Hooge, I. E., Nelissen, R. M. A., Breugelmans, S. M., &amp; Zeelenberg, M. (2011). What is moral about guilt? Acting “prosocially” at the disadvantage of others. ''Journal of Personality and Social Psychology'', 100(3), 462–473. https://doi.org/10.1037/a0021459

de Hooge, I. E., Zeelenberg, M., &amp; Breugelmans, S. M. (2007). Moral sentiments and cooperation: Differential influences of shame and guilt. ''Cognition and Emotion'', 21(5), 1025–1042.  http://dx.doi.org/10.1080/02699930600980874 

Eisenberg, N. (2000). Emotion, regulation, and moral development. ''Annual Review of Psychology'', 51, 665–697. https://doi.org/10.1146/annurev.psych.51.1.665

Keltner, D., &amp; Buswell, B. N. (1997). Embarrassment: Its distinct form and appeasement functions. ''Psychological Bulletin'', 122(3), 250–270. https://doi.org/10.1037/0033-2909.122.3.250

Kinosada, Y., Furukawa, Y., Wakai, T., &amp; Nakashima, K. (2026). Does guilt motivate prosocial behaviour at the expense of others? Preregistered replications and exploratory statistical modelling. ''Asian Journal of Social Psychology'', 29, e70099. https://doi-org.ezproxy.canberra.edu.au/10.1111/ajsp.70099 

Leary, M. R. (2007). How the self became involved in affective experience. In J. L. Tracy, R. W. Robins, &amp; J. P. Tangney (Eds.), The self‑conscious emotions: Theory and research (pp. 38–52). Guilford Press.

Lefebvre, J &amp; Krettenauer, T. (2019). Linking Moral Identity With Moral Emotions: A Meta-Analysis. ''Review of General Psychology.'' 23. 444-457. 10.1177/1089268019880887. 

Malti, T., &amp; Dys, S.P. A Developmental Perspective on Moral Emotions. ''Topoi'' 34, 453–459 (2015). https://doi.org/10.1007/s11245-013-9224-5

Reeve, J. (2024). ''Understanding motivation and emotion'' (8th ed.). Wiley.

Romera E. M., Ortega-Ruiz R., Rodríguez-Barbero S., &amp; Falla D., (2019) How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. ''Frontiers in Psychology, Educational Psychology'' 10:1753. https://doi.org/10.3389/fpsyg.2019.01753 [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.01753/full l]

Rozin, P., Haidt, J., &amp; McCauley, C. R. (1999). Disgust: The body and soul emotion. In M. Lewis, J. M. Haviland‑Jones, &amp; L. F. Barrett (Eds.), ''Handbook of Cognition and Emotion'' (pp. 429–445). Wiley‑Blackwell.  https://doi.org/10.1002/0470013494.ch21

Santoro, G., Sideli, L., Musetti, A., &amp; Schimmenti, A. (2025) The Relationship Between Childhood Trauma and Shame: The Mediating Role of Dissociation. ''European Journal of Investigation in Health, Psychology and Education''. ;15(8):151. [[doi:10.3390/ejihpe15080151|http://doi.org/10.3390/ejihpe15080151]]

Stewart, C. A., Mitchell, D. G. V., MacDonald, P. A., Pasternak, S. H., Tremblay, P. F., &amp; Finger, E. (2023). The psychophysiology of guilt in healthy adults. ''Cognitive, Affective, &amp; Behavioral Neuroscience'', 23(4), 1192–1209. https://doi.org/10.3758/s13415-023-01079-3

Stocks, E. L., Lishner, D. A., &amp; Decker, S. K. (2009). Altruism or psychological escape: Why does empathy promote prosocial behavior? ''European Journal of Social Psychology'', 39(5), 649–665. https://doi.org/10.1002/ejsp.561

Tangney, J. P. (1991). Moral affect: The good, the bad, and the ugly. ''Journal of Personality and Social Psychology'', 61(4), 598–607. https://doi.org/10.1037/0022-3514.61.4.598 

Tangney, J. P., Stuewig, J., &amp; Mashek, D., J., (2007). Moral Emotions and Moral Behavior. ''Annual Review of Psychology'' 58:345-372. https://doi.org/10.1146/annurev.psych.56.091103.070145 

Turner, J., H., &amp; Stets, J., E (2006). Moral Emotions. In ''Handbook of the Sociology of Emotions'' (pp.544 - 566). Spinger. https://doi.org/10.1007/978-0-387-30715-2 . 

Tillman CJ, Gonzalez K, Whitman MV, Crawford WS and Hood AC (2018) A Multi-Functional View of Moral Disengagement: Exploring the Effects of Learning the Consequences. ''Frontiers in Psychology'', Personality and Social Psychology. 8:2286. [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.02286/full#F2 doi: 10.3389/fpsyg.2017.02286]

Van de Vyver, J., &amp; Abrams, D. (2015). Testing the prosocial effectiveness of the prototypical moral emotions: Elevation increases benevolent behaviours and outrage increases justice behaviours. ''Journal of Experimental Social Psychology'', 58, 23–33. https://doi.org/10.1016/j.jesp.2014.12.005 

Wojcik, K., D., Cox, D., W., &amp; Kealy,D. (2019) Adverse childhood experiences and shame- and guilt-proneness: Examining the mediating roles of interpersonal problems in a community sample, ''Child Abuse &amp; Neglect,'' Volume 98, 2019, 104233, ISSN 0145-2134, https://doi.org/10.1016/j.chiabu.2019.104233

Zaki, J., &amp; Stellar, J. E. (2025). Moral emotions. In D. T. Gilbert, S. T. Fiske, E. J. Finkel, &amp; W. B. Mendes (Eds.), ''The handbook of social psychology ''(6th ed.).  https://doi.org/10.70400/MWKI4223

}}
==External links==
[https://www.ted.com/talks/asha_curran_how_acts_of_kindness_sparked_a_global_movement Ideas change everything] (TED)

[https://www.youtube.com/watch?v=b4CfyLe0IlQ Prosocial Behavior | Ethics Defined] (Youtube)

[https://www.youtube.com/watch?v=Hbbj2XKIHxc The Dark Psychology of Guilt: How Guilt Controls Your Mind and Behavior] (Guilt)

[https://pmc.ncbi.nlm.nih.gov/articles/PMC2689844/ Witnessing excellence in action: the ‘other-praising’ emotions of elevation, gratitude, and admiration - PMC]

https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071

https://www.simplypsychology.org/kohlberg.html

[https://scienceinsights.org/what-does-gratitude-feel-like-physically-and-mentally/ What Does Gratitude Feel Like, Physically and Mentally - ScienceInsights]

[https://emotioninside.org/emotions/ All 402 emotions — The Emotion Dictionary]

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      <id>2843420</id>
      <parentid>2829383</parentid>
      <timestamp>2026-10-30T21:38:38Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
      </contributor>
      <comment>Book chapter feedback</comment>
      <origin>2843420</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="11497" sha1="k3we0johk1fx5o5ozh8wc9a0s7ojawm" xml:space="preserve">== Acknowledgments ==
Generative AI was used to assist with wiki formatting and organisation of the book chapter, checking grammar and spelling, and produced Figure 3 based on Caryl E. Rusbult’s investment model of commitment (1980)

==Why do love styles even matter?==
I would be curious to know why love styles even matter?
Sincerly, --[[User:U3246588|U3246588]] ([[User talk:U3246588|discuss]] • [[Special:Contributions/U3246588|contribs]]) 04:07, 19 August 2026 (UTC)

== Question about your topic and internal link ==

Hi! I’m working on my chapter about emotional flooding in relationships, and I noticed your topic is “Love styles and relationships: How do love styles influence relationship satisfaction and stability?” I’m looking at how individual relationship characteristics may influence emotional flooding, so I think there could be a useful connection between our topics as I also make small mentions of  and have researched about love styles and relationship satisfaction. I was wondering if you think you’ll discuss how love style differences can affect conflict or emotional responses between partners? Also, would you be okay with me linking your chapter as an internal Wikiversity resource in my chapter under “see also”? I’d  link to your page directly and credit it as a related book chapter too. Thank you! [[User:Tofu05|Tofu05]] ([[User talk:Tofu05|discuss]] • [[Special:Contributions/Tofu05|contribs]]) 12:23, 28 August 2026 (UTC)

&lt;!-- Official topic development feedback --&gt;
{{METF/2026
|1=
&lt;!-- Title --&gt;
# Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]]
|2=
&lt;!-- Headings --&gt;
# See earlier comment about [[#heading casing|heading casing]]
&lt;!-- Heading structure --&gt;
&lt;!-- 2-level --&gt;
# Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic.
&lt;!-- Alignment with focus questions --&gt;
# Excellent alignment between sub-title, focus questions, and heading structure
|3=
&lt;!-- Overview--&gt;
# Excellent – Scenario, image, evocative description of the problem/topic, and focus questions
&lt;!-- Scenario --&gt;
&lt;!-- Focus questions --&gt;
# Focus questions are aligned with sub-title and top-level headings
|4=
&lt;!-- Key points--&gt;
&lt;!-- Overall --&gt;
# Key points are well developed for each section
# Provide more detailed edit summaries
&lt;!-- Scope --&gt;
# The scope is excellent (i.e., not too little/narrow or too big/broad)
&lt;!-- Theory and research --&gt;
# Promising balance of theory and research; strive to integrate
# Select the best theories about this topic
# Select the best research about this topic
&lt;!-- GenAI ---&gt;
# Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity.
&lt;!-- Conclusion --&gt;
# Conclusion is underway
# What are the practical, take-home messages? (address the focus questions)
|5=
&lt;!-- Figure --&gt;
# Relevant figure(s) presented, captioned, and cited
|6=
&lt;!-- Learning feature --&gt;
&lt;!-- Interwiki links ---&gt;
# Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]]
&lt;!-- Scenarios/examples/case studies --&gt;
# Consider use of more scenarios/examples/case studies 
&lt;!-- Quiz --&gt;
# Promising use of quiz question(s)
&lt;!-- Tables --&gt;
# Also consider using tables to summarise key information
|7=
&lt;!-- References --&gt;
&lt;!-- Overall --&gt;
# Very good
&lt;!-- Systematic reviews --&gt;
# What are the most relevant systematic reviews/meta-analyses about this topic?
&lt;!-- APA style --&gt;
# Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]:
## [[Help:Wikitext quick reference|italicisation]]
|8=
&lt;!-- Resources --&gt;
&lt;!-- See also --&gt;
# See also
## Excellent
&lt;!-- External links --&gt;
# External links
## Excellent
|9=
&lt;!-- User page --&gt;
# Used effectively
&lt;!-- Description about self --&gt;
# Description about self provided
&lt;!-- Links to profile(s) --&gt;
# Consider linking to your professional profile(s)
&lt;!-- Link to book chapter --&gt;
# A link to the book chapter is provided
|10=
&lt;!-- Social contribution --&gt;
# Excellent – at least three different types of contributions with direct link(s) to evidence
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:38, 29 August 2026 (UTC)

&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
&lt;!-- Overall - Edit summaries --&gt;
#* Very good use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to communicate the changes made in most or all of the main edits
&lt;!-- Overall – Citations --&gt;
# Very good use of academic, peer-reviewed citations to support claims
&lt;!-- Overall - GenAI --&gt;
#* There is insufficient acknowledgement in [[Motivation and emotion/Wikiversity/Edit summary|Motivation and emotion/Wikiversity/Edit summary]], with a link to the chatbot conversation, when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FLove_styles_and_relationships&amp;diff=2843419&amp;oldid=2838768 these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
&lt;!-- Overview – Explains problem --&gt;
# Explains the psychological problem or phenomenon reasonably well
# In order for a reader to understand the observed relations/effects, brief explanation of the respective love styles is needed
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Excellent—key theories are very well explained and applied
# Balanced and well-illustrated understanding of love styles is evident
# Love styles are also discussed in relation to other theoretical concepts such as attachment styles
# The chapter clearly distinguishes between relationship satisfaction and stability
&lt;!-- Theory – Builds on --&gt;
# Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Excellent use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
&lt;!-- Theory – Examples --&gt;
# Excellent use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Very good review of relevant research
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# Very good [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent integration between the most relevant theory(ies) and the best research
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Excellent summary and conclusion
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
&lt;!-- Conclusion – Take-home messages --&gt;
# Clear take-home message(s)
|7=
&lt;!-- Written expression – Style comments... --&gt;
&lt;!-- Written expression – Written expression --&gt;
# Written expression
## The quality of written expression is excellent

&lt;!-- Written expression – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
&lt;!-- Written expression – APA style --&gt;
# APA style
## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY]
&lt;!-- Written expression – Figures --&gt;
## Figures
### Very well captioned
&lt;!-- Written expression – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
&lt;!-- Written expression – Tables --&gt;
## Tables
### Well captioned but citation needed
&lt;!-- Written expression – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
&lt;!-- Written expression – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]

&lt;!-- Written expression – References --&gt;
## References use excellent APA style:
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Add more embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent use of figure(s)
# Very good use of table(s)
# Excellent use of feature box(es)
# Excellent use of scenarios, case studies, or examples
&lt;!-- Learning features – Quizzes --&gt;
# Basic use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Very good use of the [[{{PAGENAME}}#See also|See also]] section
## Use alphabetical order
## Link to more relevant Wikiversity book chapters
&lt;!-- Learning features – External links --&gt;
# Very good use of the [[{{PAGENAME}}#External links|External links]] section
## Add more links
|9=
&lt;!-- Social contribution comments... --&gt;
# ~5 logged, useful, mostly moderate contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# Thanks for the Wiki Commons upload
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 21:38, 30 October 2026 (UTC)</text>
      <sha1>k3we0johk1fx5o5ozh8wc9a0s7ojawm</sha1>
    </revision>
  </page>
  <page>
    <title>Talk:Motivation and emotion/Book/2026/Irritability</title>
    <ns>1</ns>
    <id>331319</id>
    <revision>
      <id>2843428</id>
      <parentid>2839116</parentid>
      <timestamp>2026-10-30T23:18:33Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
      </contributor>
      <comment>Book chapter feedback</comment>
      <origin>2843428</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="13730" sha1="fvg3v8aki6ivx4lu4k7hyu7f3e5ztea" xml:space="preserve">== Reference material ==

Hi, this 2026 reference may be helpful for your chapter.

Anna Stumps, Leah D. Church, Nadia Bounoua, Lea R. Dougherty, Jeffrey M. Spielberg, The relationship between youth irritability and neural circuitry related to emotion regulation, Journal of Affective Disorders, Volume 396, 2026,120846,ISSN 0165-0327,&lt;nowiki&gt;https://doi.org/10.1016/j.jad.2025.120846&lt;/nowiki&gt;.https://www.sciencedirect.com/science/article/pii/S0165032725022888 [[User:StretchBeyond|StretchBeyond]] ([[User talk:StretchBeyond|discuss]] • [[Special:Contributions/StretchBeyond|contribs]]) 01:48, 20 August 2026 (UTC)

== Heading casing ==
{| style=&quot;float: center; background:transparent;color:inherit;&quot;
|-
| [[File:Crystal Clear app ktip.svg|48px|left]]
| {{#if:U3275992|Hi [[User:U3275992|U3275992]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:&lt;br&gt;
&lt;big&gt;&lt;big&gt;Self-determination theory&lt;/big&gt;&lt;/big&gt;
rather than
&lt;big&gt;&lt;big&gt;Self-Determination Theory&lt;/big&gt;&lt;/big&gt;

Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]]

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 03:29, 1 September 2026 (UTC)
|}

&lt;!-- Official topic development feedback --&gt;
{{METF/2026
|1=
&lt;!-- Title --&gt;
# Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]]
|2=
&lt;!-- Headings --&gt;
# See earlier comment about [[#heading casing|heading casing]]
&lt;!-- Heading structure --&gt;
&lt;!-- 2-level --&gt;
# Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic.
# Remove colons from the ends of sub-headings
&lt;!-- Alignment with focus questions --&gt;
# Develop closer alignment between sub-title, focus questions, and top-level headings
|3=
&lt;!-- Overview--&gt;
# Very good
&lt;!-- Scenario --&gt;
# A scenario or case study is presented in a feature box with an image at the start of this section
&lt;!-- Description --&gt;
# A promising description of the problem/topic is planned or presented
# Keep this description simple and user-friendly
&lt;!-- Style --&gt;
# Use present, rather than future, tense (fixed)
&lt;!-- Focus questions --&gt;
# Use open- rather then close-ended focus questions
# Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
|4=
&lt;!-- Key points--&gt;
&lt;!-- Overall --&gt;
# Koints are well developed
&lt;!-- Scope --&gt;
# The scope is excellent (i.e., not too little/narrow or too big/broad)
&lt;!-- Writing style --&gt;
# The writing style is easy to follow
# Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective
&lt;!-- Conclusion --&gt;
# Conclusion hasn't been developed
# What are the practical, take-home messages? (address the focus questions)
|5=
&lt;!-- Figure --&gt;
# Relevant figure(s) are presented and captioned
&lt;!-- Caption --&gt;
&lt;!-- Cite --&gt;
# Cite each figure at least once in the main text using APA style (e.g., see Figure 1)
|6=
&lt;!-- Learning feature --&gt;
&lt;!-- Interwiki links ---&gt;
# Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
&lt;!-- Scenarios/examples/case studies --&gt;
# Consider use of more scenarios/examples/case studies 
&lt;!-- Quiz --&gt;
# Promising use of quiz question(s)
# Place each quiz question in the most relevant section
&lt;!-- Tables --&gt;
# Also consider using tables to summarise key information
|7=
&lt;!-- References --&gt;
&lt;!-- Overall --&gt;
# Excellent
&lt;!-- Systematic reviews --&gt;
# At least one relevant systematic review and/or meta-analysis has been identified
&lt;!-- APA style --&gt;
# Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]:
## [[Help:Wikitext quick reference|italicisation]]
## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting]
&lt;!-- Resources --&gt;
&lt;!-- See also --&gt;
# See also
## Basic
## One of two link types provided
### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]]
## Use alphabetical order
&lt;!-- External links --&gt;
# External links
## Excellent
|9=
&lt;!-- User page --&gt;
# Used effectively
&lt;!-- Description about self --&gt;
# Description about self provided
&lt;!-- Links to profile(s) --&gt;
# Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks.
&lt;!-- Link to book chapter --&gt;
# A link to the book chapter is provided
|10=
&lt;!-- Social contribution --&gt;
# Excellent – at least three different types of contributions with direct link(s) to evidence
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 03:29, 1 September 2026 (UTC)

== Minor edit and paragraph structure suggestions ==
Hey, really good work. Irritability seems to be quite a broad topic with not much information on causes / how to alleviate irritability. I only changed the one word; &quot;There is not clear consensus on what irritability it.&quot; to &quot;There is not clear consensus on what irritability is&quot; so only a minor edit. However, I would reccomend keeping the paragraphs to 3-5 sentences (as most of yours are), since some of them were slightly longer. Although, it also depends where ideas start and end. It was a great read, thank you:).  [[User:U3282656|U3282656]] ([[User talk:U3282656|discuss]] • [[Special:Contributions/U3282656|contribs]]) 12:14, 11 October 2026 (UTC)

&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem
&lt;!-- Overall - Edit summaries --&gt;
#* Excellent use of [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to clearly communicate the changes made in most or all of the main edits
&lt;!-- Overall - GenAI --&gt;
#* This chapter appears to be human-written
&lt;!-- Overall – Citations --&gt;
# Very good use of academic, peer-reviewed citations to support claims
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FIrritability&amp;diff=2843427&amp;oldid=2842646 these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Excellent
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Engaging scenario or case study
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 is relevant to the scenario
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
&lt;!-- Overview – Explains problem --&gt;
# Clearly explains the psychological problem or phenomenon
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Builds reasonably well on [[w:|Wikipedia]] articles but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful depth is provided about key theory(ies)
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Good use of tables, figures, and/or lists to clearly convey key theoretical information
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
# In some places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic.
&lt;!-- Theory – Examples --&gt;
# Reasonably good use of examples to illustrate theoretical concepts
# Consider using more examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Excellent review of relevant research
# Insufficient use of relevant systematic reviews and/or meta-analyses
# More detail about key studies would be ideal
# Claims are well referenced
# In some places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic.
&lt;!-- Research – Critical thinking --&gt;
# Reasonably good [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## describing the methodology (e.g., sample, measures) in important studies
## considering the strength of relationships
## acknowledging limitations
## pointing out specific critiques/counterarguments
## suggesting ''specific'' directions for future research
|5=
&lt;!-- Integration comments... --&gt;
# Excellent integration between the most relevant theory(ies) and the best research
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Very good summary and conclusion
# Highlight the importance of the problem or phenomenon of interest
&lt;!-- Conclusion – Key points --&gt;
# Key points are well summarised
&lt;!-- Conclusion – Focus questions --&gt;
# The focus questions are addressed
&lt;!-- Conclusion – Take-home messages --&gt;
# Add practical, take-home message(s)
|7=
&lt;!-- Written expression – Style comments... --&gt;
&lt;!-- Written expression – Written expression --&gt;
# Written expression
## The quality of written expression is excellent
&lt;!-- Written expression – Language --&gt;
## Avoid directional phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].
## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning
&lt;!-- Written expression – Layout --&gt;
# Layout
## The chapter is well structured, with major sections using sub-sections
## See earlier comment about [[#Heading casing|heading casing]]
## Remove colons (:) from the ends of headings
&lt;!-- Written expression – Grammar --&gt;
# Grammar
## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats')
&lt;!-- Written expression – Abbreviations --&gt;
## Abbreviations
### Spell out abbreviations on their first use, to explain them to the reader
&lt;!-- Written expression – APA style --&gt;
# APA style
## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing (not capitals) for disorders, therapies, theories, etc.]
&lt;!-- Written expression – Figures --&gt;
## Figures
### Brief captions; provide more detail to help connect the figure to the text
&lt;!-- Written expression – Figures - Citations --&gt;
### Each Figure is referred to at least once within the main text using APA style
&lt;!-- Written expression – Tables --&gt;
## Tables
### Brief caption(s); provide more explanatory detail about the table
### Use APA style captions ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Written expression – Tables - Citations --&gt;
### Each Table is referred to at least once within the main text using APA style
&lt;!-- Written expression – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
&lt;!-- Written expression – References --&gt;
## References use very good/ APA style:
### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization]
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Reasonably good use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Reasonably good use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]].
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Excellent use of figure(s)
# Basic use of table(s)
# No use of feature boxes other than the opening scenario
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Basic use of quiz(zes) and/or reflection question(s)
&lt;!-- Learning features – See also --&gt;
# Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section
## Add more links
&lt;!-- Learning features – External links --&gt;
# Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section
## Add more links
|9=
&lt;!-- Social contribution comments... --&gt;
# ~14 logged, useful, mostly minor to moderate contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~1 duplicate contribution
}}</text>
      <sha1>fvg3v8aki6ivx4lu4k7hyu7f3e5ztea</sha1>
    </revision>
  </page>
  <page>
    <title>Talk:Motivation and emotion/Book/2026/Need to love and be loved</title>
    <ns>1</ns>
    <id>331631</id>
    <revision>
      <id>2843478</id>
      <parentid>2839125</parentid>
      <timestamp>2026-10-31T11:29:59Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
      </contributor>
      <comment>Book chapter feedback</comment>
      <origin>2843478</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="15369" sha1="nlpqd62n4zy07d5c3om9co4qycypb2z" xml:space="preserve">== Discussion on chapter And Feedback ==
Hi! Absolutely love the design of this chapter, the red and the hearts really design the page to feel like its all about love. Referring to Steven Universe is a great example in my opinion because the show is all about love and connection. To add your scenario sections are great because they really make the reader think &quot;who and what is on my phone screen, and what do I love about having this picture on my phone display&quot; 

One thing to check is in the assignment list it states &quot;Use default wiki style for paragraph alignment, font colour, type, and size, and heading styles&quot; I don't know if that falls under bold font in your paragraphs but id check that just in case!   - Paige [[User:U3262868|U3262868]] ([[User talk:U3262868|discuss]] • [[Special:Contributions/U3262868|contribs]]) 22:19, 11 October 2026 (UTC)

== Maslow's Hierarchy of Needs ==

Hi, I think adding a visual of Maslow's Hierarchy of needs would be very beneficial here as it can be difficult to describe in writing. Just a simple pyramid style would be great! Something like this: https://images.ctfassets.net/pdf29us7flmy/5DmjqTuW3FuMY4Hbtm8Xj0/6e4607bb76080f18663f19ecd6adaafc/maslow-s-hierarchy-of-needs-new.png?w=1440&amp;q=100&amp;fm=avif  [[User:E3297976|E3297976]] ([[User talk:E3297976|discuss]] • [[Special:Contributions/E3297976|contribs]]) 22:30, 27 August 2026 (UTC)

== The distinct nature of love vs belonging ==

Hello, excellent work I like the way you have set up your chapter. I do posit a more robust distinction and explanation or comparison between the sense of belonging one feels adjacent to the expression of love as described. Perhaps shedding light on how love is its own emotional capacity different to belonging would be interesting to divulge into. I hope my suggestion makes sense. 

Regards. ￼ [[User:Mort006|Mort006]] ([[User talk:Mort006|discuss]] • [[Special:Contributions/Mort006|contribs]]) 06:27, 28 August 2026 (UTC)

== Heading casing ==
{| style=&quot;float: center; background:transparent;color:inherit;&quot;
|-
| [[File:Crystal Clear app ktip.svg|48px|left]]
| {{#if:U3280743|Hi [[User:U3280743|U3280743]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:&lt;br&gt;
&lt;big&gt;&lt;big&gt;Self-determination theory&lt;/big&gt;&lt;/big&gt;
rather than
&lt;big&gt;&lt;big&gt;Self-Determination Theory&lt;/big&gt;&lt;/big&gt;

Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]]

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:23, 31 August 2026 (UTC)
|}

&lt;!-- Official topic development feedback --&gt;
{{METF/2026
|1=
&lt;!-- Title --&gt;
# Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed)
|2=
&lt;!-- Headings --&gt;
# See earlier comment about [[#heading casing|heading casing]]
# Remove numbers from headings
&lt;-- Heading structure --&gt;
&lt;!-- 2-level --&gt;
# Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic.
&lt;!-- Alignment with focus questions --&gt;
# Insufficient alignment between sub-title, focus questions, and top-level headings
|3=
&lt;!-- Overview--&gt;
&lt;!-- Scenario --&gt;
# Make the relevance of the scenario to the topic more clear
&lt;!-- Description --&gt;
# A clear description of the problem/topic is planned or presented
&lt;!-- Focus questions --&gt;
# Excellent focus questions
# Develop closer alignment between the focus questions and top-level headings
|4=
&lt;!-- Key points--&gt;
&lt;!-- Overall --&gt;
# Promising development
# Highlight the most relevant theories and synthesise the best research on the topic
# Provide more detailed edit summaries
&lt;!-- Scope --&gt;
# The scope is about right
&lt;!-- Theory and research --&gt;
# Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. 
&lt;!-- Conclusion --&gt;
# Conclusion is underway
# What are the practical, take-home messages? (address the focus questions)
|5=
&lt;!-- Figure --&gt;
# Relevant figure(s) are presented and captioned
# Cite each figure at least once in the main text using APA style (e.g., see Figure 1)
|6=
&lt;!-- Learning feature --&gt;
&lt;!-- Interwiki links ---&gt;
# Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
&lt;!-- Scenarios/examples/case studies --&gt;
# Promising use of scenarios/examples/case studies
# Make the scenario directly relevant to a key point about the best theory and research
&lt;!-- Quiz --&gt;
# Consider including quiz question(s) about the take-home messages
&lt;!-- Tables --&gt;
# Also consider using tables to summarise key information
|7=
&lt;!-- References --&gt;
&lt;!-- Overall --&gt;
# Very good
&lt;!-- Systematic reviews --&gt;
# What are the most relevant systematic reviews/meta-analyses about this topic?
&lt;!-- APA style --&gt;
# Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]:
## some titles are incomplete
## page numbers should be separated by an en-dash (–) rather than a hyphen (-)
|8=
&lt;!-- Resources --&gt;
&lt;!-- See also --&gt;
# See also
## Excellent
&lt;!-- External links --&gt;
# External links
## Very good
## Use [[w:Letter case#Sentence casing|sentence casing]]
|9=
&lt;!-- User page --&gt;
# Basic but effective
&lt;!-- Description about self --&gt;
# Very brief description about self – consider expanding
&lt;!-- Links to profile(s) --&gt;
# Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks.
&lt;!-- Link to book chapter --&gt;
# A link to the book chapter is provided
|10=
&lt;!-- Social contribution --&gt;
# Excellent – at least three different types of contributions with direct link(s) to evidence
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:23, 31 August 2026 (UTC)

&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is a basic chapter; promising but problematic
# The strengths are
## Quality of written expression
## Use of research
# The main area for improvement
## the chapter needs to more directly address the topic i.e., the need/motivation to love and to be loved. For example:
### there is a lot of information provided about attachment styles, but this is insufficiently connected to love motivation (the topic)
### the information provided about the consequences of love (e.g., addiction) isn't about love motivation, or at least the connection to love motivation is insufficiently described
## explain more clearly how the images relate to the topic
## fit within maximum word count
#* integrate more strongly with other chapters by using embedded links to related topics
&lt;!-- Overall - Edit summaries --&gt;
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
&lt;!-- Overall – Citations --&gt;
# Excellent use of academic, peer-reviewed citations to support claims
&lt;!-- Overall – Word count --&gt;
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FNeed_to_love_and_be_loved&amp;diff=2843477&amp;oldid=2838865 these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Basic
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Basic scenario or case study
# Most readers won't be familiar with the fictional examples. In thic ase, iIt would be better to create fictional case studies from scratch.
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 could be more relevant to the scenario
# The Figure 1 caption should explain more clearly how it is related to the scenario
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Description of problem is too long or vague or overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)
# Use bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] (fixed)
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Insufficient use of relevant psychological theory about this topic
# A lot of theory is presented, often in a very interesting way, but there is insufficient connection of much of it to the core topic which is love need/motivation
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful depth is provided about the presented materials, but much of that material lacks sufficients relevant to the core topic, or the relevance needs to be explained more clearly
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Promising use of figures, but their relevance was often unclear
# No use of tables and/or lists to clearly convey key theoretical information
# As per the Overview Scenario, the TV show examples lack ready reconigisability, so use more illustrative examples that don't require knowledge of the specific show  
&lt;!-- Theory – Citations --&gt;
# Key citations are well used
&lt;!-- Theory – Examples --&gt;
# Promising but problematic use of examples to illustrate theoretical concepts
|4=
&lt;!-- Research comments... --&gt;
&lt;!-- Research – Key findings --&gt;
# Good review of relevant research
# Excellent emphasis on systematic reviews and/or meta-analyses
# Useful detail about individual studies
# The main area for improvement is for the reviewed research to align more closely with theory that more directly addresses the topic
&lt;!-- Research – Critical thinking --&gt;
# Very good [[w:Critical thinking|critical thinking]] about relevant research is evident
# [[w:Critical thinking|Critical thinking]] about research could be further evidenced by:
## selecting and/or explaining more clearly how the reviewed research connects to the target topic
|5=
&lt;!-- Integration comments... --&gt;
# Very good integration between theory and research
# Insufficient integration with related [[Motivation and emotion/Book|chapters]]
|6=
&lt;!-- Conclusion comments... --&gt;
# Not counted for marking purposes due to the chapter being over the maximum word count
|7=
&lt;!-- Written expression – Style comments... --&gt;
&lt;!-- Written expression – Written expression --&gt;
# Written expression
## The quality of written expression is very good
&lt;!-- Written expression – Language --&gt;
## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., &quot;it&quot;) instead of 1st (e.g., &quot;we&quot;) or 2nd person (e.g., &quot;you&quot;) in the main text. 1st or 2nd person can work well for case studies or feature boxes.
&lt;!-- Written expression – Layout --&gt;
# Layout
## The headings could be more clearly aligned with the focus questions
## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size)
## Remove heading numbering
## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags)
&lt;!-- Written expression – Figures --&gt;
## Figures
### Brief captions; provide more detail to help connect the figure to the text
&lt;!-- Written expression – Figures - Citations --&gt;
### Refer to each Figure at least once within the main text (e.g., &quot;(see Figure 1)&quot;)
&lt;!-- Written expression – Tables --&gt;
## Tables
### Brief caption(s); provide more explanatory detail about the table
### Use an APA style caption for each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]])
&lt;!-- Written expression – Tables - Citations --&gt;
### Refer to each Table at least once within the main text (e.g., see Table 1)
&lt;!-- Written expression – Citations --&gt;
# Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]
&lt;!-- Written expression – References --&gt;
## References use very good APA style:
### Check and correct formatting inconsistency and/or missing details
### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-)
&lt;!-- Feedback responsiveness ---&gt;
## No evidence of responsiveness to feedback on talk page
|8=
&lt;!-- Learning features comments... --&gt;
# Excellent use of learning features
&lt;!-- Learning features – Wikipedia embedded links --&gt;
# Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles
&lt;!-- Learning features – Wikiversity embedded links --&gt;
# Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
&lt;!-- Learning features – Figures, tables, feature boxes, scenarios --&gt;
# Promising use of figure(s)
# Basic use of table(s)
# Excellent use of feature box(es)
# No use of scenarios, case studies, or examples, other than opening scenario
&lt;!-- Learning features – Quizzes --&gt;
# Basic use of quiz(zes) and/or reflection question(s)
# The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
&lt;!-- Learning features – See also --&gt;
# Very good use of the [[{{PAGENAME}}#See also|See also]] section
&lt;!-- Learning features – External links --&gt;
# Excellent se of the [[{{PAGENAME}}#External links|External links]] section
## Use sentence casing
|9=
&lt;!-- Social contribution comments... --&gt;
# ~6 logged, useful, mostly moderate contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]]
# ~1 logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence.
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 11:29, 31 October 2026 (UTC)</text>
      <sha1>nlpqd62n4zy07d5c3om9co4qycypb2z</sha1>
    </revision>
    <revision>
      <id>2843479</id>
      <parentid>2843478</parentid>
      <timestamp>2026-10-31T11:30:55Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
      </contributor>
      <minor />
      <origin>2843479</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="15372" sha1="rjty246rq4lvtbkxr4cuurh7pg55y06" xml:space="preserve">== Discussion on chapter And Feedback ==
Hi! Absolutely love the design of this chapter, the red and the hearts really design the page to feel like its all about love. Referring to Steven Universe is a great example in my opinion because the show is all about love and connection. To add your scenario sections are great because they really make the reader think &quot;who and what is on my phone screen, and what do I love about having this picture on my phone display&quot; 

One thing to check is in the assignment list it states &quot;Use default wiki style for paragraph alignment, font colour, type, and size, and heading styles&quot; I don't know if that falls under bold font in your paragraphs but id check that just in case!   - Paige [[User:U3262868|U3262868]] ([[User talk:U3262868|discuss]] • [[Special:Contributions/U3262868|contribs]]) 22:19, 11 October 2026 (UTC)

== Maslow's Hierarchy of Needs ==

Hi, I think adding a visual of Maslow's Hierarchy of needs would be very beneficial here as it can be difficult to describe in writing. Just a simple pyramid style would be great! Something like this: https://images.ctfassets.net/pdf29us7flmy/5DmjqTuW3FuMY4Hbtm8Xj0/6e4607bb76080f18663f19ecd6adaafc/maslow-s-hierarchy-of-needs-new.png?w=1440&amp;q=100&amp;fm=avif  [[User:E3297976|E3297976]] ([[User talk:E3297976|discuss]] • [[Special:Contributions/E3297976|contribs]]) 22:30, 27 August 2026 (UTC)

== The distinct nature of love vs belonging ==

Hello, excellent work I like the way you have set up your chapter. I do posit a more robust distinction and explanation or comparison between the sense of belonging one feels adjacent to the expression of love as described. Perhaps shedding light on how love is its own emotional capacity different to belonging would be interesting to divulge into. I hope my suggestion makes sense. 

Regards. ￼ [[User:Mort006|Mort006]] ([[User talk:Mort006|discuss]] • [[Special:Contributions/Mort006|contribs]]) 06:27, 28 August 2026 (UTC)

== Heading casing ==
{| style=&quot;float: center; background:transparent;color:inherit;&quot;
|-
| [[File:Crystal Clear app ktip.svg|48px|left]]
| {{#if:U3280743|Hi [[User:U3280743|U3280743]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:&lt;br&gt;
&lt;big&gt;&lt;big&gt;Self-determination theory&lt;/big&gt;&lt;/big&gt;
rather than
&lt;big&gt;&lt;big&gt;Self-Determination Theory&lt;/big&gt;&lt;/big&gt;

Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]]

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:23, 31 August 2026 (UTC)
|}

&lt;!-- Official topic development feedback --&gt;
{{METF/2026
|1=
&lt;!-- Title --&gt;
# Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed)
|2=
&lt;!-- Headings --&gt;
# See earlier comment about [[#heading casing|heading casing]]
# Remove numbers from headings
&lt;-- Heading structure --&gt;
&lt;!-- 2-level --&gt;
# Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic.
&lt;!-- Alignment with focus questions --&gt;
# Insufficient alignment between sub-title, focus questions, and top-level headings
|3=
&lt;!-- Overview--&gt;
&lt;!-- Scenario --&gt;
# Make the relevance of the scenario to the topic more clear
&lt;!-- Description --&gt;
# A clear description of the problem/topic is planned or presented
&lt;!-- Focus questions --&gt;
# Excellent focus questions
# Develop closer alignment between the focus questions and top-level headings
|4=
&lt;!-- Key points--&gt;
&lt;!-- Overall --&gt;
# Promising development
# Highlight the most relevant theories and synthesise the best research on the topic
# Provide more detailed edit summaries
&lt;!-- Scope --&gt;
# The scope is about right
&lt;!-- Theory and research --&gt;
# Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. 
&lt;!-- Conclusion --&gt;
# Conclusion is underway
# What are the practical, take-home messages? (address the focus questions)
|5=
&lt;!-- Figure --&gt;
# Relevant figure(s) are presented and captioned
# Cite each figure at least once in the main text using APA style (e.g., see Figure 1)
|6=
&lt;!-- Learning feature --&gt;
&lt;!-- Interwiki links ---&gt;
# Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
&lt;!-- Scenarios/examples/case studies --&gt;
# Promising use of scenarios/examples/case studies
# Make the scenario directly relevant to a key point about the best theory and research
&lt;!-- Quiz --&gt;
# Consider including quiz question(s) about the take-home messages
&lt;!-- Tables --&gt;
# Also consider using tables to summarise key information
|7=
&lt;!-- References --&gt;
&lt;!-- Overall --&gt;
# Very good
&lt;!-- Systematic reviews --&gt;
# What are the most relevant systematic reviews/meta-analyses about this topic?
&lt;!-- APA style --&gt;
# Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]:
## some titles are incomplete
## page numbers should be separated by an en-dash (–) rather than a hyphen (-)
|8=
&lt;!-- Resources --&gt;
&lt;!-- See also --&gt;
# See also
## Excellent
&lt;!-- External links --&gt;
# External links
## Very good
## Use [[w:Letter case#Sentence casing|sentence casing]]
|9=
&lt;!-- User page --&gt;
# Basic but effective
&lt;!-- Description about self --&gt;
# Very brief description about self – consider expanding
&lt;!-- Links to profile(s) --&gt;
# Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks.
&lt;!-- Link to book chapter --&gt;
# A link to the book chapter is provided
|10=
&lt;!-- Social contribution --&gt;
# Excellent – at least three different types of contributions with direct link(s) to evidence
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:23, 31 August 2026 (UTC)

&lt;!-- Official book chapter feedback --&gt;
{{MEBF/2026
|1=
&lt;!-- Overall comments... --&gt;
# This is a basic chapter; promising but problematic
# The strengths are
## Quality of written expression
## Use of research
# The main area for improvement
## the chapter needs to more directly address the topic i.e., the need/motivation to love and to be loved. For example:
### there is a lot of information provided about attachment styles, but this is insufficiently connected to love motivation (the topic)
### the information provided about the consequences of love (e.g., addiction) isn't about love motivation, or at least the connection to love motivation is insufficiently described
## explain more clearly how the images relate to the topic
## fit within maximum word count
#* integrate more strongly with other chapters by using embedded links to related topics
&lt;!-- Overall - Edit summaries --&gt;
#* Insufficient use [[Motivation and emotion/Wikiversity/Edit summary|edit summaries]] to describe the changes made in each edit
&lt;!-- Overall - GenAI --&gt;
#* There may be unkacknowledged use of [[Motivation and emotion/Assessment/Using generative AI|use of genAI]]
&lt;!-- Overall – Citations --&gt;
# Excellent use of academic, peer-reviewed citations to support claims
&lt;!-- Overall – Word count --&gt;
# Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes.
&lt;!-- Overall – Copy edits --&gt;
# For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FNeed_to_love_and_be_loved&amp;diff=2843477&amp;oldid=2838865 these copy edits]
|2=
&lt;!-- Overview – Comments... --&gt;
# Basic
&lt;!-- Overview – Scenario --&gt;
&lt;!-- Overview – Scenario - Description --&gt;
# Basic scenario or case study
# Most readers won't be familiar with the fictional examples. In thic ase, iIt would be better to create fictional case studies from scratch.
&lt;!-- Overview – Scenario - Figure --&gt;
# Figure 1 could be more relevant to the scenario
# The Figure 1 caption should explain more clearly how it is related to the scenario
&lt;!-- Overview – Scenario - Feature box --&gt;
# The scenario uses an appropriate feature box
# Put the scenario in a feature box
&lt;!-- Overview – Explains problem --&gt;
# Description of problem is too long or vague or overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections.
&lt;!-- Overview – Focus questions --&gt;
# The focus questions are excellent (clear and relevant)
# Use bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] (fixed)
|3=
&lt;!-- Theory comments... --&gt;
&lt;!-- Theory – Breadth --&gt;
# Insufficient use of relevant psychological theory about this topic
# A lot of theory is presented, often in a very interesting way, but there is insufficient connection of much of it to the core topic which is love need/motivation
# Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question).
&lt;!-- Theory – Builds on --&gt;
# Builds exceptionally well on [[w:|Wikipedia]] articles but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms
&lt;!-- Theory – Depth --&gt;
# Insightful depth is provided about the presented materials, but much of that material lacks sufficients relevant to the core topic, or the relevance needs to be explained more clearly
&lt;!-- Theory – Tables/Figures/Lists --&gt;
# Promising use of figures, but their relevance was often unclear
# No use of tables and/or lists to clearly convey key theoretical information
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-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 11:29, 31 October 2026 (UTC)</text>
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International championship boxing match between British Jem Smith and Australian Frank Slavin on 23 December 1889 in Bruges, Belgium.

==Overview==
On 23 December 1889 a championship boxing match in Bruges ended with cheating on the British side: British Jim Smith was losing, so his supporters entered the ring, took advantage of Smith's holding Australian Frank Slavin and beat him up, using fists, sticks, &quot;knuckle-dusters,&quot; &quot;life preservers&quot; and boots. The referee called it a draw to prevent Slavin from being killed and then fled. The ''Cork Constitution'' called it &quot;the Smith-Slavin piece of brutality.&quot;&lt;ref&gt;&quot;Mr. Abington.&quot; ''Cork Constitution'' 14 January 1890, Tuesday: 7 [of 8], Col. 5b [of 6]. ''British Newspaper Archive''https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001648%2F18900114&amp;page=7&amp;article=099&amp;stringtohighlight=mandeville+viscount. Same title and p.&lt;/ref&gt;

A knuckle-duster was &quot;A metal instrument made to cover the knuckles,&quot;&lt;ref&gt;“Knuckle-duster, ''N.''”  ''Oxford English Dictionary'', Oxford UP,  December 2024, https://doi.org/10.1093/OED/6130372797.&lt;/ref&gt; like brass knuckles, and a life preserver was &quot;A stick or truncheon weighted at one end&quot; with lead.&lt;ref&gt;“Life-preserver, ''N.''”  ''Oxford English Dictionary'', Oxford UP,  September 2026, https://doi.org/10.1093/OED/1055046410.&lt;/ref&gt;

One meeting of the boxing-oriented London Pelican Club was held almost immediately. Then a series of meetings following an investigation occurred in the first week of January (the [[Social Victorians/Boxing/Pelican Club Meeting Smith-Slavin match|Pelican Club meetings]] referred to below).

Slavin followed this fight with a challenge for American John L. Sullivan, saying he would fight in America or Australia, but not in a private venue in England.

Many, many newspapers covered this fight and the reaction to it in the boxing community. Copy-and-paste journalism and the lack of copyright laws means that many of the stories are all or in part identical to others, so no attempt has been made to offer complete coverage.

==Logistics==
* 23 December 1889, 8:00 a.m.
* Stakes: £1,000
==Related Events==
* [[Social Victorians/Boxing/Pelican Club Meeting Smith-Slavin match|Pelican Club Meetings about the Smith-Slavin match]]
* the &quot;[[Social Victorians/Boxing/Fracas at the Trocadero|Fracas at the Trocadero]]&quot; 
==Who Was Present==
# [[Social Victorians/People/Mandeville|Kim Montagu, Viscount Mandeville]]
# Jem Smith, British boxer
# Frank Slavin, Australian boxer
# Lord Rosslyn
# Sir M. Sandys
# Mr. G. Abington Baird, Smith's manager? and horseman (see description in Anthology)
==Entertainment==

==Anthology==
The Sportsman

The Tuesday, 24 December 1889 issue of ''The Sportsman'' devoted page 3 (7 columns) entirely to this story.


This reporter's writing style is very ornate, and he also uses slang and local vocabulary: sabots, Brums, 

Newspaper Title: The Sportsman 24 December 1889, Tuesday: 3 [of 4], Col. 1a–7c [of 7]. British Newspaper Archive https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001055%2F18891224&amp;page=3&amp;article=057&amp;stringtohighlight=mandeville+viscount. Same print title and p.

THE GREAT FIGHT.

SMITH &amp; SLAVIN FOR £1000.

DISORDERLY PROCEEDINGS.

BRUTAL ATTACK ON SLAVIN.

SMITH KNOCKED DOWN REPEATEDLY.

HE LEAVES THE RING.

A DRAW DECLARED AFTER 14 ROUNDS.

The long-talked-of fight between Jem Smith, Champion of England, and Frank P. Slavin, Champion of Australia, took place between eight and nine o'clock yesterday morning in the private grounds of a gentleman's residence near Bruges, Belgium. The contest, as everybody knows, was for 1000''l''. Thanks to the most cowardly and disgraceful behaviour of a gang of ruffians in Smith's corner, the referee was forced to declare the fight a draw at the close of the fourteenth round. Full details are given below.

THE JOURNEY TO THE CONTINENT.

(By our special reporter.)

[?] travellers accustomed to make long and frequent journeys do not trouble themselves much about starting. The pangs of parting are easly effaced, and after a few years of &quot;globe-trotting,&quot; as the Yankees are pleased to call it, beyond looking after personal comforts the travelling Briton has very little trouble. I have made many notable journeys upon all sorts of errands, but must confess that entering upon my last jaunt brought not a few  qualms — other than those likely to be experienced at sea. The preliminaries of the international fight, which was the reason of the trip from town, had not been carried through without many untoward circumstances arising to spoil the fun. On Saturday, however, there was every prospect of the business being brought to a successful termination, and when word was brought me that on the following morning our party were to leave London at an early hour there was no need for further hesitation, and preparations for the journey were rapidly made. What a day it was! Rain of a most annoying and penetrating kind fell until well into the night, making every one hurry to bring their day's business, or pleasure, to an end, that they might get indoors out of the dismal, depressing weather. Just as I had thought all safe for the [night came]

A Rude Shock.

[Arriving??] at the office of THE SPORTSMAN I found a well-known sporting journalist, whose expressive features at once conveyed to my practised eye that &quot;something had happened.&quot; His right hand convulsively clutched a telegram, and it was quickly patent that this innocent-looking piece of paper was the cause of the trouble. &quot;What do you think of this?&quot; asked he, handing over the document. Only a few words were pencilled thereon, but these were enough to cause us alarm. &quot;Stoppage, but think can get bail. — Slavin.&quot; Here was a pretty &quot;go,&quot; the mystic words being translated meaning that the Australian had been &quot;pinched&quot; at Margate. Before we had thoroughly grasped the situation a second wire arrived containing the definite information that Slavin had been arrested at the Kentish watering-place and that he had a difficulty in finding bail among strangers. This dire news sent our spirits down to zero. Two acts of the little drama we were enacting had been very depressing, but the third brought sunshine again. Close upon the heels of the second telegram came a third, and it was with trembling fingers that at the request of my friend I opened the missive. A glance was enough — Slavin was free, and on his way to Dover. This sent us home satisfied that all would be well on the morrow now that both the principal actors in the contest were on the spot or nearby. Daylight brought with it

A May Morning.

Long before the earliest purveyor of the lacteal fluid arrived in the quiet suburban street to wake the sleepers with his hideous yelping, a cross between that of a beaten dog and a Comanche Indian, I had turned out, as there was no time to be lost. It was a delightful morning, the rain clouds having vanished, and being replaced by brilliant sunshine the weather being more akin to early summer than that usually associated with late December. The early promise did not last, as before eight o'clock the south-westerly breeze brought up rain clouds once more, and a fine free sample of &quot;London peculiar&quot; had taken possession of the streets as I wended my way towards Cannon-street Station. Ten o'clock was the hour named, but half an hour before that time several of the party had arrived at the trysting place. First to be noticed was Bob Habbijam, in company with two less-known sports, and this trio had not the dim terminus long to themselves. Jack Lewis, looking &quot;all broke up,&quot; put in an appearance a few minutes later, while at the same time three scribes with pockets bulging from a surplusage of note-books dropped in. It was very soon evident that the company would be much larger than intended, as cabs rattled up continually, bringing a further complement. Tom Smith, Bob Kirby, Barney Sheppard, &quot;Pop,&quot; and Frank Hinde were the next to join us, and in quick succession came Teddy Bayley, Will Riley, and Joe Vezey, who was to occupy the unthankful office of referee. According to the original conditions, a number of the intending spectators should have proceeded by way of Calais overnight, but by some means or other they managed to miss the train, and it was owing to this fact that so many were present on Sunday morning. There was no disguising the fact that such a crowd would draw attention, and militate against the secrecy necessary to insure us against intervention. There was no help for it, however, and before the Continental express came in from Charing-Cross &quot;The Squire,&quot; Ike White, J. Kilby, C. Horton, C. Parsons, and J. Fleming had swelled the ranks of the ''voyageurs''.

Down to Dover.

It was only by judicious squeezing and packing that room could be found for all in the train, already well freighted with passengers, but eventually everyone managed to find a corner, luggage being conspicuous by its absence. I had a real sportsman for companion, Jack Kilby, of the Ferry Hotel, Cookham. Having missed the train overnight, not to be thwarted of his promised journey he arranged to proceed to town by road in the early morning. Instructing two lads to sit up through the night so as to be awakened in good time, Kilby turned in. At four o'clock he had the horse put in the shafts of a dog-cart, and drove slick away to Cannon-street. It was a particularly quiet trip, broken only by stoppages at Ashford and Folkestone, where some of the irrepressibles saw fit to leave the train and perambulate the platform. This, to say the least of it, was a foolish proceeding, as it fairly &quot;gave the game away,&quot; and there was almost an air of expectancy about the officials when, after a run of nearly two hours, the South-Eastern express pulled up on Dover [Col. 1c–2a] Pier. Thoughts of coming trouble had ere this sobered down the playful ones, and it did not add to their joy when, looking seawards, they saw what is known as &quot;dirty&quot; weather in store.

On the Briny.

The transfer of passengers from the pier to the deck of the Princess Henriette was rapidly effected, and &quot;once on board the lugger&quot; my fellow-travellers disappeared as if by magic, but as rapidly came to light again, having, in view of developments likely to appear later, made arrangements below. There was a general changing of headgear, the bowler being discarded for the more useful tight-fitting cap — and what a variety were donned! As on the appearance of the clown in the pantomime, now the fun commenced. Before noon, when the hawsers were cast off, several shining lights in the boxing world prepared for the worst, the long rollers which broke in against the pier giving them the greatest alarm. Many had never previously ventured upon anything of a more stormy character than the Thames, and but for the fear of reproach would have turned back. As the &quot;Princess&quot; swung off from the pier the two &quot;Bobs,&quot; Kirby and Habbijam, betook themselves to the &quot;rail&quot; in expectation of an attack of ''mal de mer''. What a pitiable sight they presented, but in a few minutes they found many brothers in misfortune, Tom Smith caving in. For a time it was a bit rough, and one of the good sailors commenced quoting Byron. &quot;O'er the glad waters of the dark blue sea,&quot; sang he. Well, it was not too cerulean, but there was no question as to its gladness. The English Channel is generally built that way, and it was evidently making extra merry on account of the season. Once away from the shore-swell it was smooth enough, and the sickly division came round wonderfully. Frank Hinde, who played his old part of low comedian, amused them, and at length by his wonderful flow of spirits — animal and otherwise — had the worst cases on their legs again. A few exceptions there were, half a dozen or so of the swells having &quot;sought the seclusion which the cabin grants,&quot; and there they stayed. Our low-comedy merchant now found a a [sic] serious rival in &quot;Pop,&quot; and between them they kept the coterie on the quarter-deck from being dull. Yarns were spun by this pair of drolls, and the merry jest went round until more substantial fare was in request at the table. Both the aforementioned did their share, the way Hinde put away the humble yet satisfying cold meat and pickles causing intense envy in the breasts of the less hardy mariners. A very quick passage was made across the streak, and at half-past three the coast appeared in sight. At the same time rain commenced to fall, and as we steamed past the lighthouse on Ostend breakwater it came pelting down sharply. At a quarter to three the good ship was secured alongside the wharf, and out came the lost sheep looking white and miserable, one passenger, although not of us, who had sat on deck more dead than alive the whole way over, fairly dancing with joy at his release from the purgatory of sea-sickness. 

Ostend to Bruges.

While those unfortunate enough to be hampered with luggage stood by for the purpose of having it searched the rest of us secured seats in the train already drawn up alongside. It was then discovered that we did not start for half an hour, and the interval was turned to account by a  visit to the buffet. ''Cafe-au-lait'' was the general order, and mightily refreshing it proved to be. Everything comes to him who waits, but before the journey was continued sharp to the time mentioned, it was very patent that our descent upon Belgium in such numbers had attracted much attention. One dark-bearded &quot;foreigner&quot; who had watched us closely on the way across, actually grew so confident that he had exploited our movents that he grew bold beyond discretion. Coming forward with all the effrontery imaginable he rather startled us by asking, &quot;Well, when is the 'mill' coming off?&quot; In a twinkling one and all assumed a look of stony indifference, and on the question being repeated he was forcibly yet politely informed that we had nothing to do with any &quot;mills.&quot; As we left the station our inquisitive friend was seen gesticulating to a belaced Ostender, evidently proud of his perspicuity. Thirty minutes' run through the flat and thoroughly soaked country brought the gable roofs of ancient Bruges in sight. Night had not yet darkened the streets, but there was mist enough to hide our movements to a great extent. It had been agreed that the brigade should split up as much as possible and spread themselves over the city. This was done in a great measure, Tom Dunning piloting my section across the  broad station-square to the Hotel de l'Univers. On the threshold I met Mick Taylor, who naturally looked somewhat aghast at the advent of so big a muster. It must have surprised him still more when others strolled in, and eventually the Britisher's party reached no less than fifteen. Fortunately our worthy host had plenty of available room, and after climbing up the winding stairs the whole troupe were comfortably housed. Water was at a premium, while soap could only be obtained by borrowing from the one or two lucky ones who had thought to bring that useful saponaceous compound with them. Entering the saloon after an outward and inward refresher, I ran across Josh Cosnett, and close behind the Brum stood, Frank Slavin, looming fine and large. The Australian Champion looked in grand condition, his face bronzed by the sea air and the toughening preparation he uses. Gently puffing a cloud from his Belgian weed, he greeted the arrivals cheerily, and was as skittish as a kitten, his hearty laugh resounding through the establishment. He had a very favourable passage across Channel the previous night, and amused himself by strolling around the city during the day. It was a piece of good fortune that not only could the ''garçon'' speak English fairly well, but at least two of my companions were conversant with the language of the country; negotiations anent dinner were therefore carried out with celerity.

Pugilism at the Piano.

While awaiting the refection Slavin opened the piano which stood at one end of the ''salle-à-manger'', and dashing his lingers over the keys coon gave evidence that he was no mean performer on that instrument. Waltz, polka, and march all came as one to him. What a staggerer this would have been to the old timers, who never dared to allow a man in training such liberties. There was not the slightest sign of fear for the result of his coming encounter, and, in fact, Slavin appeared the least interested of the crowd. His piano selection whiled away the interval before dinner, at which the Australian presided. Taking his place at the head of the table Slavin entered into the fun, and no one would have conceived for a single moment that he had such a weighty matter on his mind as a fight. The repast was a lingering affair, and Slavin retired half way over the course, and betook himself once more to his favourite piano, which he wrestled with on and off during the remainder of the evening. While we were enjoying the good things under the roof of the Hotel Univers the rain had increased, and a perfect downpour succeeded. This had the effect of keeping the majority confined to the house, but several of the more venturesome spirits proceeded to explore the city, and they at any rate got a good drenching for their pains. The &quot;pelting of the pitiless storm&quot; continued the greater part of the night. 

Arrival of Jem Smith. 

The Champion of England, accompanied by Jack Baldock, Jack Harper, Jem Carney, and several other henchmen, came on from Lille at six o'clock, and arrived at Bruges about 8.30, taking up their quarters at the Hotel de Londres. Jem Smith, after leaving London on Friday, had travelled by easy stages to the Belgian frontier, so as not to miss a meal or proper night's rest and exercise between. He looked wonderfully well, having worked off much superfluous adiposity during the last few weeks' training. Unlike his opponent, Smith kept very quiet during the evening, and retired early. A meeting of the representatives of the men took place at a late hour, and in company with the owner of the ground and others interested, the final arnuigements were made. I was present to assist at this necessary proceeding, and so perfectly had all the preliminaries been settled that there was very little left to be done[.] Owing to the presence of a mob of Birmingham men, who by some means or other had made their way to Bruges, there was fear of interference, but every precaution was taken to defeat anything disagreeable occurring. The behaviour of many in the streets during the evening was not calculated to assist those who desired to see a fair and square battle. Strict orders were given to the ''garçon'' to call us at 5.30 sharp, and to make assurance doubly sure many affixed their names on bedroom doors. Punctually to the moment came the rat-tat on the panel, and a hasty toilet was made by the light of the dip. A glance through the window reassured us with respect to the weather, the rain having ceased, but it was yet too dark to get any idea of the future. Even thus early the patter of sabots on the stones outside betokened the fact that Bruges, sleepy as it is said to be, was well awake. When the sounds from the famous belfry announced six o'clock [Col. 2c–3a] the bulk of the dwellers in the Hotel Univers had found their way to the ''salle-à-manger'', or &quot;the manger&quot; as &quot;Pop&quot; expressively named that apartment. Tea, coffee, fillets de bœuf, and chops were discussed, and the early birds had only been fairly started when with a cheery &quot;Good morning, gentlemen,&quot; Slavin appeared. He lost no time, and was soon busy with knife and fork. Time flew by rapidly, and there were signs of an early daybreak. This hurried on the final preparations. Bills were paid, creature comforts taken on board, Slavin, with the greatest ''sangfroid'', seeing to his own business as unconcerned as possible. Our pilot put in an appearance shortly after the half-hour had chimed, and informed us that the other sections had already gone on. 

The March to the Battlefield. 

Breaking into groups of half a dozen the advance guard, led by an English resident in Bruges, pushed on, but before going two hundred yards there came a check. The railway had to be crossed, and just as the leading division reached the line they found the gates closed. Although opened in a couple of minutes it allowed the party to amalgamate, but they soon filed out agent. Many streets had to be traversed, and in the now increasing light we were scanned by groups of workmen and workwomen who were on the way to the many factories in the neighborhood. Talking except in whispers was tabooed, so that our nationality might not be discovered, and without further incident a walk of twenty minutes or so brought us to the chosen spot. Entering the private grounds by a wicket-gate, there was light enough to see that the others were present standing among the trees. Four moving objects suddenly appeared as we crossed the garden carrying some white posts, which quite gave Joe Vesey a fright. The principals were hurried off to comfortable quarters near by, Smith having the stable to make his toilet in, while Slavin was accommodated in a barn. Proceeding towards a big plantation I found several quietly at work 

Building the Ring. 

Between two belts of trees, formed chiefly of firs and beeches, was a clearing forty feet wide, and here the turf had been swept clear of the fallen leaves — in fact, a native, whose gigantic sabots caused much amusement, was still busy with rake and roller[.] Barney Sheppard superintended the pitching of the ring, an operation which took some time. Eight heavy stakes had been provided and plenty of rope, but the ground was very soft after so much rain, and wedges and guy-ropes had to be freely utilised. There being no tape, the distance was measured out by strides, and when eventually the job was finished it was plain that plenty of room had been allowed. The spectators amused themselves in various ways until, when the clock struck eight, all was in readiness. It was now broad daylight, and as several rustics on their way to employment caught sight of the, to them, peculiar proceeding, and stopped to more closely examine, the place did not promise to be free from interruption. All went well, however, and as the business did not concern them they passed on. There was some delay at this point, and it was close upon half-past eight when the men were reported ready for the fray. 

The following comprised the company round the ring: — Lord Mandeville, Lord Royston, Hon. M. Sandys, Mr Abington, Mr F. Kotchie, Mr J. Kilby, Mr C. Parsons, Mr Ike White, Mr W. Riley, Mr C. Morton, Mr Harris, Mr E. Bayley, Mr J. Lewis (Australia), Mr J. Vesey, Mr F. Hinde, Mr J. Fleming, Mr M. Taylor, Mr J. Calder, Mr G. T. Dunning, &quot;Pop&quot; Joy, R. Habbijam, G. (&quot;Barney&quot;) Sheppard, Jem Carney, Tom Smith, Mangie [?] Hyams, Matthews, Summers, Boulton, and several others, including two or three reporters. Smith, accompanied by his seconds, J. Harper and J. Baldock, entered the ring, quietly going over to the south-west corner with hardly any notice. Baldock at once wanted to know why Slavin had not turned up, and was inclined to be nasty, when the Australian walked briskly to the opposite corner, having, without the customary teasing for choice of positions, allowed Smith to take the higher ground. Josh Cosnett and Bob Kirby accompanied the Australian Champion as seconds, while Mick Taylor superintended the arrangements in his corner. A loud cheer greeted their advent. There was a few minutes' delay after the men had taken up positions, owing to Slavin not being provided with a seat, and Baldock again wished to hurry him up, but matters proceeded peacefully. Mr Joe Vesey, who had been appointed to the unthankful post of umpire, took up a position on the lower side midway between the corners, and Mr J. Calder was selected as timekeeper. On either side of the referee Mr J. Fleming, umpired for Smith, and Mr W. Riley for Slavin, these preliminaries being quickly settled. The disposition of the officials made Slavin's corner appear the stronger, and to still further add to this, a large percentage of the spectators selected that side, so as to get their backs to the wind. Another, and, perhaps, a more potent reason was the fact that 

The Dreaded Birmingham Division 

had massed themselves behind Smith and along the higher aide. They had long caused considerable fear among the spectators, but were not so noticeable until they stationed themselves in a phalanx near the Englishman. While the corners were being arranged several of the &quot;boys&quot; worked their way round to Slavin's quarters and stood menacingly by. Mick Taylor was too old a bird to be caught, and with the assistance of Prank Hinde, Lord Mandeville, and one or two trusty friends, guard was kept over the water and other articles. Every necessary for the two athletes had been provided by the proprietor of the grounds, so that there was no trouble on this score. Smith was wrapped in a heavy frieze overcoat, while Slavin, who, during his sojourn in the barn had been divested of his heavy moustache — a loss he deeply regretted — was also covered by a big ulster. It was now half an hour beyond the time fixed for the commencement of hostilities and broad daylight, even the belfry of Bruges being plainly visible in the distance, but curiously enough not a soul beyond the pugilistic party was anywhere near the fighting-ground. At last everything was ''en règle'', and in perfect silence Mr Joe Vesey came forward and said, &quot;I hope all those present will keep quiet and help me all you can,&quot; at which brief speech there was a chorus of &quot;hear, hear,&quot; especially from Slavin's corner. At 8.35 Belgian time, the two antagonists met in the centre of the arena and shook hands, the seconds, as in time-honoured fashion, doing likewise, forming what is known as the Maltese Cross. Smith, who partook of a draught before commencing, was the first to peel, and although he looked fine enough in the face, when his covering had been removed he appeared fat, although nothing like so obese as when he met Peter Jackson. The Englishman wore short white drawers and green socks, while a strengthening plaister adorned his waist. Slavin looked the picture of health and strength, having trained down very hard, his muscles standing out most prominently. He was clothed in long black drawers and blue stockings, and, like his opponent, wore a deep plaister. In addition Slavin used a suspensory belt loaned to him by Charlie Mitchell, who had found it of great service in his fight with John L. Sullivan. Under weather, which for the business in hand was simply perfect, and particularly warm for the time of year, there was, as far as could be seen by the uninitiated, every prospect of a good [Col. 3c–4a] fight. This was doubted by the majority, the presence of the crowd of roughs betokening trouble when once the battle should commence. 

The Call of &quot;Time&quot; 

At twenty-five minutes to nine brought everyone to the ropes, and amid perfect silence the pair of pugilists shaped for the encounter. Slavin from the first smiled confidently, while Smith looked serious. Neither appeared in any hurry to begin, and sparring for an opening, Slavin gradually worked Smith back into his corner. Fifty seconds elapsed before a blow was struck, but this had not passed without our opinion being confirmed, that we might expect trouble from the Brums. Smith's seconds set the ball rolling by hurling the vilest of epithets at the Australian, and their example was followed by their supporters. By some oversight the seconds had not been ordered out of the ring, but attention was at once called to the fact, but, constituting himself referee, Baldock refused to obey the order to retire when given by the appointed officials. This boded ill, and before a round had been fought it was pretty plain to all that Slavin would have little chance of victory. Had the objectionable party confined themselves to vituperation this might have been borne, but going from bad to worse we soon witnessed a scene that was not only a blot upon the good name of Englishmen as lovers of fair play but one never equalled even in the worst days of the ring. Slavin was the first to lead, but only tapped his opponent lightly on the face, and he had the best of several exchanges, but did not put forth all his power into his left-handers. Smith's blows were also comparatively harmless, until the last half minute, when they got to close quarters and hammered away sharply amidst a chorus of yells from the Smithites, until they fell together. No sooner were the two men down than Baldock rushed up, and in picking his man up knelt on Slavin. A foul was claimed, but no notice was taken of it, although it was very palpable. Warnings were given to the Australian not to go into Smith's corner, but without avail, and he entered upon the second round full of pluck and confidence. Language — if such filthy expressions as were levelled at Slavin could be so designated — of the violent kind greeted him on facing Smith, and this was not confined to the hired mob. Those from whom at least fair play might reasonably have been expected indulged in blasphemy and rowdyism even more pronounced than that of the others. To still further disconcert Slavin a claim of first blood was made. The moment he walked across the ring Smith worked up close at once, and on rushing in was met with the left on the mouth. A brief struggle ensued before they fell together, Smith while on the ground spiking Slavin in the thigh. A foul was again claimed but the referee was so badgered that he could hardly have known where he was, and no notice was taken of the occurrence. In the third round, again a short one, 

Smith was Knocked Down 

By a cross on the jaw, and he came up looking the worse for wear next time, while the blackguards in his corner were more threatening than before. Smith again waited in his corner, and, nothing daunted by their menacing attitude, Slavin boldly went after him. As he advanced he was assailed by the miscreants, who now saw that Slavin was getting the best of it, and when after another round had been fought, in which Smith began to blow freely, the Australian was near the ropes he received a blow from one of their number. Every time Slavin was forced to fetch Smith out of his corner, where at this early stage the ropes had been loosened. In the sixth round Slavin now warmed up, sent home a hot left-hander on the right eye, from which the ruby fluid ran freely. This he followed up by some sharp work, eventually fetching Smith down with a vicious right-hander. This treatment of their &quot;Champion&quot; did not suit the villanious [sic] coterie, and Slavin went across the ring next time at great risk. Smith worked Slavin round to the ropes, and while there the dastards held him for the Englishman — save the mark! — to punish, and there was an indescribable scene of confusion. Still, Slavin would not be denied, and in the eighth round sent the right heavily on the jaw, and fairly knocked Smith off his legs. In the following round Smith received a smash on the mouth, but Slavin was terribly handled by the outsiders, who punched him freely while in holds. Smith up to this had hardly made a mark on his antagonist, and beyond a cut on the lip he showed no signs of punishment, but the cowardly ruffians who assisted the &quot;Champion&quot; wounded him severely. So vile was the conduct that the referee was, like every one else had long been, thoroughly disgusted, and he tried without avail to put a stop to it, calling upon Harper to &quot;be a man.&quot; Smith was generally short in his deliveries, and Slavin, paying more attention to the body had doled out some telling work. In the twelfth round Smith was felled in his corner, and this brought a crisis. The latter broke away from Slavin's attempts to get on with the left until he was almost backed up against the corner stake, when the Australian dashed the left on the face. No sooner was he fibbing away than the ruffians crowded up and showered blows on his head. In the midst of the mélée a cry of &quot;Here they are&quot; was raised, and 

A Stampede Ensued 

from Smith's side. It was evidently a concerted plan, as when the leaders found that no one stirred from Slavin's corner they actually came back, and pointing to the roadway, yelled, &quot;There they are, there they are.&quot; By this time Smith had run a hundred yards away towards the house, and Slavin's party, under Rule 26 [?] claimed the fight, but to no purpose. The confusion ensuing upon this manoeuvre looked like putting an end to further fighting. Slavin, who had shown not only admirable pluck and judgment, but also kept his temper, was quieted down when he thought there was yet a chance of winning. Smith was fetched back again, and time was called. Slavin, before putting his hands up, addressing his remarks to the crowd at the other side of the ring, said, &quot;Are you Englishmen? I am an Englishman, and only want fair play.&quot; The fight then proceeded. Seeking to settle matters now that he had Smith weakened, Slavin went right over to Smith, and planted the left sharply on the body twice, and then dashed in with both bands, landing on the jaw. As they closed someone of the brutal mob struck Slavin on the right ear again with a &quot;duster,&quot; the referee saying, &quot;I saw that.&quot; As Slavin threw Smith and the mob again became aggressive, Vesey, who could stand it no longer, said, &quot;I refuse to act any longer. It is impossible for this man — pointing to Slavin — to get fair play.&quot; The referee concluded by giving the decision, &quot;It's a draw.&quot; The mob heard this with fiendish delight, and at once cleared off from the ring-side. Slavin could hardly contain himself, shouting &quot;There is not a man round the ring can kill me. l came 16,000 miles for a fair fight, and why don't you give a man a chance.&quot; There was no help for it, and the latest fight for the Championship ended under circumstances which brought the greatest discredit upon those who were responsible for [Col. 4c–5a] the presence of the wretches, who were prepared for any villany [sic] to prevent Smith being defeated. Not satisfied with their performance at the ring-side, they followed him to his temporary dressing-room, but were soon persuaded to leave him alone, which was perhaps fortunate for at least some of the party. Jem Smith had a carriage in waiting for him, and was rapidly carried off to the town, where it was intended to stay for some hours. 

There was a rush to the telegraph-office to send messages to interested friends, but only a few minutes were available, as at least a third of  the party intended 

Making All Speed Homewards. 

The Ostend train was waiting in the handsome station, and there was no time to be lost[.] Slavin, who walked the whole of the way back into town, was hurried into a first-class compartment, where he made himself comfortable in a corner with a cigar. There was a crowd of hangers-on in and around the station, who evidently were by this time aware of the nature of the morning's work, but without further incident the train steamed out of Bruges. Arriving at Ostend at 10.15 we found the Comte de Flandres ready to receive passengers at the quay-side. This boat is not to be compared with the Princess Henriette, being much smaller and less seaworthy. Slavin had a deck cabin prepared, and therein held a levée, champagne and other sparking wines being ordered up. The Australian, under the careful hands of Mick Taylor, had the cruel wounds inflicted by the ruffians at the ring-aide attended to, and by the time the boat was clear of the offing Slavin was fixed up in shape and paraded the deck. Everyone talked of the fight and its terrible surroundings, and nothing but the severest condemnation was accorded the Englishman's party. One gentleman, who was wearing Smith's colours, was so disgusted that he threw them overboard, and replaced the kerchief with one bearing Slavin's monogram. 

Dover was reached in due course, a big crowd awaiting Slavin's arrival on the pier, but, shorn of his moustache, he was hardly recognised. He proceeded thence to Margate with M. Taylor and J. Cosnett, where another ovation awaited him. The other portion of our company journeyed direct to London, and on detraining at Cannon-street there was a crowd collected to gather news from the seat of war. Smith was to leave Bruges during the evening, and all being well will arrive in London early this (Tuesday) morning. 

THE FIGHT. 

First Round. 

Slavin left his corner quickly, with a firm, determined step. Smith was much slower in his movements, and the Australian had almost reached his opponent's corner when the men were face to face. The disparity in the height of the men was very marked, Slavin standing well over the Englishman. Each wore a deep strengthening plaister, whilst Slavin, it may also be added, made use of the suspender worn by Charley Mitchell in his memorable fight with John L. Sullivan. Full of confidence, and evidently in splendid condition, the colonial looked every inch a fighter, his length of reach, and lithe, agile movements contrasting strongly with the lumbering position struck by Smith. Though fairly clean in the face Smith looked very heavy below, and undoubtedly carried too much flesh for the business he had taken in hand. Great caution was exercised on both sides, and it was seen that neither man intended to throw the slightest chance away. Weaving in Slavin feinted with his left, but Smith was quickly out of danger, and in turn Slavin dodged an intended blow from the Englishman's left. In this manner fifty seconds sped on, after which Smith got in lightly on the month. Exchanges of a light character followed, Slavin reaching the body and Smith the face. Subsequently the latter, who seemed considerably puzzled by the Australian's style, several times led out of distance at the head, Slavin on each occasion breaking ground very prettily. At last the men got to close quarters, where some sharp infighting ensued. Slavin made the body his mark, where he put in heavy work with the right, Smith in the meantime visiting his opponent's head. The Australian's blows seemed to take the most effect, and the round ended by Slavin having the worst of a fall. Time, 2min 30sec. 

Second Round. 

No sooner had the men been removed to their corners than Jack Harper called out in a very loud voice, &quot;First blood,&quot; a claim which was of course allowed, the Colonial showing a slight trickle from the lips. On &quot;Time&quot; being called the pair were quick to scratch, that is to say, Slavic walked right across to Smith's corner, the Englishman refusing to come out. A long opening spar took place, but at length blows were exchanged, nothing very serious being done, and closing, the pair had a slight struggle, both falling together. Whilst on the ground a good deal of kicking and struggimg was indulged in, and whether intentionally or no Smith spiked his opponent on the inside of the left thigh, tearing his drawers, and causing the blood to flow considerably. Uproar followed, the round lasting 20sec.

Third Round.

Though up to this time neither man had sustained much punishment, the exchanges not having been very severe, Smith was always carried to his corner, Slavin, on the other hand, walking beck to his. At the beginning of the third round the referee ordered the seconds out of the ring, but they declined to go, saying that official had no power to order them to do so. On starting Smith forced the fighting, and leading with the left, hit Slavin upon the body. This he followed up rapidly with two more in the same place, all light hits, and some rapid exchanges followed, the Colonial using the right with effect upon the side of the head. Smith paid principal attention to the body, but at length Slavin, drawing back the right, shot it out straight from the shoulder, catching the Englishman fair on the point, and sending him down all of a heap. This magnificent delivery put the Slavinites in excellent spirits, the Colonial smiling all over his face, while the Smithites looked serious. First knock down blow was claimed, and, of course, allowed for Slavin. Time of round, 24sec.

Fourth Round.

Smith rose from his seat looking very serious indeed, Slavin, on the other hand, being in much better spirits. At the same time a suspicious movement was noticeable among the brigade of Birmingham ruffians, and one of them came round to the Colonial's corner with no good intentions. Had it not been that Mick Taylor and Frank Hinde kept zealous guard over all the water provided for the use of the combatants, there is no knowing what fiendish trick might not have been perpetrated. The remainder of that party stayed in Smith's [Col. 5c–6a] corner. As for the seconds, all remained in the ring. The opponents sparred for the first twenty-five seconds, and at length Slavin, getting an opening, led out of distance at the body. The Englishman seemed glad to have a blow, but Slavin weaving in delivered lightly with the left upon the cheek. Again the pair faced each other in the centre of the ring, and Slavin went for his man, and feinting with the left, just failed to bring off the right, Smith skipping out of the way. Again the Antipodean feinted with the left, and following up the charge, this time successfully caught Smith flush on the mouth. Then quick as lightning getting to close quarters, Slavin delivered heavily right and left on the body, Smith being very slow in responding to this vigorous attack. He had, however, other assistants, for a vile ruffian from over the ropes deliberately struck Slavin a blow on the head. A shout was at once raised, but when charged with it the rascal denied that he had done anything. A scuffle ensued between the men, and to escape from the difficulty Smith cross-buttocked his opponent, who fell, the seconds, rushing to the centre of the ring, falling over them. Time, lmin 15sec.

Fifth Round.

&quot;Don't go into his corner,&quot; urged Taylor and others of Slavin's party to their man, but nothing could restrain him when time was called, and, springing up with a bound, he advanced towards the opposite comer, where Smith was standing up. Once or twice the Englishman seemed inclined to go into the middle of the ring, but was always prevented by his yelling seconds, who stood on either side of him. On toeing the mark Slavin appeared with a suspicious-looking redness of the left eye, caused by the miscreant above referred to. Though appealed to the referee declined to give any decision on the subject, and the fight proceeded amidst some of the most horrible language it has ever been our misfortune to listen to. This proceeded entirely from Smith's corner, who, seeing that their man was already beginning to blow and look distressed, prepared to stop at nothing. Slavin, after wasting a second or two, followed Smith into his corner. One or two exchanges, quickly delivered, of a light nature took place, and the Colonial got in on the body with the right, following up with the same on the head. This Smith considered ample justification for sinking gracefully upon the ground, the round having lasted only sixteen seconds.

Sixth Round.

Smith came up blowing Iike a grampus, whilst on the other hand, Slavin, seeing his advantage, was eager to begin. Of course, it was necessary to go right over into Smith's corner, that worthy not moving two feet from his chair, whilst the shouts, jeers, and din which greeted the Australian were of an inexpressibly disgusting nature. Still, nothing daunted, the Antipodean followed his man up, Smith leading at the head. This Slavin easily turned aside by a lithe movement, and in turn was stopped by Smith. Resuming, Slavin banged in the left on the mouth, Smith countering on the body. A smart counter ensued, and at this juncture the referee entered the ring, making a fruitless appeal to Smith's corner to behave themselves. Nothing, however, could silence the foul language which proceeded from that quarter. Once more facing each other, the Australian shot in the left fist heavily on Smith's left eye, opening a severe cut, which bled freely. Some vicious infighting followed, and Smith twice got the right in upon the head. Slavin countered with a terrific right-handed blow on the eye, knocking Smith down. Time, 1min 20sec.

Seventh Round.

In vain did Slavin's friends implore him not to go into Smith's very &quot;warm corner.&quot; It was plain that if he did not do so there would be no fight, Smith never coming many feet away from the rascals who had been hired to protect him. Getting to close quarters Smith delivered the left lightly upon the face and banged in directly afterwards the right on the body. Slavin did not see the Englishman having matters all his own way, and a desperate rally took place, during which Smith fought Slavin on to the ropes, and there held him. Here was a grand opportunity for the miscreants, who did not fail to make use of it. One of them kicked Slavin repeatedly, and others beat him about the head, whilst, naturally, Harper and Baldock were yelling at the top of their voices. The confusion wars something terrible, and the ring looked very much like being invaded. The ropes in Smith's comer were pulled right down, so that an entrance might be effected at any moment, and it was a relief when the pair wrestled and came down in a dog-fall together, the round having lasted one minute. 

Eighth Round.

Crossing over at once to the only place where Smith was to be found (''i.e.'', in his own corner), Slavin worked his opponent round to the side of the ring, and there let him have the left lightly upon the face. Standing at this moment close up to the ring-side, the Colonial received a couple of smart blows from a stick which a ruffian coward carried.  An immediate cry went up, and the individual finding himself under very close observation immediately slunk behind. Taking not the smallest notice of these interruptions Slavin pursued his legitimate opponent, both Smith's following him about and jeering in his face. Again the referee entered the ring, and cautioned the seconds to move away. This had very little effect, and in the midst of half-arm fighting of a very severe kind, Smith, who was receiver-general, judged it advisable to seek mother earth.  Time of round, 1min 30sec.

Ninth Round.

This was altogether a very curious round. When time was called Slavin got up to find his opponent, who barely moved a foot from his chair, and this fact  should have been sufficient warning that something awkward was intended. In the corner the two sparred for about fifteen seconds amidst a horrible din. Finding that the Englishman was in no hurry to begin, Slavin made the first movement, and landed with the left lightly on the head. Following up this, he brought the right round heavily on the dial, making Smith wince, but a second blow in the same quarter was avoided. Still in the corner, the pair got to half-arm fighting, once more bringing them close to the ropes. The Birmingham mob here set about Slavin with great brutality, kicking him and punching him on all parts of the body. The referee, though appealed to again and again, took no notice, though admitting that he saw what was going on. Getting away from the ropes Slavin let go the right, and, reaching Smith's mouth, caused the blood to spring forth profusely. This last blow sent Smith to grass, the round occupying 50sec. [Col. 6c–7a]

Tenth Round.

The Champion of England by no mean relished the treatment received in the last round, and at the expiration of thirty seconds was puffing and blowing freely. He attempted to spar for wind, but the Australian seeing his advantage bored in when he could find an opening. Delivering right and left, and receiving only slight returns from Smith, the Australian pulled his man over, and the round terminated in 40sec. 

Eleventh Round. 

Neither was quite so quick to time, and Harper, noticing that, said, &quot;This is not a two-round job, Patsey.&quot; Something like fifteen seconds was spent in sparring. Following Smith up the Australian failed to get an opportunity for some time. At length he put his hands down and invited Smith to &quot;Come on and have a round.&quot; This was evidently not a particularly pleasing invitation to the Champion, as he remained in his own corner. Not to be denied, Slavin went after his man, but a left-hander meant for the head was put aside by Smith. At the end of a minute Slavin landed heavily on the Englishman's left cheek, a great red blotch immediately appearing. A rapid exchange followed, and Slavin was again home on the body. A heavy blow on the mouth from the Antipodean sent his opponent to the turf, the round having lasted 1min 35sec. 

Twelfth Round. 

A great change was noticeable in the appearance of the rivals on meeting each other for this round. Smith was showing signs of punishment on the face to a very large extent, his left eye being cut, his lip split, and there being a number of marks of Slavin's handiwork on his face. He was very distressed, and blowing heavily. On the other hand, Slavin, beyond the bad left eye (not done by Smith, but by one of the gang of hirelings), had apparently nothing the matter with him. Springing up brightly to his work, the Australian roamed about the ring until he found Jem Smith secreted in his own corner, only just away from his chair. The Australian reached the mouth lightly, and endeavoured by this means to draw his opponent out, but failed to achieve his object, Smith being strenuously warned not to move away from his seconds. The corner was encroached upon by Smith's crew, Harper and Baldock this time being almost between the men. The tumult was very great, but it seemed impossible to daunt the Sydney man, who followed Smith up, though little harm was done. Sparring was the order of the day until Slavin worked in with the left, delivering heavily. With great rapidity he drove the right with terrific force right on to Jem's chin, knocking him clean off his pins, and ending the round. Time, 1min 30sec. 

Thirteenth Round. 

Smith came up thoroughly dazed, the terrible blow in the last round having taken a lot of the steam out of him. The Birmingham gang, seeing that this was the case, got all of a heap in Smith's corner, and though Slavin was most earnestly advised to keep away, he would not do so. Smith stood just by ''his'' chair, and going right up to him, Slavin let out with the left, and bringing round the right. Both of these visitations Smith missed, but not so in the case  of a second smack from the right, which made Jem wink. However, turning round, the Englishman forced his opponent up against the ropes, and here occurred one of the most disgraceful scenes ever witnessed at a pugilistic encounter. Some villain drove his knuckle-dustered fist right on to Slavin's ear, cutting it almost in two and causing the Australian to exclaim, &quot;Oh!&quot; Other of these demons kicked him, a scene of indescribable confusion ensuing, in the midst of which the men continued fighting until the pair came down together. Time. 1min 28sec. No sooner was the round finished than cries were raised of &quot;Here they come: the coppers, the coppers; and all Smith's gang, including his seconds, rushed away from the ring, at the same time calling upon Slavin to do so likewise. As for the Champion of England, he headed the runaway party, though nobody could detect the shadow of a &quot;blue.&quot; The Australian never left the ring, much to the chagrin of the Smith party, who, seeing that the referee was being called upon for a decision, returned rather sheepishly. Baldock was in a dreadful fright, thinking the battle has been lost, but when the words &quot;fight on&quot; came he and his friends were very delighted. 

Fourteenth and Last Round. 

When &quot;Time&quot; was called Slavin folded his arms and waited for Smith to &quot;come on,&quot; but Mr Smith didn't want to come on, and remained in his corner. Seeing it was impossible to make him stir Slavin once more crossed over, and a spar of nearly a minute took place. Then Slavin drove home the right on the body heavily, and the pair closed in Smith's corner. This gave another opportunity to a miscreant to strike Slavin on the head. Others in the gang were not slow to follow, and again the round ended in horrible confusion. Time. 2min 15sec. 

No sooner was this round over than the referee called out. &quot;I refuse to act any longer. It is impossible for Slavin to get fair play. It's a draw.&quot; Then, going up to Slavin he said, &quot;I will not stay to see you killed.&quot; The Antipodean stood up and exclaimed, &quot;If you are Englishmen why don't you give me fair play? I have not had fair play.&quot; 

After this came a stampede. 

Remarks. 

Judging by the disgraceful proceedings recorded above, we are surely near the end of what are known as &quot;fights in the old  style.&quot; That such a scene as that witnessed yesterday could possibly be enacted by any man with a drop of Christian blood in his veins seems almost incredible. Take the picture. An athlete, one of our stock, journeys 16,000 miles to measure blades with the best we can produce. Confident he will receive fair play in a land which boasts of nothing foul, he, after trying in vain to ratify a match to meet England's Champion, to be decided before an impartial and unbiassed crowd, puts down his hard-earned hundreds and meets our man in the style the latter insists upon. And with what result? Battling under unheard-of difficulties, not fighting one man but nearly a dozen, he narrowly escapes being murdered, and in the end is robbed of a victory he had won not once but in almost every round contested. If the nail driven hard into the coffin of pugilism yesterday is not the last, it is indeed ten thousand pities. Nothing can flourish, however, without support, and, providing the remarks passed by the majority of the spectators at the ring-side at San Michael are of any account, it will be many a long day before a knuckle-fight receives the patronage of the &quot;upper crust.&quot; Slavin, we say, narrowly escaped murder, a fact proved by the words the referee, who, as well as others present, stood in fear of his Iife. One gentleman, an old ring-goer, affirmed he had never witnessed such disgraceful proceedings, and when the ring was finally cleared a feeling of relief was manifest on all sides. Unfortunately we are called upon to say that the riot and murderous intent were all in Smith's corner. On the other side not a man was present against whom a breath of suspicion could be raised. Opposed to Slavin was a hired gang of desperadoes ready to commit any act necessary to serve the ends of those by whom they were engaged. Terms of imprisonment had been worked out by each, and, prepared with knuckle-dusters, revolvers, and knives, they appeared ready to butcher the company at the raising of a finger. In face of all this the Australian fought his way to a moral victory. Almost from the outset Smith was outmatched, and beaten at the game considered his own. Sticking to his corner, of course by order, he showed none of his boasted bull-dog pluck and courage. His dreadful body-blow was easily put aside by Slavin, whilst instead of being &quot;bashed&quot; on the ground and battered out of shape, the Australian fairly held his own in wrestling. We are not blaming Smith for the doings of the miscreants present, and we also know that he was acting under orders by staying in his corner and affording them every opportunity to kick, strike, and prod the Australian, but it was altogether un-English to hold Slavin on the ropes whilst the mob belaboured him with &quot;dusters&quot; and sticks. Smith was, besides being in poor condition, slow and ponderous. After the third round his chance was hopeless, and his supporters were surprised at the form shown by Slavin. Contrary to general expectation, the Cornstalk proved himself far and away a better knuckle-fighter than a &quot;glover.&quot; With his long reach he did great execution by left-handed deliveries, and the way he toppled Smith's fourteen stone over with the terrible right was a sight [p. 3, Col. 7c – p. 4, Col. 1a]  

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that would have gladdened the heart of old Bill Richardson. In a word Slavin was entirely a different man from the Slavin that fought Bill Goode. Brimful of confidence he faced dangers that few would have encountered, and had the battle been conducted on fair lines he would have been Champion of England and Australia in less than half an hour. In all his battles he has never known defeat nor met with a knock-down blow. Yesterday it was not once found necessary to carry him to his corner, and as all the fighting was done in Smith's corner he must have walked a matter of eighteen yards each round. Slavin has a method of his own in pugilism. Possessed of staying powers, or &quot;bottom&quot; of a most remarkable character, he tires his man and then fights him. Yesterday, providing he had met with no punishment from outsiders, he would have left the ring almost without a scratch, and, as he himself said at the finish, &quot;he was just getting warm.&quot; Remarkably clever on his feet, Slavin was in and out with the activity of a feather-weight, and feinting with the left, which he brought forward, he sent his right under the ribs with crushing effect.

For some time past it has been an open secret that if Smith did not win he would surely not lose, and it is a blot on the proverbial love of English fair play to think that a mob should have been organised, and such a cowardly attempt made to rob a stranger amongst us of a victory so hardly earned and so clearly deserved.

From the first the rules were broken by allowing the seconds to be in the ring whilst the fight was in progress, and although Smith's men threw everything in the way of the Australian, Cosnett and Kirby never transgressed the rules of fair play.

Why the referee did not award the fight to Slavin when Smith left the ring in the thirteenth round can only be explained by his fear of the consequences that might follow.  Bearing on this subject, Rule 26 says: — &quot;That if a man leaves the ring, either to escape punishment or for any other purpose, without the permission of the referee, unless he is involuntarily forced out, he shall forfeit the battle.&quot; Rule 24 is also plain enough in all conscience, &quot;That any man voluntarily quitting the ring previous to the deliberate judgment of the referee being obtained shall be deemed to have lost the fight.&quot; Undoubtedly Mr Vesey lacked firmness, and perceiving this at the start, the &quot;boys&quot; and Smith's seconds, not to mention another couple who used their hands and feet at every opportunity, saw the game was in their own hands, and simply did as they liked. From first to last the proceedings were of a most disgraceful character, and the result showed plainly the reason why Smith's side objected to all the referees nominated by Slavin. Several gentlemen present, in fact all disinterested spectators, expressed their disgust at the treatment meted out to Slavin, and it was suggested on the return journey that a subscription be opened to provide funds for a testimonial to the plucky but unfortunate Colonial, particulars of which appear elsewhere. Even after the fight Slavin's assailants could not let him rest. Not content with robbing him of victory, they followed him to his place of dressing, but a determined front shown by Mr Taylor, Cosnett, and Kirby kept the blackguards back. These are well-known, and will, we believe, shortly meet with the punishment they so richly deserve. One rough made a rush for Lord Mandeville just before the close, but &quot;Kim&quot; soon showed he could hold his own with the &quot;boy,&quot; who beat a hasty retreat at the &quot;sight&quot; of six-inch &quot;Jack.&quot;

We now take our leave of this unsavoury affair, which will probably be the last of its kind — &quot;a Championship knuckle fight.&quot; The Englishman's boasted love of fair dealing appears lost to the professional fighter, and the sooner &quot;merry mills in the old style&quot; die out, and the hanger-on has to earn his living in some other way, the better. Slavin will visit London today. He leaves Margate by the 12.15 train, and will arrive at T&lt;small&gt;HE&lt;/small&gt; S&lt;small&gt;PORTSMAN&lt;/small&gt; office about three  o'clock.

Smith had a nasty lump on the jaw and left cheek, whilst his right eye was cut open deeply. In addition to this the punishment he sustained on the body was of a severe character. Slavin, on the other hand, only received a cut lip until after the fourth round, when the rowdies joined forces with Smith and smashed his eye during a mélée. After all their kicking and the free use of &quot;dusters&quot; the Australian only suffered from a badly-cut ear and the before-mentioned damaged eye.

It may be stated that not a single bet was made at the ring side.

&lt;nowiki&gt; &lt;/nowiki&gt; suanrs OPIIIIOII OF HIS TREAT-  KENT.  HIS FUTURE PLANS.  Os the return journey to England yesterday  Slavin was the centre of attraction. At Ostend,  where the tale of the fight had somehow or  another been told, he wee met by an eager  crowd, and on the boat he held quite a Levee.  Though at first somewhat disappointed at  being robbed of the title of Champion and 500/.  so well within his grasp, the Australian, surrounded  by old friends, and new ones gained by  reason of his straightforward conduct, rapidly  regained his spirits.  With the inner man refreshed by a steak,  washed down with some of Heidsiek's beat,  Slavin, a Sayan&amp; between big lips, quickly got  on good terms with himself and the rest of the  party.  kluch sympathy was expressed on all sides,  and in the course of conversation with a SPORTISMAN  representative Slavin said:—Of course, I  feel a bit cut up, because I had my man beaten•  13 , 41 you expect any trouble at the ring side?  Slavin : Yes, I was prepared for that, as I was  constantly receiving letters of a threatening  nature, and though these things as a rule are of  no account, I had reason to believe there was  some truth this time. Besides, I had not forgotten  the affair at Astley's Theatre.  Do you feel any effebts of the fighting?  Slavin : The fighting? I feel nothing of what  I got from anyone in the ring; it's what those  beauties gave me outside. The only time Smith  bit me in anything like form was on the jaw.  Why did you persist in going to his corner?  Slavin: I wanted to get the affair over and  enjoy my Christmas dinner, and I knew if the  lighting was left to Smith I should want it  served in the ring.  Of course you heard a mob was got t gether  for Smith?  Slavin: Yes, I knew all about that, but I relied  on British fair play, and expected the referee to  do his duty. Directly I got in the ring I saw  what the game was, and knew my only chance  was to knock Smith out.  What doyou think of Smith?—Well, I think  so much of him that I'll bet him 2001 I stop  him in six rounds, but we must have no more  private shows. I've had enough of that business.  I suppose you have a poor opinion of English  fair play?  Slavin : I have been treated like a prince generally,  but I can see the fighting men are easily  led astray, and I expected trouble directly Smith  objected to a referee. If we served an Englishman  in the same manner in Australia we should  get drummed out of the town, and rightly too.  What are your plans for the future?  Well, I shall stay in England some time and  challenge Sullivan, and you might as well cable  it over to America for me.  With the gloves ?  Slavin: No, I went to fight him with the  &quot;knuckles. I think I should get fair play out  there.  ------- You prefer the old stylo to - No new?  glavin : I am fond of boxing, but the other is  my game, and though not a boaster I fear no  one—that is if I can have fair play.  Shall you give any exhibitions?  Slavin: I may perhaps make a tour round the  country, and very likely visit Ireland.  You put on weight the last week?  Slavin: Yes, I gained sight. pounds and felt  grand ; in fact, just up to dick when Smith bolted.  What do you think of our seconds ?  Slavin : Well, I'd like them to have a job in  Australia. They'd never conic back again.  When do you propose visiting London?  Slavin : I'll come up to-morrow and call at  SPORTSMAN Office about three.  A stroll was now taken on deck. and reaching  Dover Slavin was met by Rome trienda from  Margate, who carried him off to the train in  triumph.  A TESTIMONIAL FOR SLAVIN.  So impressed were some noblemen and gentlemen  with the pluck and ability shown yesterday by Slavin,  and at the same time thoroughly disgusted at the  treatment he had received, that it was decided  whilst naming the Channel co the way Dome  lo aces a subscription on bin behalf. Tim  almeteme are limited to 2gi, and the following  asoeste have bees already ponied Ur Q. T,  Dunning, Tont Brownian Mee, Thin4treet, who ban  been requested to set es Inaerery Unsure: to the  fund:  £ L  Lord Mandeville  Lad Royston  Rao. Mieban Beady, .  Mr Fred rekha 2 2 0  Ilr Pa Mile  Mr W. Rag 2 2 0  Mr C. Parana  Mr J. 2 2 0  lir  Pnrenliinde •a• 2 2 0  Mr J. War 1 1 0  Any contributions cwt to the hoe treasurer will  be duly seamossisdeed in Tint Broznnuar, which in •  couple of days will contain sb, menus of a committee  now in coarse of fOrnstion  In the London chin yesheday the opinion Wu very  general that Slavin seed to be campmate&amp;  for the loss be bad antsined in conseqosera  of the ruffianly Meths parsead in eolith's corner.  The almost indignation was .:peened in reference to  the boatman! the Australian had received at the  bands of somalled lastidiasea. We have received a  number of litters on the 'abject. The following is a  maple of them :  Sia,—llia;rne - ioUt w ilii:C;;;;Batliehmen will  have reed with regret the diegrecefully unfair treatment  that Slash met with in his one aster with the  &quot;Champion of England&quot; to-day. I trust that a oar  cerlption will be started to show him in • substantial  manner that the sympathy el meet Bieglichnea who  take an interest in boring is entirely with him.  If you are prepared to remise subseriptions I shall  have much pleasure in satmcribieg a pilau', and in  collect* these of many friends who will be glad to  miliseribie.-1 am, Sir, years faithfully, C. B. C.  al Themes Yacht Club, December 23.  [We refer our •.errespoodent to the pulps&amp;  above.—Sll. Ta. STOUT/MAW. ]  BYLW/TIFISSIS DITIUMZWZD.  A regresentathe el Tin Broaysnew wee stOssenon.  street shake yesterday afternoon to one ele Caw  Omuta meant in which • good/gnewber of ern who  Lad witnewed the fight made their ilitlif 1111 tress  The train was annewbat latte, and did not stuns bile  the elitioa until • quarter to air. when lIM=  singled oat several well-known &quot;meets&quot; (  more then coo mien of • noble Leone) for • few  leientaf chat.  Aahed as to bow affehe happened at the outset, one  and alt agreed that it was plain a row was recent, the  Awaseneur of a °attain section el the party, which  did not number more than forty, beteg partieulsity  netiaeside.  . 4 Bow did the eambetwati seem&amp; behave P&quot;—  &quot;Well, after the Est rowed, it was oddest that Smith  would soon be at the =am of bin powerful  appeamt, and his seetevis very woe ,weaved this  state of Ship. In the Jabal round Harper came  dews with some fares dt the Australian's Mast, while  in the neat beet almin cams in for some rough  babe= at the hands al Hillock, the Clempies  evidently =derive with use of his epee.&quot;  &quot; What form was the Emilio= displaying P&quot;—  &quot;From the outset he made a miserelde dead, aed  was phial, shield of his rival. He fought es a emerd,  and by the tactics adopted by several of those at  the sin lids Navin was fighting against greet adds.  Beery time be get be Smith's miser be was met  with remarks of a met neealled-fer character, sad  had to be very Asap to keep at arne length of 1111.11111  rowdies, who, as the light proceeded, became azteem*  noisy.&quot;  &quot;How do you amount for such a noisy center at  the back of &amp;with r-&quot; Although they did not number  more then eight, they mere some of the want  ohmmeters keens, sad bad undoubtedly been  comeheimed to ploy the pert they did.  The was most diegreadol, isamoch as  they not only made Slavic a mark for the  backhanders and other they were armed  with, but Uremia made tracks bliehled epestaten  who ventured to expose thin indlimeths et ihe  come etposseedhs. One e ISM 111111.1•1111116110  than the others, &quot;homed &lt;nowiki&gt;''&lt;/nowiki&gt; u p a babe Igor* at  losing tournaments, but as the Weir peelkwisc a  hog bowie knife, amomputied with a few weeds et a  somewhat emphatic nature, the din rejoined his  estrir-&quot;  Are these men knew, at all ?&quot;—&quot; Yes, they are  aseelly from Birmiagbane, and are of the lowest order.  It was reported that mare dm am bad been kept at  the country's arpmes, ere fee • very lengthy  period.&quot;  &quot; Was an this sort st Webb expected ? &quot;—&quot; It  had keen gives oat by me leitesatial patron el the  = Cbmaan OM them would be an elm= of  bat it ves also mined as good welherity  thei 04111 k nee&amp; had bean apeeiaft eseseed. so  thel buble netmelly •  b nib gmellees  as as ts i trib.  assess. proessaed,ll  me like spike MO Me garbs&amp; need  moil be the het, as IhniWs limb a dehmhed  egad to hang dwell so uns Amish. On the  tzs li o n ahease to dose seen neigh week  an sem podenth left the a..  Mae* however, shed lie r  oadnfully.  &quot; How did the mod haloes towards the bib ? &quot;  —• There was a led of melbson cm all sides, hest the  may Am Imo bet the rough to maid need to  eadrass masseres arlsayserig to sem their Champion.  Others were ready to ha= the Australian by  Wag most filthy  berm  homa gelMlk towards lake, and alto-  IS  gether alas be ha 4111.&quot;  &quot;IS lON Mei nneepts  lt  woe made to tamper  with the water umedby mem&amp; ? &quot;—&quot; Yes 1 a  as me noticed to hohemismabent i thal quarter,  but, finenetely, his edible to dreg the deld were of  se ma&quot;  DM Smith deal eat smack pasdahmantt &quot;—&quot; His  lima lacked the flees of his rival, sad whoa the  names pve his mead as • draw the ittalealia  asked very little the worse fee his exerting, sad  mead lave hoed far two boars more. He could  have bastes Smith and both his seconds into the  liseSdai Ors far play.&quot;  Slavin injured during the light P &quot;—&quot; No ;  not from the blows of his rival, as he heeded them very  little. He, however, received a nasty blow from a  knuelk.dester by one of the cowardly radians, which  caused his ear to bleed.&quot;  _ _ _  &quot;As to the raleiee'adechion 7'—&quot;That official was  undoubtedly afraid of his life, and thought it best to  stop the proceedings before any serums harm happened.&quot;  &quot; What becamiof Smith after the fight.&quot;—&quot; He returned  to his hotel, and will no doubt arrive by a later  train. His friends were disgusted with the form he  displayed, and it will toes long time before he recovers  his former prestige, if ever he does.&quot;  &quot; How did the Cornstalk behave in the ring 7&quot;—  &quot; He fought in the most manly style throughout, and  gained the highest opinion from all respectable people  preaeot A tutionenial to Slavin has already been  decided and no efforts will be spared by those  oemeernero and  it worthy of the occasion.  Mr Ike White, a well-known sportsman in the city,  and one who, as a rule, does not mind going to considerakde  trouble to witness a &quot;mill,&quot; was very severe  in kb comments on the gang who were so last to an  nue Cl deamey and fair play.  Mr White said :—&quot; The story of the light does not  need moth telling. Slavin had his man beaten at  every point, and was twinning easily. Slavin is a very  brave man. He bad to go onto Smith's corner every  time, and when there had to fight not one bat six  men ; the nifilaniset was simply awful.&quot;  &quot;Do you think it was for the best that the cutest  was Mopped as it was ?&quot;  &quot;Ys, certainly. Goodness knows what would have  happened before long. Probably Slavin would have  heron killed, as the villains that had congregated in  Smith's earner seemed determined, at all haul*, to  prevent him from lasing. More than once the Aufinnan  had Baldock on one side and Harper on the  other, both jeering at him, whilst Smith was in front  and the boys ' were making all sorts of attempts to  injure him, but be seemed to pay no attention to anyone  but Smith. Slavin would not have had • mark  from Smith, such as be does 'how having been inflicted  entirely by the soh,&quot;  &quot; What do you think of Slavin's abnitie• ?&quot;  &quot; He is a very natural fighter, and as for his  gameness a plan never pulled off a shirt.&quot;  On the subject Cl who was responsible for the  of the rowdies that caused the bother Mr  presence  was reticent, but not so when the subject of a  testimonial to the Australian was mooted. &quot;He is  caning to town to-morrow,&quot; mid the speaker, &quot;and  shall have a great reception. Some good sportsmen  have promised to leave no stone unturned to give  Skein • testimonial to be proud of, for he richly  li deserves it.&quot; .  &quot;What... &quot; seemed the general opinion on the  ground ?&quot;  &quot; Why every sae (with great emphasis on this  word) was sick and disgusted: all but the mob  forsook Smith's side of the ring, and th e  graduallyg  will lose many friends iu consequence of  '''the''' turn affairs took.&quot; 

=== Dundee ''Evening Telegraph'' ===
This Wednesday, 25 December 1889 article describes Slavin's reception in London after the fight. Viscount Mandeville was there, suggesting that he was a Slavin supporter:&lt;blockquote&gt;There was (says a sporting correspondent) great excitement in London yesterday over the fight of Monday, and all classes of the community expressed their abhorrence of the proceedings adopted by the Smith party. It was known early that Slavin would journey up from his quarters at Margate about mid-day, and by two o'clock there was a large gathering in and about the Holborn Viaduct Station. By three o'clock the crowd had increased enormously. The train arrived behind time. As soon as Slavin and Mr Taylor were recognised, a loud cheer was raised. So great was the crush that it was only with the greatest difficulty that the Australians could make their way to the street. The reception accorded the champion, although very gratifying, was somewhat rough, Slavin and his party being forced across the road before they could take refuge in a hansom. Among those present were John Lewis, Slavin's manager; [[Social Victorians/People/Mandeville|Lord Mandeville]], E. Bayley, and other well-known sportsmen. From the station Slavin went, in answer to an urgent request, to the Stock Exchange, where another enthusiastic reception waited him. A move was then made to the office of the ''Sportsman'' in Fleet Street. Among those who were present to offer their sympathy and congratulations to Slavin on what all considered to be a victory were [[Social Victorians/People/Mandeville|Lord Mandeville]], Ike White, E. Bayley, George Knight, W. Riley, C. Mitchell, J. Goldberg, J. Kilby, F. Symes, F. Hinde, and a score of well-known boxers. Shouts for Slavin were kept up outside, and the crowd could not be silenced until Slavin went to the window. He bowed his acknowledgments, and after much difficulty obtained a hearing. He thanked the multitude for his great reception, at which three cheers wore raised for him, and a corresponding number of groans for Smith. Later Slavin dined at the Albert Club where a Testimonial Committee was formed. At seven o'clock Slavin departed for Margate. Smith remained in Bruges until one o'clock on Monday, when, in company with Baldock and Harper he left for London ''via'' Calais. They arrived in London at eleven o'clock, Smith going home in company with a friend. Smith has a wound over the right eye, and his face is much swollen.&lt;ref&gt;&quot;London Gives the Colonist a Great Reception.&quot; ''Dundee Evening Telegraph'' 25 December 1889, Wednesday: 3 [of 4], Col. 6b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000453%2F18891225&amp;page=3&amp;article=052&amp;stringtohighlight=mandeville+viscount. Print title: ''TheEvening Telegraph'', n.p.&lt;/ref&gt;&lt;/blockquote&gt;

=== ''Reynolds's Newspaper'' ===
The Sunday, 29 December 1899, of ''Reynolds's Newspaper'' published a detailed account of the fight.&lt;blockquote&gt;The fight between Slavin and Smith took place on Monday morning upon private property in the outskirts of Bruges. Various spots, both at home and abroad, were from time to time named as the possible battle-field, but finally it became known to a certain select few that an English gentleman, Mr. Atkinson-Grimshaw, residing near Bruges, had placed his grounds at the disposal of the combatants. The host is a well-known breeder of fowls; and he certainly did not expect the quality of fighting cock which responded to his invitation. The ground was encircled by large trees, which secured the utmost privacy. About forty persons assembled at the ring-side, including Viscount Royston, Viscount Mandeville, Mr. Abington, Mr. Harris, Mr. W. Riley, Mr. P. Kotchie, Mr. Ike White, the Hon. M. Sandys, Mr E. Bayley, Mr. C. Parsons, Mr. J. Kilby, Mr. C. Morton, and other well-known &quot;sports.&quot; 

Smith was dressed first, and had to wait a few minutes for Slavin. The Englishman appeared in white flannel drawers, white socks, and lace-up boots; while the Australian wore black drawers, blue socks, and lace-up boots. Harper and Baldock were seconds, Howes bottle holder, and Mr. Fleming umpire for Smith; Cosnett and Bob Kirby, Mr. Taylor, and Mr. W. Riley acting in similar capacities for Slavin. Mr. Joe Vesey officiated as referee and Mr. Calder as time-keeper. The men were in the ring at 8.25, and ten minutes later the fight began. After the first two rounds everything went in favour of Slavin, who in the third round knocked Smith clean off his legs with a terrific right-hander. He repeated this operation four or five times subsequently and surprised many of the spectators by the determined way in which he fought. In the thirteenth round he doubled Smith up with a fearful blow under the left ribs, and the Englishman's friends, seeing that Smith was almost beaten, raised a cry of &quot;Police!&quot; Smith was hurried from the ring; but Slavin and his friends refused to budge, and, after &quot;Time&quot; had been called, they claimed the fight. The referee, who appeared afraid to give a just decision, was surrounded by partisans of Smith, who had meanwhile come back, and eventually ordered the fight to proceed. Prior to this Slavin had been repeatedly kicked on the legs and hit on the body and head with sticks and knuckle-dusters. These gross and cowardly outrages were committed in Smith's corner, where all the fighting took place from start to finish. The next round, the fourteenth, was the last. Slavin fought in a most determined fashion, and when he was punishing Smith heavily, the latter caught the Australian round the waist and held him on to the ropes, whilst the ruffians standing around beat and kicked him in a most cowardly fashion. Amid cries of foul, the pair fell to the ground, and, on the men taking their corners, the referee said he would act no longer, as it was perfectly clear Slavin was not to have fair play. This created immense excitement, during which the referee declared the light a draw, and, crossing to Slavin, said, &quot;I do not want to stay here to see you killed.&quot; Afterwards the roughs tried to get at Slavin, who, however, managed to hide in a barn. Later on he went with a few of his friends to Bruges, where he caught the train for Ostend, and came over to Dover, thence proceeding to Margate. Smith and his friends were left behind at Bruges.

Round 1. — Slavin stood over Smith with a longer reach. Both sparred cantiously at the opening, Slavin at length leading off and landing heavily on Smith's chest, jumping back out of danger. Sparring again Slavin landed full on Smith's mouth. Heavy in-fighting followed, the men closing and falling together. When Slavin rose it was seen that he was bleeding from the mouth. Time, 1min. 30sec.

Round 2. — Slavin fought Smith right into his own corner. There was a disgraceful scrimmage there among Smith's friends, Slavin being badly used. Both men fell together. Time, 15sec. Smith's party shouted out that their man had been spiked by Slavin's boots. The referee, thus appealed to, declared that the men had spiked each other.

Round 3. — Smith showed to better advantage in this round, getting home both right and left twice in quick succession on the Australian's body. Sharp close in-fighting followed, Smith going down before a terrific right-hander. (First knock-down blow to Slavin.)

Round 4. — Both men were blowing when they came up for this round. The fighting was again fast and furious, Smith at length cross-buttocking Slavin. The Englishman, however, did not fall on him.

Round 5. — A light round, Smith going down before a light blow. Time, 11sec.

Round 6. — Slavin came up very determined, and forced the fighting at a great pace. He drove Smith all over the ring, landing with his right a heavy blow over the right eye. Smith went down bleeding freely from a gash on the forehead.

Round 7. — Smith came up stronger and did some of the forcing work, beating Slavin for a moment on to the ropes. While in this position one of the crowd of roughs deliberately kicked the Australian, who, however, took no notice of the cowardly attack. Both the combatants got away from the ropes and fought to the middle of the ring, where Smith slipped, and both were taken to their corners.

Round 8. — Slavin did the opening work in this round, driving Smith round the ring and finally into his corner, where, as usual, his friends were ready to protect him. Smith came out again, when Slavin landed heavily with right and left, and Smith sought the ground.

Round — 9 There were heavy exchanges from the outset, Slavin giving his man no rest, and driving him back into his corner. While there one of the mob struck Slavin on the head a violent blow. Time, 1min.

Round 10. — This was a far more sportsmanlike round. Smith stood up well in the centre of the ring, and fought it out without the assistance of his friends. There was hard fighting from first to last of a close order, both getting home some terrific body blows. Both fell together.

Round 11. — Smith looked tired and led off feebly while Slavin returned with right and left on the head, cutting open the Englishman's cheek on the left side. Smith landed his left again, Smith countering heavily. Smith then rushed upon the Australian, who met him with a severe blow on the mouth, and then sent him down with a terrific right-hander.

Round 12. — The disturbances at the ring had now become so unbearable that the referee cautioned the seconds to keep to their corners, and not to interfere with the principals during the progress of the round. The round was of the cautious order, Smith finally being sent to grass again from a heavy right-hand blow on the jaw. Time, 1min. 30sec.

Round 13. — Slavin again did all the leading, fighting the Englishman round the ring, and forcing him into his corner. There were some heavy exehanges, Smith's friends again assisting their man by hitting freely at Slavin.

Round 14 and last. — Just a second before &quot;Time&quot; was called, Slavin, remarking on the treatment he had received, said, &quot;Are you Englishmen, boys?&quot; This was received with derisive shouts from Smith's party, and then, in an instant, a cry of &quot;Police&quot; was raised. The whole of the Smith party instantly decamped, hurrying their man along with them. Slavin, however, declined to stir, and his friends shouted that it was only a ruse to stop the fight. After a time the Smith  party returned, and Slavin then said to Baldock, the most prominent of Jem Smith's seconds, &quot;Why don't you give me fair play?&quot; Slavin's seconds claimed the fight, but the referee ordered them to fight on. The tactics of the Englishman's supporters were now very evident, but Slavin, who was only anxious to have the fight out to an end, advanced into the  centre of the ring, and again beat the Englishman back into his own corner. A scrimmage ensued, both men landing heavily, and the mob in Smith's corner then closed upon Slavin, who was again kicked and struck. The Australian, however, paid no attention to anyone except Smith, and he finished up the round by throwing him heavily. The referee then said, &quot;I shall refuse to act any longer. This man&quot; — pointing  to Slavin — &quot;can't have fair play. I declare it a draw.&quot; Smith seemed well at the finish, and Slavin was certainly full of fight and disgusted at having been robbed of victory by the cowardly attacks of roughs. The Australian had fought in the fairest and most plucky manner throughout, forcing the Englishman back into his corner in nearly every round, and keeping him there.

Here the fight came to an end, the referee exclaiming, &quot;I shall refuse to act any longer. I shall declare it a draw.&quot; There was considerable surprise among Slavin and his supporters, and the Australian said, &quot;I came 16,000 miles to win, and why don't you give a man a chance?&quot; After some little delay the company dispersed. The time at the end of the fight was eight minutes to nine.

Mr. Cecil Raleigh, hon. secretary of the Pelican Club, 21, Denman-street W., writes as follows:— &quot;As an impression prevails that the Smith and Slavin fight was arranged under the patronage of this club, I should esteem it a favour if you would allow me to state emphatically that the Pelican Club gave no countenance to the affair in any way whatever, and had nothing to do with it.&quot; 

Directly the news became known in London the greatest indignation prevailed in all the clubs at the dastardly way in which Slavin had been treated. Subsequently some forty or fifty gentlemen proceeded to the Pelican to demand the instant and public repudiation on the part of the committee with any official cognizance of the arrangements for the fight, and also for the summary punishment of those who had dragged prize fighting down to the lowest depth of degradation and blackguardism. In accordance with these demands, and in full sympathy with them, those members present, conjointly with the proprietor, immediately sent out telegrams summoning an extraordinary meeting of the committee. 

That Slavin has now a right to the title (empty though it be) of &quot;champion&quot; is clearly supported by the 24th rule of the Prize Ring, which runs as follows:— &quot;Any pugilist voluntarily quitting the ring previous to the deliberate judgment of the referee being obtained shall be deemed to have lost the fight.&quot; It seemed a pity that Mr. Vesey should not have had sufficient support to enforce what was uadoubtedly the judgment of all impartial spectators of round thirteen. 

Arrival of Slavin at Margate. 

Slavin arrived at Margate at half-past seven on Monday evening, and met with a flattering reception. During his training in the town he had become a general favourite with those who took an interest in the event. Sympathy was almost wholly on his side, and during the day news was anxiously awaited. At the station he was met by a four-in-hand and the town band, and proceeded to the Elephant Hotel, the band playing, &quot;See the conquering hero comes.&quot; Along the Parade, on which was assembled a large crowd of people, he was loudly cheered. At the Elephant Hotel, there was a large crowd of people, and the reception was most enthusiastic. Slavin briefly addressed the gathering, thanking them for the reception he had received. His intention, he said, when [Col. 4c–5a] he left England was to win the championship or lose it fairly, and he was sorry that the fight had ended in such a fiasco. Inside the hotel the scene was very exciting, and Slavin received the hearty congratulations of his friends at the slight punishment he had received. He then left for the Nayland Rock Hotel, his quarters, and on the road was loudly cheered. Upon arriving at the hotel, Slavin retired, accompanied by his second, Joss Cosnett, after which the correspondent of the Press Association was introduced to him. The first question put was, &quot;Well, Slavin, how have you fared?&quot; &quot;Very badly,&quot; responded the Australian. &quot;As far as the roughs were concerned, I never witnessed anything more disgraceful in all my experience. My treatment at their hands has been most cruel, and nothing I could say would sufficiently emphasize what I mean. I am very pleased indeed at  the reception I received on my arrival at Margate. Nothing could have been more enthusiastic. You see what punishment I have received. It is not from Smith so much as it is from the outsiders.&quot; — Joss Cosnett: Smith did not bit him any more than I am hitting you. The conduct of the roughs round the ring was shameful. Slavin: The treatment I have received from them was most unmanly. I am sure the roughs never meant it to be fought out. They intended to have a draw if they found their man losing. Several of Smith's backers, including two well-known noblemen, were disgusted, and threw his colours away and put mine on, as a protest, I suppose, against the treatment I had received. To speak the truth, I would not like to see a dog treated as I was. All I am anxious for now is to meet Sullivan for the championship of the world for £500 to £1,000, or anyone else. I am willing and ready to meet and fight anybody for the championship before I go back to Australia. 

The Pelican Club and the Fight. 

A meeting was held at the Pelican Club at one o'clock on Tuesday afternoon. At the conclusion the hon. secretary, Mr. Cecil Raleigh, furnished the following report:— &quot;In view of the reports of what had occurred at the Smith and Slavin fight a special meeting of the committee of the Pelican Club was instantly convened by telegraph for this afternoon. There was a large attendance of the committee, among those present being the Marquis of Queensbury, Mr. John Corlett, and other well-known sportsmen. It was unanimously determined to address a letter of sympathy to Frank Slavin, expressing the appreciation of the committee of the courage he exhibited, in face of the most  blackguardly conduct which ever disgraced the ring side. The committee added that they fully recognised that he had indisputably established his claim to the championship of England, and they further informed him of their intention to present to him a belt and purse in recognition of his pluck. The committee then determined that Mr. John Fleming, late manager to Jem Smith, who had hitherto acted as master of the ceremonies at the Pelican Club, should be suspended from his office until such time as he should afford an explanation of his connection with the Smith and Slavin fight, which explanation would be laid before a general meeting of the members of the club on Tuesday, January 6th. The indignation of the members of the club knows no bounds, and every effort will be made to discover who were the real instigators of the disgraceful business.&quot; 

It is most likely that the belt and purse will be presented to Slavin on January 14th, when the club move into their new premises. 

The following letter has been addressed by the pugilist, F. P. Slavin, to the Pelican Club:— 

&quot;In reply to your very kind and encouraging letter, accept my warmest thanks for the high compliment you are about to pay me in presenting me with a belt, called the Champion of England belt. You may rely it will be my duty, as it has been all through my career, to do my best to win any contest I may enter into in a fair and manly manner. — Again thanking you, I am, sir, yours truly, &quot;F. P. SLAVIN. 

&quot;Nayland Rock Hotel, Margate.&quot; 

Mr. Fleming's Statement. 

Mr. Fleming states that the fight was arranged before the boxing match with Jackson. He went over to Belgium and selected the ground. As regards the rough element present, he did not know one of the men. No doubt they were engaged by some friends of Smith. The only persons who went across with them were four or five gentlemen. All connection between Smith and him had ceased, as he felt that he could not act in any way for Smith after what had occurred. Every fight that he had previously had the management of had always been brought off without the intrusion of any of the rough element at the ring side. He took no part in the proceedings, being merely there as a spectator, and he had not seen Smith since the fight. He did not think that he should have any difficulty in proving that he had no connection with the disgraceful proceedings at the ring side. 

The Preliminary Arrangements. 

The preliminaries of the match will, perhaps, be interesting. When, in 1885, Jem Smith, who had made a name among English heavy-weight boxers, met and defeated Jack Davis, of Birmingham, there was a sign of a revival of pugilism in this country. This was increased when Smith fought Alf Greenfield, and, although the battle ended in a draw, it was not long before the &quot;lost art&quot; was freely discussed, and there was every appearance of the revival of the prize-ring. Smith, as will be well remembered, fought a memorable battle with Jake Kilrain, who came from America to wrest the championship honour from the Englishman. John L. Sullivan, the Boston Boy, soon followed, and, although he failed to beat Charles Mitchell, his claim to the title of champion of the world was made good last July, when be met and defeated Kilrain. Then came new stars in the firmament of boxers, but glove-fighting had almost extinguished the &quot;old style.&quot; Prominent among the late arrivals were Peter Jackson, a coloured man, and Frank P. Slavin, both hailing from Australia. Their records were of the highest calibre, Slavin having been successful in all the nineteen contests in which he had engaged, either with gloves or with bare hands, while Jackson's was but little less noticeable. The latter, however, carried all before him in America, and then sought fresh fields in England. Only a few weeks ago he vanquished Jem Smith in a couple of rounds. Slavin arrived in London a week prior to Jackson, and, after a lengthy wait, he was accommodated with a match. No one but W. Goode cared to meet him with the gloves, and Goode was easily disposed of. After signing articles to fight Jem Smith under prize ring rules, both men went into training, Smith at Newmarket, under the care of Jem Howes, and Slavin at Margate, with Fred Symes as mentor. The most difficult part of the arrangements had yet to be settled, and it was not without great trouble that a battle ground could be selected which afforded facilities for the accommodation of a party of sportsmen to witness the contest. At length a point was pitched upon near the Belgian capital, easy of access and fairly safe from interference. Another difficulty now arose over the appointment of a referee, and no less than five good men were named, all of whom were in turn objected to by Smith. The possibility of this having been foreseen it had been stated in the articles that the two parties failing to agree, the stakeholder, Mr. C. W. Blacklock, should appoint that official. This he did with satisfaction to both parties, naming Mr. J. Vesey, a well-known sporting man, to act. The stakes had then been increased to £500 a side. 

There is a great difference in the physique of the two men. Slavin stands 6ft. 1in., and scales in condition thirteen stone, is a very muscular athlete, and particularly quick on his legs; while Smith is of the sturdy order, and is only 5ft. 8&lt;sup&gt;1&lt;/sup&gt;/&lt;sub&gt;2&lt;/sub&gt;in. high. His weight when fit is 12st. 10lbs., and although his muscles are very massively developed, giving proof of great strength, he has not the quick hitting power of the Australian. 

Performances of the Men. 

Frank P. Slavin, the champion of Australia, was born on January 27, 1863, at Maitland, N.S.W. He stands 6ft. 1in. in his stockings, and in condition scales 13st. 5lb. or 13st. 6lb. Shavin served his time or apprenticeship to a coachbuilder and blacksmith, and first came out as a pedestrian. After winning several competitions as an amateur, Slavin's first fight was with knuckles against M. Power for £50 a-side, and he won after seven rounds, lasting thirteen minutes. He then beat Jem Burke with two-ounce gloves for £200 a-side and the championship of Queensland, winning in three rounds. This was in December, 1885, and in 1886 he went to Sydney and entered into an engagement with Larry Foley. Here Slavin met Taylor, a pupil of Jackson's, for a purse with small gloves, and stopped him in two rounds. He was then matched with a big follow named Bligh for £10 a-side, and beat him in one round. After a rest of two months articles were signed for him and Mike Dooley to box for £100 a-side, and Slavin won in nine rounds. He next met Mike Costello, an American, a good man, and after a big battle in Sydney, lasting two hours and a half, a draw was the result. Another match was made for £400, and £50 a-side was posted, but Costello forfeited this. Afterwards Slavin's backers matched him for £25 a-side to stop Costello in six rounds, but the latter is very clever and tricky, and lasted the time. Subsequently Slavin journeyed to Sydney, and finding Mike there, challenged him again. The result of this was a match for £100 a-side with skin gloves, which Slavin won in twenty minutes. Slavin at this time had any amount of backing, and issued a challenge to fight Peter Jackson for £250 a-side and the championship. Jackson's party wanted a match with gloves for a purse. They could not, however, come to terms. In January last year the Australian made a trip to New Zealand. The first man put up was Smith, who was backed to stand four rounds, but he had had enough at the end of the first. In Dunedin Slavin beat a big fellow in four minutes, and journeyed a long distance to fight Laing, the champion. The pair were matched for  £200 a-side, and fought with two-ounce gloves at Wanganui, Laing failing to come up at the end of the fifth round. After this Slavin returned to Melbourne, and met Jack Burke, but after Slavin had had all the best of it, the contest was declared a draw. Mike Dooley was now in Sydney, and issued a challenge to him. This led to a match for £200 with small gloves, which ended in Mike being knocked out in 2min. 40sec. Slavin returned to Melbourne, and fought Burke, Slavin undertaking to stop him in six rounds; £200 a-side was put up and the two fought with six-ounce gloves, and agreed to divide the gate, and Burke was beaten in the middle of the third round. Previous to this Billy Farnan, the conqueror of Jackson, and Slavin, fought for £200, with the result that the latter added another winning bracket to his name, Farnan failing to answer to the call of time in the third round. He then received forfeit from Woolf Bendoff. An easy victory over Bill Buck in two rounds followed. He then came to England, and his late victory in his glove fight with the plucky young Englishman, W. Goode, must still be fresh in the memory of our readers. 

Jem Smith was born in Whitecross-street on January 21, 1863. He stands 5ft. 8&lt;sup&gt;1&lt;/sup&gt;/&lt;sub&gt;2&lt;/sub&gt;in. high, and weighs in condition 12st. 10lb. Round the chest he measures 43&lt;sup&gt;1&lt;/sup&gt;/&lt;sub&gt;2&lt;/sub&gt;in.; waist, 36&lt;sup&gt;1&lt;/sup&gt;/&lt;sub&gt;2&lt;/sub&gt;in.; hips, 41in.; thigh, 24&lt;sup&gt;1&lt;/sup&gt;/&lt;sub&gt;2&lt;/sub&gt;in.; calf, 16&lt;sup&gt;3&lt;/sup&gt;/&lt;sub&gt;4&lt;/sub&gt;in.; biceps, 15&lt;sup&gt;1&lt;/sup&gt;/&lt;sub&gt;2&lt;/sub&gt;in. For some years he was employed in one of the metropolitan timber yards, but developing a taste for boxing after one or two rough-and-tumbles with his fellow-workmen, he was taken in hand by Jack Knifton (&quot;eighty-one tonner&quot;) and later by Mr. F. Grimm, of the Central Club. His first success was in a competition at the Griffin, Shoreditch. Later on he beat Snowey, of Holloway, and was then matched to box Harry Arnold with gloves for a £10 purse. The affair was looked upon as a good thing [Col. 5c–6a] for Smith, but it took him nearly an hour to polish off this last opponent, though he had slightly the best of the encounter from start to finish. Smith's next engagement was with Woolf Bendoff to box to a finish with gloves for £25 a-side, which came off at an East-end club. In this contest Smith injured his right arm, but, nevertheless, proved successful at the end of twelve  rounds. Smith also won Tom Symonds's All-comers' Competition on February 26, 1885, at Bill Richardson's, defeating Sugar Goodson, Jack Wannop (the wrestler), and Tom Longer. Smith's next battle was with Jack Davis, for £100 a side and the championship, on the turf, and came off on the borders of Surrey and Sussex on Wednesday, December 17. In all six rounds were fought, occupying 7min. 56sec., Davis being knocked out of time with a swinging right-hander. He subsequently met Alf Greenfield, of Birmingham, for £300, at Maisons-Laffite, near Paris, on Tuesday, February 16, 1886. Thirteen rounds were fought, mostly in Smith's favour, and the men fell, whereupon a cry of foul was raised by Greenfield's party, and a crowd of roughs broke into the ring, stopping the fight. The referee (Jem Mace), at the request of the principal backers of the men, agreed to decide the battle a draw. Soon after Smith was matched to fight Knifton, the &quot;eighty-one-tonner&quot; as he is called. This proved a fiasco. The memorable struggle between Smith and Kilrain, brought off on an island in the Seine, came next, darkness putting an end to the affair, which also resulted in a draw, after the men had faced each other for 106 rounds, on December 19th, 1887. This brings us to his ten-round glove contest with Jack Wannop, Smith laying £250 to £200, and winning easily. After which, as all the pugilistic world knows, Smith was easily defeated by the coloured champion, Peter Jackson, in a glove fight at the Pelican Club, the last named winning on a foul by Smith, who was at the same time well beaten.&lt;ref&gt;&quot;The Great Prize Fight. £1,000 in Stakes. Brutal Scenes in the Ring.&quot; ''Reynolds's Newspaper'' 29 December 1889, Sunday: 1 [of 8], Col. 4a–6a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000101%2F18891229&amp;page=1&amp;article=006&amp;stringtohighlight=mandeville+viscount. Same print title, n.p.&lt;/ref&gt; &lt;/blockquote&gt;

=== The ''People'' ===

On Sunday, 29 December 1899, the ''People''&lt;blockquote&gt;Disgraceful Scenes. Expressions of indignation.

The prize fight between Jem Smith, who poses as the fistic &quot;champion of England,&quot; and Frank Slavin, the Australian champion, took place early on Monday, and resulted in perhaps the most disgraceful scene ever witnessed in connection with the history of the prize ring. Various spots, both at home and abroad, were from time to time named as the possible battle-field, but finally it became known to a certain select few that an English gentleman, Mr. Atkinson-Grimshaw, residing near Bruges, Belgium, had placed his grounds at the disposal of the combatants. In London it soon became known that the principal supporters of the Englishman had caused a number of Birmingham ruffians to be hired for the purpose of making a &quot;strong corner.&quot; The betting changed directly to short odds on the Australian, and also evens, while  offers of 30 to 20 that &quot;Smith did not lose&quot; proclaimed that some ugly and disreputable manœuvres would be attempted. The ring was pitched on a splendid piece of turf — the lawn tennis ground, in fact — and about forty persons assembled, including Viscount Royston, [[Social Victorians/People/Mandeville|Viscount Mandeville]], Mr. Abington, Mr. Harris, Mr. W. Riley, Mr. F. Kotchie, Mr. Ike White, the Hon. M. Sandys, Mr. E. Bayley, Mr. C. Parsons, Mr. J. Kilby, Mr. C. Morton, and other well-known &quot;sports.&quot; Smith was dressed first, and and [sic] had to wait a few minutes for Slavin. The Englishman appeared in white flannel drawers, white socks, and lace-up boots, while the Australian wore black drawers, blue socks, and lace-up boots. Harper and Baldock were seconds, Howes bottle-holder, and Mr. Fleming umpire for Smith; Cosnett and Bob Kirby, Mr. Taylor, and Mr. W. Riley acting in similar capacities for Slavin. Mr. Joe Vezey officiated as referee and Mr. Calder as timekeeper.

The Fight.

The men were in the ring at 8.25, and ten minutes later the fight began. After the first two rounds everything went in favour of Slavin, who in the third round knocked Smith clean off his legs with a terrific right-hander. He repeated this operation four or five times subsequently, and surprised many of the spectators by the determined way in which he fought. Smith looked very serious on coming up for the fourth round. At this time a suspicious movement was noticeable among the brigade of Birmingham ruffians, and one of them came round to the colonial's corner with no good intentions. Had it not been that Mick Taylor and Frank Hinde kept zealous guard over all the water provided for the use of the combatants, there is no knowing what fiendish trick might not have been perpetrated. Getting to close quarters, Slavin delivered heavily right and left on Smith's body, the latter being very slow in responding to this vigorous attack. He had, however, other assistants, for a vile ruffian from over the ropes deliberately struck Slavin a blow on the head. A shout was at once raised, but when charged with it the rascal denied that he had done anything. A scuffle ensued between the men, and to escape from the difficulty Smith cross-buttocked his opponent, who fell. In the fifth and sixth rounds Slavin again brought Smith to the ground, and made a nasty gash on his forehead. All this time the most horrible language proceeded from Smith's corner. In the seventh round a desperate rally took place, during which Smith fought Slavin on to the ropes, and there held him. Here was a grand opportunity for the miscreants, who did not fail to make use of it. One of them kicked Slavin repeatedly, and others beat him about the head, knuckle-dusters and life preservers being used. Slavin during the progress of the eighth round further received a couple of smart blows from a stick which a cowardly ruffian carried. Taking not the smallest notice of these interruptions Slavin pursued his legitimate opponent, both Smith's seconds following him about and jeering in his face. The referee entered the ring, and cautioned the seconds to move away. This had very little effect, and in the midst of half-arm fighting of a very severe kind, Smith was one more brought to the ground. In the ninth round the Australian again ventured into Smith's corner, and the fighting brought him close to the ropes. The  Birmingham mob here set about Slavin with great brutality, kicking him and punching him on all parts of the body. Getting away from the ropes Slavin let go the right, and, reaching Smith's mouth, caused the blood to spring forth profusely, bringing the Englishman to grass. The tenth and eleventh rounds were not quite so exciting, but in the twelfth Slavin drove his right with terrific force on to Smith's chin, knocking him clean off his legs. In the thirteenth round the Australian doubled Smith up with a fearful blow under the left ribs, and the Englishman's friends, seeing that Smith was almost beaten, raised a cry of &quot; Police!&quot; Smith was hurried from the ring, but Slavin and his friends refused to budge, and after &quot;Time&quot; had been called they claimed the fight. The referee, who appeared afraid to give a just decision, was surrounded by partisans of Smith, who had meanwhile come back, and eventually ordered the fight to proceed. The next round, the fourteenth, was the last. Slavin fought in a most determined fashion, and when he was punishing Smith heavily, the latter caught the Australian round the waist and held him on to the ropes, whilst the ruffians standing round beat and kicked him in a most cowardly fashion. Amid cries of &quot;Foul,&quot; the pair fell to the ground, and, on the men taking their corners, the referee said he would act no longer, as it was perfectly clear Slavin was not to have fair play. This created immense excitement, during which the referee declared the fight a draw, and, crossing to Slavin, said, &quot;I do not want to stay here to see you killed.&quot; Afterwards the roughs tried to get at Slavin, who, however, managed to hide in a barn. Later on he went with a few of his friends to Bruges, where he caught the train for Ostend, and came over to Dover, thence proceeding to  Margate.

Slavin's Opinion of his Treatment.

The following conversation took place during an interview with Slavin, a few hours after the fight:— Did you expect any trouble at the ring  side? — Slavin: Yes, I was prepared for that, as I was constantly receiving letters of a threatening nature, and though these things as a rule are of no account, I had reason to believe there was some truth this time. Besides, I had not forgotten the affair at Astley's Theatre. — Do you feel any effects of the fighting? — Slavin: The fighting? I feel nothing of what I got from any one in the ring; it's what those beauties gave me outside. The only time Smith hit me in anything like form was on the jaw. — Why did you persist in going to his corner? — Slavin: I wanted to get the affair over and enjoy my Christmas dinner, and I knew if the fighting was left to Smith I should want it served in the ring. — Of course you heard a mob was got together for Smith? — Slavin: Yes, I knew all about that, but I relied on British fair play, and expected the referee to do his duty. Directly I got in the ring I saw what the game was, and knew my only chance was to knock Smith out. — What do you think of Smith? — Well, I think so much of him that I'll bet him £200 I stop him in six rounds, but we must have no more private shows. I've had enough of that business. — l suppose you have a poor opinion of English fair play? — Slavin: I have been treated like a prince generally, but I can see the fighting men are easily led astray, and I expected trouble directly Smith objected to a referee. If we served an Englishman in the same manner in Australia we should get drummed out of the town, and rightly too. — What are your plans for the future? Well, I shall stay in England some time and challenge Sullivan, and you might as well cable it over to America for me. — With the gloves? — No. I want to fight him with the knuckles. I think I should get fair play out there.

Indignation in London.

Directly the news became known in London the greatest indignation prevailed in all the West-end, [Col. 4c–5a] clubs at the dastardly way in which Slavin had been treated. Subsequently some forty or fifty gentlemen proceeded to the Pelican to demand the instant and public repudiation on the part of the committee with any official cognisance of the arrangements for the fight, and also for the summary punishment of those who had dragged dowr [sic] a manly pastime to the lowest depth of degradation and blackguardism. In accordance with these demands, and in full sympathy with them, those members present, conjointly with the proprietor, immediately sent out telegrams summoning an extraordinary meeting of the cornmittee.

The Pelican Club Meeting.

At the special meeting of the committee of the Pelican Club it was unanimously determined to address a letter of sympathy to Slavin, expressing the appreciation of the committee of &quot;the courage he exhibited in face of the most blackguardly conduct which ever disgraced the ring side.[&quot;] The committee added that they fully recognised that he had indisputably established his claim to the championship of England, and they further informed him of their intention to present to him a belt and purse in recognition of his pluck[.] The committee determined that Mr. John Fleming, late manager to Jem Smith, who had hitherto acted as manager of the ceremonies at the Pelican Club, should be suspended from his office until such time as he should afford an explanation of his connection with the Smith and Slavin fight, which explanation would be laid before a general meeting of the members of the Pelican Club on Tuesday, January 7th. It is most likely that the belt and purse will be presented to Slavin on January 14th, when the club will move into their new premises. While Salvin was at the Stock Exchange on Tuesday, a subscription in his interest was started, and £110 was quickly subscribed.

Slavin Challenges J. L. Sullivan.

Frank Slavin, the champion of Australia, is prepared to meet John L. Sullivan, under London prize ring rules, for £500 or £1,000 a side and the championship of the world. Slavin has lodged a sum of £100, and will contest the title with Sullivan in either America or Australia in six months from signing articles. We have cabled this challenge to Mr. R. K. Fox, of New York, and the money lodged with him or the editor of the ''Sportsman'' will lead to a match.&lt;ref&gt;&quot;The Smith-Slavin Fight.&quot; ''The People'' 29 December 1889, Sunday: 16 [of 16], Col. 4a–5a [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000729%2F18891229&amp;page=16&amp;article=150&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

=== The ''Sportsman'' ===
On Monday, 30 December 1889, the ''Sportsman'' printed a list of people and organizations that had contributed to the &quot;testimonial&quot; fund for Slavin as well as some letters to the editor about the Slavin-Smith match:&lt;blockquote&gt;
A committee meeting of the above was held on Saturday afternoon, Mr W. J. Innes in the chair.  There were also present Mr W. Riley, Mr Fred H. [Gala?], Mr C. Parsons, Mr A. Butler, Mr M. J. Harrow (Margate), Mr Ike White, Mr E. C. Irish, and Mr G. T. Dunning (hon. sec. and treasurer). 

The chairman read a letter from Mr John Lees, regretting his inability to attend owing to illness, whilst the remaining committeeman, Mr E. W. Bayly, was absent in Paris.

The appointment of the hon. sec. and treasurer was confirmed by the committee, and after some discussion it was decided to close the subscription-list on Monday, January 20, and to present the proceeds to Slavin at the Cambridge Music Hall, Bishopsgate-street, on a day to be named. Other business of minor importance was transacted, and after the next committee meeting had been fixed for Wednesday, January 15, the meeting closed with a vote of thanks to the chairman. Additional subscriptions to the fund, which now reaches 300''l''., will be found appended [names set as unordered list to save space, £ ''s.'' ''d.'']

* Lord Mandeville  2 2 0
* Lord Royston  2 2 0
* Lord James Douglas  2 2 0
* Hon. Michael Sandys  2 2 0
* Fred Kotchie  2 2 0
* Mr Ike White  2 2 0
* Mr W. Riley  2 2 0
* Mr C. Parsons  2 2 0
* Mr J. Kilby  2 2 0
* Mr Frank Hinde  2 2 0
* Proprietors of The Sportsman  2 2 0
* Mr. J. Purdey  2 2 0
* Mr. E. W. Bayly  2 2 0
* Messrs H. A. Domby and Son  2 2 0
* &quot;Caption Coe&quot;  2 2 0
* Mr C. W. Bulpett  2 2 0
* Mr P. W. Carr  2 2 0
* Mr W. Morley Pegge  2 2 0
* W. D. S.  2 2 0
* J. E. S.  2 2 0
* Mr W. H. Grenfel  2 2 0
* Mr Quartermaine East  2 2 0
* Mr H. H. Hungerford  2 2 0
* Mr Noel Fenwick  2 2 0
* Sir John Leslie, Bart.  2 2 0
* Mr T. Brinkman  2 0 0
* Mr Calder  1 1 0
* Mr H. W. Hill  1 1 0
* Mr John Young  1 1 0
* Mr D. A. Neilson  1 1 0
* Mr W. Neilson  1 1 0
* Mr Julius Simon  1 1 0
* Mr J. Edge  1 1 0
* Mr H. Marshall  1 1 0
* Mr F. Aynsley  1 1 0
* Col. Hon. Wellesley  1 1 0
* Mr Charles Hawtrey  1 1 0
* Mr W. F. Ashton  1 1 0
* Mr Barratt  1 1 0
* Old Durham Ox  1 0 0
* Sir John Willoughby  1 0 0
* A friend, per C. H. A.  0 10 6
* Mr Ben Giles  0 10 6
* Mr Tom Vale  0 10 6
* [E.?] W.  0 10 6
* Officer  0 10 0
* Per Mr Ike White, Exchange Club:
** S. W.  2 2 0
** Mr G. B. Knight  1 1 0
** Mr A. Powles  1 1 0
** Mr S. Blandford  1 1 0
** T. F. W. C.  1 1 0
** Mr Leo Harward  1 1 0
** Mr J. Harward  1 1 0
** Mr H. Harward  1 1 0
** Mr [Monteagle?] [Moutcagie??]  1 1 0
** Mr C. Orate  0 10 6
** W. G. P.  0 10 6
** H. R. T  0 10 6
** Mr Josiah Smith  0 10 6
** W. H. R.  0 10 6
** Mr R. Wilson  0 5 0
* Per Mr M. J. Harlow, Margate:
** Mr A. H. [Cosi? Coni?]  2 2 0
** Mr J. Thurston  1 1 0
** Mr J. A. Fagg  1 1 0
** Mr F. [Miles?]  1 1 0
** Mr Adolphe [Drineqbeir?]  1 1 0
** Mr Ernest [Drineqbier?]  1 1 0
** Mr Lacy Brown  1 1 0
** Mr Algy Brown  1 1 0
** Mr M. J. Harlow  1 1 0
** An Admirer  1 1 0
** Mr J. W. Robinson  1 1 0
** Mr W. Searles  1 1 0
** Mr J. Smith  1 1 0
** Mr J. Hume  1 1 0
** Mr J. Painter  1 1 0
** A Scotchman  1 1 0
** Mr J. Mundell  0 10 6
** Mr Bob Redman  0 10 6
** Mr G. A. Body  0 10 6
** Mr J. Phipps  0 10 6
** Mr J. Doughty  0 10 6
** Old Fisherman  0 10 6
** Mr Joe Knott  0 10 6
* Per Mr B. J. Angle
** Some mebers of the Stock Exchange  125 0 0
** Hr Henry J. Turner  2 2 0
* Per Mr W. J. Innes:
** Mr Sidney Fry  2 2 0
** Mr W. J. I.  2 2 0
** Mr W. Schlesinger  2 2 0
** Mr Joseph Thompson  2 2 0
** Mr Barney Thompson  2 2 0
** Mr L. Meyers  2 2 0
** Mr W. Shoe  2 2 0
** Mr George Cooper  2 2 0
** Mr J. T. Crossley  2 2 0
** Mr Andy Anderson  2 2 0
** Mr G. M. T.  2 2 0
** Mr F. R.  2 2 0
** Mr W. Bertram  1 1 0
** Mr J. W. Hammon  1 1 0
** Mr Alec Harris  1 1 0
** Mr John Isaacs  1 1 0
** Mr Edward [Dance? Dasce?]  1 1 0
** Mr George Blanchett  1 1 0
** Mr F. [Leleu? Lolou?]  1 1 0
** Mr W. J. R.  1 1 0
** Mr H. C.  1 1 0
** Mr A. A. M.  1 1 0
** Mr D. W. Fowler  0 10 6
* Per Mr F. H. Gale:
** Mr R. Moore  2 2 0
** Mr A. H. Goode  2 2 0
** Mr [B.? E.? R.?] J. G. Goode  2 2 0
** Mr F. H. Gale  2 2 0
** Mr H. Ulph  1 1 0
** Mr J. Hooper  1 1 0
** Mr C. Kittall  1 1 0
** Mr C. Moore  1 1 0
* Per Mr W. Riley:
** Mr Brand (Wiltshire)  2 2 0
** Mr Charles Godfrey  2 2 0
** Mrs Lane (Britannia)  2 2 0
** Mr Sam Adams  2 2 0
** B. and M.  0 7 6
* Per Mr A. Cockburn:
** Mr Richardson  2 2 0
** Mr A. Cox  1 1 0
** Mr Hy. Brackenbury  1 1 0

To the Editor of T&lt;small&gt;HE&lt;/small&gt; S&lt;small&gt;PORTSMAN&lt;/small&gt;.

Sir,— From the evidence of your eye-witness reporter there seems to me the clearest possible case against Smith, Harper, and Baldock — that Smith held Slavin on the ropes while the roughs kicked and &quot;knuckle-dustered&quot; him, that Harper put his knee on Slavin when down, and that Baldock did likewise, and that throughout they advised Smith to stand like a coward under the protection of the savages till the instinct which filled Slavin's manly bosom prompted the honest outburst to Smith, &quot;Come and have a round.&quot; The duty for sportsmen to fulfil with the assistance of their representative journal, is, firstly, to see that Slavin is elected Champion and that he is handsomely recompensed, and that these so-called &quot;seconds&quot; should be properly punished and our splendid timber-yard Champion put in his proper place. The names of those who hired the roughs should also be published. I have spoken to at least fifty patrons of boxing shows, and one and all have made the most positive and determined objection to supporting any entertainment where the three men named above are concerned directly or indirectly. They, by their own stupidity and cupidity, have put the last nail in their own coffin, I hope. With regard to the referee, this individual is decidedly unsatisfactory. He allowed Smith to bolt when the cry of &quot;Police&quot; was raised without disqualifying him in any way, and then put an end to the business by declaring it a draw. Now, if the said referee is not a determined or courageous man, then he acted to the best of his judgment, for he was afraid of personal violence, having literally to escape to London; but on his arrival here, I and numberless others naturally expected some explanation or a reversal of his decision. The whole sporting community are on the tiptoe of excitement, and Mr Vesey in the coolest  possible manner washes his hands of the affair, declining absolutely to expose any opinion. This is rather rough on the public considering that be consented to act as referee of his own free will, and he is no chicken in such matters. He does not tell us whether he is aware that he has the power to reverse a decision given under fear; nor does he say whether he still considers the decision made on the spot a happy one. How was it that no steps were taken to protect the referee? There is no legitimate courage in the Brummagem rough. He is an imposter. With assistance of our excellent so-called Champion, and about another ten, armed with knuckle-dusters, he will doubtless attack Slavin, and if a torrent of filthy, cowardly abuse could kill he would beat Slavin single-handed. One of these gallant gentry actually returned to Birmingham without going to Bruges, being positively afraid to chance crossing the tiny stretch of sea. An American reader will bear me out that had our unsatisfactory referee been under the protection of one single genuine Nebraska &quot;tough,&quot; as they are called out there, he would, without uttering one word of bad language, have cleared out the lot had they attempted violence to his charge. But it would never have come to that, for the sight of a real, genuine armed rough, with determined set features, would have struck terror into the hearts of the pluckless Brum shoddy bully, with the proverbial dull, stupid, animal-like pudding face. As an Englishman I [Col. 1c–2a] positively feel guilty among my American friends when they ask me what about my vaunted British fairplay, and I quite fail to see or understand how &quot;seconds&quot; — no matter, for argument's sake, how dishonest they may be can such fools as to kill the goose which lays their golden eggs. Prize-fighting and boxing are their bread-and-butter, and some of those who accepted the assistance of the roughs in the recent important international fight must have surely prognosticated that trouble and disgrace would follow, and they of all men should have been the last to wantonly risk breaking up one of our favourite English sports. In conclusion, contrast the courage of the two men. Slavin practically fought about six men, not knowing the moment that one well-directed blow from a &quot;duster&quot; might have cost him his life or lost him the fight. Think of his manly appeals to the cowards for a few minutes' fairplay. I only wish they each had to have four rounds singly with him! — Yours, &amp;c.,

A Lover of Boxing.

To the Editor of T&lt;small&gt;HE&lt;/small&gt; S&lt;small&gt;PORTSMAN&lt;/small&gt;.

Sir, — Previous to the late show of ruffianism I was in sympathy with and respected Smith as the Champion, but I am grieved to say that nothing of late years has so thoroughly disgusted me as the ill-treatment which was meted out to Slavin by those who disgrace not only sport but the very name of man. I sincerely hope that Slavin will still continue to think that one of the dearest wishes of the true sportsman of this country is to see fair play. I enclose my mite in the shape of one guinea, and subscribe myself, yours, &amp;c.,

Leicester, December 28. J. Barrett.

To the Editor of T&lt;small&gt;HE&lt;/small&gt; S&lt;small&gt;PORTSMAN&lt;/small&gt;.

Sir, — Herewith I inclose cheque 1''l''. 1''s''. to the Slavin Fund, and hope that his manly and honourable conduct will be well rewarded.

I cannot, however, agree with those who hope &quot;that we have seen the last of prize-fighting,&quot; and other sentiments of the kind. It will be an evil day for England when the fighting instinct dies out from among her sons. No, let us rather hope that the Slavin-Smith ''fiasco'' will be the beginning of a new era, and that for the future fights will not be allowed to take place without proper ring-keepers, as in the days of Spring, Langham, and Bendigo, and that the Championship of England will not be long without a native defender.—Yours, &amp;c.,

J. W. B. C., Junior Carlton Club, December 27.

To the Editor of T&lt;small&gt;HE&lt;/small&gt; S&lt;small&gt;PORTSMAN&lt;/small&gt;. 

Sir, — l beg to inclose you the sum of one guinea, my subscription to the Slavin Fund. I was indeed sorry to read of the outrageous and murderous treatment Slavin received from Smith's supporters, which support was tacitly sought after by Smith not leaving his corner and meeting his man in the centre of the ring, as any Englishman should have done that presumed to call himself &quot;England's Champion.&quot; I feel quite certain that had this outrageous conduct passed away without the strong condemnation it received at all good sporting men's hands in this country, and the hearty and the thoroughly unanimous sympathy expressed for Slavin, the good feeling and perfect bon accord that has existed between the sporting fraternity of the two countries, New and Old England, would soon have ceased to exist. Australians are great stickers to and warm supporters of England and the English, and they will all feel most keenly the slur cast upon &quot;British fair-play and courage.&quot; — Yours, a lover of it, Sydney Galvayne. 

York, December 26. 

To the Editor of T&lt;small&gt;HE&lt;/small&gt; S&lt;small&gt;PORTSMAN&lt;/small&gt;. 

Sir, — Enclosed you will cheque for one guinea as a simple tribute to Slavin, who so squarely held his own, and who should not be looked upon as a stranger in a strange country, but as a cousin Englishman, who deserves support, not only as a true sportsman but also against the fearful ordeal of ruffianism to which he has been subjected. As a lover of fair play believe me, yours faithfully, 

Birmingham, December 27. Tom B. Sharp. 

To the Editor of T&lt;small&gt;HE&lt;/small&gt; S&lt;small&gt;PORTSMAN&lt;/small&gt;. 

Sir, — Please add 9''l.'' 14''s.'' to the list I have already sent you for Slavin testimonial, and oblige, yours, &amp;c., 

I. White.  

Exchange Club, Queen-street, Cheapside, Dec. 28.&lt;ref&gt;&quot;The Ring. The Slavin Testimonial.&quot; ''The Sportsman'' 30 December 1889, Monday: 4 [of 4], Col. 1a–2b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001055%2F18891230&amp;page=4&amp;article=020&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt; &lt;/blockquote&gt;
On 9 January 1890 in part of a much larger partisan report with critiques of the investigative committee, its chair and its results as well as other newspapers printing rumors:&lt;blockquote&gt;JOHN L. SULLIVAN ON ENGLISH FAIR PLAY.&lt;p&gt;

J&lt;small&gt;OHN&lt;/small&gt; L S&lt;small&gt;ULLIVAN&lt;/small&gt; has been speaking his mind on the Smith-Slavin fight to some purpose. &quot;I can't see how an English fighter can be beaten,&quot; he said. This man Smith is little better than a middle-weight, and I haven't the slightest doubt that Slavin beat him fairly. Some people wonder why I did not go to England to fight Smith. Now you understand why I insisted on meeting him in this country. In England fair play is unknown. The man with the greatest number of 'heelers' always wins or saves himself from defeat. Slavin or Jackson will, in all probability, look for a match with me when they arrive in this country, and | am perfectly willing to meet either or both of them for a proper consideration. I want a big purse, and I am not particular where I fight so long as it is in a club-house. No more law-breaking for  me.&quot;&lt;ref&gt;&quot;The Late Fight. Meeting of the Pelican Club. Stormy Proceedings. The Committee Resigns.&quot; ''The Sportsman'' 9 January 1890, Thursday: 4 [of 4], Col. 3b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001055%2F18900109&amp;page=4&amp;article=049&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

Also on January 9, the ''Sportsman'' reported on a collection made for Slavin:&lt;blockquote&gt;THE SLAVIN TESTIMONIAL&lt;p&gt;

The subscriptions towards the above now amount to over 400''l.'', and it having been decided to close the list on the 20th, the committee will be obliged if those who have promised donations will forward the same to the hon. sec. and treasurer, Mr. G. T. Dunning, T&lt;small&gt;HE&lt;/small&gt; S&lt;small&gt;PORTSMAN&lt;/small&gt; Office.&lt;/blockquote&gt;
{| class=&quot;wikitable&quot;
!
!£
!s.
!d.
|-
|Amount already acknowledged
|407
|3
|6
|-
|Mr E.Tabernacle
|1
|1
|1
|-
|H. S.
|1
|1
|0
|}
&lt;blockquote&gt;The guinea acknowledged per Mr Riley, from C. R., yesterday, should be from C. K.&lt;ref&gt;&quot;The Late Fight. Meeting of the Pelican Club. Stormy Proceedings. The Committee Resigns.&quot; ''The Sportsman'' 9 January 1890, Thursday: 4 [of 4], Col. 3b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001055%2F18900109&amp;page=4&amp;article=049&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

=== The ''Huddersfield Daily Chronicle'' ===
On 10 January 1890:&lt;blockquote&gt;
Mitchell and Lord Mandeville.

As an addendum to the important meeting of the Pelican Club committee, on Wednesday, came a gathering of &quot;sports&quot; at the Trocadero, Piccadilly Circus. Lord Mandeville and Mr. Abington., who had been in attendance at Denman-street, were joined by &quot;Pony&quot; Moore, his son-in-law, C. Mitchell, J. Carney (the Birmingham light-weight), J. Baldock, B. Habbijam, C. Bates, &amp;c. The party, who occupied seats in the stalls, naturally discussed things pugilistic, the talk being mostly devoted to the recent international fight between Frank P. Slavin and Jem Smith. &quot; [sic] The Squire's opinions on the matter happened not to coincide with those of Mitchell, and high words were exchanged between the pair. Suddenly the Birmingham boxer jumped up and &quot;went for&quot; Mr. Abington, but did not strike him. Lord Mandeville immediately interposed and asked Mitchell to be quiet, whereupon the latter directed his attention to his lordship, and struck him sharply on the forehead. Carney and Baldock sprang to his lordship's assistance, and Mitchell and &quot;Pony&quot; Moore at once left the building, the whole proceedings not lasting longer than a few seconds. It soon became noised abroad that there was &quot;something up,&quot; and a crowd gathered, but the police saw Mitchell and Mr. G. W. Moore safely across the road.&lt;ref&gt;&quot;The Smith-Slavin Fight.&quot; ''Huddersfield Daily Chronicle'' 10 January 1890, Friday: 4 [of 4], Col. 6b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0002876%2F18900110&amp;page=4&amp;article=071&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;
After the Pelican Club meetings, Slavin comments:&lt;blockquote&gt;On Wednesday at Westminster Aquarium, F.  P. Slavin, the colonial pugilist, who received such bad treatment at the hands of roughs in his recent prize-fight with Jem Smith, the English &quot;champion,&quot; made his first public appearance since the fight. Mr. Frank Hinde, in introducing Slavin, said he would give an exhibition with Cosnett of Birmingham, who seconded him in his fight. Slavin was the gamest man that ever  stepped into a ring, he hoped the audience would rive him a good old English welcome. On appearing on the stage Slavin met with a most enthusiastic reception, and the three rounds' sparring with Cosnett was much appreciated. At the conclusion Slavin, in response to loud calls, bowed his acknowledgments.&lt;ref&gt;&quot;Slavin at the Royal Acquarium.&quot; ''Liverpool Weekly Courier'' 11 January 1890, Saturday: 3 [of 8], Col. 5a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003067%2F18900111&amp;page=3&amp;article=042&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

=== ''Reynolds's Newspaper'' ===
''Reynolds's Newspaper'' quotes J. L. Sullivan on the Smith-Slavin match:&lt;blockquote&gt;Mr. John L. Sullivan has been speaking his mind on the Smith-Slavin fight to some purpose. &quot;I can't see how an English fighter can be beaten,&quot; he said. &quot;This man Smith is little better than a middle-weight, and I haven't the slightest doubt that Slavin beat him fairly. Some people wonder why I did not go to England to fight Smith. Now you can understand why I insisted on meeting him in this country. In England fair play is unknown. The man with the greatest number of &quot;heelers&quot; always wins or saves himself from defeat. Slavin or Jackson will in all probability look for a match with me when they arrive in this country, and I am perfectly willing to meet either or both of them for a proper consideration. I went a big purse, and I am not particular where I fight so long as it is in a club-house. No more law-breaking for me.&quot;&lt;ref&gt;&quot;The Recent Prize Fight.&quot; ''Reynolds's Newspaper'' 12 January 1890, Sunday: 6 [of 8], Col. 4a–b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000101%2F18900112&amp;page=6&amp;article=053&amp;stringtohighlight=mandeville+viscount. Same print title and p.&lt;/ref&gt;&lt;/blockquote&gt;

=== The ''Cork Constitution'' ===
About Mr G Baird (Mr. Abington) from the ''Cork Constitution'':, referring at the end to the [[Social Victorians/Boxing/Fracas at the Trocadero|Fracas at the Trocadero]] or a restaurant:&lt;blockquote&gt;This well-known sportsman (Mr G Baird) who is occupying an unenviable position owing to his conduct at the Smith-Slavin piece of brutality, is the largest owner of race horses in England. He has no less than 100 horses in training, and though he won £10,000 in stakes last year it is computed that he should have won £25,000 additional to even pay his way. Anent that fight which has caused such indignation in the country, a London music hall was last week the scene of a pretty disturbance. Mr Abington and Lord Mandeville occupied a box during the entertainment, and received, amongst others, Charlie Mitchell, the well-known pugilist; an angry discussion ''re'' the fight ensued, and concluded by the peer measuring himself on the floor from one Mitchell’s &quot;lefts.&quot;&lt;ref&gt;&quot;Mr. Abington.&quot; ''Cork Constitution'' 14 January 1890, Tuesday: 7 [of 8], Col. 5b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001648%2F18900114&amp;page=7&amp;article=099&amp;stringtohighlight=mandeville+viscount. Same title and p.&lt;/ref&gt;&lt;/blockquote&gt;

=== The ''Colonial Standard and Jamaica Despatch'' ===
This report from the ''Colonial Standard and Jamaica Despatch'' mentions fighting in the streets (at a corner in Fleet Street) and tosses in an unrelated sentence about an upcoming match between a West Indian and J. L. Sullivan:&lt;blockquote&gt;The disgraceful affair, called by courtesy and [sic] &quot;International Prize Fight,&quot; which desecrated the peaceful dignity of the quaint old city of Bruges on Monday morning ought to convince people that there is nothing left to hope for in the Prize Ring. [2c–3a] At eight o'clock in the morning, Jem Smith, self-styled Champion of England, and Frank Slavin, the Australian Champion, with their seconds and parties, met in the grounds of a private gentleman to try conclusions. The &quot;fight&quot; lasted for twenty-five minutes, and was then brought to an abrupt conclusion by the referee declaring it drawn — he would have been killed had he given it to Slavin, who proved to be incomparably the better man. Fourteen rounds were fought in all, during the whole of which time Smith's friends and Smith's seconds worried, and at last assaulted, the Australian, who behaved quite pluckily. It is a disgrace to the name of Englishmen that this brutal scene should go forth to the world. Smith's backers knew well that he had no chance of winning, so they laid their plans to smash Slavin on their own account. It is a wonder that he was not killed — as was reported in Fleet-street at ten o'clock — for Smith's roughs struck and kicked him whenever he came near their corner. Although Lord Mandeville, Lord Rosslyn, Sir M. Sandys, and a few other members of the upper circle, were present at the fight, the bulk of the spectators were the refuse of the gambling rings of London, blackguards and ruffians of the deepest dye. The stakes were £1,000. So great an amount of indignation has been expressed on all sides at the treatment to which the Australian was exposed, that a subscription has been opened up for him. The West Indian, Jackson, is just leaving London for San Francisco, in order to get ready to meet J. L. Sullivan.&lt;ref&gt;&quot;London.&quot; ''Colonial Standard and Jamaica Despatch'' 16 January 1890, Thursday: 2 [of 4], Col. 2c–3a [of 6]. ''British Newspaper Archive''  https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0004059%2F18900116&amp;page=2&amp;article=019&amp;stringtohighlight=mandeville+viscount. Same print title, n.p.&lt;/ref&gt;&lt;/blockquote&gt;
== Notes and Questions ==
# 

==References==
{{reflist}}</text>
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    <title>AP Biology/Chemistry of Life/Structure of Water and Hydrogen Bonding</title>
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      <text bytes="6116" sha1="chank0wurkpf4qlsfltbg05kx7r71z5" xml:space="preserve">Water is a polar molecule because oxygen attracts shared electrons more strongly than hydrogen, which creates partial charges. The partial charges allow hydrogen bonds to form between water molecules, giving water properties like cohesoin, high specific heat capacity and the ability to dissolve polar or ionic substances.

== Terms ==
You should learn these terms and what their definitons are before studying how they work together. If you get confused with a word, you can always look at this table.
{| class=&quot;wikitable&quot;
|+
!Term
!Definiton
|-
|Water (H₂O)
|A molecule composed of two hydrogen atoms and one oxygen atom.
|-
|Electronegativity
|The ability of an atom to attract shared electrons toward itself.
|-
|Polar covalent bond
|A covalent bond in which electrons are shared unequally between atoms.
|-
|Polarity
|An uneven distribution of electrical charge within a molecule.
|-
|Partial charge (δ⁺ or δ⁻)
|A slight positive/negative chargre caused by an unequal distribution of electrons
|-
|Hydrogen bond
|A weak attraction between a partially positive hydrogen and an electronegative atom, for example oxygen.
|-
|Cohesion
|Attraction between molecules of the same substance.
|-
|Adhesion
|Attraction between molecules of different substances.
|-
|Specific heat capacity
|The amount of energy required to raise the temperature of a given amount of a substance by one degree.
|-
|Solvent
|A substance that dissolves another substance
|-
|Solute
|A substance dissolved in a solvent.
|-
|Hydrophilic
|Attracted to water, often polar or charged.
|-
|Hydrophobic
|Not attracted to water, often nonpolar.
|-
|Evaporative cooling
|Cooling that occurs when higher-energy molecules escape form a liquid during evaporation.
|}

== Notes ==

=== The structure of a water molecule ===
Water has the chemical formula H₂O. Each molecule contains two hydrogen atoms ''covalently bonded'' to one oxygen atom. Oxygen is more electronegative than hydrogen, so it attracts the shared electrons more strongly. Therefore, electrons spend more time near the oxygen atom.

The unequal sharing creates partial charges:

* Oxygen has a partial negative charge, indicated with &lt;math&gt;\delta^-&lt;/math&gt;
* Each hydrogen has a partial positive charge, indicated with &lt;math&gt;\delta^+&lt;/math&gt;

Water's bent molecular shape means that these charges don't cancel out. Therefore, water is a polar molecule.

=== Hydrogen bonding between water molecules ===
The partial charges of water molecules attract neighboring molecules. The partially positive hydrogen of one molecule is attracted to the partially negative oxygen of another, forming a hydrogen bond.

There are two types of bonds, a polar covalent bond and a hydrogen bond.

* Polar covalent bonds hold the hydrogen and oxygen atoms together within a water molecule.
* Hydrogen bonds attract separate water molecules to another.

If a substance can form hydrogen bonds with water, it may interact favorably with water. This explains why water interacts very well with polar substances.

=== Cohesion and adhesion ===
Cohesion is the attraction between molecules of the same substance. In water, hydrogen bonds cause water molecules to attract one another. Cohesion produces surface tension, which permits the water surface to resist disruption.

Adhesion is the attraction between molecules of different substances. Water can stick to other polar surfaces, including the walls of plant xylem vessels.

Both of these properties help water move through plants.

==== Examples ====

* If a water droplet forms on a surface, it's because of cohesion.
* If water interacts with the walls of plant vessels, it's because of adhesion.

=== Water's high specific heat capacity ===
Water can absorb or release substantial amounts of heat with relatively small changes in temperature. Energy added to water increases molecular motion but energy is also required to disrupt hydrogen bonds. It helps water resist rapid changes in temperature.

This property is biologically important because it helps stabilize the temperature of organisms and aquatic environments.

A lake may warm more slowly than the surrounding air during a sunny day because water has a high specific heat capacity. This reduces rapid temperature fluctuations for aquatic organisms.

=== Ice is less dense than liquid water ===
When water freezes, hydrogen bonds hold its molecules in a relatively open crystalline structure. The molecules occupy more space than they typically do in liquid water. Therefore, ice is less dense than liquid water.

If ice were denser than liquid water, it would sink instead of forming a floating layer. This would change how lakes freeze and may make cold environments harder for aquatic organisms to survive in.

=== Water as a solvent ===
Because water is polar, it can dissolve many ionic and polar substances. When salt dissolves in water, the partially charged regions fo water molecules attract the positively and negatively charged ions. Water molecules surround the ions and help separate them from the salt crystal.

Polar substances, such as many sugars, dissolve in water because they can interact with water molecules. Nonpolar substances however, like oils, generally don't dissolve well in water.

==== Examples ====

* Salt dissolves in water because water molecules interact with its ions.
* Many sugars dissolve because their polar groups interact with water.
* Oil and water separate because oil is largely nonpolar and doesn't interact well with water.

=== Evaporative cooling ===
Evaporation occurs when molecules at the surface of a liquid enter the gas phase. Molecules with more kinetic energy are more likely to escape.

As the higher-energy molecules leave, the average kinetic energy of the remaining liquid decreases, lowering its temperature.

Sweat evaporating from the skin cools the body and water evaporation from plant surfaces help regulate plant temperature.

== Quiz ==
If you want to test your knowledge on this subunit, you can click [[/Quiz/|here]]. Know that the questions you will see are similar to the AP exam, not for a specific teacher.</text>
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      <text bytes="6218" sha1="1kzaehdsjt203gvs39v3rg6l46t5zic" xml:space="preserve">Water is a polar molecule because oxygen attracts shared electrons more strongly than hydrogen, which creates partial charges. The partial charges allow hydrogen bonds to form between water molecules, giving water properties like cohesoin, high specific heat capacity and the ability to dissolve polar or ionic substances.

== Terms ==
You should learn these terms and what their definitons are before studying how they work together. If you get confused with a word, you can always look at this table.
{| class=&quot;wikitable&quot;
|+
!Term
!Definiton
|-
|Water (H₂O)
|A molecule composed of two hydrogen atoms and one oxygen atom.
|-
|Electronegativity
|The ability of an atom to attract shared electrons toward itself.
|-
|Polar covalent bond
|A covalent bond in which electrons are shared unequally between atoms.
|-
|Polarity
|An uneven distribution of electrical charge within a molecule.
|-
|Partial charge (δ⁺ or δ⁻)
|A slight positive/negative chargre caused by an unequal distribution of electrons
|-
|Hydrogen bond
|A weak attraction between a partially positive hydrogen and an electronegative atom, for example oxygen.
|-
|Cohesion
|Attraction between molecules of the same substance.
|-
|Adhesion
|Attraction between molecules of different substances.
|-
|Specific heat capacity
|The amount of energy required to raise the temperature of a given amount of a substance by one degree.
|-
|Solvent
|A substance that dissolves another substance
|-
|Solute
|A substance dissolved in a solvent.
|-
|Hydrophilic
|Attracted to water, often polar or charged.
|-
|Hydrophobic
|Not attracted to water, often nonpolar.
|-
|Evaporative cooling
|Cooling that occurs when higher-energy molecules escape form a liquid during evaporation.
|}

== Notes ==

=== The structure of a water molecule ===
Water has the chemical formula H₂O. Each molecule contains two hydrogen atoms ''covalently bonded'' to one oxygen atom. Oxygen is more electronegative than hydrogen, so it attracts the shared electrons more strongly. Therefore, electrons spend more time near the oxygen atom.

The unequal sharing creates partial charges:

* Oxygen has a partial negative charge, indicated with &lt;math&gt;\delta^-&lt;/math&gt;
* Each hydrogen has a partial positive charge, indicated with &lt;math&gt;\delta^+&lt;/math&gt;

Water's bent molecular shape means that these charges don't cancel out. Therefore, water is a polar molecule.

=== Hydrogen bonding between water molecules ===
The partial charges of water molecules attract neighboring molecules. The partially positive hydrogen of one molecule is attracted to the partially negative oxygen of another, forming a hydrogen bond.

There are two types of bonds, a polar covalent bond and a hydrogen bond.

* Polar covalent bonds hold the hydrogen and oxygen atoms together within a water molecule.
* Hydrogen bonds attract separate water molecules to another.

If a substance can form hydrogen bonds with water, it may interact favorably with water. This explains why water interacts very well with polar substances.

=== Cohesion and adhesion ===
Cohesion is the attraction between molecules of the same substance. In water, hydrogen bonds cause water molecules to attract one another. Cohesion produces surface tension, which permits the water surface to resist disruption.

Adhesion is the attraction between molecules of different substances. Water can stick to other polar surfaces, including the walls of plant xylem vessels.

Both of these properties help water move through plants.

==== Examples ====

* If a water droplet forms on a surface, it's because of cohesion.
* If water interacts with the walls of plant vessels, it's because of adhesion.

=== Water's high specific heat capacity ===
Water can absorb or release substantial amounts of heat with relatively small changes in temperature. Energy added to water increases molecular motion but energy is also required to disrupt hydrogen bonds. It helps water resist rapid changes in temperature.

This property is biologically important because it helps stabilize the temperature of organisms and aquatic environments.

A lake may warm more slowly than the surrounding air during a sunny day because water has a high specific heat capacity. This reduces rapid temperature fluctuations for aquatic organisms.

=== Ice is less dense than liquid water ===
When water freezes, hydrogen bonds hold its molecules in a relatively open crystalline structure. The molecules occupy more space than they typically do in liquid water. Therefore, ice is less dense than liquid water.

If ice were denser than liquid water, it would sink instead of forming a floating layer. This would change how lakes freeze and may make cold environments harder for aquatic organisms to survive in.

=== Water as a solvent ===
Because water is polar, it can dissolve many ionic and polar substances. When salt dissolves in water, the partially charged regions fo water molecules attract the positively and negatively charged ions. Water molecules surround the ions and help separate them from the salt crystal.

Polar substances, such as many sugars, dissolve in water because they can interact with water molecules. Nonpolar substances however, like oils, generally don't dissolve well in water.

==== Examples ====

* Salt dissolves in water because water molecules interact with its ions.
* Many sugars dissolve because their polar groups interact with water.
* Oil and water separate because oil is largely nonpolar and doesn't interact well with water.

=== Evaporative cooling ===
Evaporation occurs when molecules at the surface of a liquid enter the gas phase. Molecules with more kinetic energy are more likely to escape.

As the higher-energy molecules leave, the average kinetic energy of the remaining liquid decreases, lowering its temperature.

Sweat evaporating from the skin cools the body and water evaporation from plant surfaces help regulate plant temperature.

== Assignment ==
To practice this subunit, you should complete this assignment [[/Assignment/|here]].
== Quiz ==
If you want to test your knowledge on this subunit, you can click [[/Quiz/|here]]. Know that the questions you will see are similar to the AP exam, not for a specific teacher.</text>
      <sha1>1kzaehdsjt203gvs39v3rg6l46t5zic</sha1>
    </revision>
    <revision>
      <id>2843439</id>
      <parentid>2843385</parentid>
      <timestamp>2026-10-31T00:14:13Z</timestamp>
      <contributor>
        <username>KyleWii</username>
        <id>3113193</id>
      </contributor>
      <origin>2843439</origin>
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      <format>text/x-wiki</format>
      <text bytes="6234" sha1="hy6jwk8a9rejd104oabwizd80rxr5iz" xml:space="preserve">== Big Idea ==

Water is a polar molecule because oxygen attracts shared electrons more strongly than hydrogen, which creates partial charges. The partial charges allow hydrogen bonds to form between water molecules, giving water properties like cohesoin, high specific heat capacity and the ability to dissolve polar or ionic substances.

== Terms ==
You should learn these terms and what their definitons are before studying how they work together. If you get confused with a word, you can always look at this table.
{| class=&quot;wikitable&quot;
|+
!Term
!Definiton
|-
|Water (H₂O)
|A molecule composed of two hydrogen atoms and one oxygen atom.
|-
|Electronegativity
|The ability of an atom to attract shared electrons toward itself.
|-
|Polar covalent bond
|A covalent bond in which electrons are shared unequally between atoms.
|-
|Polarity
|An uneven distribution of electrical charge within a molecule.
|-
|Partial charge (δ⁺ or δ⁻)
|A slight positive/negative chargre caused by an unequal distribution of electrons
|-
|Hydrogen bond
|A weak attraction between a partially positive hydrogen and an electronegative atom, for example oxygen.
|-
|Cohesion
|Attraction between molecules of the same substance.
|-
|Adhesion
|Attraction between molecules of different substances.
|-
|Specific heat capacity
|The amount of energy required to raise the temperature of a given amount of a substance by one degree.
|-
|Solvent
|A substance that dissolves another substance
|-
|Solute
|A substance dissolved in a solvent.
|-
|Hydrophilic
|Attracted to water, often polar or charged.
|-
|Hydrophobic
|Not attracted to water, often nonpolar.
|-
|Evaporative cooling
|Cooling that occurs when higher-energy molecules escape form a liquid during evaporation.
|}

== Notes ==

=== The structure of a water molecule ===
Water has the chemical formula H₂O. Each molecule contains two hydrogen atoms ''covalently bonded'' to one oxygen atom. Oxygen is more electronegative than hydrogen, so it attracts the shared electrons more strongly. Therefore, electrons spend more time near the oxygen atom.

The unequal sharing creates partial charges:

* Oxygen has a partial negative charge, indicated with &lt;math&gt;\delta^-&lt;/math&gt;
* Each hydrogen has a partial positive charge, indicated with &lt;math&gt;\delta^+&lt;/math&gt;

Water's bent molecular shape means that these charges don't cancel out. Therefore, water is a polar molecule.

=== Hydrogen bonding between water molecules ===
The partial charges of water molecules attract neighboring molecules. The partially positive hydrogen of one molecule is attracted to the partially negative oxygen of another, forming a hydrogen bond.

There are two types of bonds, a polar covalent bond and a hydrogen bond.

* Polar covalent bonds hold the hydrogen and oxygen atoms together within a water molecule.
* Hydrogen bonds attract separate water molecules to another.

If a substance can form hydrogen bonds with water, it may interact favorably with water. This explains why water interacts very well with polar substances.

=== Cohesion and adhesion ===
Cohesion is the attraction between molecules of the same substance. In water, hydrogen bonds cause water molecules to attract one another. Cohesion produces surface tension, which permits the water surface to resist disruption.

Adhesion is the attraction between molecules of different substances. Water can stick to other polar surfaces, including the walls of plant xylem vessels.

Both of these properties help water move through plants.

==== Examples ====

* If a water droplet forms on a surface, it's because of cohesion.
* If water interacts with the walls of plant vessels, it's because of adhesion.

=== Water's high specific heat capacity ===
Water can absorb or release substantial amounts of heat with relatively small changes in temperature. Energy added to water increases molecular motion but energy is also required to disrupt hydrogen bonds. It helps water resist rapid changes in temperature.

This property is biologically important because it helps stabilize the temperature of organisms and aquatic environments.

A lake may warm more slowly than the surrounding air during a sunny day because water has a high specific heat capacity. This reduces rapid temperature fluctuations for aquatic organisms.

=== Ice is less dense than liquid water ===
When water freezes, hydrogen bonds hold its molecules in a relatively open crystalline structure. The molecules occupy more space than they typically do in liquid water. Therefore, ice is less dense than liquid water.

If ice were denser than liquid water, it would sink instead of forming a floating layer. This would change how lakes freeze and may make cold environments harder for aquatic organisms to survive in.

=== Water as a solvent ===
Because water is polar, it can dissolve many ionic and polar substances. When salt dissolves in water, the partially charged regions fo water molecules attract the positively and negatively charged ions. Water molecules surround the ions and help separate them from the salt crystal.

Polar substances, such as many sugars, dissolve in water because they can interact with water molecules. Nonpolar substances however, like oils, generally don't dissolve well in water.

==== Examples ====

* Salt dissolves in water because water molecules interact with its ions.
* Many sugars dissolve because their polar groups interact with water.
* Oil and water separate because oil is largely nonpolar and doesn't interact well with water.

=== Evaporative cooling ===
Evaporation occurs when molecules at the surface of a liquid enter the gas phase. Molecules with more kinetic energy are more likely to escape.

As the higher-energy molecules leave, the average kinetic energy of the remaining liquid decreases, lowering its temperature.

Sweat evaporating from the skin cools the body and water evaporation from plant surfaces help regulate plant temperature.

== Assignment ==
To practice this subunit, you should complete this assignment [[/Assignment/|here]].
== Quiz ==
If you want to test your knowledge on this subunit, you can click [[/Quiz/|here]]. Know that the questions you will see are similar to the AP exam, not for a specific teacher.</text>
      <sha1>hy6jwk8a9rejd104oabwizd80rxr5iz</sha1>
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    <revision>
      <id>2843440</id>
      <parentid>2843439</parentid>
      <timestamp>2026-10-31T00:14:34Z</timestamp>
      <contributor>
        <username>KyleWii</username>
        <id>3113193</id>
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      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6242" sha1="m018a9sqp99ia7any9gb816512ro5op" xml:space="preserve">== Big Idea/Summary ==

Water is a polar molecule because oxygen attracts shared electrons more strongly than hydrogen, which creates partial charges. The partial charges allow hydrogen bonds to form between water molecules, giving water properties like cohesoin, high specific heat capacity and the ability to dissolve polar or ionic substances.

== Terms ==
You should learn these terms and what their definitons are before studying how they work together. If you get confused with a word, you can always look at this table.
{| class=&quot;wikitable&quot;
|+
!Term
!Definiton
|-
|Water (H₂O)
|A molecule composed of two hydrogen atoms and one oxygen atom.
|-
|Electronegativity
|The ability of an atom to attract shared electrons toward itself.
|-
|Polar covalent bond
|A covalent bond in which electrons are shared unequally between atoms.
|-
|Polarity
|An uneven distribution of electrical charge within a molecule.
|-
|Partial charge (δ⁺ or δ⁻)
|A slight positive/negative chargre caused by an unequal distribution of electrons
|-
|Hydrogen bond
|A weak attraction between a partially positive hydrogen and an electronegative atom, for example oxygen.
|-
|Cohesion
|Attraction between molecules of the same substance.
|-
|Adhesion
|Attraction between molecules of different substances.
|-
|Specific heat capacity
|The amount of energy required to raise the temperature of a given amount of a substance by one degree.
|-
|Solvent
|A substance that dissolves another substance
|-
|Solute
|A substance dissolved in a solvent.
|-
|Hydrophilic
|Attracted to water, often polar or charged.
|-
|Hydrophobic
|Not attracted to water, often nonpolar.
|-
|Evaporative cooling
|Cooling that occurs when higher-energy molecules escape form a liquid during evaporation.
|}

== Notes ==

=== The structure of a water molecule ===
Water has the chemical formula H₂O. Each molecule contains two hydrogen atoms ''covalently bonded'' to one oxygen atom. Oxygen is more electronegative than hydrogen, so it attracts the shared electrons more strongly. Therefore, electrons spend more time near the oxygen atom.

The unequal sharing creates partial charges:

* Oxygen has a partial negative charge, indicated with &lt;math&gt;\delta^-&lt;/math&gt;
* Each hydrogen has a partial positive charge, indicated with &lt;math&gt;\delta^+&lt;/math&gt;

Water's bent molecular shape means that these charges don't cancel out. Therefore, water is a polar molecule.

=== Hydrogen bonding between water molecules ===
The partial charges of water molecules attract neighboring molecules. The partially positive hydrogen of one molecule is attracted to the partially negative oxygen of another, forming a hydrogen bond.

There are two types of bonds, a polar covalent bond and a hydrogen bond.

* Polar covalent bonds hold the hydrogen and oxygen atoms together within a water molecule.
* Hydrogen bonds attract separate water molecules to another.

If a substance can form hydrogen bonds with water, it may interact favorably with water. This explains why water interacts very well with polar substances.

=== Cohesion and adhesion ===
Cohesion is the attraction between molecules of the same substance. In water, hydrogen bonds cause water molecules to attract one another. Cohesion produces surface tension, which permits the water surface to resist disruption.

Adhesion is the attraction between molecules of different substances. Water can stick to other polar surfaces, including the walls of plant xylem vessels.

Both of these properties help water move through plants.

==== Examples ====

* If a water droplet forms on a surface, it's because of cohesion.
* If water interacts with the walls of plant vessels, it's because of adhesion.

=== Water's high specific heat capacity ===
Water can absorb or release substantial amounts of heat with relatively small changes in temperature. Energy added to water increases molecular motion but energy is also required to disrupt hydrogen bonds. It helps water resist rapid changes in temperature.

This property is biologically important because it helps stabilize the temperature of organisms and aquatic environments.

A lake may warm more slowly than the surrounding air during a sunny day because water has a high specific heat capacity. This reduces rapid temperature fluctuations for aquatic organisms.

=== Ice is less dense than liquid water ===
When water freezes, hydrogen bonds hold its molecules in a relatively open crystalline structure. The molecules occupy more space than they typically do in liquid water. Therefore, ice is less dense than liquid water.

If ice were denser than liquid water, it would sink instead of forming a floating layer. This would change how lakes freeze and may make cold environments harder for aquatic organisms to survive in.

=== Water as a solvent ===
Because water is polar, it can dissolve many ionic and polar substances. When salt dissolves in water, the partially charged regions fo water molecules attract the positively and negatively charged ions. Water molecules surround the ions and help separate them from the salt crystal.

Polar substances, such as many sugars, dissolve in water because they can interact with water molecules. Nonpolar substances however, like oils, generally don't dissolve well in water.

==== Examples ====

* Salt dissolves in water because water molecules interact with its ions.
* Many sugars dissolve because their polar groups interact with water.
* Oil and water separate because oil is largely nonpolar and doesn't interact well with water.

=== Evaporative cooling ===
Evaporation occurs when molecules at the surface of a liquid enter the gas phase. Molecules with more kinetic energy are more likely to escape.

As the higher-energy molecules leave, the average kinetic energy of the remaining liquid decreases, lowering its temperature.

Sweat evaporating from the skin cools the body and water evaporation from plant surfaces help regulate plant temperature.

== Assignment ==
To practice this subunit, you should complete this assignment [[/Assignment/|here]].
== Quiz ==
If you want to test your knowledge on this subunit, you can click [[/Quiz/|here]]. Know that the questions you will see are similar to the AP exam, not for a specific teacher.</text>
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  <page>
    <title>AP Biology/Chemistry of Life/Structure of Water and Hydrogen Bonding/Quiz</title>
    <ns>0</ns>
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      <text bytes="688" sha1="03k0fpd3aayfuo86a694emnnxmd2taw" xml:space="preserve">This quiz will contain 15 multiple-choice similar to the AP exam. Calculators are allowed. Notes can be used although we recommend to try it without notes.

&lt;quiz display=simple&gt;
{A researcher measures the temperature of equal volumes of water and vegatable oil after both absorb the same amount of thermal. The water experiences a smaller increase in temperature than the oil. Which property of water best explains this observation.
|type=&quot;()&quot;}
- Water has strong adhesive properties.
+ Water has a high specific heat capacity due to hydrogen bnoding.
- Water is less dense as a liquid than as a solid.
- Water forms covalent bonds with neighboring water molecules.
&lt;/quiz&gt;

not done yet</text>
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      <text bytes="657" sha1="dac9g1atqi4biqkxf75tmlc1zqkpiyf" xml:space="preserve">This quiz will contain 15 multiple-choice similar to the AP exam. Calculators are allowed. Notes can be used although we recommend to try it without notes.

&lt;quiz display=simple&gt;
{A researcher heats equal volumes of water and vegetable oil by adding the same amount of thermal energy to each. The water's temperature increases less than the oil's. Which property of water best explains this difference?
|type=&quot;()&quot;}
- Water has strong adhesive properties.
+ Water has a high specific heat capacity due to hydrogen bnoding.
- Water is less dense as a liquid than as a solid.
- Water forms covalent bonds with neighboring water molecules.
&lt;/quiz&gt;

not done yet</text>
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      <text bytes="159" sha1="o7c1v05z31xritjpfsqdo0t5g3sj4av" xml:space="preserve">'''Aaqib Azeez'''

This page is intended to compile quotes and beneficial knowledge of Islam through the understanding of the righteous scholars and the Salaf.</text>
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'''Aaqib Azeez'''

This page is intended to compile quotes and beneficial knowledge of Islam through the understanding of the righteous scholars and the Salaf.</text>
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'''Aaqib Azeez'''

This page is intended to compile quotes and beneficial knowledge of Islam through the understanding of the righteous scholars and the Salaf.</text>
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This page is intended to compile quotes and beneficial knowledge of Islam through the understanding of the righteous scholars and the Salaf.

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This page is intended to compile quotes and beneficial knowledge of Islam through the understanding of the righteous scholars and the Salaf.

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This page is intended to compile quotes and beneficial knowledge of Islam through the understanding of the righteous scholars and the Salaf.

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      <comment>Created page with &quot; File:   Define each of the following terms.  * Electronegativity – ___________________________________________________ * Polar covalent bond – _________________________________________________ * Polarity – ___________________________________________________ * Partial charge – ___________________________________________________ * Hydrogen bond – ___________________________________________________ * Cohesion – __________________________________________________...&quot;</comment>
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File: 

Define each of the following terms.

* Electronegativity – ___________________________________________________
* Polar covalent bond – _________________________________________________
* Polarity – ___________________________________________________
* Partial charge – ___________________________________________________
* Hydrogen bond – ___________________________________________________
* Cohesion – ___________________________________________________
* Adhesion – ___________________________________________________
* Specific heat capacity – _______________________________________________
* Hydrophilic – ___________________________________________________
* Hydrophobic – ___________________________________________________

----Choose the correct term for each description. Circle 1 or 2.

1: Which type of bond holds hydrogen and oxygen atoms together within a water molecule?

# Polar covalent bond
# Hydrogen bond

2. Which property describes the attraction between molecules of the same substance?

# Adhesion
# Cohesion

3. Which property describes water's ability to resist rapid temperature changes?

# High specific heat capacity
# Low specific heat capacity

4. Which substance is attracted to water?

# Hydrophilic
# Hydrophobic

5. Which property allows water droplets to stick to other surfaces?

# Cohesion
# Adhesion</text>
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{{Information
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== Licensing ==
{{self|GFDL|cc-by-4.0}}</text>
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      <comment>a start</comment>
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* enwq income tax</text>
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      <comment>start a new userspace  page that also contains info from my previous als page</comment>
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      <text bytes="30" sha1="m7jbrn6i41nbijpizuaclnnicea634n" xml:space="preserve">== als ==

== womens health ==</text>
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      <comment>/* Why I created this file */ new section</comment>
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      <text bytes="589" sha1="gyqirr7fl6kmdyha3pav3qu6n588l7f" xml:space="preserve">== Why I created this file ==
I had previously created a userspace file where I aimed to followup information about ALS (LouGerigs). But I just became aware of another medical issue I have an interest in namely women's health and decided to combine those two issues on a new userspace page. However it appears that anon's cannot move pages (I Think?), so instead I am creating this third file  and intend to copy the contents of als into it.

I hope I am making sense? [[Special:Contributions/~2026-56788-08|~2026-56788-08]] ([[User talk:~2026-56788-08|talk]]) 17:20, 30 October 2026 (UTC)</text>
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== Licensing ==
{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
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{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
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  <page>
    <title>Digital Media Concepts/Vince Zampella's work and legacy</title>
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      <comment>Created page with &quot;{{DISPLAYTITLE:Vince Zampella Work and Legacy}}  = The Legacy and influence of Vince Zampella on the video games industry =  === Introduction === Vince Zampella was a Video Game Designer known for his work on Call of Duty Modern Warfare, Titanfall, and Apex Legends. He was the co-founder of Infinity Ward, the studio behind many of the titles in the Call of Duty franchise, and the head of Respawn Entertain but he's also so much more than that. It is through his work that...&quot;</comment>
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= The Legacy and influence of Vince Zampella on the video games industry =

=== Introduction ===
Vince Zampella was a Video Game Designer known for his work on Call of Duty Modern Warfare, Titanfall, and Apex Legends. He was the co-founder of Infinity Ward, the studio behind many of the titles in the Call of Duty franchise, and the head of Respawn Entertain but he's also so much more than that. It is through his work that the creation of the modern FPS genre video game is created. His designs defined the modern shooter and it will likely continue to shape the future of the FPS genre. He was a true modern innovator who shaped much of what we think of as a video game.

== Early Work ==
temp

== Leaving Activision ==
temp

== Titanfall and it's influence ==
temp

== Apex Legends and the modern battle royale ==
temp

== Final work and closing remarks ==
temp

== References ==
1:&quot;The Impact of AI on Job Roles, Workforce, and Employment: What You Need to Know&quot;. ''Innopharma Education''. 2023-09-29. Retrieved 2025-03-31. 

2: &quot;Emerging Job Roles and Trends: Navigating the Future of Work&quot;. ''www.usebraintrust.com''. Retrieved 2025-03-31. 

3:May 2024, Matt Dean 24. &quot;What impact might AI have on workplace dynamics?&quot;. ''www.peoplemanagement.co.uk''. Retrieved 2025-03-31.


[[Category:temp]]
[[Category:temp]]
[[Category:temp]]
[[Category:temp]]

{{BookCat}}</text>
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    <title>Digital Media Concepts/Peer to Peer Online Education Interactions</title>
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&lt;h2&gt;Peer to Peer Online Education Interactions&lt;/h2&gt;&lt;hr&gt;

&lt;h2&gt;Introduction:&lt;/h2&gt;
&lt;p&gt;
   In this paper the subject of platform architecture and its influence on social interaction among students will be covered. 
&lt;/p&gt;
&lt;h2&gt;
   Backstory
&lt;/h2&gt;
&lt;p&gt;
  Before covering learning management systems, a brief summary of distance learning provides essential context. 
  Before LMS platforms existed, mail was used to deliver lessons, allowing students to complete coursework and return assignments via postal mail for feedback offering true flexibility. Later, radio and television broadcasts were incorporated until digital LMS systems emerged.  
  
  &lt;ref&gt;
    Thackaberry, S. (2019). 
    A Brief History of Distance Learning. eLearning and the Innovation of the Academy. A Brief History of Distance Learning
    
  &lt;/ref&gt;
&lt;/p&gt;
&lt;h2&gt;Blackboard&lt;/h2&gt;
&lt;p&gt;
   Blackboard emerged in 1998 as an onsite-hosted platform, where individual school campuses hosted the software on their own local servers. 
   Its early market dominance was largely secured through the acquisition of key competitors like WebCT and Angel. Securing a 65% market share in the early to late 2000s. 
   &lt;ref&gt;
   Bundy, J. (2022). BlackBoard, Canvas, and Learning Management
   Systems. In M. Ramlatchan (Ed.), Instructional Systems Design and
   the Dif usion and Adoption of Technology (Vol. 1). Kindle Direct
   Publishing. 
   &lt;/ref&gt; 
   Although it is now less dominant in many educational institutions and losing ground to alternative platforms, 
   Blackboard laid the critical infrastructural groundwork for modern learning management systems (LMS) used today. 
   Lms is a software application used to manage coursework and student learning.
   Rather than fostering organic dialogue, this architectural foundation introduced automated telemetry tracking clicks, 
   login frequencies, and post counts which substituted quantitative metrics for actual evidence of learning. 
   By reducing student engagement to tracked data streams, these systems locked participants into rigid compliance loops 
   and shifted teaching from a dynamic performance into static &quot;textualization&quot; turning courses into predictable, 
   pre-packaged modules where students are treated merely as tracked &quot;users&quot; rather than educated thinkers and vibrant learning communities. 
   
   &lt;ref&gt;Coopman, S. J. (2009). A critical examination of Blackboard’s e–learning environment. First Monday, 14(6). &lt;/ref&gt;
&lt;/p&gt;

&lt;h2&gt;Canvas&lt;/h2&gt;
&lt;p&gt;
Canvas was created by 2 graduate students at utah under the company Instructure. 
It has quickly grown and spread overtaking blackboard in the 2010s. 
Thanks to its ease of use and requiring little to no training to adopt.

&lt;ref&gt; 
Bundy, J. (2022). BlackBoard, Canvas, and Learning Management
Systems. In M. Ramlatchan (Ed.), Instructional Systems Design and
the Difusion and Adoption of Technology (Vol. 1). Kindle Direct
Publishing. 
&lt;/ref&gt;

&lt;/p&gt;
&lt;h3&gt;Social interaction on canvas&lt;/h3&gt;
&lt;p&gt;
Interactions within learning management platforms such as Canvas tend to be highly transactional, operating behind user interfaces that intentionally filter out the complexities of human communication. 
Critics note that textualized communication strips away tone and nuance, failing to replicate the depth of face-to-face interaction. While such limitations may be mitigated in traditional hybrid settings, they become particularly acute in fully asynchronous online courses where students rely exclusively on the platform to connect. 
Consequently, scholars argue that students can become locked into rigid compliance loops that disincentivize organic peer connection, even as research suggests that substantive, high quality human interactions correlate strongly with enhanced academic performance and engagement.
&lt;ref&gt;Coopman, S. J. (2009). A critical examination of Blackboard’s e–learning environment. First Monday, 14(6). &lt;/ref&gt;
&lt;/p&gt;
&lt;p&gt;


&lt;/p&gt;


&lt;h2&gt;Mobile app adoption&lt;/h2&gt;
&lt;p&gt;
   Canvas features a mobile app. Critics of canvas will be quick to point out how the native access of the app 
   can be used to harvest any amount of data from users of the app. On May 2019 at UC Berkeley, researchers 
   at the International Computer Science Institute performed a security analysis of the Android App conducted they noted
   specific gaps in data privacy noting that the app ‘transmits sensitive data.’
   The three device identifiers recorded to have been ‘transmitted during testing’
   include Advertising IDs, Android IDs, and Device Descriptions. 
   &lt;ref&gt;
      Marachi, R., &amp; Quill, L. (2020). 
      The case of Canvas: Longitudinal datafication through learning management systems. 
      Teaching in Higher Education, 25(4), 418–434.
      

   &lt;/ref&gt;

   This data can be used to profile individuals. Ultimately it is data harvesting hidden behind a smooth interface.


&lt;/p&gt;
&lt;h2&gt;Asynchronous Isolation vs. Digital Community&lt;/h2&gt;
&lt;p&gt;
   While learning management platforms market themselves as builders of &quot;digital communities,&quot; asynchronous courses often foster a deep sense of isolation. 
   By stripping away non-verbal cues such as body language, side conversations, and shared physical presence platforms reduce human connection to asynchronous forum posts or emails. 
   True community requires shared vulnerability and organic time, whereas asynchronous setups replace community with synchronous isolation, 
   where students navigate coursework alone while checking off forced participation metrics. 
   Teacher student communication is slowed since email is the main means to communicate and lacks consistency so students may not get the help they need.
   Students can finish the semester without knowing their peers or the professor.

&lt;/p&gt;

&lt;h2&gt;conclusion&lt;/h2&gt;
&lt;p&gt;
   Ultimately, the evolution of learning management systems from early campus-hosted software like Blackboard to cloud-hosted environments like Canvas reveals a troubling shift: 
   the systematic datafication of education. While these platforms offer undeniable administrative convenience and seamless mobile access, their architectural designs rely on automated telemetry, 
   compliance based interactions, and data harvesting that reduce students to tracked profiles. By favoring what is easily measurable over complex, higher-order thinking, these systems do more than just extract data they narrow students' perceptions of what communication can be. 
   Conditioned to treat text boxes and rigid rubrics as the default standard for academic success, learners grow hesitant to explore alternative, expressive mediums such as multi-modal audio projects, sound design, or creative media workflows built outside the platform. 
   Reclaiming genuine intellectual community requires recognizing these architectural traps and looking beyond the compliance loops of the modern LMS.
&lt;/p&gt;

&lt;h2&gt;Sources&lt;/h2&gt;
&lt;references /&gt;</text>
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&lt;h2&gt;Peer to Peer Online Education Interactions&lt;/h2&gt;&lt;hr&gt;

&lt;h2&gt;Introduction:&lt;/h2&gt;
&lt;p&gt;
   In this paper the subject of platform architecture and its influence on social interaction among students will be covered. 
&lt;/p&gt;
&lt;h2&gt;
   Backstory
&lt;/h2&gt;
&lt;p&gt;
  Before covering learning management systems, a brief summary of distance learning provides essential context. 
  Before LMS platforms existed, mail was used to deliver lessons, allowing students to complete coursework and return assignments via postal mail for feedback offering true flexibility. Later, radio and television broadcasts were incorporated until digital LMS systems emerged.  
  
  &lt;ref&gt;
    Thackaberry, S. (2019). 
    A Brief History of Distance Learning. eLearning and the Innovation of the Academy. A Brief History of Distance Learning
    
  &lt;/ref&gt;
&lt;/p&gt;
&lt;h2&gt;Blackboard&lt;/h2&gt;
&lt;p&gt;
   Blackboard emerged in 1998 as an onsite-hosted platform, where individual school campuses hosted the software on their own local servers. 
   Its early market dominance was largely secured through the acquisition of key competitors like WebCT and Angel. Securing a 65% market share in the early to late 2000s. 
   &lt;ref&gt;
   Bundy, J. (2022). BlackBoard, Canvas, and Learning Management
   Systems. In M. Ramlatchan (Ed.), Instructional Systems Design and
   the Dif usion and Adoption of Technology (Vol. 1). Kindle Direct
   Publishing. 
   &lt;/ref&gt; 
   Although it is now less dominant in many educational institutions and losing ground to alternative platforms, 
   Blackboard laid the critical infrastructural groundwork for modern learning management systems (LMS) used today. 
   Lms is a software application used to manage coursework and student learning.
   Rather than fostering organic dialogue, this architectural foundation introduced automated telemetry tracking clicks, 
   login frequencies, and post counts which substituted quantitative metrics for actual evidence of learning. 
   By reducing student engagement to tracked data streams, these systems locked participants into rigid compliance loops 
   and shifted teaching from a dynamic performance into static &quot;textualization&quot; turning courses into predictable, 
   pre-packaged modules where students are treated merely as tracked &quot;users&quot; rather than educated thinkers and vibrant learning communities. 
   
   &lt;ref&gt;Coopman, S. J. (2009). A critical examination of Blackboard’s e–learning environment. First Monday, 14(6). &lt;/ref&gt;
&lt;/p&gt;

&lt;h2&gt;Canvas&lt;/h2&gt;
&lt;p&gt;
Canvas was created by 2 graduate students at utah under the company Instructure. 
It has quickly grown and spread overtaking blackboard in the 2010s. 
Thanks to its ease of use and requiring little to no training to adopt.

&lt;ref&gt; 
Bundy, J. (2022). BlackBoard, Canvas, and Learning Management
Systems. In M. Ramlatchan (Ed.), Instructional Systems Design and
the Difusion and Adoption of Technology (Vol. 1). Kindle Direct
Publishing. 
&lt;/ref&gt;

&lt;/p&gt;
&lt;h3&gt;Social interaction on canvas&lt;/h3&gt;
&lt;p&gt;
Interactions within learning management platforms such as Canvas tend to be highly transactional, operating behind user interfaces that intentionally filter out the complexities of human communication. 
Critics note that textualized communication strips away tone and nuance, failing to replicate the depth of face-to-face interaction. While such limitations may be mitigated in traditional hybrid settings, they become particularly acute in fully asynchronous online courses where students rely exclusively on the platform to connect. 
Consequently, scholars argue that students can become locked into rigid compliance loops that disincentivize organic peer connection, even as research suggests that substantive, high quality human interactions correlate strongly with enhanced academic performance and engagement.
&lt;ref&gt;Coopman, S. J. (2009). A critical examination of Blackboard’s e–learning environment. First Monday, 14(6). &lt;/ref&gt;
&lt;/p&gt;
&lt;p&gt;


&lt;/p&gt;


&lt;h2&gt;Mobile app adoption&lt;/h2&gt;
&lt;p&gt;
   Canvas features a mobile app. Critics of canvas will be quick to point out how the native access of the app 
   can be used to harvest any amount of data from users of the app. On May 2019 at UC Berkeley, researchers 
   at the International Computer Science Institute performed a security analysis of the Android App conducted they noted
   specific gaps in data privacy noting that the app ‘transmits sensitive data.’
   The three device identifiers recorded to have been ‘transmitted during testing’
   include Advertising IDs, Android IDs, and Device Descriptions. 
   &lt;ref&gt;
      Marachi, R., &amp; Quill, L. (2020). 
      The case of Canvas: Longitudinal datafication through learning management systems. 
      Teaching in Higher Education, 25(4), 418–434.
      

   &lt;/ref&gt;

   This data can be used to profile individuals. Ultimately it is data harvesting hidden behind a smooth interface.


&lt;/p&gt;
&lt;h2&gt;Asynchronous Isolation vs. Digital Community&lt;/h2&gt;
&lt;p&gt;
   While learning management platforms market themselves as builders of &quot;digital communities,&quot; asynchronous courses often foster a deep sense of isolation. 
   By stripping away non-verbal cues such as body language, side conversations, and shared physical presence platforms reduce human connection to asynchronous forum posts or emails. 
   True community requires shared vulnerability and organic time, whereas asynchronous setups replace community with synchronous isolation, 
   where students navigate coursework alone while checking off forced participation metrics. 
   Teacher student communication is slowed since email is the main means to communicate and lacks consistency so students may not get the help they need.
   Students can finish the semester without knowing their peers or the professor.

&lt;/p&gt;

&lt;h2&gt;conclusion&lt;/h2&gt;
&lt;p&gt;
   Ultimately, the evolution of learning management systems from early campus-hosted software like Blackboard to cloud-hosted environments like Canvas reveals a troubling shift: 
   the systematic datafication of education. While these platforms offer undeniable administrative convenience and seamless mobile access, their architectural designs rely on automated telemetry, 
   compliance based interactions, and data harvesting that reduce students to tracked profiles. By favoring what is easily measurable over complex, higher-order thinking, these systems do more than just extract data they narrow students' perceptions of what communication can be. 
   Conditioned to treat text boxes and rigid rubrics as the default standard for academic success, learners grow hesitant to explore alternative, expressive mediums such as multi-modal audio projects, sound design, or creative media workflows built outside the platform. 
   Reclaiming genuine intellectual community requires recognizing these architectural traps and looking beyond the compliance loops of the modern LMS.
&lt;/p&gt;

&lt;h2&gt;Sources&lt;/h2&gt;
&lt;references /&gt;

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